Class Agenda #133 – New York State Regents Questions 26 and 27 and…

Class Agenda #133- New York State Regents Prep and, “Monkey House” Day II 

  • Opening Circle- Regents getting easier or nah?
  • Opening Song- “We Tryin to Stay Alive” Wycleff (1988, 4:45)

Opener- 5 Min

  • SLT- I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • Poem- “Time To Talk” by Robert Frost

  • A Time to Talk

    When a friend calls to me from the road          1
    And slows his horse to a meaning walk,
    I don’t stand still and look around
    On all the hills I haven’t hoed,
    And shout from where I am, ‘What is it?’           5
    No, not as there is a time talk.
    I thrust my hoe in the mellow ground,
    Blade-end up and five feet tall,
    And plod: I go up to the stone wall                     10
    For a friendly visit.

    – Robert Frost

    Journal- Choose 1 of the first 2, and the last question:

  • What Literary Elements are Used in the story and the poem’
  • What is the controlling idea between the “Welcome to The Monkey House” and “Time To Talk” –
  • In Line 10 of the poem “Time to Talk” what is the “Author’s Purpose” for using the word “plod?” How does this connect to other ideas in the poem?

Whole Class- Review The Rubric for Questions 26 and 27

  • Mini-Lesson- Looking Over Questions 26 and 27

    Class Work- Write your answers to Questions 26 and 27 in your Notebook

    Question 26

    (used for 2-credit responses that refer to two texts)

    • presents a well-developed paragraph
    • demonstrates a basic understanding of the texts
    • establishes an appropriate controlling idea
    • supports the controlling idea with clear and appropriate details from both texts • uses language that is appropriate
    • may exhibit errors in conventions that do not hinder comprehension

    Score Point 1

    • has a controlling idea or

    • implies a controlling idea or

    • has an unclear controlling idea AND

    • supports the controlling idea with partial and/or overly general information from the texts • uses language that may be imprecise or inappropriate
    • exhibits errors in conventions that may hinder comprehension

    Score Point 0

    • is off topic, incoherent, a copy of the task/texts, or blank • demonstrates no understanding of the task/texts
    • is a personal response

    Score these:

     Passage 1 and Passage II talks about controlling idea of growing old. Growing old is life, you cannot stop it because that is nature. Passage I talks about getting struggling with aging. The narrator is comparing aging to the calendar. “I’m old, they say. The calendar says so too.: this quote is explaining that days goes fast and his age.
    Passage II talks about a dog on his birthday, a birthday is an example about growing old. The dog in Passage II is an observer. It observes everything. With age, the dog has become more conscious of his relationship with his owners.

    Now this one-

    All people must face the inevitable process of growing older, which sometimes leads to feeling so helplessness and apathy and a loss of enthusiasm about life. In both passage I, an excerpt from a short story, and Passage II, a poem, characters must face the process of aging and the feelings that come with it. In Passage I, the narrator expresses the disappointment and cynicism that he has developed as he has grown older. He discusses adversities which he has faced such as “the perfidy of friends and the trickery of the flesh, lost frontiers,…the death of dreams, solitude, pain…: He mourns loved ones, stating, “every loss is a tear in the heart’s tender flesh.” The dog in Passage II has also lost the enthusiasm and excitement of youth. He is shown to be quite apathetic. No longer as playful as a young puppy, when his owner attempts to “loss his ragged stuffed lion,” the dog will “seem to want to say “you don’t have to play with me. I’m fine then mosey over and take the toy back to his spot.” Each of these passages demonstrate the loss of enthusiasm and the disappointment that often come with aging.

    Class Work-

    Option I- Copy, word for word, type or write the 2 point passage. Get used to using those words. Learn through imitation.

    Option II- Continue your journal assignments.

    Option III- Reread portions of Monkey House.

    Homework- Finish Journal assignments or copying the 2 point response.

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