Objective: By the end of class, students will be introduced to Roman history and Roman Superstitions and take first part of Keystone Diagnotic test.
DO NOW
Are you superstitious? What superstitions or omens are you familiar with? Do you believe in any of them? Why r why not?
Direct Instruction
Discuss omens - view omen video on desktop. Read Roman Superstitions on page 778 of holt text. Write down ten facts from this article int your notebooks. Date this entry in your notebooks.
Roman Empire history - here
Guided
Review the directions for the Keystone diagnostic. Model how to approach reading and multiple chice questions and annotate.
Independent
Keystone diagnostic - part 1.
Closure
Review Roman empire and superstitions.
Exit Pass
What is foreshadowing and how might superstitions play the role of foreshadowers in Julius Caesar?
Saturday, September 28, 2013
Thursday, September 26, 2013
Friday, September 27,
Objective: By the end of class, students will practice predicting, inferring, analyzing and evaluating.
DO NOW
Write this into notebooks -
When ANALYZING -
The question will often be "Analyze the author's use of (some literary device)......."
1. Identify the term the author wants you to analyze.
2. Define the term.
3. Find a example from the text (direct quote or exact example of plot)
4. Explain how the author uses this to make the story more effective
Direct Instruction
INFER - you are a detective - look for clues
ANALYZE - use a magnifying glass on a specific part
EVALUATE -hmm...use your OWN brain!
View Ms. Reina eating ghost chilis..
1. predict how she will react
2. infer how she feels by looking at her
3. analyze her reaction
4. evaluate why she can eat ghost chilis without crumbling!
Guided
Analyze this - movie clip
INDEPENDENT
Sumarize how the psychiatrist ANALYZES Robert Deniro. How does he pick apart and get more deeply into his brain? Give a specific example.
Exit Pass
What line or quote can you refer to, to use in an analyzation of Deniro;s character?
HW
DO NOW
Write this into notebooks -
When ANALYZING -
The question will often be "Analyze the author's use of (some literary device)......."
1. Identify the term the author wants you to analyze.
2. Define the term.
3. Find a example from the text (direct quote or exact example of plot)
4. Explain how the author uses this to make the story more effective
Direct Instruction
INFER - you are a detective - look for clues
ANALYZE - use a magnifying glass on a specific part
EVALUATE -hmm...use your OWN brain!
View Ms. Reina eating ghost chilis..
1. predict how she will react
2. infer how she feels by looking at her
3. analyze her reaction
4. evaluate why she can eat ghost chilis without crumbling!
Guided
Analyze this - movie clip
INDEPENDENT
Sumarize how the psychiatrist ANALYZES Robert Deniro. How does he pick apart and get more deeply into his brain? Give a specific example.
Exit Pass
What line or quote can you refer to, to use in an analyzation of Deniro;s character?
HW
Wednesday, September 25, 2013
Thursday, September 26,
Objective: By the end of class, students will practice predicting, inferencing, analyzing and evaluating by viewing and conducting an experiment.
DO NOW
Inference Worksheet
Direct Instruction
Review Inference worksheet
picture of HOT PEPPERS
Now that you have seen the comparison of jalepeno, habenero and ghost chili peppers, what would you predict will happen if you eat a ghost chili pepper straight/ raw?
Video of man eating Ghost Chili (on desktop)
Just by looking at his face, INFER, how he feels.
Analyze what happens to the man as time goes on. Be specific.
Evaluate the friend of the man's (who is talking to him) behavior while he is in pain from the ghost chili. Is it appropriate? Why or why not? (remember to tell me - you think this BECAUSE...)
Video # 2 on desktop - answer same questions for this video
INDEPENDENT
Complete FARSIDE inferencing worksheet.
Closure
Review answers.
Exit Pass
Which is the hardest for you to do - infer, analyze or evaluate? Why do you think? What makes it more difficult than the others?
DO NOW
Inference Worksheet
Direct Instruction
Review Inference worksheet
picture of HOT PEPPERS
Now that you have seen the comparison of jalepeno, habenero and ghost chili peppers, what would you predict will happen if you eat a ghost chili pepper straight/ raw?
Video of man eating Ghost Chili (on desktop)
Just by looking at his face, INFER, how he feels.
Analyze what happens to the man as time goes on. Be specific.
Evaluate the friend of the man's (who is talking to him) behavior while he is in pain from the ghost chili. Is it appropriate? Why or why not? (remember to tell me - you think this BECAUSE...)
Video # 2 on desktop - answer same questions for this video
INDEPENDENT
Complete FARSIDE inferencing worksheet.
Closure
Review answers.
Exit Pass
Which is the hardest for you to do - infer, analyze or evaluate? Why do you think? What makes it more difficult than the others?
Tuesday, September 24, 2013
Wednesday, September 25, Summarize / Analyze and Evaluate
Objective: By the end of class, students will demonstrate comprehension of the differences between summarize, analyze and evaluate, complete inference assignment (Notes in a Bottle) and may be introduced to the Julius Caesar unit.
DO NOW
What is the biggest difference between analyzing and evaluating?
Direct Instruction
Read the American Indian Legend, The First Strawberries, on the handout provided:
1. Annotate the page!!! 10 points
2. Summarize the story in 3-5 sentences. 10 points
3. What narrative perspective does the author use ? Analyze how the author uses this narrative perspective and how it affects the story. - 20 points
4. Evaluate why the author uses this perspective and how the story would be different if told from a different point of view. - 20 points
Guided / Independent
Complete work from yesterday regarding inferencing - NOTES FROM A BOTTLE - pretend you are detective and you must look for clues in the story in order to answer the questions. You must give reasons why you think what you think and those reasons must relate to something in the story!!! Find them!!
For#9, CREDIBLE means BELIEVABLE. Write that in your notes. The question is asking you to EVALUATE how believable the journal entries are. Go back and look at the behavior of the characters and determine if the whole account of what happened is believable. Remember, first person point of view can often be biased!!
Exit Pass
If I do notebook checks every other Friday, what can you infer is going to happen this Friday?
DO NOW
What is the biggest difference between analyzing and evaluating?
Direct Instruction
Read the American Indian Legend, The First Strawberries, on the handout provided:
1. Annotate the page!!! 10 points
2. Summarize the story in 3-5 sentences. 10 points
3. What narrative perspective does the author use ? Analyze how the author uses this narrative perspective and how it affects the story. - 20 points
4. Evaluate why the author uses this perspective and how the story would be different if told from a different point of view. - 20 points
Guided / Independent
Complete work from yesterday regarding inferencing - NOTES FROM A BOTTLE - pretend you are detective and you must look for clues in the story in order to answer the questions. You must give reasons why you think what you think and those reasons must relate to something in the story!!! Find them!!
For#9, CREDIBLE means BELIEVABLE. Write that in your notes. The question is asking you to EVALUATE how believable the journal entries are. Go back and look at the behavior of the characters and determine if the whole account of what happened is believable. Remember, first person point of view can often be biased!!
Exit Pass
If I do notebook checks every other Friday, what can you infer is going to happen this Friday?
Monday, September 23, 2013
Tuesday
Objective: By the end of class, students will practice differences between summarize, analyze and evaluate and practice literary elements in journal writing format.
DO NOW
WRITE THE DEFINITIONS OF THE FOLLOWING LITERARY TERMS IN NOTEBOOKS
INFERENCE = Educated Guess
Write that in notebooks - in Lamb to the Slaughter, we must INFER what Patrick is going to tell Mary because he doesn't say it directly.
AMBIGUOUS - open to different interpretations - the story doesn't clearly say what happened so the reader must figure out with the amount of information they have.
INDEPENDENT
The difference between ANALYZE & EVALUATE
Analyze how the author, Dahl, uses dramatic irony in LTS and what is the effect on the reader? (use a quote, be specific and DO NOT tell me what you THINK)
Dahl uses dramatic irony in LTS in order to create suspense in the story. When the reader knows that Mary killed her husband, but the police do not, a certain anticipation is created. When the police question her about staying in for dinner, Mary "..told how she put the meat in the oven - 'it's in there now cooking.' " This is dramatic irony because we know the meat is the murder weapon and she is trying to get rid of it. The suspense is created because we don't know if the police will figure this out.
Evaluate why Dahl uses irony in LTS? What do you think his purpose was in using irony?What kind of effect do you think he was hoping to have on the reader? (be specific, use a quote, just like analyzing and in the end, tell me what you THINK AND WHY YOU THINK THAT)
Same as above and then add....
I think this is very effective because it makes the story more interesting and keeps the reader on the edge of his/her seat. When the author uses dramatic irony, the reader hopes the characters will figure out what he/she already knows. It adds excitement and anticipation because we don't know what the characters are going to do but we know what they SHOULD do.
Guided
page - 375 in holt text -
Make a prediction from the title.
Read the questions on page 379 first.
Read 375-377.
Independent
Answer questions 1,2,3, 6 and 9. Then write a PREQUEL journal entry that explains why NYC is flooding OR write what you think (INFER) it says in the note. Remember your inferences must be based on some evidence from the story and title. You may hand write or use a NEO.
Closing
Review answers.
Exit Pass
Summarize Notes from a bottle.
DO NOW
WRITE THE DEFINITIONS OF THE FOLLOWING LITERARY TERMS IN NOTEBOOKS
INFERENCE = Educated Guess
Write that in notebooks - in Lamb to the Slaughter, we must INFER what Patrick is going to tell Mary because he doesn't say it directly.
AMBIGUOUS - open to different interpretations - the story doesn't clearly say what happened so the reader must figure out with the amount of information they have.
INDEPENDENT
The difference between ANALYZE & EVALUATE
Analyze how the author, Dahl, uses dramatic irony in LTS and what is the effect on the reader? (use a quote, be specific and DO NOT tell me what you THINK)
Dahl uses dramatic irony in LTS in order to create suspense in the story. When the reader knows that Mary killed her husband, but the police do not, a certain anticipation is created. When the police question her about staying in for dinner, Mary "..told how she put the meat in the oven - 'it's in there now cooking.' " This is dramatic irony because we know the meat is the murder weapon and she is trying to get rid of it. The suspense is created because we don't know if the police will figure this out.
Evaluate why Dahl uses irony in LTS? What do you think his purpose was in using irony?What kind of effect do you think he was hoping to have on the reader? (be specific, use a quote, just like analyzing and in the end, tell me what you THINK AND WHY YOU THINK THAT)
Same as above and then add....
I think this is very effective because it makes the story more interesting and keeps the reader on the edge of his/her seat. When the author uses dramatic irony, the reader hopes the characters will figure out what he/she already knows. It adds excitement and anticipation because we don't know what the characters are going to do but we know what they SHOULD do.
Guided
page - 375 in holt text -
Make a prediction from the title.
Read the questions on page 379 first.
Read 375-377.
Independent
Answer questions 1,2,3, 6 and 9. Then write a PREQUEL journal entry that explains why NYC is flooding OR write what you think (INFER) it says in the note. Remember your inferences must be based on some evidence from the story and title. You may hand write or use a NEO.
Closing
Review answers.
Exit Pass
Summarize Notes from a bottle.
Friday, September 20, 2013
Monday, Sept 23, LTS
Objective: By the end of class, students will understand the differences between ANALYZE, EVALUATE AND SUMMARIZE, CREATE PLOT STRUCTURE FOR LTS and demonstrate comprehension via short quiz.
DO NOW
WRITE the following definitions down. These are the differences between ANALYZE / EVALUATE and SUMMARIZE.
ANALYZE - to break it down. Pick it apart. Include a quotation to support your idea.
SUMMARIZE - to give a brief statement of main points - who, what, when where and why. Keep it simple.
EVALUATE - form an idea or opinion about something. What do you think about it?
Direct Instruction
Which below is an example of a summary, analyzing and/or evaluating:
When Patrick got home, he had a drink, sat down and wanted to talk to his pregnant wife, Mary. He inferred that he was going to leave her. He didn't want her to make a fuss because it wouldn't be good for his job.
When Patrick got home, he had a drink, sat down and wanted to talk to his pregnant wife, Mary. He does not actually say it, but instead, infers that he is going to leave her. We know this because he says, "...Of course I'll give you money and see that you are looked out for..." Patrick is very "matter-of'-fact" when he delivers this devastating information and foolishly assumes Mary is going to remain calm.
When Patrick got home, he had a drink, sat down and wanted to talk to his pregnant wife, Mary. He does not actually say it, but instead, infers that he is going to leave her. We know this because he says, "...Of course I'll give you money and see that you are looked out for..." He continues to say he hopes there will be no fuss and he is concerned about his job. I think his reaction is cold-hearted and selfish. Patrick was delusional to think that Mary was jut going to sit back and calmly accept his decision.
REVIEW PLOT STRUCTURE FOR LAMB TO THE SLAUGHTER.
review lamb to slaughter - irony and themes -
Independent
QUIZ ON LTS
Finish Alfred Hitchcock film
Exit Pass
What would you have done if you were Mary? Would you have killed him? Would you have covered it up?
DO NOW
WRITE the following definitions down. These are the differences between ANALYZE / EVALUATE and SUMMARIZE.
ANALYZE - to break it down. Pick it apart. Include a quotation to support your idea.
SUMMARIZE - to give a brief statement of main points - who, what, when where and why. Keep it simple.
EVALUATE - form an idea or opinion about something. What do you think about it?
Direct Instruction
Which below is an example of a summary, analyzing and/or evaluating:
When Patrick got home, he had a drink, sat down and wanted to talk to his pregnant wife, Mary. He inferred that he was going to leave her. He didn't want her to make a fuss because it wouldn't be good for his job.
When Patrick got home, he had a drink, sat down and wanted to talk to his pregnant wife, Mary. He does not actually say it, but instead, infers that he is going to leave her. We know this because he says, "...Of course I'll give you money and see that you are looked out for..." Patrick is very "matter-of'-fact" when he delivers this devastating information and foolishly assumes Mary is going to remain calm.
When Patrick got home, he had a drink, sat down and wanted to talk to his pregnant wife, Mary. He does not actually say it, but instead, infers that he is going to leave her. We know this because he says, "...Of course I'll give you money and see that you are looked out for..." He continues to say he hopes there will be no fuss and he is concerned about his job. I think his reaction is cold-hearted and selfish. Patrick was delusional to think that Mary was jut going to sit back and calmly accept his decision.
REVIEW PLOT STRUCTURE FOR LAMB TO THE SLAUGHTER.
review lamb to slaughter - irony and themes -
Independent
QUIZ ON LTS
Finish Alfred Hitchcock film
Exit Pass
What would you have done if you were Mary? Would you have killed him? Would you have covered it up?
Thursday, September 19, 2013
Friday, September 20 - Lamb to Slaughter Conclusion
Objective : By the end of class, students will demonstrate reading comprehension using active reading strategies and identify literary elements and reinforce comprehension through short film.
DO NOW
Summarize the story so far (through page 157). Remember, when you summarize, tell me who what, when, where and why. Do not give me too much detail.
Direct Instruction
Together review all the sidebars through page 157 and discuss.
Identify and analyze any irony.
Guided
Finish reading and annotating! Complete all sidebars, end of story questions and any questions you did not finish from yesterday.
Independent
View Alfred Hitchcock's Lamb to the Slaughter
Closure
Review answers to all questions together and review MAry's character analysis sheet. Transfer Mary's most prominent traits into notebooks (test will be on Tuesday).
DO NOW
Summarize the story so far (through page 157). Remember, when you summarize, tell me who what, when, where and why. Do not give me too much detail.
Direct Instruction
Together review all the sidebars through page 157 and discuss.
Identify and analyze any irony.
Guided
Finish reading and annotating! Complete all sidebars, end of story questions and any questions you did not finish from yesterday.
Independent
View Alfred Hitchcock's Lamb to the Slaughter
Closure
Review answers to all questions together and review MAry's character analysis sheet. Transfer Mary's most prominent traits into notebooks (test will be on Tuesday).
Wednesday, September 18, 2013
Thursday, September 19, LAmb to the Slaughter
Objective: By the end of class, students will summarize and analyze short fiction and practice active reading strategies.
DO NOW
To be ANXIOUS (adjective)is the opposite of being PLACID (adjective). Give me AN EXAMPLE OF A TIME YOU WERE ANXIOUS AND A TIME YOU WERE PLACID.
Direct Instruction
Character Traits - as you read Lamb to the Slaughter, think about what kind of person Mary Maloney is. You can tell what a person is like by what they say, what they do, what other people think of or say about them and what they look like. Look for and circle things as you read that describe Mary's character. I will hand out something like this for you to complete later in the class:
this
Guided
What do we know so far? Continue to read through page 157- and ANNOTATE. Also fill in all SIDE BARS as you read. remember to circle anything that will help you create a character profile for Mary.
Independent
1. What narrative perspective does Dahl use in LAmb to the Slaughter?
2. Before Patrick delivers his news, do you think Mary loves her husband? Why or why not?
3. What was Patrick's news?
4. Evaluate Patrick's comment (what do you think of it)- " But there really needn't be any fuss. I hope not anyway. It wouldn't be very good for my job."
5. Identify two examples of irony so far and explain.
6. Evaluate Mary's behavior when she returns home from the grocer and finds Patrick in the living room. Does this behavior make sense? Why or why not?
Complete the Character Analysis graphic organizer for Mary.
Continue reading !
Exit PAss
Summarize the story so far.
Closure
Exit Pass
DO NOW
To be ANXIOUS (adjective)is the opposite of being PLACID (adjective). Give me AN EXAMPLE OF A TIME YOU WERE ANXIOUS AND A TIME YOU WERE PLACID.
Direct Instruction
Character Traits - as you read Lamb to the Slaughter, think about what kind of person Mary Maloney is. You can tell what a person is like by what they say, what they do, what other people think of or say about them and what they look like. Look for and circle things as you read that describe Mary's character. I will hand out something like this for you to complete later in the class:
this
Guided
What do we know so far? Continue to read through page 157- and ANNOTATE. Also fill in all SIDE BARS as you read. remember to circle anything that will help you create a character profile for Mary.
Independent
1. What narrative perspective does Dahl use in LAmb to the Slaughter?
2. Before Patrick delivers his news, do you think Mary loves her husband? Why or why not?
3. What was Patrick's news?
4. Evaluate Patrick's comment (what do you think of it)- " But there really needn't be any fuss. I hope not anyway. It wouldn't be very good for my job."
5. Identify two examples of irony so far and explain.
6. Evaluate Mary's behavior when she returns home from the grocer and finds Patrick in the living room. Does this behavior make sense? Why or why not?
Complete the Character Analysis graphic organizer for Mary.
Continue reading !
Exit PAss
Summarize the story so far.
Closure
Exit Pass
Tuesday, September 17, 2013
Wednesday, September 18, Introduction to Lamb to Slaughter / Ethics
Objective : By the end of class, students will discuss ethics, express opinions, make predictions and practice active reading strategies.
DO NOW
Write the definition of ETHICS into your notebooks.
Direct Instruction
Discuss ethics. Break up into groups of four. Discuss the ethical questions on the handout provided and write your answers on the back of the sheet. Put your names on the sheet as well. You will have 20 minutes to discuss (two minutes for each question). You will receive a participation grade for this activity.
Introduction to Lamb to Slaughter - WORD SPLASH
MAKE PREDICTIONS - VIEW the COVER PAGE and write down two nouns, two adjectives and two verbs that describe the picture. List them in notebook and and then make a prediction about what the story is going to be about.
Guided
Look at the questions at the end of the story. Before we even start reading, what do we know about this story? Let's write down what we know for sure.
Use PREDICTION handout to make a prediction about the story.
Independent
Read first page together - ANNOTATE!
Silent sustained reading (SSR) pages - BE Sur to complete all side bars and ANNOTATE!!
Check for Understanding / Closure
Review sidebars through page
Exit PASS
Summarize the story so far.
DO NOW
Write the definition of ETHICS into your notebooks.
eth·ics
ˈeTHiks/
noun
plural
noun: ethics; noun:
ethics
- 1.
moral principles that govern a person's or group's
behavior.
synonyms:
|
moral
code, morals, morality, values, rights and wrongs,
principles, ideals, standards (of behavior), value system, virtues, dictates
of conscience
|
Discuss ethics. Break up into groups of four. Discuss the ethical questions on the handout provided and write your answers on the back of the sheet. Put your names on the sheet as well. You will have 20 minutes to discuss (two minutes for each question). You will receive a participation grade for this activity.
Introduction to Lamb to Slaughter - WORD SPLASH
MAKE PREDICTIONS - VIEW the COVER PAGE and write down two nouns, two adjectives and two verbs that describe the picture. List them in notebook and and then make a prediction about what the story is going to be about.
Guided
Look at the questions at the end of the story. Before we even start reading, what do we know about this story? Let's write down what we know for sure.
Use PREDICTION handout to make a prediction about the story.
Independent
Read first page together - ANNOTATE!
Silent sustained reading (SSR) pages - BE Sur to complete all side bars and ANNOTATE!!
Check for Understanding / Closure
Review sidebars through page
Exit PASS
Summarize the story so far.
Monday, September 16, 2013
Tuesday, September 17, TEST _ Story teller / Narrative Perspective / Irony
Objective: Students will demonstrate comprehension of narrative perspective, irony and comprehension of the Story Teller.
Do Now
The answer to yesterday's exit pass:
Explain how the author, Saki, use an omniscient narrator to deliver the Story Teller in an objective manner.
Answer: An omniscient narrator tells the thoughts and feelings of all characters. Because you do not get just the viewpoint of one character, the story is not biased or prejudiced; it does not show the opinion or view of one character. Objective means there is no bias. Since it equally provides views of all characters, the reader can be objective when analyzing the story events. The reader can determine for him or herself if what happened was fair and accurate. The reader is not swayed by one of the characters opinions because the reader learns all opinions without suggesting one opinion is better than another.
Direct Instruction
TEST
Independent Work
Use neo to write creative writing assignment:
Imagine a park. Write a paragraph describing an imaginary park setting. What would it look like? What would it sound like? What types of things would be in it? Who would go there? Make this FUN!! 50 points!
Explain how the author, Saki, use an omniscient narrator to deliver the Story Teller in an objective manner.
Do Now
The answer to yesterday's exit pass:
Explain how the author, Saki, use an omniscient narrator to deliver the Story Teller in an objective manner.
Answer: An omniscient narrator tells the thoughts and feelings of all characters. Because you do not get just the viewpoint of one character, the story is not biased or prejudiced; it does not show the opinion or view of one character. Objective means there is no bias. Since it equally provides views of all characters, the reader can be objective when analyzing the story events. The reader can determine for him or herself if what happened was fair and accurate. The reader is not swayed by one of the characters opinions because the reader learns all opinions without suggesting one opinion is better than another.
Direct Instruction
TEST
Independent Work
Use neo to write creative writing assignment:
Imagine a park. Write a paragraph describing an imaginary park setting. What would it look like? What would it sound like? What types of things would be in it? Who would go there? Make this FUN!! 50 points!
Explain how the author, Saki, use an omniscient narrator to deliver the Story Teller in an objective manner.
Sunday, September 15, 2013
Monday, September 16, Goals and review
Objective: By the ed of class, students will complete goal sheets, learn diffrent types of irony and review for test on Tuesday.
DO NOW
Explain how the Storyteller is a frame story.
Direct Instruction
Review classwork from last week (storyteller annotations and comprehensive questions).
Review points of view (narrative perspective) and irony - powerpoint.
powerpoint 2
Review comprehensive questions for Storyteller- and vocabulary for test.
Guided
Review guidelines for goal setting.
Independent
Complete goal setting handouts.
Answer the following in paragraph form using NEO:
1. How would the Story Teller be different if the bachelor was telling the story from first person point of view? How would it be different if the aunt was telling it?
2. Imagine a park. Write a paragraph describing an imaginary park setting. What would it look like? What would it sound like? What types of things would be in it? Who would go there?
3. Consider your answer from above. Then, explain how Saki uses a omniscient narrator for the Story Teller to tell the story in a objective manner
Closure
Review for test / irony handout
EXIT PASS
Consider your answer from above. Then, explain how Saki uses a omniscient narrator for the Story Teller to tell the story in a objective manner.
DO NOW
Explain how the Storyteller is a frame story.
Direct Instruction
Review classwork from last week (storyteller annotations and comprehensive questions).
Review points of view (narrative perspective) and irony - powerpoint.
powerpoint 2
Review comprehensive questions for Storyteller- and vocabulary for test.
Guided
Review guidelines for goal setting.
Independent
Complete goal setting handouts.
Answer the following in paragraph form using NEO:
1. How would the Story Teller be different if the bachelor was telling the story from first person point of view? How would it be different if the aunt was telling it?
2. Imagine a park. Write a paragraph describing an imaginary park setting. What would it look like? What would it sound like? What types of things would be in it? Who would go there?
3. Consider your answer from above. Then, explain how Saki uses a omniscient narrator for the Story Teller to tell the story in a objective manner
Closure
Review for test / irony handout
EXIT PASS
Consider your answer from above. Then, explain how Saki uses a omniscient narrator for the Story Teller to tell the story in a objective manner.
Thursday, September 12, 2013
Friday, September 13, IRONY and Open-minded Portraits
Objective: By the end of class, student will practice identifying irony and narrative perspective and develop comprehension of the Story Teller by using OPEN _MINDED portraits.
DO NOW
Use three of the five vocabulary words in a cohesive paragraph.
Direct Instruction
Narrative Perspective Power point - identify and explain.
Guided
IRONY worksheet
Independent
1. Use the Open minded portrait and choose any character from "The Story Teller" that you want to represent.
2. Find a quote from "THE STORY TELLER." It can be ANY quote in the story but needs to relate somehow to the character that you chose.
3. Write the quote on the organizer. (9 points)
4. Then, fill the inside of the head with at least 8 thoughts and feelings of that character in reaction to the quote. You may use symbols and images to represent the thoughts and feelings. (16 points)
5. At the bottom, explain your creation in paragraph form (15 points):
What character is it?
What is happening in that part of the story?
Why does the character think and feel the way he or she does?
Neatness counts!
Exit Pass
What is the most helpful thing you learned in class this week ?
DO NOW
Use three of the five vocabulary words in a cohesive paragraph.
Direct Instruction
Narrative Perspective Power point - identify and explain.
Guided
IRONY worksheet
Independent
1. Use the Open minded portrait and choose any character from "The Story Teller" that you want to represent.
2. Find a quote from "THE STORY TELLER." It can be ANY quote in the story but needs to relate somehow to the character that you chose.
3. Write the quote on the organizer. (9 points)
4. Then, fill the inside of the head with at least 8 thoughts and feelings of that character in reaction to the quote. You may use symbols and images to represent the thoughts and feelings. (16 points)
5. At the bottom, explain your creation in paragraph form (15 points):
What character is it?
What is happening in that part of the story?
Why does the character think and feel the way he or she does?
Neatness counts!
Exit Pass
What is the most helpful thing you learned in class this week ?
Wednesday, September 11, 2013
Wednesday, September 12, The Story Teller / SATIRE AND IRONY
Objective: By the end of class, students will answer comprehensive questions on short fiction, annotate and be introduced to new literary terms.
DO NOW
SUMMARIZE
A summary simply includes who, what, when, where and why. Do not use much detail and do not use any quotes in a summary.
In 3-5 sentences, summarize the bachelor's tale (about Bertha).
Direct Instruction
Check annotations on Story Teller handouts.
Review answers to date completed from yesterday.
Watch short video clips on dramatic, situational and verbal IRONY.
SATIRE - any writing that ridicules people or institutions in an attempt to bring about change.
Independent
Complete comprehensive questions from yesterday's class.
1. What narrative perspective does the author use to write The Story Teller?
2. What is the basic situation of The Story Teller?
3. What is a Frame Story? What is the "FRAME" of The Story Teller?
4. What is the narrative perspective of the bachelor's story?
5. Create a plot structure for the bachelor's tale (about Bertha)
6. What is the theme or message of the Aunt's tale?
7. What is the theme or message of the bachelor's tale?
GUIDED
8. Analyze the effectiveness of the author's use of irony at the end of the bachelor's tale.
Possible Answer (Copy the whole thing into your notebook):
At the end of the bachelor's tale, Bertha is eaten by the wolf. According to the Aunt, bad things don't happen to good people and Bertha was "horribly good." Not only does this "horribly good" child get killed, but she is discovered by the wolf because her medals for being good clanked together, exposing her hiding place. If Bertha was not so proud of her "goodness," the wolf would not have found her. The irony that she gets eaten BECAUSE she is good, shocks the reader and effectively delivers the message that goodness is not always rewarded.
Closure
Review comprehensive QUESTIONS AND ANSWERS!
Collect annotated copies of stories and q & a's.
Exit Pass
Evaluate the effectiveness of the bachelor using satire to implement changing the aunt's unrealistic approach to raising children.
(in other words)
Do you think the bachelor's story was a good one and do you think he succeeded in making fun of the aunt and maybe making her consider changing because he thought she was stupid by not being realistic when dealing with the kids?
DO NOW
SUMMARIZE
A summary simply includes who, what, when, where and why. Do not use much detail and do not use any quotes in a summary.
In 3-5 sentences, summarize the bachelor's tale (about Bertha).
Direct Instruction
Check annotations on Story Teller handouts.
Review answers to date completed from yesterday.
Watch short video clips on dramatic, situational and verbal IRONY.
SATIRE - any writing that ridicules people or institutions in an attempt to bring about change.
Independent
Complete comprehensive questions from yesterday's class.
1. What narrative perspective does the author use to write The Story Teller?
2. What is the basic situation of The Story Teller?
3. What is a Frame Story? What is the "FRAME" of The Story Teller?
4. What is the narrative perspective of the bachelor's story?
5. Create a plot structure for the bachelor's tale (about Bertha)
6. What is the theme or message of the Aunt's tale?
7. What is the theme or message of the bachelor's tale?
GUIDED
8. Analyze the effectiveness of the author's use of irony at the end of the bachelor's tale.
Possible Answer (Copy the whole thing into your notebook):
At the end of the bachelor's tale, Bertha is eaten by the wolf. According to the Aunt, bad things don't happen to good people and Bertha was "horribly good." Not only does this "horribly good" child get killed, but she is discovered by the wolf because her medals for being good clanked together, exposing her hiding place. If Bertha was not so proud of her "goodness," the wolf would not have found her. The irony that she gets eaten BECAUSE she is good, shocks the reader and effectively delivers the message that goodness is not always rewarded.
Closure
Review comprehensive QUESTIONS AND ANSWERS!
Collect annotated copies of stories and q & a's.
Exit Pass
Evaluate the effectiveness of the bachelor using satire to implement changing the aunt's unrealistic approach to raising children.
(in other words)
Do you think the bachelor's story was a good one and do you think he succeeded in making fun of the aunt and maybe making her consider changing because he thought she was stupid by not being realistic when dealing with the kids?
Tuesday, September 10, 2013
Objective: By the end of class, students will apply active reading strategies to short fiction and examine text structure.
DO NOW
Copy first five vocabulary words from Introduction of The Story Teller on page 154 of holt text (blue) and write a sentence with context clues for each in notebook.
Direct Instruction
Review the POINT OF VIEW worksheets from yesterday.
Review Plot Structure
FRAME STORY is a story within a story. The Story Teller is written in this manner.
Read first 2 pages of Story Teller together and use active reading strategies. Read until the bachelor begins his tale.
Guided
In pairs, read the story of Bertha, the story within the story. Use active reading strategies to mark up handouts. Use annotation sheet to help you. Don't forget to write notes in margins and make any real life connections that you can to help you make sense of it all.
Independent
1. What narrative perspective does the author use to write The Story Teller?
2. What is the basic situation of The Story Teller?
3. What is a Frame Story? What is the "FRAME" of The Story Teller?
4. What is the narrative perspective of the bachelor's story?
5. Create a plot structure for the bachelor's tale (about Bertha)
6. What is the theme or message of the Aunt's tale?
7. What is the theme or message of the bachelor's tale?
8. Analyze the effectiveness of the author's use of irony at the end of the bachelor's tale.
Possible Answer:
At the end of the bachelor's tale, Bertha is eaten by the wolf. According to the Aunt, bad things don't happen to good people and Bertha was "horribly good." Not only does this "horribly good" child get killed, but she is discovered by the wolf because her medals for being good clanked together, exposing her hiding place. If Bertha was not so proud of her "goodness," the wolf would not have found her. The irony that she gets eaten BECAUSE she is good, shocks the reader and effectively delivers the message that goodness is not always rewarded.
Closure / Understanding
Review questions / answers. Review annotations.
HW
Complete annotations on handout of the Story Teller.
DO NOW
Copy first five vocabulary words from Introduction of The Story Teller on page 154 of holt text (blue) and write a sentence with context clues for each in notebook.
Direct Instruction
Review the POINT OF VIEW worksheets from yesterday.
Review Plot Structure
FRAME STORY is a story within a story. The Story Teller is written in this manner.
Read first 2 pages of Story Teller together and use active reading strategies. Read until the bachelor begins his tale.
Guided
In pairs, read the story of Bertha, the story within the story. Use active reading strategies to mark up handouts. Use annotation sheet to help you. Don't forget to write notes in margins and make any real life connections that you can to help you make sense of it all.
Independent
1. What narrative perspective does the author use to write The Story Teller?
2. What is the basic situation of The Story Teller?
3. What is a Frame Story? What is the "FRAME" of The Story Teller?
4. What is the narrative perspective of the bachelor's story?
5. Create a plot structure for the bachelor's tale (about Bertha)
6. What is the theme or message of the Aunt's tale?
7. What is the theme or message of the bachelor's tale?
8. Analyze the effectiveness of the author's use of irony at the end of the bachelor's tale.
Possible Answer:
At the end of the bachelor's tale, Bertha is eaten by the wolf. According to the Aunt, bad things don't happen to good people and Bertha was "horribly good." Not only does this "horribly good" child get killed, but she is discovered by the wolf because her medals for being good clanked together, exposing her hiding place. If Bertha was not so proud of her "goodness," the wolf would not have found her. The irony that she gets eaten BECAUSE she is good, shocks the reader and effectively delivers the message that goodness is not always rewarded.
Closure / Understanding
Review questions / answers. Review annotations.
HW
Complete annotations on handout of the Story Teller.
Monday, September 9, 2013
Tuesday, Spetember 10, Active Reading Strategies / Point of View
Objective: By the end of class, students will practice active reading strategies, use annotations and learn how to distinguish POINTS OF VIEW and learn the meaning of specific prefixes.
DO NOW
PREFIX Worksheet
Direct Instruction
Review prefix worksheet and define the prefixes. Write definitions of prefixes into notebooks.
Discuss Point of View and how it affects the reader. Review the handout of examples.
Powerpoint on Point of View.
Guided / Independent
Identify Narrative Perspective handout. In addition to determining Point of view, mark up the short paragraphs using active reading strategies for practice!
Holt text - Copy definitions of vocabulary words into notebooks - page 154 - The Storyteller
Understanding / Closure
Review Narrative handout.
Exit Pass
Tell me something that you think I should know about you as we enter this semester together.
HW
Complete Narrative perspective handout if incomplete
DO NOW
PREFIX Worksheet
Direct Instruction
Review prefix worksheet and define the prefixes. Write definitions of prefixes into notebooks.
Discuss Point of View and how it affects the reader. Review the handout of examples.
Powerpoint on Point of View.
Guided / Independent
Identify Narrative Perspective handout. In addition to determining Point of view, mark up the short paragraphs using active reading strategies for practice!
Holt text - Copy definitions of vocabulary words into notebooks - page 154 - The Storyteller
Understanding / Closure
Review Narrative handout.
Exit Pass
Tell me something that you think I should know about you as we enter this semester together.
HW
Complete Narrative perspective handout if incomplete
Wednesday, September 4, 2013
Monday, September 9 - Syllabus / Active Reading Strategies
Objective: By the end of class, students will review syllabus, understand expectations and be introduced to using Active Reading Strategies.
DO NOW
Complete student information form and folder. On the folder, write your LAST name first and then your first name:
EX: SMITH, JOHN
Direct Instruction
Review the steps to become an ACTIVE READER.
DO NOW
Complete student information form and folder. On the folder, write your LAST name first and then your first name:
EX: SMITH, JOHN
Direct Instruction
Review the steps to become an ACTIVE READER.
ACTIVE READING STRATEGIES
1) PERUSE
entire selection
2) Read
BOXED or BOLD information at top.
3) LOOK
at the TITLE & AUTHOR. Make connections.
4) LOOK
over multiple choice questions and answers (if available). NOTE/DEFINE KEY
WORDS. SKIM answers. MAKE
PREDICTIONS.
LOOK
over CONSTRUCTED RESPONSE. NOTE
key words/terms/ideas.
5) BEGIN
READING
- Circle
and Define unknown words
- Begin
to CHUNK (summarize a section or parts of section)
- COMMENT
/ MAKE CONNECTIONS
GUIDED
COPY the above five steps onto graphic organizer provided.
Read the short passage provided on the back side of your graphic organizer. Use active reading strategies to interpret. MARK UP THE ARTICLE by using ACTIVE READING STRATEGIES .
On a separate piece of paper, write a 4-6 sentence reaction to this article - what do you think of her and what she did? Can you relate to her? How ? Why?
On a separate piece of paper, write a 4-6 sentence reaction to this article - what do you think of her and what she did? Can you relate to her? How ? Why?
EXIT PASS
Diana Nyad Did not give up. Give me an example of a time that you did not give up and what the final outcome was.
HW
Get required class materials (note book or binder, pens/pencils, highlighters, folder)
Subscribe to:
Posts (Atom)