Objective: By the end of class, students will create a FOUND POEM in order to practice themes across genres and play scrabble to practice vocabulary in order to prepare for the Keystone exam.
DO NOW
GENRE PRACTICE HANDOUT (NOT A QUIZ).
THEN:
CHOOSE IF YOU WANT TO CREATE A FOUND POEM AND WRK BY YOURSELF OR PLAY SCRABBLE.
DIRECT INSTRUCTION
Rules for scrabble
1. Pick seven letters -
2. When its your turn, Create a word connected to a word on the board. It must make sense in all directions.
3. Add up the points noting double / triple word or letter boxes.
4. Pick the number of letters from the bag that you used so you maintain 7 tiles at all times (until then end when there are no more).
__________________________________________________
Review directions to create a FOUND POEM ON HNDOUT PROVIDED.
INDEPENDENT / GUIDED
Create FOUND poem or play scrabble as directed. Participation points will be awarded to actively engaged students.
Closure
Review Keystone terms.
Exit PAss
Have A WONDERFUL HOLIDAY BREAK. SEE YOU NEXT YEAR :)
Monday, December 22, 2014
Monday, Dec 22 - themes across Genres
Objective: By the end of class, students will review Keystone terminology and themes across genres in order to prepare for the Keystone exam.
DO NOW
Keystone terms practice
Direct Instruction
slideshare themes
themes across genres
Guided
Read Excerpt from House on Mango Street by Sandra Cisernas and then read the poem by Maya Angelou - Phenomenal Woman.
Independent / Guided
Annotate the excerpt and the poem answering the following questions below as you do so.
For Phenomenal Woman
1. What does "phenomenal" mean?
2. Does she think she is physically beautiful? Why/why not?
3. Is she proud of herself?
4. What words suggest that she is beautiful on the inside?
For "NAMES":
1. What does "Esperenza mean?
2. Does she like her name? Why or why not? List three reasons that she does not like her name.
3. Whose name was it prior to her?
4. Look in the fifth paragraph....what sentence suggests that Esperenza really does think she is beautiful.
The THEME for both of these is "Beauty comes from the INSIDE."
Analyze both "Phenomenal Woman" and "Names" and explain how both support the theme that "beauty comes from the inside?"
Thursday, December 18, 2014
Friday, December 19
Objective: By the end of class, students will review essential and nonessential information and author's style in order to prepare for the Keystone exam.
DO NOW
Copy definition of ESSENTIAL into your notes:
Es·sen·tial - adjective
- absolutely necessary; extremely important.
| Essential information is therefore the information necessary to understand what the writer is trying to inform you of. Any descriptive language can be eliminated (nonessential). Essential and nonessential information refers to INFORMATiONAL TEXT.
Direct Instruction
Yesterday, we reviewed TONE and MOOD. Today, we will look at author's STYLE.
|
author's style
Independent / Guided
Author's style worksheet - read the passages and answer questions on the back. Then, answer the constructed response question below:
Choose one of the two paragraphs and answer the following:
Analyze the author's style and determine the tone and mood of the passage.
Remember:
1. Style is how the author uses words (diction) and phrases. Style can often be described as FORMAL or INFORMAL.
2. Tone is the author's attitude toward the story he/she is telling.
3. Mood is the atmosphere of the passage and how it makes you, the reader, feel.
Closure
Review steps to analyze and evaluate.
Exit pass
Wednesday, December 17, 2014
Thursday, December 18 - Tone vs Mood and Keystone Review
Objective; By he end of class, students will be assessed on keystone term definitions and review TONE and MOOD in order to prepare for the Keystone exam.
DO NOW
KEYSTONE Terms Quiz - (use the QUIZLET Keystone definitions page to help you fin the words to match the definitions)
DO NOW
KEYSTONE Terms Quiz - (use the QUIZLET Keystone definitions page to help you fin the words to match the definitions)
Direct Instruction TONE PPT Guided / Independent
Tone
Tone in fiction is the ATTITUDE of the NARRATOR toward story events and other characters. In non-fiction, tone is the writer’s attitude toward subject matter and reader. So the writer might come across as a know-it-all or a blowhard or humble.
VS.
Mood
Mood is what the READER feels while reading a scene or story created by the atmosphere (the vibe) of that scene. It’s what the reader reads or feels or notices. Not all readers would necessarily report the same mood from a scene, although the writer does hope to achieve a particular feel common to every reader. Closure Review Keystone terms Exit Pass What is the difference between TONE and MOOD? |
Tuesday, December 16, 2014
Wednesday, December 17 - Keystone review and Fiction
Objective: By the end of class, students will review for Keystone and examine fiction and how it does not have to follow text structure formatting in order to prepare for the Keystone exam.
DO NOW
Complete the matching terms on handout / homework from Monday. Walk around the room and read the walls and/or use the back of the HOLT text (page 979 ++ purple section) to look up literary term definitions if needed.
Direct Instruction
Review the Skills and knowledge required to determine PROFICIENT on the Keystone. Examine the terminology used on the handout and determine ares that require more review than others.
Guided
Read the short LEGEND - The Sword and the Stone - soft holt reader pages 378 - 383.
Independent
Complete Sequence of Events on page 385. Then, Recreate TIMELINE.
Create a plot structure for this story ( I can say STORY because it is FICTION). Remember, a news article or non-fiction IS NOT A story!!!
Closure
Review Keystone terms
Exit Pass
Monday, December 15, 2014
Tuesday, December 16 - Text Structure / Keystone review
Objective: By the end of class, students will review for Keystone and examine different types of text structure and effects on the reader in order to prepare for the Keystone exam.
DO NOW
Review Questions:
1. What is a plot structure?
2. Can a plot structure apply to the literary form of Non- Fiction?
3. Why or why not?
4. A poem, short fiction and non-fiction, informational text and news articles are examples of different _____________?
5. What is a theme?
6. Can the same theme be contained in different genres?
7. Can there be more than one theme in a literary work?
8. What is a synonym?
9. What is an antonym?
10. In what genre will you find the most bias and propaganda?
Direct Instruction
Review the requirements to be proficient on Keystone exam.
Guided
text structure video review
Read 405 - 407 - soft holt reader - INFORMATIONAL TEXT
Independent
Answer Sidebars - pages 405-407
Complete page 408 on a separate piece of paper.
Then use this information and turn it into a constructed response:
Analyze the author's purpose in using a specific text structure in order to help the reader better understand "Following Technical Directions."
Check for understanding
Individual student checks
Closure
Review text structure and its use in different literary forms (fiction as well as informational text).
Exit Pass
Who might use descriptive text structure more - a poet or a newspaper columnist? Why?
Monday, December 15 - Text Structure
Objective: By the end of class, students will examine different types of text structure and effects on the reader in order to prepare for the Keystone exam.
DO NOW
Define the following terms:
1. TEXT
2. STRUCTURE
3. UNIVERSAL
4. PARAPHRASE
Direct Instruction
Text Structure PPT
Independent / guided
Determine the type of trext structure used in each of the short paragraphs provided.
Keystone handout / practice review of terms.
Check for understanding
Review how determining text structure can help figure out author's purpose.
Closure
Compare non-fiction text structure to fiction. There are clear differences. Discuss the modules.
Exit PAss
why might an author choose to use sub headings for an informational article
Define the following terms:
1. TEXT
2. STRUCTURE
3. UNIVERSAL
4. PARAPHRASE
Direct Instruction
Text Structure PPT
Independent / guided
Determine the type of trext structure used in each of the short paragraphs provided.
Keystone handout / practice review of terms.
Check for understanding
Review how determining text structure can help figure out author's purpose.
Closure
Compare non-fiction text structure to fiction. There are clear differences. Discuss the modules.
Exit PAss
why might an author choose to use sub headings for an informational article
Thursday, December 11, 2014
Friday, December 12 - Poetry Quiz and Sonnet 18
Objective: By the end of class, students will identify poetic devices (allusions, imagery, rhyme, etc) and characteristics of a sonnet in order to determine theme and prepare for the Keystone exam.
DO NOW
Why is the couplet at the end of "Shall I Compare Thee to a Summer's Day?" IRONIC? (bonus points on your quiz) if you get it right
Direct Instruction
Poetry Quiz - 50 points
1. Read the headline and the title.
2. Underline the use of personification in the poem (giving human qualities to a non-human thing) (2nd stanza). What is being personified?
3. Underline a simile in the third stanza.
4. Underline a metaphor in the fourth stanza.
5. Underline another use of imagery in the third stanza (loaded word).
6. Answer the multiple choice questions on the back.
Independent / Guided
When done with your quiz, use the handout for "Shall I Compare thee to a Summer's Day" to complete the comprehensive questions on the back of that sheet. Remember, the poem is paraphrased for you so that should help you answer some of the questions.
Closure
Review any questions regarding poetry.
Exit Pass
slideshare themes
Wednesday, December 10, 2014
Thursday, December 11 - Allusion / Imagery / Sonnet
Objective: By the end of class, students will identify poetic devices (allusions, imagery, rhyme, etc) and characteristics of a sonnet in order to determine theme and prepare for the Keystone exam.
DO NOW
To be collected - 40 points
Turn to page 309 in soft holt reader and follow directions to complete the paragraph at bottom (choose a few lines from the poem "Same Song...."). Write it like you would a constructed response restating, using direct examples from the poem, explaining and concluding.
Direct Instruction
The SHAKESPEAREAN SONNET CONSISTS OF :
14 lines with a specific rhyme scheme that always ends with the last two lines rhyming. It is broken down as follows:
Three Quatrains (four-line rhyming stanzas) and a couplet (a pair of rhyming lines). The rhyme scheme is ALWAYS:
ABAB / CDCD / EFEF / GG
Guided
Page 310 - soft holt reader - Shall I Compare Thee to a Summer's Day?
View Sonnet 18 and analysis
Independent
Work in pairs or independently:
Complete page 311and 313 in soft holt reader on separate piece of paper. Be sure to put the main ideas in your OWN words.
Check for understanding
Closure
Review alliteration, imagery, sonnets, similes, metaphors, alliteration and THEME for test tomorrow.
Exit Pass
When looking for theme in a poem, short fiction or non-fiction (different genres), what is one good way to identify it?
DO NOW
To be collected - 40 points
Turn to page 309 in soft holt reader and follow directions to complete the paragraph at bottom (choose a few lines from the poem "Same Song...."). Write it like you would a constructed response restating, using direct examples from the poem, explaining and concluding.
Direct Instruction
The SHAKESPEAREAN SONNET CONSISTS OF :
14 lines with a specific rhyme scheme that always ends with the last two lines rhyming. It is broken down as follows:
Three Quatrains (four-line rhyming stanzas) and a couplet (a pair of rhyming lines). The rhyme scheme is ALWAYS:
ABAB / CDCD / EFEF / GG
Guided
Page 310 - soft holt reader - Shall I Compare Thee to a Summer's Day?
View Sonnet 18 and analysis
Independent
Work in pairs or independently:
Complete page 311and 313 in soft holt reader on separate piece of paper. Be sure to put the main ideas in your OWN words.
Check for understanding
Closure
Review alliteration, imagery, sonnets, similes, metaphors, alliteration and THEME for test tomorrow.
Exit Pass
When looking for theme in a poem, short fiction or non-fiction (different genres), what is one good way to identify it?
Tuesday, December 9, 2014
Wednesday, December 10- Allusions and Imagery
Objective: by the end of class, students will identify poetic devices and analyze author's purpose in order to distinguish between elements of fiction, non-fiction and poetry and prepare for the Keystone exam.
DO NOW
Allusion handout
Direct Instruction
Soft Holt Reader - pages 306 - read directions together.
This section perfectly combines imagery and allusion - what we have been working on for two days.
Guided / Independent
Complete 307-309 - including the sidebars on a seperate piece of paper. Ensure that you have a solid understanding of Allusion and Imagery as it will help prepare you for your poetry test on Friday.
Closure
Ensure all poetic device definitions in notebooks. Look at WALL.
Exit Pass
What are some characteristics of poetry that differentiate poetry from fiction or non-fiction?
DO NOW
Allusion handout
Direct Instruction
Soft Holt Reader - pages 306 - read directions together.
This section perfectly combines imagery and allusion - what we have been working on for two days.
Guided / Independent
Complete 307-309 - including the sidebars on a seperate piece of paper. Ensure that you have a solid understanding of Allusion and Imagery as it will help prepare you for your poetry test on Friday.
Closure
Ensure all poetic device definitions in notebooks. Look at WALL.
Exit Pass
What are some characteristics of poetry that differentiate poetry from fiction or non-fiction?
Monday, December 8, 2014
Tuesday, December 9 - POETRY
Objective: by the end of class, students will identify poetic devices and analyze author's purpose in order to distinguish between elements of fiction, non-fiction and poetry and prepare for the Keystone exam.
DO NOW
IMAGERY appeals to the senses. Describe ONE favorite thing (a car, ice cream, chicken, the ocean, etc) using ALL FIVE SENSES (sight, sound, touch, taste, smell).
Example:
The OCEAN
The ocean looks different all the time, expressing itself angrily sometimes with crashing waves, but other times looking peaceful wit ha soft rippling tide.
It smells clean and fresh as the wind blows over the sea to the shore.
The sound of the waves crashing and then subsiding is meditative and calming.
The ocean tastes salty and feels refreshing on a hot summer day.
Direct Instruction
locabulary - figuartive language
Guided
A Dream Deferred - Langston Hughes -
1. Read several times
2. Annotate for poetic devices
3. Summarize in your own words
Remember to break down poems LINE by LINE...try to summarize each line by explaining what it may mean in your own words.
4. Does this poem have a negative or positive tone?
5. What is the theme of this poem (the message Hughes is trying to deliver)
6. Answer questions on handout.
Independent
Constructed Response:
Analyze how Langston Hughes uses specific poetic devices to create imagery in "A Dream Deferred." Evaluate it's effectiveness on the reader (how does it make the reader feel) and how it demonstrates what happens to a "dream deferred."
Check for understanding
Check students individual constructed responses
Closure
Use soft holt reader - page 304 to review and contniue to work on imagery and allusions.
Exit Pass
What are some characteristics of poetry that you do not have in a news article or even a short fictional story?
DO NOW
IMAGERY appeals to the senses. Describe ONE favorite thing (a car, ice cream, chicken, the ocean, etc) using ALL FIVE SENSES (sight, sound, touch, taste, smell).
Example:
The OCEAN
The ocean looks different all the time, expressing itself angrily sometimes with crashing waves, but other times looking peaceful wit ha soft rippling tide.
It smells clean and fresh as the wind blows over the sea to the shore.
The sound of the waves crashing and then subsiding is meditative and calming.
The ocean tastes salty and feels refreshing on a hot summer day.
Direct Instruction
locabulary - figuartive language
Guided
A Dream Deferred - Langston Hughes -
1. Read several times
2. Annotate for poetic devices
3. Summarize in your own words
Remember to break down poems LINE by LINE...try to summarize each line by explaining what it may mean in your own words.
4. Does this poem have a negative or positive tone?
5. What is the theme of this poem (the message Hughes is trying to deliver)
6. Answer questions on handout.
Constructed Response:
Analyze how Langston Hughes uses specific poetic devices to create imagery in "A Dream Deferred." Evaluate it's effectiveness on the reader (how does it make the reader feel) and how it demonstrates what happens to a "dream deferred."
Check for understanding
Check students individual constructed responses
Closure
Use soft holt reader - page 304 to review and contniue to work on imagery and allusions.
Exit Pass
What are some characteristics of poetry that you do not have in a news article or even a short fictional story?
Monday, December 8 - intro to Poetry
Objective: by the end of class, students will identify poetic devices and analyze author's purpose in order to distinguish between elements of fiction, non-fiction and poetry and prepare for the Keystone exam.
DO NOW
Definition of Allusion -
Allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It is just a passing comment and the writer expects the reader to possess enough knowledge to recognize it and grasp its importance in a text.
Direct Instruction
allusions
nothing gold can stay
(read example in soft holt text for easier reference) - pae 306
flocabulary - figuartive language
Guided -
Read Racism poem - identify figurative language and allusion.
Independent
1. Summarize the meaning og this poem. What is the theme or message of the poet?
2. Analyze why the poet uses a biblical allusion in the poem . What purpose does it serve?
OR
3. Analyze why the poet uses an allusion to MArtin Luther King to support the theme that racism is everywhere.
Check for Understanding
review student allusions / discuss.
Closure
review figurative language and imagery for moro
Exit Pass (simple practice / review)
Change the following metaphor into a simile:
The sky was a sparking light show with all of the stars twinkling above.
Change the following simile into a metaphor:
His eyes were like black marbles, cold, round and emotionless.
HW - complete constructed responses if you did not do so in class
DO NOW
Definition of Allusion -
Allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It is just a passing comment and the writer expects the reader to possess enough knowledge to recognize it and grasp its importance in a text.
Direct Instruction
allusions
nothing gold can stay
(read example in soft holt text for easier reference) - pae 306
flocabulary - figuartive language
Guided -
Read Racism poem - identify figurative language and allusion.
1. Summarize the meaning og this poem. What is the theme or message of the poet?
2. Analyze why the poet uses a biblical allusion in the poem . What purpose does it serve?
OR
3. Analyze why the poet uses an allusion to MArtin Luther King to support the theme that racism is everywhere.
Check for Understanding
review student allusions / discuss.
Closure
review figurative language and imagery for moro
Exit Pass (simple practice / review)
Change the following metaphor into a simile:
The sky was a sparking light show with all of the stars twinkling above.
Change the following simile into a metaphor:
His eyes were like black marbles, cold, round and emotionless.
HW - complete constructed responses if you did not do so in class
Tuesday, December 2, 2014
Wednesday, December 3 - Complete Michael Brown persuasive letter
Objective: By the end of class, students will examine emotional, logical and ethical appeals in the Michael Brown case in order to write a persuasive letter using all three appeals. Students will improve literal and interpretive comprehension skills, evaluate effects of their own research and persuasive abilities and make real world connections.
DO NOW
Get your assigned chrome book and continue working. Remember you only have 45 minutes - it is a 1/2 day. If you do not complete in class, you must complete for homework. Remember, I will be looking for logical, emotional and ethical appeals in your letter obtained from the research you have been doing over the past two days. I copied yesterday's blog below if you still need specific direction.
Direct Instruction
HOW TO RESEARCH INFORMATION ONLINE
1. Consider what information you are looking for (in today's case. you are looking for logical, emotional and ethical appeals).
2. Realize that several searches with different information may be necessary to acquire what you need.
3. Think of key words including names, action words, and events that will narrow your search.
3. .ORG and .GOV sites are always reputable but .COM's are not always good sources of information.
4. WIKIPEDIA is NOT a reputable source!
Example:
When seeking information for Michael Brown case, you may want to use some of the following:
"Michael Brown Autopsy Report" (logical)
"Michael Brown encounter with Darren Wilson"(emotional/ ethical)
"Physical Evidence in Michael Brown Case" (logical)
"Darren Wilson attack on Michael Brown" (emotional)
"Eye witness reports of Michael Brown case" (ethical)
" Darren Wilson - Grand Jury decision" (logical)
Realize that each search will result in different sites. This is a good thing! You can take information from different sources and SYNTHESIZE information from them in your letter.
Then, cite your sources by using EASYBIB.COM. Just cut and paste the website address and www.easybib.com will do all of the work for you.
Guided / Independent
Use the graphic organizers to identify at least one logical, emotional and ethical appeal to support your position. Then use those appeals in your letter as directed below (same instructions as yesterday). Remember, your LOGICAL appeal consists of FACTS and will be the most persuasive part of your letter.
Write a persuasive letter using LOGICAL and EMOTIONAL appeals either in support of Michael Brown or of Darren Wilson. The purpose of your letter is to PERSUADE:
1. the courts to send Darren Wilson to trial for the murder of Michael Brown so he can be tried by a jury of his peers....
2. or to justify that he was acquitted by the grand jury for lack of sufficient evidence to go to trial.
1. Be clear. State your purpose in your opening paragraph.
2. Ensure that you include FACTS - don't just focus on how you personally feel about it. Use sources to find facts (logical appeals).
3. Use emotional appeals - how do you and/or much of the public feels and why.
4. Conclude with a summarizing statement that restates your purpose (thesis).
I WILL SEND THESE LETTERS.
Closure
Review aspects of persuasive argument.
Exit Pass
After researching, has your opinion changed at all? Why or why not?
Monday, December 1, 2014
Tuesday, December 2 - Persuasion - the Michael Brown Case
Objective: By the end of class, students will examine emotional, logical and ethical appeals in the Michael Brown case in order to write a persuasive letter using all three appeals. Students will improve literal and interpretive comprehension skills, evaluate effects of their own research and persuasive abilities and make real world connections.
DO NOW
Persuasive terms quiz
Direct Instruction
HOW TO RESEARCH INFORMATION ONLINE
1. Consider what information you are looking for (in today's case. you are looking for logical, emotional and ethical appeals).
2. Realize that several searches with different information may be necessary to acquire what you need.
3. Think of key words including names, action words, and events that will narrow your search.
3. .ORG and .GOV sites are always reputable but .COM's are not always good sources of information.
4. WIKIPEDIA is NOT a reputable source!
Example:
When seeking information for Michael Brown case, you may want to use some of the following:
"Michael Brown Autopsy Report" (logical)
"Michael Brown encounter with Darren Wilson"(emotional/ ethical)
"Physical Evidence in Michael Brown Case" (logical)
"Darren Wilson attack on Michael Brown" (emotional)
"Eye witness reports of Michael Brown case" (ethical)
" Darren Wilson - Grand Jury decision" (logical)
Realize that each search will result in different sites. This is a good thing! You can take information from different sources and SYNTHESIZE information from them in your letter.
Then, cite your sources by using EASYBIB.COM. Just cut and paste the website address and www.easybib.com will do all of the work for you.
Guided / Independent
Use the graphic organizers to identify at least one logical, emotional and ethical appeal to support your position. Then use those appeals in your letter as directed below (same instructions as yesterday). Remember, your LOGICAL appeal consists of FACTS and will be the most persuasive part of your letter.
Write a persuasive letter using LOGICAL and EMOTIONAL appeals either in support of Michael Brown or of Darren Wilson. The purpose of your letter is to PERSUADE:
1. the courts to send Darren Wilson to trial for the murder of Michael Brown so he can be tried by a jury of his peers....
2. or to justify that he was acquitted by the grand jury for lack of sufficient evidence to go to trial.
1. Be clear. State your purpose in your opening paragraph.
2. Ensure that you include FACTS - don't just focus on how you personally feel about it. Use sources to find facts (logical appeals).
3. Use emotional appeals - how do you and/or much of the public feels and why.
4. Conclude with a summarizing statement that restates your purpose (thesis).
I WILL SEND THESE LETTERS.
Closure
Review aspects of persuasive argument.
Exit Pass
After researching, has your opinion changed at all? Why or why not?
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