On Sept. 11, 2002, President Bush proclaimed Sept 11th be observed as ‘Patriot Day’.
(In 2009 President Obama renamed it ‘Patriot Day and National Day of Service and Remembrance’.)
(In 2009 President Obama renamed it ‘Patriot Day and National Day of Service and Remembrance’.)
One of the worst days in America’s history saw some of the bravest acts in Americans’ history. We’ll always honor the heroes of 9/11. And here at this hallowed place, we pledge that we will never forget their sacrifice.”
—President George W. Bush at the Pentagon in 2008
You were born post-9/11, so you never knew the easy airport experience of zooming through the line with water bottle in hand, bag loaded down with things that are today considered illegal. I hope that you do know some of the history of this day and why we remember it. When tragedy struck, many ordinary people stepped up with bold actions-- brave actions, as many of you defined bold in this way-- and risked their own lives to help others.
Check out one story about 7 such people here.
Let's get back to our story and the steps we were following in our last class. Make sure you are in your READING section, your page is dated and titled with "Rogue Wave" by Theodore Cay.
*Let's add the word inference. An inference is a logical guess based on details in the story. Let's see how often you need to make inferences.
3. Get your graphic. As we read, we will fill in the parts of the story on our graphic.
4. Part of your job as you read is to identify words that you don't know. If not knowing the definition of a word hurts your understanding of the story, what should you do?
5. We've now read through pg 5 together. Look to lines 63-67. What textual evidence supports an inference about Sully's abilities as a sailor? Write your answer.
6. What is the conflict in the story? internal or external? As we read, come back and revise your answer here if needed. What conflicts do you see throughout the story?
7. What resource can help you understand the nautical terms in the story? How would you evaluate the effectiveness of the solutions that the characters try?
8. Explain the use of the dash--- on pg 9 in the top paragraph.
Finish reading the story on your own. After reading, discuss the parts of the story with your partners. Fill in your graphic together.
Great! Let's come back together and discuss our questions on p16, 1 - 7.
9. Now that we have discussed our story together, what is the “So what?!” that you are taking away from the story? What’s the big idea, the theme of the story? Write a sentence or two to share your thoughts.
Homework? Use your word UBIQUITOUS and be prepared to record your use in our next class.
Practice those memory lines.
Climb aboard a sinking ship here!
Check out one story about 7 such people here.
Let's get back to our story and the steps we were following in our last class. Make sure you are in your READING section, your page is dated and titled with "Rogue Wave" by Theodore Cay.
- Look up the word rogue. Let's write the definitions we find. Then let's decide how a wave can be rogue. Which definition are we using for our story ? What other things can be "rogue"?
- Most short stories follow a series of events. What literary terms do we associate with a story? Let's make a list. In your opinion, what makes for a good story?
*Let's add the word inference. An inference is a logical guess based on details in the story. Let's see how often you need to make inferences.
3. Get your graphic. As we read, we will fill in the parts of the story on our graphic.
4. Part of your job as you read is to identify words that you don't know. If not knowing the definition of a word hurts your understanding of the story, what should you do?
5. We've now read through pg 5 together. Look to lines 63-67. What textual evidence supports an inference about Sully's abilities as a sailor? Write your answer.
6. What is the conflict in the story? internal or external? As we read, come back and revise your answer here if needed. What conflicts do you see throughout the story?
7. What resource can help you understand the nautical terms in the story? How would you evaluate the effectiveness of the solutions that the characters try?
8. Explain the use of the dash--- on pg 9 in the top paragraph.
Finish reading the story on your own. After reading, discuss the parts of the story with your partners. Fill in your graphic together.
Great! Let's come back together and discuss our questions on p16, 1 - 7.
9. Now that we have discussed our story together, what is the “So what?!” that you are taking away from the story? What’s the big idea, the theme of the story? Write a sentence or two to share your thoughts.
Homework? Use your word UBIQUITOUS and be prepared to record your use in our next class.
Practice those memory lines.
Climb aboard a sinking ship here!
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