Objective: By the end of class, students will identify point of view and character traits and how they impact the story in order to improve reading comprehensive skills.
DO NOW
Plot structure for LTTS - 10 minutes
Direct Instruction
Point of View
Guided
1. From whose point of view is LTTS told?
2. Because the story is told from this point of view, what do we know for sure and what must we infer?
3. How does it make the story more exciting? What does it create that if told by an omniscient narrator you would not have?
Independent
Complete comprehensive questions on LTTS from yesterday.
Check for Understanding
Individual student checks during independent work
Closure
Review POV and characterization and their effects on the plot.
HW
Complete plot structure
Next week _ how character traits influence action - analyze Mary Maloney and determine her guilt or innocence. Final assessment on LTTS Friday, October 7.
Thursday, September 29, 2016
Wednesday, September 28, 2016
Thursday, September 29 - The Lottery
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Write down the definition f Symbol in your notebooks:
SYMBOL - something that represents a bigger, abstract idea or concept.
Examples: Peace sign, heart = love, american eagle = freedom
Direct Instruction
SYMBOLISM
Some SYMBOLS in The Lottery (consider what they might represent as we read further):
1. The black box
2. The lottery itself
3. The setting
Review answers to yesterday's classwork questions. Discuss POV and its influence on the story.
Guided
1. So far, does this seem like pleasant village? Why or why not?
2. What are some things that make it seem "normal"?
3. What are some things that might be suspicious or are there any (foreshadowing)?
Read together, the description of Tessie Hutchinson (bottom 2 paragraphs of second page). What type of person was she? - List some character traits in two minutes.
Independent
Read the dialogue on page 3. Take notes in margins or in your notebooks to answer the following guiding questions as you read:
1. What are the lottery "rules" if the man of the house is not available to draw from the lottery because he is either injured or passed away?
2. Do the village people seem pleasant to one another? Give an example.
3. Find and circle the following quotes in order from top down:
"expression of polite interest"
" said regretfully"
" blinked his eyes nervously and ducked his head"
"cleared his throat"
"Quiet; wetting their lips"
"grinned at one another humorously and nervously"
We learn about characters by the above quotes. What type of characterization is used specifically for each one?
4. What do the above quotes express about how the crowd is feeling about the lottery? Explain.
5. Now, after reading this page, tell me, from what POV is THe Lottery told? THINK!!!!
The Lottery _ Part 1 - 9 minutes
Check for Understanding
After analyzing how the townspeople feel about the lottery, what can be inferred about this tradition?
Closure
Review to date and make predictions.
black box = death
lottery = random, senseless killing
setting = irony that it represents that this senseless, blind violence can happen anywhere
DO NOW
Write down the definition f Symbol in your notebooks:
SYMBOL - something that represents a bigger, abstract idea or concept.
Examples: Peace sign, heart = love, american eagle = freedom
Direct Instruction
SYMBOLISM
Some SYMBOLS in The Lottery (consider what they might represent as we read further):
1. The black box
2. The lottery itself
3. The setting
Review answers to yesterday's classwork questions. Discuss POV and its influence on the story.
Guided
1. So far, does this seem like pleasant village? Why or why not?
2. What are some things that make it seem "normal"?
3. What are some things that might be suspicious or are there any (foreshadowing)?
Read together, the description of Tessie Hutchinson (bottom 2 paragraphs of second page). What type of person was she? - List some character traits in two minutes.
Independent
Read the dialogue on page 3. Take notes in margins or in your notebooks to answer the following guiding questions as you read:
1. What are the lottery "rules" if the man of the house is not available to draw from the lottery because he is either injured or passed away?
2. Do the village people seem pleasant to one another? Give an example.
3. Find and circle the following quotes in order from top down:
"expression of polite interest"
" said regretfully"
" blinked his eyes nervously and ducked his head"
"cleared his throat"
"Quiet; wetting their lips"
"grinned at one another humorously and nervously"
We learn about characters by the above quotes. What type of characterization is used specifically for each one?
4. What do the above quotes express about how the crowd is feeling about the lottery? Explain.
5. Now, after reading this page, tell me, from what POV is THe Lottery told? THINK!!!!
The Lottery _ Part 1 - 9 minutes
Check for Understanding
After analyzing how the townspeople feel about the lottery, what can be inferred about this tradition?
Closure
Review to date and make predictions.
black box = death
lottery = random, senseless killing
setting = irony that it represents that this senseless, blind violence can happen anywhere
Wednesday, September 28 - Lamb to the Slaughter
Objective: By the end of class, students will analyze short fiction for foreshadowing, characterization and irony in order to improve reading comprehensive skills.
DO NOW
How does the setting influence the plot in Lamb to the Slaughter? (also, remember where they were suppose to be that night and how that would affect the course of events!)
Direct Instruction
Finish reading Lamb to the Slaughter
As we read:1. Identify at least two parts of the story, Lamb to the Slaughter, that are examples of dramatic irony.
2. Identify two parts of the story that are situational irony.
Independent
Begin comprehensive questions on handout. As you do so, continue to annotate the story, making notations regarding where you found answers, irony foreshadowing, etc. Also be sure to circle and define any unknown words.
Check for understanding
Individual student checks during independent work.
Closure
Review definitions and make predictions.
DO NOW
How does the setting influence the plot in Lamb to the Slaughter? (also, remember where they were suppose to be that night and how that would affect the course of events!)
Direct Instruction
Finish reading Lamb to the Slaughter
As we read:1. Identify at least two parts of the story, Lamb to the Slaughter, that are examples of dramatic irony.
2. Identify two parts of the story that are situational irony.
Independent
Begin comprehensive questions on handout. As you do so, continue to annotate the story, making notations regarding where you found answers, irony foreshadowing, etc. Also be sure to circle and define any unknown words.
Check for understanding
Individual student checks during independent work.
Closure
Review definitions and make predictions.
Tuesday, September 27, 2016
Tuesday, September 27 -Period 5 - Lamb to the Slaughter Introduction
Objective: By the end of class, students will make predictions, and inferences in short fiction in order to improve reading comprehension.
DO NOW
Define the following terms:
1. Protagonist
2. Forshadowing
3. Dramatic Irony
4. Direct Characterization
5. Indirect Characterization
Direct Instruction
Can you predict what this story is going to be about by the title and background picture?
In addition to making inferences, elements that we will be analyzing in Lamb to the Slaughter:
1. Foreshadowing
3. Situational Irony
4. Dramatic Irony
5. Characterization
Guided
Read Lamb to the Slaughter together. Annotate for vocabulary and key information. information you want to highlight or underline includes:
1. Details about setting
2. Description of characters.
3. Any interesting events (plot).
4. Anything that is confusing or not clear.
Be sure to write in the margin WHY you underlined what you do. Otherwise, when you go back, you won't know what you are looking for. Use the annotation guide lines distributed last week to help you annotate.
Independent
Complete comprehensive questions
Begin the plot structure graphic organizer -
Check for understanding
Individual student checks during independent work.
Closure
Discuss how the setting affects the plot.
Exit Pass
How might things have been different if the setting was in a restaurant?
DO NOW
Define the following terms:
1. Protagonist
2. Forshadowing
3. Dramatic Irony
4. Direct Characterization
5. Indirect Characterization
Direct Instruction
In addition to making inferences, elements that we will be analyzing in Lamb to the Slaughter:
1. Foreshadowing
3. Situational Irony
4. Dramatic Irony
5. Characterization
Guided
Read Lamb to the Slaughter together. Annotate for vocabulary and key information. information you want to highlight or underline includes:
1. Details about setting
2. Description of characters.
3. Any interesting events (plot).
4. Anything that is confusing or not clear.
Be sure to write in the margin WHY you underlined what you do. Otherwise, when you go back, you won't know what you are looking for. Use the annotation guide lines distributed last week to help you annotate.
Independent
Complete comprehensive questions
Check for understanding
Individual student checks during independent work.
Closure
Discuss how the setting affects the plot.
Exit Pass
How might things have been different if the setting was in a restaurant?
Monday, September 26, 2016
Wednesday, September 28 - The Lottery
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Write the definition of "LOTTERY" into your notebooks:
Types of lotteries
1. a means of raising money by selling numbered tickets and giving prizes to the holders of numbers drawn at random
2. The military draft
3. To get seats or tickets to a concert
Direct Instruction
Turn over the post-it note if, by chance, you have one on your desk.
Red = granola bar
Blue = lose 3 points on next quiz
Blank = nothing - you neither gain nor lose anything
Begin to read the LOTTERY together. Annotate for :
1. Setting
2. Vocabulary
3. Plot - what is happening?
4. Character n traits
Also, as we read, look for:
1. Character behaviors
2. Symbolism (of names, objects and events)
3. Situational Irony
Guided / Independent
Answer the following questions based on the first two pages of "The Lottery:
1. Describe the setting.
2. How do the initial action (boys collecting rocks) conflict with the setting?
3. Describe the role of women compared to men in this town.
4. List four "traditions" that this town conducted.
5. What is symbolic about the names "Mr. Summers" and "Mr. Graves"? What might you infer their personalities considering their names?
6. What might the "black box" represent?
7. How long can you infer the lottery has been taking place in this town?
8. What are some changes in this tradition of how the lottery is implemented?
9. From what point of view is the LOTTERY written and how do you know?
10. Describe Tessie Hutchinson.
Check for Understanding
Individual student checks during independent work.
Closure
Write the definitions in your notebooks:
Connotation represents the various social overtones, or emotional meanings associated with a word.
Denotation represents the explicit or referential meaning of a sign. Denotation refers to the literal meaning of a word, the 'dictionary definition.'
Example:
What is that odor? (negative connotation)
What is that fragrance? (positive connotation)
What is the smell that is being sensed by my nose? (denotation)
DO NOW
Write the definition of "LOTTERY" into your notebooks:
- A lottery is a process by which the outcome is governed by chance.
Types of lotteries
1. a means of raising money by selling numbered tickets and giving prizes to the holders of numbers drawn at random
2. The military draft
3. To get seats or tickets to a concert
Direct Instruction
Turn over the post-it note if, by chance, you have one on your desk.
Red = granola bar
Blue = lose 3 points on next quiz
Blank = nothing - you neither gain nor lose anything
Begin to read the LOTTERY together. Annotate for :
1. Setting
2. Vocabulary
3. Plot - what is happening?
4. Character n traits
Also, as we read, look for:
1. Character behaviors
2. Symbolism (of names, objects and events)
3. Situational Irony
Guided / Independent
Answer the following questions based on the first two pages of "The Lottery:
1. Describe the setting.
2. How do the initial action (boys collecting rocks) conflict with the setting?
3. Describe the role of women compared to men in this town.
4. List four "traditions" that this town conducted.
5. What is symbolic about the names "Mr. Summers" and "Mr. Graves"? What might you infer their personalities considering their names?
6. What might the "black box" represent?
7. How long can you infer the lottery has been taking place in this town?
8. What are some changes in this tradition of how the lottery is implemented?
9. From what point of view is the LOTTERY written and how do you know?
10. Describe Tessie Hutchinson.
Check for Understanding
Individual student checks during independent work.
Closure
Write the definitions in your notebooks:
Connotation represents the various social overtones, or emotional meanings associated with a word.
Denotation represents the explicit or referential meaning of a sign. Denotation refers to the literal meaning of a word, the 'dictionary definition.'
Example:
What is that odor? (negative connotation)
What is that fragrance? (positive connotation)
What is the smell that is being sensed by my nose? (denotation)
Tuesday, September 27 - Traditions contniued..
Objective: By the end of class, students will analyze and evaluate American traditions and gain background information in order to improve reading comprehensive skills.
DO NOW
New Vocabulary words for notebook:
1. Profusely
2. Boisterous
3. Jovial
Direct Instruction
superstitions / traditions
WHEN DO WE CHANGE OR GET RID OF A TRADITION?
When conflict arises around a tradition, then often it will be changed or modified.
Example: Star Spangled Banner - Only recently has it been emphasized that many Americans have a problem with this song as our national anthem due to racial undertones in the third verse. Will it be changed? Should we adopt a new, more all encompassing anthem?
GUIDED / INDEPENDENT
Complete the research from yesterday, answering the five questions for two of the traditions you chose.
Use the links below and /or do more searches to find out information regarding the following traditions. JUST PICK TWO OF THE FIVE TRADITIONS. RESEARCH THEM TO FIND ANSWERS TO THE QUESTIONS EVEN FURTHER BELOW:
1. The placing hand on heart for national anthem or pledge
2. Flying the American flag at 1/2 mast
3. Putting up and decorating trees in houses to celebrate christmas
4. Muslim women's dress code
5. How technology has changed legal signatures
Now here are the five questions to answer for two of the topics above:
1. How did this tradition begin?
2. When did it begin?
3. Has it changed over time and if so, how?
4. If this tradition has changed, why has it? If it hasn't changed, why not?
5. Do you think this tradition requires change? Why or why not? Please base your evaluation on facts.
Then, read the following article about superstition in farming
Farming superstitions and pick FIVE superstitious beliefs to further explain and do a google search to find out out if this belief still drives their actions and influences their farming decisions.
Check for Understanding
Individual student checks during independent work
Closure
DO NOW
New Vocabulary words for notebook:
1. Profusely
2. Boisterous
3. Jovial
Direct Instruction
superstitions / traditions
WHEN DO WE CHANGE OR GET RID OF A TRADITION?
When conflict arises around a tradition, then often it will be changed or modified.
Example: Star Spangled Banner - Only recently has it been emphasized that many Americans have a problem with this song as our national anthem due to racial undertones in the third verse. Will it be changed? Should we adopt a new, more all encompassing anthem?
GUIDED / INDEPENDENT
Complete the research from yesterday, answering the five questions for two of the traditions you chose.
Use the links below and /or do more searches to find out information regarding the following traditions. JUST PICK TWO OF THE FIVE TRADITIONS. RESEARCH THEM TO FIND ANSWERS TO THE QUESTIONS EVEN FURTHER BELOW:
1. The placing hand on heart for national anthem or pledge
2. Flying the American flag at 1/2 mast
3. Putting up and decorating trees in houses to celebrate christmas
4. Muslim women's dress code
5. How technology has changed legal signatures
Now here are the five questions to answer for two of the topics above:
1. How did this tradition begin?
2. When did it begin?
3. Has it changed over time and if so, how?
4. If this tradition has changed, why has it? If it hasn't changed, why not?
5. Do you think this tradition requires change? Why or why not? Please base your evaluation on facts.
Then, read the following article about superstition in farming
Farming superstitions and pick FIVE superstitious beliefs to further explain and do a google search to find out out if this belief still drives their actions and influences their farming decisions.
Check for Understanding
Individual student checks during independent work
Closure
Sunday, September 25, 2016
Monday, September 26 - Period 5 - Review terms and Introduction to Lamb to the Slaughter
Objective: By the end of class, students will learn how to analyze character and review types of irony in order to improve reading comprehensive skills.
DO NOW
Ensure that the definitions for the following 10 terms are in your notebooks: If you need to look anything up, look in back of text book - page R59:
1. Prediction
2. Inference
3. To Influence
4. All parts of a plot structure
5. Protagonist
6. Antagonist
7. Text
8. What textual evidence means
9. Genre
10. Foreshadowing
Direct Instruction
As we view the following videos, you will take notes and define terms. This is expected to be in your notebooks for the notebook check during independent work today.
video on characterization
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided / Independent
Complete the irony worksheet and in preparation for next week's lesson.
Check for Understanding
Individual student checks during independent work.
Closure
DO NOW
Ensure that the definitions for the following 10 terms are in your notebooks: If you need to look anything up, look in back of text book - page R59:
1. Prediction
2. Inference
3. To Influence
4. All parts of a plot structure
5. Protagonist
6. Antagonist
7. Text
8. What textual evidence means
9. Genre
10. Foreshadowing
Direct Instruction
As we view the following videos, you will take notes and define terms. This is expected to be in your notebooks for the notebook check during independent work today.
video on characterization
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided / Independent
Complete the irony worksheet and in preparation for next week's lesson.
Check for Understanding
Individual student checks during independent work.
Closure
Saturday, September 24, 2016
Monday, September 26 - Evaluating Traditions
Objective: By the end of class, students will be able to research information and make evaluations in order to improve reading comprehensive skills.
DO NOW
Explain a family or cultural tradition that you celebrate. Do you know the history behind this tradition?
Direct Instruction
Tradition - the transmission of customs or beliefs from generation to generation, or the fact of being passed on in this way.
How are traditions developed? Why do they last, change or disappear?
Guided
halloween as an American tradition - how did it change over time and why?
American traditions / superstitiions
American cultures changed due to technology
should our national anthem change?
what is the problem with the "Star Spangled Banner'?
Independent
GET THE CHROME BOOK NUMBER ASSIGNED TO YOU. GO TO MY BLOG:
REINAENG2.BLOGSPOT.COM.
Use the links below and /or do more searches to find out information regarding the following traditions. JUST PICK TWO OF THE FIVE TOPICS. RESEARCH THEM TO FIND ANSWERS TO THE QUESTIONS EVEN FURTHER BELOW:
1. The placing hand on heart for national anthem or pledge
2. Flying the American flag at 1/2 mast
3. Putting up and decorating trees in houses to celebrate christmas
4. Muslim women's dress code
5. How technology has changed legal signatures
Now here are the five questions to answer for two of the topics above:
1. How did this tradition begin?
2. When did it begin?
3. Has it changed over time and if so, how?
4. If this tradition has changed, why has it? If it hasn't changed, why not?
5. Do you think this tradition requires change? Why or why not? Please base your evaluation on facts.
Check for understanding
Individual student checks during independent work
Closure
Review the value of traditions
Exit Pass
DO NOW
Explain a family or cultural tradition that you celebrate. Do you know the history behind this tradition?
Direct Instruction
Tradition - the transmission of customs or beliefs from generation to generation, or the fact of being passed on in this way.
How are traditions developed? Why do they last, change or disappear?
Guided
halloween as an American tradition - how did it change over time and why?
American cultures changed due to technology
should our national anthem change?
what is the problem with the "Star Spangled Banner'?
Independent
GET THE CHROME BOOK NUMBER ASSIGNED TO YOU. GO TO MY BLOG:
REINAENG2.BLOGSPOT.COM.
Use the links below and /or do more searches to find out information regarding the following traditions. JUST PICK TWO OF THE FIVE TOPICS. RESEARCH THEM TO FIND ANSWERS TO THE QUESTIONS EVEN FURTHER BELOW:
1. The placing hand on heart for national anthem or pledge
2. Flying the American flag at 1/2 mast
3. Putting up and decorating trees in houses to celebrate christmas
4. Muslim women's dress code
5. How technology has changed legal signatures
Now here are the five questions to answer for two of the topics above:
1. How did this tradition begin?
2. When did it begin?
3. Has it changed over time and if so, how?
4. If this tradition has changed, why has it? If it hasn't changed, why not?
5. Do you think this tradition requires change? Why or why not? Please base your evaluation on facts.
Check for understanding
Individual student checks during independent work
Closure
Review the value of traditions
Exit Pass
Thursday, September 22, 2016
Thursday - September 22 - Period 5 -Graphic Organizer for answering CRQ
Objective: By the ned of class, students will be able to properly format an answer to a CRQ in order to improve written response skills.
DO NOW
Write this into notebooks:
The four steps to writing a constructed response:
1. Restate the prompt and define if necessary
2. Explain in your own words
3. Quote directly from the text
4. Conclude - go back to prompt - restate in own words and add any final thoughts. (do not start a new idea).
Direct Instruction
Handout the CRQ graphic organizers.
PROMPT:
Use inferencing to determine who killed Charlie in Jane's Back.
Guided / Independent /
Use the graphic organizer to explain in your own words, then find a quote to support your belief and conclude with a wrap -up sentence.
Check for Understanding
Individual student checks during independent work
Closure
Review how to turn into prose form on NEO.
Test on Jane's Back on FRIDAY (tomorrow).
DO NOW
Write this into notebooks:
The four steps to writing a constructed response:
1. Restate the prompt and define if necessary
2. Explain in your own words
3. Quote directly from the text
4. Conclude - go back to prompt - restate in own words and add any final thoughts. (do not start a new idea).
Direct Instruction
Handout the CRQ graphic organizers.
PROMPT:
Use inferencing to determine who killed Charlie in Jane's Back.
Guided / Independent /
Use the graphic organizer to explain in your own words, then find a quote to support your belief and conclude with a wrap -up sentence.
Check for Understanding
Individual student checks during independent work
Closure
Review how to turn into prose form on NEO.
Test on Jane's Back on FRIDAY (tomorrow).
Wednesday, September 21, 2016
Thursday, September 22 - LTTS - The prosecution or Defense of Mary Maloney
Objective: By the end of class, students will analyze themes of LTTS and form opinions in order to make real-world connections.
DO NOW
Write down some themes of of LTTS -
Direct Instruction
Discuss themes. Any others?? Return plot structures and Mary character traits.
Analyze Mary's character in beginning of story compared to after she killed Patrick. Use handouts provided and students use work from yesterday to share answers.
Discuss and note types of conflicts and conflict resolutions on handout.
Guided
Review directions for the ARGUMENT ASSIGNMENT.
Independent
Choose an argument and then find evidence to support your argument by completing handout. Then type your argument on a NEO. Be sure to be persuasive and use Mary's character traits to help support your claim in addition to the quotes and instances you use to convict her or aquit her.
Check for Understanding
Individual student checks during independent work
Closure
Review for test tomorrow.
DO NOW
Write down some themes of of LTTS -
- Betrayal ( Patrick betrays Mary / Mary betrays the police)
- Appearances can be deceiving (small, weak Mary?? NOT)
- Human Nature prevails (mother does anything to protect baby / some also say it was in Patrick's nature to "cheat")
Direct Instruction
Discuss themes. Any others?? Return plot structures and Mary character traits.
Analyze Mary's character in beginning of story compared to after she killed Patrick. Use handouts provided and students use work from yesterday to share answers.
Discuss and note types of conflicts and conflict resolutions on handout.
Guided
Review directions for the ARGUMENT ASSIGNMENT.
Independent
Choose an argument and then find evidence to support your argument by completing handout. Then type your argument on a NEO. Be sure to be persuasive and use Mary's character traits to help support your claim in addition to the quotes and instances you use to convict her or aquit her.
Check for Understanding
Individual student checks during independent work
Closure
Review for test tomorrow.
Wednesday, September 21 - Period 5 - Jane's Back - annotate and inference
Objective: By the end of class, students will annotate and use inferencing in order to improve reading comprehensive
skills.
DO NOW
Define the following words from Jane's Back:
1. Silhouette
2. Asphalt
3. Portly
Direct Instruction
Review # 13. Consider the whole story before you infer what happened before Jane came out of the woods. For example, consider:
skills.
DO NOW
Define the following words from Jane's Back:
1. Silhouette
2. Asphalt
3. Portly
Direct Instruction
Review # 13. Consider the whole story before you infer what happened before Jane came out of the woods. For example, consider:
- how the fire may have started,
- what she says in the diner (to Simon)
- why she is alone,
- the possibility of others involved
- who Simon is and what happened to him
Guided / Independent
The in prose form, using textual evidence, infer what happened before Jane came out of the woods that caused the rest of the events in the story to occur. This means you should have at least two quotes from the text in your answer. You may use a NEO to type your response.
Check for Understanding
Individual Student Checks during independent work
Closure
Review inferencing and the possible answers to # 13.
Tuesday, September 20, 2016
Wednesday, September 21 - Lamb to The Slaughter - Point of View and Characterization
Objective: By the end of class, students will identify point of view and character traits and how they impact the story in order to improve reading comprehensive skills.
DO NOW
Plot structure for LTTS - 15 minutes
Direct Instruction
Point of View
Character traits - review traits and how traits can be revealed using the STEAL method.
Guided
1. From whose point of view is LTTS told?
2. Because the story is told from this point of view, what do we know for sure and what must we infer?
3. How does it make the story more exciting? What does it create that if told by an omniscient narrator you would not have?
Independent
Use the character trait graphic organizers to develop Mary's character on one side, and Patrick's character on the other.
Since you do not know what Patrick is THINKING because the story is told from Mary's point of view, then use EFFECT ON OTHERS. So, in that bubble, write how he makes Mary feel to reveal what kind of person he really is.
Use the list of sample character traits to help you.
Check for Understanding
Individual student checks during independent work
Closure
Review POV and characterization and their effects on the plot.
HW
Complete plot structure
DO NOW
Plot structure for LTTS - 15 minutes
Direct Instruction
Point of View
Character traits - review traits and how traits can be revealed using the STEAL method.
Guided
1. From whose point of view is LTTS told?
2. Because the story is told from this point of view, what do we know for sure and what must we infer?
3. How does it make the story more exciting? What does it create that if told by an omniscient narrator you would not have?
Independent
Use the character trait graphic organizers to develop Mary's character on one side, and Patrick's character on the other.
Since you do not know what Patrick is THINKING because the story is told from Mary's point of view, then use EFFECT ON OTHERS. So, in that bubble, write how he makes Mary feel to reveal what kind of person he really is.
Use the list of sample character traits to help you.
Check for Understanding
Individual student checks during independent work
Closure
Review POV and characterization and their effects on the plot.
HW
Complete plot structure
Tuesday, September 20 - Period 5 - Jane's Back
Objective: By the end of class, students will analyze short fiction and use active reading strategies and inferencing in order to improve reading comprehensive skills.
DO NOW
Consider the title of the story we are about to read -
JANE'S BACK - what might you predict the story will be about?
Direct Instruction
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
DO NOW
Consider the title of the story we are about to read -
JANE'S BACK - what might you predict the story will be about?
Direct Instruction
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Monday, September 19, 2016
Tuesday, September 20 - Inferencing and Irony
Objective: By the end of class, students will analyze short fiction for foreshadowing, characterization and irony in order to improve reading comprehensive skills.
DO NOW
How does the setting influence the plot in Lamb to the Slaughter? (also, remember where they were suppose to be that night and how that would affect the course of events!)
Direct Instruction
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided
1. Identify at least two parts of the story, Lamb to the Slaughter, that are examples of dramatic irony.
2. Identify two parts of the story that are situational irony.
3. Summarize (who, what, when and where) Lamb to the Slaughter up until the part where Patrick is about to tell her something (third paragraph on top of second page). What words does the author use to FORESHADOW that he is going to tell her something bad?
Independent
Finish the comprehensive questions from yesterday. As you do so, continue to annotate the story, making notations regarding where you found answers, irony foreshadowing, etc. Also be sure to circle and define any unknown words.
Check for understanding
Individual student checks during independent work.
Closure
Review definitions and make predictions.
DO NOW
How does the setting influence the plot in Lamb to the Slaughter? (also, remember where they were suppose to be that night and how that would affect the course of events!)
Direct Instruction
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided
1. Identify at least two parts of the story, Lamb to the Slaughter, that are examples of dramatic irony.
2. Identify two parts of the story that are situational irony.
3. Summarize (who, what, when and where) Lamb to the Slaughter up until the part where Patrick is about to tell her something (third paragraph on top of second page). What words does the author use to FORESHADOW that he is going to tell her something bad?
Independent
Finish the comprehensive questions from yesterday. As you do so, continue to annotate the story, making notations regarding where you found answers, irony foreshadowing, etc. Also be sure to circle and define any unknown words.
Check for understanding
Individual student checks during independent work.
Closure
Review definitions and make predictions.
Monday, Sept 19 - Period 5 - Predictions and Intro to Jane's Back
Objective: By the end of class, students will make predictions in order to improve reading comprehensive skills.
DO NOW
Write into notebooks:
A prediction s a forecast of something that will happen in the future.
Direct Instruction
Predictions practice PPT
Guided / Independent
Practice PREDICTING on handout provided.
Check for Understanding
Individual student checks during independent work.
Closure
Review inferencing and predictions.
DO NOW
Write into notebooks:
A prediction s a forecast of something that will happen in the future.
Direct Instruction
Predictions practice PPT
Guided / Independent
Practice PREDICTING on handout provided.
Check for Understanding
Individual student checks during independent work.
Closure
Review inferencing and predictions.
Friday, September 16, 2016
Friday, Period 5 - Making Inferences
Objective: By the end of class, students will make inferences in order to improve reading comprehensive skills.
DO NOW
Write the definition of INFERENCE into your notebooks:
TO Infer - make an educated guess based on evidence from the text.
Direct Instruction
Inference video
Guided / Independent
Making inferences handout. Be sure to ANNOTATE the small paragraphs to show where you found the evidence that you used to infer your answer.
Check for Understanding
Individual student checks during independent work.
Closure
Review inferencing and how it affects our ability to then predict.
DO NOW
Write the definition of INFERENCE into your notebooks:
TO Infer - make an educated guess based on evidence from the text.
Direct Instruction
Inference video
Guided / Independent
Making inferences handout. Be sure to ANNOTATE the small paragraphs to show where you found the evidence that you used to infer your answer.
Check for Understanding
Individual student checks during independent work.
Closure
Review inferencing and how it affects our ability to then predict.
Thursday, September 15, 2016
Friday, September 16 -
Objective: By the end of class, students will learn how to analyze character and review types of irony in order to improve reading comprehensive skills.
DO NOW
Ensure that the definitions for the following 10 terms are in your notebooks: If you need to look anything up, look in back of text book - page R59:
1. Prediction
2. Inference
3. Influence
4. All parts of a plot structure
5. Protagonist
6. Antagonist
7. Text
8. What textual evidence means
9. Genre
10. Foreshadowing
Direct Instruction
As we view the following videos, you will take notes and define terms.This is expected to be in your notebooks for the notebook check during independent work today.
video on characterization
charACTERIZATION USING FROZEN
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided / Independent
Use the indirect characterization sheet to plot three character traits for JANE from "Jane's Back."
Complete the irony worksheet and in preparation for next week's lesson.
Check for Understanding
Individual student checks during independent work.
Closure
DO NOW
Ensure that the definitions for the following 10 terms are in your notebooks: If you need to look anything up, look in back of text book - page R59:
1. Prediction
2. Inference
3. Influence
4. All parts of a plot structure
5. Protagonist
6. Antagonist
7. Text
8. What textual evidence means
9. Genre
10. Foreshadowing
Direct Instruction
As we view the following videos, you will take notes and define terms.This is expected to be in your notebooks for the notebook check during independent work today.
video on characterization
charACTERIZATION USING FROZEN
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided / Independent
Use the indirect characterization sheet to plot three character traits for JANE from "Jane's Back."
Complete the irony worksheet and in preparation for next week's lesson.
Check for Understanding
Individual student checks during independent work.
Closure
Wednesday, September 14, 2016
Thursday, September 15 - Period 5 -
Objective: by the end of class, students will use active reading strategies in order to improve reading comprehensive skills.
DO NOW
Vocabulary Quiz based on first two pages of SEA STARS:
1. Futile
2. Constellation
3. Contingent
4. Regenerate
Direct Instruction
Watch video regarding active reading strategies that we started yesterday. Write down the steps she says that will help you be a better "active reader."
Hand out annotation symbol sheet.
Guided
Continue to read "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review how to annotate and be an active reader.
DO NOW
Vocabulary Quiz based on first two pages of SEA STARS:
1. Futile
2. Constellation
3. Contingent
4. Regenerate
Direct Instruction
Watch video regarding active reading strategies that we started yesterday. Write down the steps she says that will help you be a better "active reader."
Hand out annotation symbol sheet.
Guided
Continue to read "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review how to annotate and be an active reader.
Thursday, September 15 - CRQ Format and Assessment to Date
Objective: By the end of class, students will continue to practice writing in constructed response format and be assessed on ability to infer and predict in order to improve reading comprehensive skills.
DO NOW
Vocabulary Quiz - Words from Jane's Back:
1. Silhouette
2. Patrons
3. Portly
4. Ogling
Direct Instruction
Write into notebooks:
The Four Steps to Answering a CRQ:
1. Restate
2. Explain
3. Quote
4. Conclude
Guided
Complete answers to CRQ using the graphic organizers provided from yesterday.
Independent
Complete Inferencing and predicting worksheets for quiz grades.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing, predicting and CRQ format.
DO NOW
Vocabulary Quiz - Words from Jane's Back:
1. Silhouette
2. Patrons
3. Portly
4. Ogling
Direct Instruction
Write into notebooks:
The Four Steps to Answering a CRQ:
1. Restate
2. Explain
3. Quote
4. Conclude
Guided
Complete answers to CRQ using the graphic organizers provided from yesterday.
Independent
Complete Inferencing and predicting worksheets for quiz grades.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing, predicting and CRQ format.
Wednesday, September 14 - Period 5 - Annotation and Active Reading Strategies
Objective: By the end of class, students will learn to use active reading strategies in order to improve reading comprehensive skills.
DO NOW
Write this down into your notebooks:
To Annotate - to make important notes and comments throughout a piece of literature in order to understand the details and meaning of the text.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives for active reading strategies and annotation together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
DO NOW
Write this down into your notebooks:
To Annotate - to make important notes and comments throughout a piece of literature in order to understand the details and meaning of the text.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives for active reading strategies and annotation together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
Tuesday, September 13, 2016
Wednesday, September 14 - Introdcution to Writing a constructed response / Inferencing and Predictions
Objective: By the end of class, students will make predictions and use inferencing in order to improve reading comprehensive skills.
DO NOW
Write the definitions into notebooks:
1. Prediction is a statement about the future. What you think will happen next. (Sometimes "foreshadowing" helps the reader predict).
2. Foreshadowing - hints or clues in the text that suggest what might happen next.
Direct Instruction
Continue to discuss annotating and hand out more guidelines. Read together.
Analyze the end of Jane's Back again using active reading strategies.
Guided / Independent
Go back and reread and annotate more using the new, additional handout as a guide.
REVIEW THE FORMAT OF A CRQ. HANDOUT GRAPHIC ORGANIZERS. BEGIN TO ANSWER THE QUESTION BELOW TOGETHER USING THE GRAPHIC ORGANIZER IN CRQ FORMAT....
In your notebooks write down:
Steps to Write a CRQ:
1. Restate the question or prompt
2. Explain in your own words
3. Use a quote directly from the text to support your idea
4. Conclude by restating text and possibly adding in any final thought.
Analyze 'JANE"S BACK" and use inferencing to determine who Simon is and what his role is in the story. Be sure to provide textual evidence to support your answer.
Practice inferencing and making predictions on the handouts provided.
Check for understanding
Individual student checks during independent work.
Closure
Review inferencing and predictions.
Exit Pass
DO NOW
Write the definitions into notebooks:
1. Prediction is a statement about the future. What you think will happen next. (Sometimes "foreshadowing" helps the reader predict).
2. Foreshadowing - hints or clues in the text that suggest what might happen next.
Direct Instruction
Continue to discuss annotating and hand out more guidelines. Read together.
Analyze the end of Jane's Back again using active reading strategies.
Guided / Independent
Go back and reread and annotate more using the new, additional handout as a guide.
REVIEW THE FORMAT OF A CRQ. HANDOUT GRAPHIC ORGANIZERS. BEGIN TO ANSWER THE QUESTION BELOW TOGETHER USING THE GRAPHIC ORGANIZER IN CRQ FORMAT....
In your notebooks write down:
Steps to Write a CRQ:
1. Restate the question or prompt
2. Explain in your own words
3. Use a quote directly from the text to support your idea
4. Conclude by restating text and possibly adding in any final thought.
Analyze 'JANE"S BACK" and use inferencing to determine who Simon is and what his role is in the story. Be sure to provide textual evidence to support your answer.
Practice inferencing and making predictions on the handouts provided.
Check for understanding
Individual student checks during independent work.
Closure
Review inferencing and predictions.
Exit Pass
Monday, September 12, 2016
Tuesday, Sept 13 - Jane's Back - Inferencing
Objective : By the end of class,, students will analyze short fiction, and use active reading strategies to make inferences in order to improve reading comprehensive skills.
DO NOW
Define three words below from yesterday's stroy "SEA STARS":
1. Elusive
2. Futile
3. Constellation
4. Contingent
5. Depleting
Direct Instruction
INFERENCING (TO INFER) - to make an educated guess about what is happening based on evidence (it is not a random guess).
When you infer what is happening, it is easier to make a prediction about what will happen next!
Inferencing video
Guided
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
DO NOW
Define three words below from yesterday's stroy "SEA STARS":
1. Elusive
2. Futile
3. Constellation
4. Contingent
5. Depleting
Direct Instruction
INFERENCING (TO INFER) - to make an educated guess about what is happening based on evidence (it is not a random guess).
When you infer what is happening, it is easier to make a prediction about what will happen next!
Inferencing video
Guided
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
Tuesday, Period 5 -
Objective: By the end of class, students will analyze parts of a plot structure and their impact on each other in order to improve reading comprehensive skills.
DO NOW
Write into notebooks:
Connotation - the implied meaning of a word. Connotations can be positive or negative.For example;
It was so breezy. (+ or -)
It was so windy (+ or -)
The girl was slender.
The girl was skinny.
Using connotations can help establish mood.
Direct Instruction
Setting affects plot
better video
Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:
1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.
ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)
Independent
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.
Check for understanding
Individual student checks during independent work.
Closure
Review of plot structure elements.
Exit Pass
What are your thoughts on this class so far and expectations moving forward?
DO NOW
Write into notebooks:
Connotation - the implied meaning of a word. Connotations can be positive or negative.For example;
It was so breezy. (+ or -)
It was so windy (+ or -)
The girl was slender.
The girl was skinny.
Using connotations can help establish mood.
Direct Instruction
Setting affects plot
better video
Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:
1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.
ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)
Independent
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.
Check for understanding
Individual student checks during independent work.
Closure
Review of plot structure elements.
Exit Pass
What are your thoughts on this class so far and expectations moving forward?
Monday - Period 5 - PLot Strcuture to PROSE
Objective: By the end of class, students will review the elements of plot structure, create an original story plotted along the lines in order to develop understanding of text structure and improve reading comprehensive skills and writing skills.
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Review Components of plot structure. Today, you will translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
Guided
Model example
My sample personal story plot structure
Translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.
After writing draft into notebook, you will type your story onto a NEO.
Check for Understanding
Individual checks during independent work.
Closure
Review elements of plot structure .
Exit Pass
What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Review Components of plot structure. Today, you will translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
Guided
Model example
My sample personal story plot structure
Protagonist – me
Antagonist – jellyfish
Setting / exposition – the beach and what is happening on it
Conflict - main problem between protagonist and antagonist - the jellyfish made it dangerous to go in the ocean and paddleboard
Rising action –
1-feared jellyfish but got paddle board into water
2- carefully got on board and paddled far out into the ocean
3- saw a pod of dolphins in the distance swimming towards me
Climax – dolphins jumped and swam in and around me
Falling Action – dolphins swam off and I paddled back
Resolution- got to shore safely and told all my friends
Translate this into prose format:
The weather was perfect – clear, blue skies and 85 degrees. The sand was soft as a pillow under my feet and the ocean water was crystal clear, calm and warm as a bath but there were tons of jellyfish everywhere. Most people decided not to go in the ocean for fear of getting stung, but I thought, “ If I don’t fall, I’ll be ok.” I decided to take the paddle board out for a ride. I paddled far out into the ocean, through hundreds of jellyfish until I was so far from shore, there were no more jellyfish. I was having so much fun, I paddled much further than I had planned. I could I could barely see the dock. I stopped and started to turn around when suddenly I saw a huge pod of dolphins swimming my way. How exciting! They were coming straight towards me. When they got close to me, they jumped out of the water, flipped in the air and swam all around me! The dolphins seemed to be looking at me! It was thrilling to be so close to them in their environment. Finally, they swam off and I paddled to shore. I was so excited and told all of my friends about my adventure.
THEME - it's often worth it to take a risk
Guided / Independent
Translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.
After writing draft into notebook, you will type your story onto a NEO.
Check for Understanding
Individual checks during independent work.
Closure
Review elements of plot structure .
Exit Pass
What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?
Saturday, September 10, 2016
MONDAY, SEPTEMBER 12, 2016 Active Reading Strategies
Objective: By the end of class, students will learn to use active reading strategies in order to improve reading comprehensive skills.
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
Friday, September 9, 2016
Monday, September 19 - Introduction to Lamb to the Slaughter
Objective: By the end of class, students will make predictions, and inferences in short fiction in order to improve reading comprehension.
DO NOW
In 2-4 sentences, make a prediction about what this story is going to be about based on the title and the picture. :
Direct Instruction
In addition to making inferences, elements that we will be analyzing in Lamb to the Slaughter:
1. Foreshadowing
3. Situational Irony
4. Dramatic Irony
5. Characterization
Guided
Read Lamb to the Slaughter together. Annotate for vocabulary and key information. information you want to highlight or underline includes:
1. Details about setting
2. Description of characters.
3. Any interesting events (plot).
4. Anything that is confusing or not clear.
Be sure to write in the margin WHY you underlined what you do. Otherwise, when you go back, you won't know what you are looking for. Use the annotation guide lines distributed last week to help you annotate.
Independent
Complete comprehensive questions
Begin the plot structure graphic organizer -
Check for understanding
Individual student checks during independent work.
Closure
Discuss how the setting affects the plot.
Exit Pass
How might things have been different if the setting was in a restaurant?
DO NOW
In 2-4 sentences, make a prediction about what this story is going to be about based on the title and the picture. :
Direct Instruction
In addition to making inferences, elements that we will be analyzing in Lamb to the Slaughter:
1. Foreshadowing
3. Situational Irony
4. Dramatic Irony
5. Characterization
Guided
Read Lamb to the Slaughter together. Annotate for vocabulary and key information. information you want to highlight or underline includes:
1. Details about setting
2. Description of characters.
3. Any interesting events (plot).
4. Anything that is confusing or not clear.
Be sure to write in the margin WHY you underlined what you do. Otherwise, when you go back, you won't know what you are looking for. Use the annotation guide lines distributed last week to help you annotate.
Independent
Complete comprehensive questions
Check for understanding
Individual student checks during independent work.
Closure
Discuss how the setting affects the plot.
Exit Pass
How might things have been different if the setting was in a restaurant?
Thursday, September 8, 2016
Friday, September 9 - Setting influences Plot and
Objective: By the end of class, students will analyze identify the parts of a plot structure within the text and determine how setting influences plot in order to improve reading comprehensive skills.
DO NOW
Write the definitions in your notebooks (answers to yesterday's quiz words plus one):
Rigorous = difficult
Synthesize - to combine or put together
Genre - a type or category
To influence - to have an effect on
Direct Instruction
How setting can influence Plot
Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:
1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.
ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)
Independent
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.
Check for understanding
Individual student checks during independent work.
Closure
Review of plot structure elements.
Exit Pass
What are your thoughts on this class so far and expectations moving forward?
DO NOW
Write the definitions in your notebooks (answers to yesterday's quiz words plus one):
Rigorous = difficult
Synthesize - to combine or put together
Genre - a type or category
To influence - to have an effect on
Direct Instruction
How setting can influence Plot
Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:
1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.
ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)
Independent
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.
Check for understanding
Individual student checks during independent work.
Closure
Review of plot structure elements.
Exit Pass
What are your thoughts on this class so far and expectations moving forward?
Wednesday, September 7, 2016
Thursday, September 8 - Plot structure review / creative writing
Objective: By the end of class, students will review the elements of plot structure, create an original story plotted along the lines in order to develop understanding of text structure and improve reading comprehensive skills and writing skills.
DO NOW
Define the following three words (from the syllabus):
1. Genre
2. Rigorous
3. Synthesize
Direct Instruction
What are the components of a plot structure? Review Components - provide plot structure graphic organizers and review WITH DIAGRAM UP HERE .
Guided
Model example
My sample personal story plot structure
Use plot structure graphic organizer to develop a personal story that fits each component. Plan to expand on your story to translate it into prose (paragraph) form.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.
Check for Understanding
Individual checks during independent work.
Closure
Review elements of plot structure .
Exit Pass
What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?
DO NOW
Define the following three words (from the syllabus):
1. Genre
2. Rigorous
3. Synthesize
Direct Instruction
What are the components of a plot structure? Review Components - provide plot structure graphic organizers and review WITH DIAGRAM UP HERE .
Guided
Model example
My sample personal story plot structure
Protagonist – me
Antagonist – jellyfish
Setting / exposition – the beach and what is happening on it
Conflict - main problem between protagonist and antagonist
Rising action –
1-feared
jellyfish but got paddle board into water
2-
carefully got on board and paddled far out into the ocean
3-
saw a pod of dolphins in the distance swimming towards me
Climax –
dolphins jumped and swam in and around me
Falling Action – dolphins swam off and I paddled back
Resolution-
got to shore safely and told all my friends
Translate
this into prose format:
The weather was perfect – clear, blue skies and 85
degrees.
The sand
was soft as a pillow under my feet and
the ocean water was crystal clear, calm and warm as a bath but there were tons of jellyfish everywhere. Most people decided
not to go in the ocean for fear of getting stung, but I thought, “ If I don’t
fall, I’ll be ok.” I decided to take the paddle board out for a ride. I paddled
far out into the ocean, through hundreds of jellyfish until I was so far from
shore, there were no more jellyfish. I was having so much fun, I paddled much further than I had
planned. I could I
could barely see the dock. I stopped and started to turn around when
suddenly I saw a huge pod of dolphins swimming my way. How exciting! They
were coming straight towards me. When they got close to me, they jumped out of the water,
flipped in the air and swam all around me! The dolphins seemed to be looking at me! It was
thrilling to be so close to them in their environment. Finally, they swam off and I
paddled to shore. I was so excited and told all of my friends about my adventure.
THEME ?
Independent
Use plot structure graphic organizer to develop a personal story that fits each component. Plan to expand on your story to translate it into prose (paragraph) form.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.
Check for Understanding
Individual checks during independent work.
Closure
Review elements of plot structure .
Exit Pass
What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?
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