Feb+9+2015+ELD

=Daily Learning Target(s): By the end of class, students will be able to... = = ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Homework Due Today: None. = = Homework:  = **Essential Questions:** = ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Important Deadlines/Reminders: = ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Agenda **1. Announcements/Pledge**
 * **analyze** text for author's claims and theme as evidenced by discussion and notes.
 * 1) **Due Tue 2/10: The Weary Blues Vocabulary**
 * How do readers identify an author's claims and purpose?
 * **Absent? Check the class website for assignments and handouts. **
 * **Bring binders and supplies to class every day.**

**2. Learning Log-** Update every day with DLT, HW, Essential Questions, and Reminders.

**3.** //**Analyze and describe how you practiced using spoken English during class last week. Did you use it at ALL (A) times, MOST (B) of the time, SOME (C) of the time, or ONLY (D) when Ms. Cadwell reminded you? Make your claim and give me one example, evidence, of what you believe you earned.**//


 * 3. "The Weary Blues" by Langston Hughes p. 751 **
 * **Quick Write:**
 * **Describe what you think the music called "the blues" is like or about. If you do not know anything about the blues, ask two questions about it.**


 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">Pre-Reading **
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">Vocabulary- highlight in the poem and define in the margin **
 * 1) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(n) the blues **
 * 2) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(adj) weary **
 * 3) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(verb) drone (droning) **
 * 4) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(adj) drowsy **
 * 5) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(noun) ****<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">syncopated tune **
 * 6) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(noun) croon **
 * 7) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(n) pallor **
 * 8) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(v) moan **
 * 9) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(adj) ebony **
 * 10) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(adj) rickety **
 * 11) **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">(adj) melancholy **

Langston Hughes Reads "The Weary Blues"