Objective: By the end of class, students will be assessed on comprehensive information of Informational Text in order to improve reading comprehensive skills.

DO NOW

Multiple choice for Into Thin Air.

Independent

Choose ONE of the TWO CRQ's below:

2. Analyze at least two examples of situational irony from Into Thin Air and explain why they are ironic. Use textual evidence (quotes) to support your answer.

3. Many quick decisions had to be made on that mountain in light of the impending storm. Identify two decisions (causes) and the effects that resulted due to those decisions. Be specific and cite quotations to support your answer.

Tuesday, December 22 - Keystone Review / informational text

Objective: By  the end of class, students will review Keystone terms and skills in order to prepare for the exam in Janauary.

DO NOW

Matching and Tone handout.

Direct Instruction

Review Answers from yesterday's practice review questions.
CONSTRUCT / PARAPHRASE / SIGNIFICANT / CONVEY
Guided

Read Together - BIKE SHARE IN NYC

Independent

Answer the multiple choice questions at end. Use multiple choice strategies.

Complete the CRQ for the LOYALTY article provided yesterday for HW. 

Complete any unanswered questions from yesterday's practice questions.

Check for Understanding

Individual and group student checks during independent work.

Closure

Review ELEMENTS of FICTION, DRAMA, NON-FICTION, POETRY, INFORMATIONAL TEXT.

Exit Pass

Monday, Into Thin Air - Period 6

Objective: By the end of class, students will analyze informational text (primary source) in order to improve reading comprehensive skills and prepare for the Keystone exam.

DO NOW

Explain why Into Thin Air is a PRIMARY SOURCE of information and not a secondary source. What else have we read that is a primary source? (if you missed this information yesterday, it is posted on the black chalkboard)

Direct Instruction

 view the climb in 3d

Read pages 226-230 - complete side bars.

Guided / Independent

Choose ONE of the four CRQ's below:

1. Analyze the effects of first person point of view on the article, "Into Thin Air," by Jon Krakauer and explain how Krakauer's personal feelings may cloud his report of some of the events that occurred.

2. Analyze at least two examples of situational irony and explain.

3. Many quick decisions had to be made on that mountain in light of the impending storm. Identify two decisions (causes) and the effects that resulted due to those decisions. Be specific.


Check for Understanding

Individual and group student checks during Independent work

Closure

Review moral / ethical decisions - view documentary.

Exit Pass

Objective: By the end of class, students will review elements of fiction in order to prepare for the Keystone exam.

DO NOW

Keystone vocabulary Review of THEME and STYLE

Direct Instruction

Review figurative language assignment from Friday.
Review flashbacks, foreshadowing, hyperboles, similes, metaphors

Flashbacks

Hyperboles

similes and metaphors

foreshadowing

Irony


Guided / Independent
Read LOYALTY informational text article. Answer the constructed response question.

Closure
Review Keystone terms and characteristics of fiction compared to non-fiction.

Exit Pass

How can you identify the theme of a short story? What are some things you can look for when trying to identify theme?

HW - Finish Loyalty CRQ. Study terms - Know different elements of fiction, non-fiction, drama and poetry.

Thursday, December 17 - into Thin Air

Objective: By the end of class students will analyze informational text in order to improve reading comprehension.


DO NOW
 PAGE 221 - What was the effect of Harris turning Karakauer's oxygen regulator ON rather than OFF? 


Direct Instruction

Read pages 224-227 - annotate for cause / effect and irony


Guided 

Complete sidebars as we read

 Independent

View PBS film - take notes. 

Exit Pass

Use some of the facts you wrote down yesterday and some from video today to write a summary about Mt. Everest.

Thursday, December 17 - Into Thin Air

Objective: By the end of class, students will be assessed on informational text (primary source) in order to improve reading comprehensive skills.

DO NOW 

Multiple choice and short answer assessment on Into Thin Air.


Direct Instruction

Anything you are missing to date should be done NOW or the "0" sticks.

Independent

View PBS film

The day Mount Everest Shook

Objective: By the end of class, students will analyze literary non-fiction in order to improve reading comprehensive skills.

DO NOW

These climbers risk their lives for the chance to accomplish something very few people in the world ever have - standing on the "top of the world." What would inspire you to risk everything?

Direct Instruction

View 25 facts about Everest - write down 5 of them in your notebooks

Independent - 

Read pages 224-226 - complete all side bars through 226. Be sure that you answered all questions from past two days to be collected at end of class. These can be handwritten or on a NEO. Questions are once again listed below.
1. How does POV affect your interpretation of this article?
2. Explain one event that caused a specific effect.(maybe Harris helping Krakauer with oxygen tank). What might have happened differently?
3. What was ironic about the weather that day?
4. Pick a sentence that we read that shows the author's style is Formal. Then rewrite the sentence in your own words.
5. Identify a few sentences that make you feel anxious (mood). What words make you feel that way?
6. Why does the author change his style of writing to short, concise sentences on page 225 - lines 215-220?

View documentary. Write down 3 questions you have about Mt. Everest and climbing it.

Check for understanding

Review sidebars through page - 222

Closure

Discuss the Questions generated by students and plan to research the answers on Friday.

Exit Pass

Wednesday, December 16 - Conclusion of Into Thin Air

Objective: By the end of class, students will analyze informational text in order to improve reading comprehensive skills and prepare for Keystone exam.

DO NOW

Direct Instruction

Read conclusion of Into Thin Air - soft holt reader pages 231-233. 

 25 facts  - write down five of them in notebooks

Guided 

Practice multiple choice questions

Complete Cause / Effect chart on page 234

Also , complete questions on page 235.

Independent

CRQ - RESTATE / EXPLAIN / QUOTE / CONCLUDE

YOU ARE RESPONSIBLE FOR TWO OF THE FOUR CRQ'S FROM YESTERDAY.  Most of you did not complete both. you have the opportunity to complete and/or redo one you did not get a good grade on. So between yesterday and today, I will put in your best two grades out of the four optional CRQ's. This means I will drop the lowest grade from yesterday and take the highest two grades to submit as final CRQ quiz grades - each CRQ worth 40 points.

Check for understanding

Individual student checks during independent work

Closure

Review POV, mood, style and cause / effect and primary vs. secondary sources.

Exit pass

List some pros and cons of a primary source.

Tuesday, December 15 - Period 6 - into Thin Air

Objective: By the end of class, students will analyze informational narrative in order to improve reading comprehensive skills.

DO NOW - write into notes:
1. In 'Into Thin Air," the author's STYLE of writing is mostly FORMAL, using longer, more complex sentences.
2. The MOOD (how the words make you, the reader, FEEL) changes throughout the article.

Direct instruction

view the climb in 3d

Guided 

Read together pages -221-224 soft holt reader and complete sidebars along the way.

Independent

1. How does POV affect your interpretation of this article?
2. Explain one event that caused a specific effect.(maybe Harris helping Krakauer with oxygen tank). What might have happened differently?
3. What was ironic about the weather that day?
4. Pick a sentence that we read that shows the author's style is Formal. Then rewrite the sentence in your own words.
5. Identify a few sentences that make you feel anxious (mood). What words make you feel that way?
6. Why does the author change his style of writing to short, concise sentences on page 

View documentary. Write down 3 questions you have about Mt. Everest and climbing it.

Check for understanding

Review sidebars through page - 222

Closure

Discuss the Questions generated by students and plan to research the answers on Friday.

Exit Pass

These climbers risk everything for the chance to accomplish something very few people in the world ever have - standing on the "top of the world." What would inspire you risk everything?

Tuesday, December 15 - Into Thin Air

Objective: By the end of class, students will analyze informational text (primary source) in order to improve reading comprehensive skills and prepare for the Keystone exam.

DO NOW

Explain why Into Thin Air is a PRIMARY SOURCE of information and not a secondary source. What else have we read that is a primary source? (if you missed this information yesterday, it is posted on the black chalkboard)

Direct Instruction

 view the climb in 3d

Read pages 228-231 - complete side bars.

Guided / Independent

Choose two of the four CRQ's below:

1. Analyze the effects of first person point of view on the article, "Into Thin Air," by Jon Krakauer and explain how Krakauer's personal feelings may cloud his report of some of the events that occurred.

2. Analyze at least two examples of situational irony and explain.

3. Many quick decisions had to be made on that mountain in light of the impending storm. Identify two decisions (causes) and the effects that resulted due to those decisions. Be specific.

4.  Evaluate the decision to leave Beck Weathers and Namba in the snow to die as a part of a TRIAGE decision. Explain in detail and then provide your opinion (don't forget to consider that Beck Weathers survived).

Check for Understanding

Individual and group student checks during Independent work

Closure

Review moral / ethical decisions - view documentary.

Exit Pass

Monday, December 14 - 6th period

Objective: By the end of class, students will analyze informational text (magazine article) for text structure, narrative perspective and mood in order to improve reading comprehensive skills.

DO NOW
Write this down in notebooks:

1. Into Thin Air is written in FIRST PERSON POV (so it has some BIAS).
2. It has CAUSE/ EFFECT text structure. ( every time a decision is made, there are one or more effects of that decision.
3. It has a significant amount of SITUATIONAL IRONY (opposite happens of what you expect). 

Direct / Guided 

Read together pages -218-222 soft holt reader and complete sidebars along the way.

Independent

1. How does POV affect your interpretation of this article?
2. Explain one event that caused a specific effect.(maybe Harris helping Kraukauer with oxygen tank). What might have happened differently?
3. What was ironic about the weather that day?
4. Pick a sentence that we read that shows the author's style is Formal. Then rewrite it in a more informal style that is shorter and simpler to read / understand.
5. Identify a few sentences that make you feel anxious. Wha words make you feel that way?

View documentary. Write down 3 questions you have about Mt. Everest and climbing it.

Check for understanding

Review sidebars through page - 222

Closure

Discuss the Questions generated by students and plan to research the answers on Friday.

Exit Pass

These climbers risk everything for the chance to accomplish something very few people in the world ever have - standing on the "top of the world." What would inspire you risk everything?

Monday, December 14 - Text Structure and Into Thin Air

Objective: By the end of class, students will analyze different forms of text structure and continue to analyze informational text (Into thin Air) in order to improve reading comprehensive skills and prepare for Keystone exam.

DO NOW

How does Krakauer use style to show the difference between complicated and simple situations? 

Direct Instruction

Review answers from Friday. Review and identify INTO THIN AIR - moments of MOOD CHANGE, POV, STYLE, IRONY and CAUSE/ EFFECT through page 227. Answer side bars together as we do so.

Text Structure

Guided

Identify the types of text structure on the handout provided.

Independent

View documentary and take notes in order to write summary of what you have seen.

Check for Understanding

Individual and group checks during guided work. Review text structure answers.

Closure

Review text structure and why authors choose different structures for different types o writing.

Exit Pass

If you were on the way to the top of Mt Everest, and only 2,000 feet away from the top, and you saw someone dying in the snow, would you stop and help and forget about your goal, or would you bypass them and keep going?

Friday, December 11 - Introduction to Into Thin Air - Primary Source - 6th period

Objective:By the end of class, students will be assessed on knowledge of figurative language and be introduced to literary non-fiction in order to improve reading comprehensive skills.

DO NOW

Are you A RISK TAKER? Do you like the adrenaline rush of taking a risk? (it could be a physical, emotional, financial, etc) What is the greatest risk you have ever taken? Was it worth it?

Direct Instruction

Read Introduction to Into Thin Air  - Holt text pages 347-348.

Guided

View Mount Everest Documentary - write down five facts about Mount Everest. Write down facts about individuals interviewed.

Independent

Write a summary of what you watched including as many facts as you can (minimum of 10).

Check for Understanding

Individual and group student checks during independent work.

Closure

Review the literary elements we will be analyzing when reading the text (text structure (cause / effect), mood, author's writing style, narrative perspective).

Exit PAss

Friday, December 11 - Into Thin Air

Objective: By the end of class, students will analyze informational text in order to improve reading comprehensive skills.

DO NOW

Explain what Point Of View or Narrative Perspective means.  And then explain how does the POV affect your interpretation of the information? What do you know if it is first person compared to third? 

Direct Instruction

Read / analyze pages . BE SURE to ANNOTATE AS YOU READ. The sidebars will also help you find answers below so you should answer them and refer to them as you answer questions below.

1. MOOD words. Identify at least two different paragraphs that create either a hopeful or ominous, hopeless mood. List the words that give you this feeling.
2. POV - Where knowing someone else's thoughts or feelings might change the way we understand what happened. 
3. STYLE - Any change in the author's style of writing. Why might he do this?
4. IRONY - Any more examples of situational irony.
5. CAUSE /EFFECT  - Identify at least two more examples of cause / effect . What might have happened differently?

Guided / Independent

Write up or type up answer to the above questions. if you annotated well, it should be easy!

View Documentary and write down questions as you watch.

Check for Understanding

Review answers to above questions.

Closure

Review plot of the events of this tragic Mt Everest climb. Discuss possible CRQ questions.

Exit PAss

Wendesday, December 9 - Synthesizing sources

Objective: By the end of class, students will synthesize sources in order to come to conclusions and improve reading comprehensive skills.

DO NOW
On page 95 of soft holt reader, summarize either the interview with John Lewis or article about Jerome Smith in the space provided using the vocabulary words provided.
Direct Instruction
Identify main ideas of both the article and the interview. Review VENN DIAGRAM highlighting the similarities and differences between the article and interview and the content of each.
Guided / Independent
CRQ
Synthesize information from the "Interview with John Lewis" and the article about "Jerome Smith" to explain how they ended up in leadership roles to help teach young people about civil rights.

Check for understanding

Individual student checks during independent work.

Closure

Review primary and secondary sources.

Exit Pass

Wednesday, December 9 - Into Thin Air

Objective: By the end of class, students will analyze informational text (magazine article) for text structure, narrative perspective and mood in order to improve reading comprehensive skills.

DO NOW

Are you a RISK TAKER? Do you play it safe or get excited by being daring and not knowing what might happen? What is the riskiest thing you ever did? ( it could be physical, emotional, financial, etc)

DIRECT INSTRUCTION
Read intro page 216 and prepare to consider the following:

1. Into Thin Air is written in FIRST PERSON POV (so it has some BIAS).
2. It has CAUSE/ EFFECT text structure. 
3. It has a significant amount of SITUATIONAL IRONY. 
4. The author's STYLE of writing is FORMAL, using longer, more complex sentences.
5. The MOOD (how the words make you, the reader, FEEL) changes throughout the article.

Guided 

Read together pages -218-222 soft holt reader and complete sidebars along the way.

Independent

1. How does POV affect your interpretation of this article?
2. Explain one event that caused a specific effect.(maybe Harris helping Kraukauer with oxygen tank). What might have happened differently?
3. What was ironic about the weather that day?
4. Pick a sentence that we read that shows the author's style is Formal.
5. Identify a few sentences that make you feel anxious. Wha words make you feel that way?

View documentary. Write down 3 questions you have about Mt. Everest and climbing it.

Check for understanding

Review sidebars through page - 222

Closure

Discuss the Questions generated by students and plan to research the answers on Friday.

Exit Pass

These climbers risk everything for the chance to accomplish something very few people in the world ever have - standing on the "top of the world." What would inspire you risk everything?

Tuesday, December 7 - Into Thin Air

Objective:By the ned of class, students will be assessed on knowledge of figurative language and be introduced to literary non-fiction in order to improve reading comprehensive skills. DO NOW Quizlet figurative language. Direct Instruction Read Introduction to Into Thin Air  - page 216 soft holt reader. Guided View Mount Everest Documentary - write down five facts about Mount Everest. Write down facts about individuals interviewed. Independent Write a summary of what you watched including as many facts as you can (minimum of 10). Check for Understanding Individual and group student checks during independent work. Closure Review the literary elements we will be ananlyzing when reading the text (text structure (cause / effect), mood, author's writing style, narrative perspective). Exit PAss

Tuesday, December 8th - Synthesizing sources

Objective:By the end of class, students will synthesize primary information in order to draw conclusions.

DO NOW

What is the main idea of the interview with Senator John Lewis about MLK? Pages 87-92 soft holt reader.

Direct Instruction

view jerome smith today

Read together Page 93- " A Young Boy's Stand on a New Orleans Streetcar.

Guided

Answer Sidebars and complete Venn Diagram on page 94. For Venn diagram, look at what the two men, John Lewis and Jerome Smith have in common in their lives (childhood, motivation / inspiration to become civil rights leaders, etc).

Independent

CRQ

Analyze what Senator John Lewis and Jerome Smith have in common and how they ended up in leadership roles to help teach young people about civil rights.

Check for Understanding

Individual and Group student checks during independent work.

Closure

Review synthesizing information.

Exit Pass

Why is it important to synthesize primary source information?

Monday, December 6 - Tone / Mood

Objective: By the end of class, students will  analyze symbolic / allegorical short fiction in order to improve reading comprehensive skills. 
DO NOW

Practice random multiple choice questions - use process of elimination plus your knowledge of the definitions of various forms of figurative language.

Direct Instruction Review DO NOW answers. SYMBOLS and ALLEGORY Guided  Read the BLUE STONES Independent Answer all questions on back of Blue Stones. Be sure to use multiple choice strategies and your knowledge of terms. Also answer the CRQ on a separate piece of paper or a NEO. Check for Understanding Individual and group student checks during indepenent work. HW - Figurative language poetry terms - review

Monday, December 7 - Primary Sources

Objective: by the end of class, students will analyze primary source information  and prepare to synthesize in order to improve reading comprehensive skills.

DO NOW

Identify two things that the senator remembers MLK did. (pages 87-92 - soft holt reader). Do you think the senator's memory of his interactions with MLK are reliable? Why or why not?

Direct Instruction

 View interview of Senator John Lewis

Review sidebars for MLK interview. 

Guided

Read  page 93  - This is a SECONDARY SOURCE OF INFORMATION - it is written after it happened an is reflective- 
A Young Boy's Stand on a New Orleans Streetcar.

Complete sidebars.

Independent

After analyzing both primary source informational texts on the civil rights movement, complete the VENN Diagram on page 94. 

Closure
Discuss how to synthesize information and prepare to synthesize these two pieces of informational text.

Exit Pass

What is the main difference between primary and secondary sources?

Friday, December 4 - Period 6 Primary Sources

Objective: By the end of class, students will analyze primary source (interview) in order to improve reading comprehensive skills.

DO NOW - copy definition in notebooks:
A Primary Source of information is a first hand account that has not been edited in any way (examples are journal entries, interviews, speeches, etc). It is often a good source, however, it can be biased.

Direct Instruction

video 

Read MLK's Legacy - pages 87--88 together 

Guided / Independent

Read and complete sidebars through page 90 and complete sidebars

Check for Understanding

Individual and group student checks during independent work

Closure

Review interview effectiveness as primary source.

Exit Pass

Do you think the senator's memory of his interactions with MLK are reliable? Why or why not? 

Friday, December 4 - TONE / Tone in Walrus / carpenter - CRQ

DO NOW
Write the definition of tone in your notebooks:

Tone is the ATTITUDE of the NARRATOR toward story events and other characters. 

Direct Instruction TONE PPT Guided / Independent Handout TONE WORD BANK. Remember that the CONNOTATION of WORDS helps determine the tone and mood of something. Walrus & Carpenter  - Choose three of the five tone and figurative language questions on handout. Use NEO or handwrite neatly. These are in depth questions - not one sentance answers....then....... CRQ How does Lewis Carroll use figurative language to create a humorous tone in "Walrus and the Carpenter"? Closure  Review Keystone terms Exit Pass What is the difference between TONE and MOOD?

Thursday, December 3 - Period 6

Objective: By the end of class, Students will learn new vocabulary in order to improve reading comprehensive skills.

DO NOW

Look on page 86 of soft holt reader. Use the four vocabulary words to write a short, creative story. Be sure to use context clues in your story for each of the vocabulary words. 

You may use a NEO or handwrite neatly. 

DIRECT INSTRUCTION

Read introduction on page 86.

A Primary Source of information is a first hand account that has not been edited in any way (examples are journal entries, interviews, speeches, etc).

A Secondary Source is a source that has examined and interpreted information such as a documentary, an encyclopedia or other published works.

video 

Guided / Independent

Check for Understanding

Closure

Exit Pass

thursday, December 3 - Walrus and Carpenter

Objective: By the end of class, students will analyze allegorical poem and identify poetic devices in order to connect figurative language with author's point or message (to improve reading comprehension and CRQ response ability for Keystones).

DO NOW
Take out your Walrus and Carpenter poems. Be sure they are completely annotated for poetic devices throughout. Then NUMBER the stanzas 1-18.

Direct Instruction

Four multiple choice questions on handout. The questions refer to specific stanzas so be careful and go back to the poem to check every answer! 

Below are yesterday's CRQ's again: Go back, finish or fix. 

Choose one of the two CRQ's:

Analyze the poem "The Walrus and the Carpenter" and explain how it is a satire for organized religion. Be sure to cite examples from the text to support your answer.  
(for this one you must know the allegorical meaning that we discussed in class - it is not IN the poem itself).
OR
Explain how the use of figurative language is significant in Lewis Carroll's, "The Walrus and the Carpenter." 
(helps create images to make a point - be specific when you give example of figurative language that he uses)

Closure
Review answers and Introduce TONE.

Exit PAss

Wednesday, December 2 - Symbolism and poetic devices

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

Poetry Terms practice

Independent

Review answers to questions yesterday. 

1. Who does the Walrus represent?
2. Who does the Carpenter represent? Why does Lewis Carroll portray the Carpenter as a more understanding, sympathetic character?
3. Who do the oysters represent?
4. Why might the moon be mad that the sun is out at night?
5. What is symbolic about how the Walrus ate the oysters.


Choose one of the two CRQ's:

Analyze the poem "The Walrus and the Carpenter" and explain how it is a satire for organized religion. Be sure to cite examples from the text to support your answer.  

OR

Explain how the use of figurative language is significant in Lewis Carroll's, "The Walrus and the Carpenter."

Closure

Review symbolism, allegory and sature.


Exit Pass

Tuesday, December 1 - Period 6 - Propaganda in the news

Objective: By the end of class, students will examine propaganda techniques in advertising and the media in order to improve literal and interpretive comprehension skills, evaluate effects and make real world connections

DO NOW

Quizlet propaganda terms

Direct Instruction

Propaganda as a form of manipulation

Discuss propaganda as a form of manipulation,  not only in advertising but in the media as well. News reports are loaded with propaganda to ensure that citizens support the country's approach or reaction to national or international events.

propaganda in american news!

video - examples of propaganda in the news (re islam)

Connotations - persuasion vs manipulation

video using emotional / ethical appeal / scare tactics (fear) to persuade (manipulate)

Guided / Independent

Choose one of the two videos you just viewed. In a short paragraph to be turned in the end of the period, explain how and why propaganda is being used.

Closure

Review types of propaganda - share summaries and evaluations with me on google drive (karenreina1@gmail.com).

Exit Pass

If Americans are aware that propaganda exists, why is it still effective?

Monday, November 30 - Period 6 - Propaganda

Objective: By the end of class, students will examine propaganda techniques in advertising and the media in order to improve literal and interpretive comprehension skills, evaluate effects and make real world connections

DO NOW

Write the Definition of Propaganda in Notebooks:

information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view.

Direct Instruction

Types of propaganda - propaganda ppt

1. Propaganda in advertising
2. Propaganda in politics
3. Propaganda in the media

youtubevideo

propaganda video - in advertising

Guided / Independent
Identify types of propaganda on handout.

Be sure to explain in detail why each advertisement uses the kind of propaganda that you labeled it.

Closure

Review propaganda and its ties to Bias. Introduction to propaganda in the media and politics.

 Bias_and_Propaganda.ppt

Exit Pass

What type of propaganda in advertising has the biggest impact on you and why?

Monday, November 30 - Figurative Language

Objective: By the end of class, students will be able to identify figurative language in order to improve improve reading comprehensive skills.

DO NOW - write definition in notebooks and examples if needed:

Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. Common types of Figurative language include:

1. Metaphor
2. Simile
3. Personification vs. Anthropomorphism
4. Imagery
5. Hyperbole
6. Symbolism  / Allegory / Satire

Direct Instruction

figurative language

 Symbolism

personification

anthropomorphism is not personification

more examples

Direct Instruction

What Happens to a Dream Deferred? and Mirror

Read - annotate for poetic devices and answer multiple choice questions. Then:

Analyze how the use of figurative language is significant in A Dream Deferred? (first you have to identify some form of figurative language used.

Identify types of figurative language on handout provided.

Check for Understanding

review answers

Exit Pass

Why do authors use figurative language instead of just literally stating something?

Tuesday, December 1 - Symbolism and Allegory ( w / satire) in Poetry

Objective: By the end of class, students will analyze characters in poetry to determine symbolism and satire in order to improve interpretive skills. Students will also distinguish 

DO NOW

Below is the GENERAL answer to 'Why is using figurative language significant in a poem or short fiction/"

An author uses figurative language in order to help the reader create an image or picture in his mind to help make a point or send a message. 

Then you must give an example of figurative language and explain how it helps get the author's point across. In the case of 'A Dream Deferred" - Langston Hughes' point was that if you put a dream on hold, it may dry up, disappear or drag forever in your mind as a "what if?" You would need to specifically cite one of these examples and make the connection to his point.

Direct Instruction


An allegory is a story or poem  in which the characters and events are symbols that stand for ideas about human life or for a political, historical or religious situation.

An allegory makes fun of something without coming right out and saying it. It usually is used to make fun of or criticize a government or religion to avoid a direct attack and possibly get in trouble for it.

Background on Lewis Carroll's religious beliefs -

Charles' father was an active and highly conservative cleric of the Church of England who later became the Archdeacon of Richmond^[9] and involved himself, sometimes influentially, in the intense religious disputes that were dividing the church. He was High Church, inclining to Anglo-Catholicism, an admirer of John Henry Newman and the Tractarian movement, and did his best to instill such views in his children. Young Charles was to develop an ambiguous relationship with his father's values and with the Church of England as a whole.^[10]

The "Walrus and the Carpenter" is a satire on organized religion. It uses silly characters to represent (symbolize) BIG, controversial ideas to send a message.

Explanation of the symbolism behind "The Walrus and the Carpenter" from the movie - "DOGMA"

Guided / Independent

read the Carpenter and the Walrus - by Lewis Carroll

View 

1. Identify as many examples s you can of figurative language in Walrus and the Carpenter.

2. Use the graphic organizers to analyze the characters in Walrus and the Carpenter. 

Independent

SYMBOLISM in Walrus and the Carpenter

1. Who does the Walrus represent?
2. Who does the Carpenter represent? Considering Carroll's background, why does Lewis Carroll portray the Carpenter as a more understanding, sympathetic character?
4. Who do the oysters represent?
5. Why might the moon be mad that the sun is out at night?
6. What is symbolic about how the Walrus ate the oysters.


Analyze the poem "The Walrus and the Carpenter and explain how it is a satire for organized religion. Be sure to cite examples from the text using the about symbolic information as a guide. 

Closure

Review symbolism

Exit Pass

Tuesday, November 24 - 6th Period - CRQ for RFK speech

Objective:By the end of class, students will analyze persuasive techniques used in RFK's eulogy in order to improve reading comprehension and 

Do NOW

Direct Instruction

Review directions for CRQ - restate, explain, quote, conclude

You may use a graphic organizer or  NEO for your constructed response. Also, you may want to refer to the RHETORICAL DEVICE graphic organizers for RFK and Mar Antony for examples.

Guided / Independent

CRQ

Explain how persuasive techniques have remained consistent over time by making references to both RFK's and Marc Antony's eulogy speeches. (refer to emotional, logical appeals - also refer to use of repetition or parallelism)

Check for Understanding

Individual and group student checks during independent work.

Closure

Review persuasive techniques.

Exit Pass


Why do you think RFK was so successful in his eulogy speech for MLK, Jr.?

Tuesday, November 24 -

Objective: By the end of class, students will review Keystone terms and concepts, update notebooks and complete any incomplete work over the past week in order to prepare for the Keystone exam.

Do Now

Begin the review handout. Use walls for answers if you don't know them or have them in your notebooks.

Direct Instruction

Review missing work. 
1. Storyteller MC
2. Storyteller CRQ
3. POV quiz
4. Notes from a Bottle MC
5. Notes from a Bottle CRQ

If you are missing anything, NOW is the time - otherwise it will go in as a "0."

Guided / Independent

Complete Keystone review sheets. 

Check for Understanding

Individual Student checks during independent work.

Closure

Review Keystone terms and concepts.

Exit Pass

November 23 - Monday - 6th Period - RFK speech appeals

Objective:By the end of class, students will analyze RFK speech for persuasive devices in order to improve reading comprehension and improve personal communication.

DO NOW

Direct Instruction

View speech again.

Guided / Independent

Use soft holt readers  (pages 281-283 )  to complete the appeals graphic organizer. Include emotional, logical appeals and repetition and/or parallelism.

(If you were not here on FRIDAY< work with someone that made annotations in the text to ensure that the appeals you choose are correct.)

CRQ

Explain how persuasive techniques have remained consistent over time by making references to both RFK's and Marc Antony's eulogy speeches. (refer to emotional, logical appeals - also refer to use of repetition or parallelism)

Check for Understanding

Individual and group student checks during independent work.

Closure

Review persuasive techniques.

Exit Pass

Why do you think RFK was so successful in his eulogy speech for MLK, Jr.?

Monday, November 23 - Notes from a Bottle Assessment / keystone Review

Objective: By the end of class students will review POV and analyze short fiction in order to improve reading comprehension.

DO NOW

Write this down in notebooks: 

When deciding POV, NEVER consider any DIALOGUE. That means CROSS OUT ANYTHING THAT IS IN BETWEEN "QUOTATION MARKS." Then reread and decide from there.

Example: The girl looked cold. "I think you should come inside," her friend said.  The girl turned and replied, "I'm not cold. I love the snow."  (what POV is this?)

Direct Instruction

Review POV

Guided

Notes from a Bottle Multiple Choice

Independent

Notes from a Bottle CRQ (40 points):

Analyze how James Stevenson uses 1st person POV to create ambiguity which forces the reader to make inferences. Cite two pieces of textual evidence to support your answer.

After completing both multiple choice and CRQ, complete the Keystone review sheet handout from last week.

Check for Understanding

Grade MC test

Closure review Keystone terms and concepts to date.

Exit Pass

What is the difference between third person omniscient and third person objective narrative perspective? 

Friday, November 20 - 6th Period -

Objective: By the end of class, students will analyze funeral eulogy by RFK in order to make connections in persuasive writing/ speaking and improve reading comprehension.

DO NOW

Complete persuasive definitions on handout

Direct Instruction

Make real life connections. The same tactics that were used to be persuasive in JC, have been used throughout history. (Logical and emotional appeals, ethical appeal, use of repetition, parallelism, irony and rhetorical questions).

Introduce Eulogy for MLK. Jr. by Robert F Kennedy - page 281 - soft holt reader. Read the boxed BACKGROUND information together. 
Antony used his funeral speech to get the people to rebel, JFK uses the speech to calm the crowd and unite. Same tactics!

Read pages 281-282 together and annotate.

Guided

View it here first

Independent

Using the graphic organizers provided, analyze Eulogy for MLK in soft holt reader (pages 281-283) and identify the persuasive devices used to convince the people to unite rather than rebel against the system. 

Check for understanding

Check with individual groups or pairs during independent work.

Closure

Review Examples of devices and appeals..

Exit Pass

What do you think is the most persuasive element in RFK's eulogy that encourages the crowd to support him rather than rebel?

Friday, November 20 - Notes from a Bottle and POV

Objective: By the end of class, students will be assessed on POV and analyze short figurative language in short fiction in order to improve reading comprehensive skills.

DO NOW

POV QUIZ

Direct Instruction

Finish reading Notes from a Bottle - pages 376-377

Guided

Make inferences 

Independent

Complete questions 1-8 on page - 379

Check for Understanding

Individual and Group student checks during independent work

Closure 

Review to date - keystone concepts and terms

Exit Pass