Tuesday, Feb. 4th

Warm-up: What makes a survivor Data Track and Chart Identifying Fragments Introduce Most Dangerous Game

Essential Question Building Background Group Norms/Graffiti Chart Ground-Rules

Graffiti Chart day 1 Finish Early? Greek and Latin/#pp

Brainstorm!

Warm-up Pick one of

the situations

shown. What adversities

and conflicts does that

person face? What

qualities or traits will

this person need to

possess in order to survive?

Conflict Data

CLASS MASTERY

Block 1= With absence – 77% Without absences –82%

Block 2= With absences – 71% Without absences– 78%

Block 3= With absences- 68% Without absences – 73%

100% CLUB Block 1

Cori, Khadajah, Tyrek, Na’Liya, Zach

Block 2 Kevin, Ivan

Block 3 Melanie, Taylor, Deja, Iyanna

USE COMPLETE SENTENCES

Independent Clause vs. Dependent Clause

An independent clause is a complete sentence. There are three things needed for a complete

sentence: 1. Subject 2. Verb 3. Complete

Thought

A dependent clause , or subordinate clause, adds information to an independent clause, but they cannot stand alone as a sentence. They depend on the independent clause.

Complete thought?

A A A W W W U U B B I S

As. Although. After. While. When. Whether. Unless. Under. Because. Before. If. Since.

___ 1.Because the Mehm and Dejonte studied hard

___2.Aja ate ice cream

___ 3. Rolando really enjoyed taking Spanish

____4. Since Dezi was absent for three days

____5.Reveonna was excited about the girls’ basketball game

___ 7. They earned a 94% on their scrimmage

___ 8. Even though it was freezing outside

___ 9. After he learned a few new words

___ 10. She had a mound of homework to do

___ 11. So she invited her teachers to watch her play

DIRECTIONS: DETERMINE IF THE FOLLOWING ARE EXAMPLES OF INDEPENDENT CLAUSES OR DEPENDENT CLAUSES. IN THE BLANK WRITE “I” FOR INDEPENDENT AND “D” FOR DEPENDENT. UNDERLINE INDEPENDENT CLAUSES AND BOX DEPENDENT CLAUSES.

What does it mean to be a survivor?Essential Question

This Week’s Objectives

SWBAT explain the affect of conflict on plot using textual evidence.

SWBAT determine theme and support their findings with textual evidence.

LEQ: How does the main conflict in a story influence its plot? How does it help identify theme? Support.

“The Most Dangerous Game”

GOOD READERS PREDICT• Make a prediction

using the title of the story.

• What do you predict this story will be about?

Background Information

“The Most Dangerous Game” is a short story written by Richard Connell.

First published in 1924, the story has been frequently anthologized as a classic example of a suspenseful narrative loaded with action.

Background Information

The story gained favorable recognition upon its initial publication in 1924, winning the prestigious O. Henry Memorial Award for short fiction.

Its popularity was further established when the first film version of the story was produced in 1932.

Keep a critical eye:

Connell plays with plot and a draw out exposition. What is the purpose of this change? Is it effective?

Is the story good or not? What elements of suburb story telling stand out to you? Are their parts that you think could have been written better? Why?

Group Norms

BLUE GROUP: Silent Readers This group will work independently to

complete their graffiti charts RED GROUP: Team Readers

This group will work collaboratively to complete their graffiti charts

BEIGE GROUP: Teacher-led Readers This group will work with Ms. Morrow to

complete their graffiti charts

Group Norms

Red & Blue Groups: If at any point you put your head down, distract a classmate, or otherwise seem to need assistance, you will join the teacher-led group.

WHEN YOU HAVE COMPLETED YOUR GRAFFITI CHART: Work on Greek and Latin Complete your Grammar Sheet! Complete your #passionproject

Brainstorm Complete your Mastery MakeUp

Graffiti Chart

At the beginning of the text, how does Dahl describe Mary’s characteristics? What textual evidence does the author use to describe Mary and her house in order to achieve this effect? DRAW MARY USING THIS EVIDENCE.

“There was a slow smiling air about her, and about everything she

did. The drop of a head as she bent over her sewing

was curiously tranquil. Her skin -for this was her sixth month with

child-had acquired a wonderful translucent

quality, the mouth was soft, and the eyes, with their new placid look, seemed larger

darker than before.”

“There was a slow smiling air

about her”

Graffiti Chart : Day 1

1 – Setting (Day 1)

STOP @ bottom of pg. 60

What mood does the photo stir in you? Decide which details work to evoke this feeling. Draw what you see.(Holt Reader page 7 part B)

2 – Conflict (Day 1)

STOP @ pg. 63 after “[The shots] had come from the right, and doggedly he swam in that direction, swimming…”.

What kind of conflict does this present?

Page 9 part D

3 – Character(s) Analysis (Do, say, think, effect on others) (Day 1)

STOP @ line 130 on pg. 64. “PERILS” (dangers) are a key concept today.(Part F)Create an image of Rainsford for today. What words describe him? How did the perils around him begin to show this to us?

4 – Theme (Day 1)

STOP @ line 142 after the word “used” on pg. 64.

Draw the theme, or message, that you think has persisted in the first day’s readings.

Line 160

Will be filled out Thursday

Will be filled out Thursday

Will be filled out Thursday

Will be filled out Thursday

Will be filled out on Friday

Will be filled out on Friday

Will be filled out on Friday

Will be filled out on Friday