Monday, April 6 - Introduction to 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

Look through magazines and find examples of the following in ads:
Bandwagon
Name-calling
Testimonials
Emotional Words

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?

Tuesday, April 7 - 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

Propaganda worksheet / handout - double-sided

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. 
Unlike advertisements that use many types of propaganda (discussed yesterday), the MEDIA primarily uses propaganda to build patriotism. News reports are loaded with propaganda to ensure that citizens support the country's approach or reaction to national or international events.

ted talk

social media propaganda

propaganda in american news!

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

propaganda in politics

propaganda 5 question quiz

Connotations - persuasion vs manipulation

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

Guided / Independent

Use google chrome book and choose a news article from link below. Then, identify the propaganda used and explain its effect on the viewer / reader in a short paragraph.


 List of ten  - choose one to discuss / summarize


You may type on google docs and share with me (karenreina1@gmail.com).

Closure


Review types of propaganda and why they are effective.

Exit Pass

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

HW - Find an example of propaganda in an advertisment (print, commercial, etc) and complete handout provided.

Tuesday, March 31 - Keystone Review

Objective: By the end of class, students will review for Keystone Exam - practicing all skills learned to date this semester in order to succeed on both modules of the literature exam. 


DO NOW

Definitions that will be critical to your understanding of some Keystone Questions:

Significant = Important / Significance = Importance
Influences = Affects
Construct = to put together or organize
Paraphrase  = Summarize


Direct Instruction

keystone review jeapordy

Guided / Independent

Keystone terms practice matching

Random Questions that will help you succeed.

Check for Understanding 

Individual student checks during independent work

Monday, March 30 - informational text and Bias / Propaganda in the News

Objective: By the end of class, students will analyze informational tex, determine author's purpose and examine bias in the new s in order to improve reading comprehension and analytical skills.

DO NOW

Write the definition of propaganda in your notebooks:

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

Direct Instruction

Discuss Islam in America - informational text written in 3rd person Objective.

View the clips that are not so objective:

media shows muslims celebrating (BIAS)

bias against muslims in news

view muslims in america post 9/11

discrimination


9/11 live report

Guided

Read soft holt reader -We are each Other's Business - pages 136-137 - written in first person point of view.

Independent

Answer questions in soft holt reader page - Page 138

Then: Explain the purpose for each of these articles ("Islam in America" and "We are each other's Business"). What point of view is each written in? Do you think the author's get their point across effectively? Why or Why not?

Check for Understanding 

Individual student checks and notebook check

Exit Pass

Explain how the author's purpose is informational in Islam in America and how the author's purpose is to persuade in "We are Each Other's Business. "

Friday, March 27 - POV QUIZ / informational text

Objective: By the end of class, students will be assessed on their knowledge of narrative perspective and begin analyzing informational text and TEXT structure in order to improve reading comprehension.


DO NOW

POV QUIZ

Direct Instruction

Sometimes determining POV, can help you determine the author's purpose. In informational text, if it is:

• 3rd person Objective, the purpose is most likely INFORMATIONAL (without Bias)
• If it is 2nd person, it is often a DIRECTIVE. 
• 1st Person can be persuasive, informational or entertainment

Text Structure (how the writing it put together) also influences comprehension. In what you are about to read, SUBHEADINGS, is a text structure used to help the reader find specific information quickly.

Guided

SOFT HOLT READER pages 130 - 131. 

Independent

Read and complete sidebars for Islam in America . 

media shows muslims celebrating (BIAS)

view muslims in america post 9/11

discrimination

Check for understanding

Student checks during independent work.

Exit PASS

Many American Muslims were unfairly discriminated against due to media BIAS that resulted from the 9/11 tragedy. How do you determine what to believe from news reports? Is everything they report true? Do they tell "false-truths" and if so, why?

Thursday, March 26 - POV and Allusion

Objective: By the end of class, students will analyze ALLUSION and review INFERENCING and POINT OF VIEW in order to improve literary interpretive skills (reading comprehension).


DO NOW

Explain why the author of 'Notes from a Bottle" makes an allusion to the song from the Titanic - "Nearer My God to Thee."

Direct Instruction

Reread right column of page 377 holt text. What does this scene look like? Does the allusion to the Titanic help you picture the scene?


Watch the clip from the Titanic. It is the scene where the band is playing "Nearer My God to Thee." It is the scene that is used as an ALLUSION in "Notes from a Bottle." 

The allusion draws three PARALLELS:
1. It foreshadows impending doom.
2. It makes the reader realize how big the disaster is in "Notes."
3. It brings attention to how the characters react differently in a crisis/ tragic situation.

Take note now of these three things again when you watch the clip for a second time. 

Guided

Compare the narrator's behavior to Langford's when they are on the rooftop at the end of the story. Then, give each of them at least three character traits from what you know about them throughout the journal entires. How would you have behaved if you were on that roof? Why?

Independent

Practice POV and inferencing for test tomorrow. Click on the following links to practice:

POINT OF VIEW

INFERENCING

Point of View Game

Check for understanding

Individual Student checks during independent work.

Closure 

Review POV and Inferencing

Exit Pass

Tuesday, March 24 - Notes form a Bottle

Objective: By the end of class, students will analyze different narrative perspectives (POVs) and inferencing in order to improve reading interpretive skills.

DO NOW

For PERIOD 1/2 - Complete POV handout from yesterday's DO NOW.

Think about if Notes from a Bottle was written in Third Person Omniscient narrative perspective. Name three things that you would KNOW that you don't now because it is written in first person POV.


Direct Instruction

Inference video - take notes



Guided / Independent

Complete questions on Page 379. Remember, you must PROVIDE TEXTUAL EVIDENCE when inferencing. You MUST SAY WHY you infer what you do by going back to the text. 

Then choose two of the three constructed responses below and add it to your questions / answers on the same NEO file. Remember to use the format we have been using to answer constructed responses for EACH one (restate, explain, example (quote), closing sentence).

Point of View Question

1.     Explain why the author, James Stevenson, uses a 1^st person narrative perspective and journal entry format to develop the plot (series of events) of Notes from a Bottle.

Irony Question

2.     Identify one example of situational irony. Then analyze the author’s purpose in using situational irony in Notes from a Bottle.

Inferencing Question

3.      There are many ambiguities in this story (cause of the flood, how widespread it is, the outcome at the end, etc). Choose one ambiguity from Notes in a Bottle and evaluate why the author made this part of the story ambiguous.

Closure

Review Inferencing, irony and point of view.

Exit Pass

I am going to be absent tomorrow. I infer from past experience, that all of you will not do the work that I leave for the sub. If you do, it would be quite ironic. However, how I am going to grade this work is ambiguous to you. So to those of you who desperately need points, or don't want you grade to drop, ask yourself, is it worth it NOT to do it? Hmmmm....what do you infer?

Monday, March 23 - Notes From a Bottle

Objective: By the end of class students will analyze POV, situational irony and practice inferencing skills in order to improve reading comprehension.


DO NOW

NOTES FROM A BOTTLE - BY JAMES STEVENSON

(A BOTTLE CONTAINING THE FOLLOWING NOTES WAS DISCOVERED ON A MOUNTAINSIDE ON ASCENSION ISLAND IN THE SOUTH ATLANTIC)

1.What can you INFER happened based on the pictures, the title and the subheading? (3-5 sentances)

Direct Instruction

vocabulary review prior to reading

 Guided

Read together - Notes from a bottle - pages 375 - 377.

Independent

Answer the critical thinking questions at the end of the story (page 379 - questions #2-8) in preparation for constructed response analyses tomorrow regarding this short story. Questions tomorrow will include point of view, inferencing and irony all related to Notes in a Bottle.

Check for Understanding / 

Review independently with students 

Exit Pass

How might you have reacted in a similar situation?

HW - complete point of view handout - be sure to cross out all dialogue before determining POV.

Friday, March 20 - first person POV and Review

Objective: By the end of class, students will examine literary devices (POV and inferencing) in short fiction in order to improve literal and interpretive reading comprehension skills and make real world connections.

DO NOW

Narrative = Story
Perspective = viewpoint

What are the trigger words to look for when identifying first person point of view (narrative perspective)? 2nd person? 3rd person? 

Direct Instruction

Review POV's through the powerpoint. Take notes.

Guided / Independent

Practice Point of View passages and questions.

Then:

15 question review sheet. You should know the answers to the following 15 questions and be able to give examples at this point. All of this information is on the WALLS if it is not in your note book already. If you need to, get up and walk around - read the walls and find the answers. Add the information to your notebook if you don't have it there for a notebook check on Monday.


Check for Understanding / 

Review independently with students 

Closure

review

Exit Pass

What are the indirect ways you can determine character traits if not directly described by the narrator? Check the wall if you don't know.

Thursday, MArch 19 - IRONY

Objective: By the end of class, students will distinguish between situational, verbal and dramatic irony and analyze first person (I, me, we) point of view n order to improve reading comprehension skills.

DO NOW

Complete irony handout for Lamb to the Slaughter.

Direct Instruction

video on irony

pixar irony

Guided

LTTS work sheet

Irony Jeapordy 

Independent

Irony in LTTS

Random irony practice

Closure

review

Exit Pass

Identify an example of dramatic irony, verbal irony and situational irony in LTTS.

Wednesday, March 18 - LTTS CRQ

Objective: By the end of class, students will be assessed  irony and point of view in short fiction in order to improve reading comprehensive skills.

DO NOW 

Review the LTTS Multiple choice quiz

Direct / Independent

ON A NEO - (You have the rest of class to complete)

In constructed response format (restate, explain, quote, conclude). 
Choose one of the two constructed response questions (CRQs) below. Don't forget to DEFINE the terms in your answer (point of view and/or dramatic irony):

1. Analyze the author's use of point of view in Lamb to the Slaughter and explain how it influences the reader's understanding of the plot.

2. Analyze the author's use of dramatic irony in Lamb to the Slaughter and explain how it contributes to the suspenseful mood

Tuesday, March 17 - Narrative Perspectives / POV

Objective: By the end of class, students will identify different narrative perspectives and analyze the effects of POV on short fiction in order to improve reading comprehensive skills.

DO NOW

Lamb to the Slaughter Multiple Choice Quiz

Direct Instruction

NARRATIVE PERSPECTIVE = POINT OF VIEW

First Person Point of View can be UNRELIABLE OR BIASED because it is just the way YOU loo at things.

Guided

1st person Point of View How do you see it?


points of view

Independent

Get your assigned chrome book and  go to the following link. Choose a familiar story and then read the new version from different perspective. It will be in 3rd person limited. If these tales are not familiar to you then google the original version to compare it to.

click here - tales told from a different perspective

Then:

1. From whose perspective is it now told?

2. How does this change the story? 

3. How is it biased (slightly prejudiced because it is being told from a different viewpoint)? 

4. Having read both versions, do you feel you have more accurate information about what actually happened?

5. In a short paragraph, compare the two versions and explain why one characters viewpoint is not always reliable.

Check for understanding

individual Student checks during independent work

Closure 

Exit pass

Explain the differnce between 3rd person objective and 3rd person omniscient. Explain why first person and 3rd person limited points of view can be BIASED.

Monday, March 16

Objective: By the end of class, students will analyze irony in short fiction and use persuasive devices to create an argument in order to improve literary skills.

DO NOW

Complete comprehensive fiction assessment for Lamb to the Slaughter

Direct Instruction

Review Keystone terms handout 

ethics quiz

Guided 

Review Persuasive elements - logical, emotional and ethical appeals.

INDEPENDENT WORK

Do you think Mary Maloney is justified in murdering her husband and covering it up? Or should she be prosecuted to the full extent of the law? 

As if you are an attorney, write a closing argument for Mary. Be sure to use persuasive devices such as repetition, hyperboles, rhetorical questions and/or irony in your argument:

If she is innocent, state two logical appeals and one emotional appeal as to why she should get off.

If she is guilty, state two logical appeals and one emotional appeal  as to why she should be imprisoned.

Who has more ethical appeal, Patrick Maloney or Mary Maloney?  Does this affect the case?

Check for understanding

Individual student checks during independent work

Closure 

review 

Exit pass

Friday, March 13

Objective: By the end of class, students will analyze how one part of the plot influences another an identify irony in order to improve reading interpretive skills and understand how author technique influences comprehension.

DO NOW

Complete exposition, rising action and Climax for Lamb to the Slaughter on plot structure graphic organizer. You know the protagonist but do not yet know the antagonist.

Direct Instruction

Complete the first three boxes on "Author Technique" graphic organizer. Be sure to refer to the text to find details.

List character traits for Mary so far. 

NARRATIVE = STORY
PERSPECTIVE = VIEWPOINT

Therefore, narrative perspective = point of view.

This story is told in third person limited Point of View. We only know Mary's perspective. Why is this important? 

View through scene where Mary hits him.

Guided

Read pages 320-to conclusion -   LTTS / add character traits to Mary as we read.

Independent

Complete "Author Technique" handout from DO NOW.

Add FALLING ACTION to plot structure.

Check for understanding

Individual student checks during independent work.

Closure

Discuss point of view and the importance of point of view in LTTS for tomorrow.

Exit Pass

Should Mary get away with murder? Why or why not? What do you think SHOULD happen?

Thursday, March 12

By the end of class, students will examine literary devices (irony and inferencing) in short fiction in order to improve literal and interpretive reading comprehension skills and make real world connections

DO NOW  - write definition of INFER into notebooks.

INFERENCE (noun) = an educated guess about what is to come or prediction based on evidence.

To INFER  (Verb) - the act of making an educated guess or making a prediction based on evidence.

Example: Because her umbrella was wet, I inferred that it was raining outside.

Direct Instruction

Inferencing ppt

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. 

Consider the TiTLE - Lamb to the Slaughter - what might this mean? 

Make a prediction (inference) about what the story is going to be about.  

Guided

Read together pages - 317 to top of 320

Independent

To DO on NEOS:

1. Bases on what you know so far, what will Mary do next? Why do you think this?

2. WHAT IS THE IRONY IN THE TITLE OF THIS STORY?

3. Explain how Mary feels about her husband before she gets bad news. Tell me one thing that she says (quote it)and one thing that she does to lead you to believe this.

4. Identify one thing that Patrick Maloney does and one thing that he says  (quote it) that helps you infer that something is on his mind when he gets home from work.

5. From what we know of Mary's character, was it SITUATIONAL IRONY that she hit Patrick over the head with the leg of lamb? Or did you expect that? Why?

6. This one is in CRQ format. Be sure to answer all parts of the question:

Analyze Patrick Maloney's behavior as he delivers his news to Mary (top of page 319 / right column). What do you infer (predict) is happening and what kind of person can you infer Patrick is by what he says and how he says it?

View through her hitting him.

Check for understanding

Check independent work  / begin plot structure

 closure

Review questions / answers and make predictions.

Exit Pass

Explain how you would you have reacted if you were Mary. Do you think you would feel remorse afterwards?

Wednesday, March 11

Objective: By the end of class, students will be assessed on PLOT of SHakespeare's Julius Caesar and examine the literary device IRONY in order to improve literal and interpretive reading comprehension skills and make real world connections

DO NOW

14 question final multiple choice quiz for Julius Caesar. (50 pts)

Direct Instruction

Write the definitions of the three types of Irony in your notebooks. You can find definitions in Literary Term Definition section starting on page 984 of the HOLT text:

Dramatic Irony

Situational Irony

Verbal Irony

Direct Instruction

IronyPPT – identify an distinguish between different types of irony

irony pix

irony cartoon

verbal irony

Independent / Guided

Irony worksheet - identify and explain why each is irony and why it is verbal, situational or dramatic. Underline or highlight the words in the passage that suggest irony.

Check for understanding

Individual student checks during independent work

Closure

review irony in short fiction

Exit Pass

Tuesday, March 10 - Persuasive Elements and Making connections

Objective: By the end of class, students will analyze funeral / persuasive speech from Julius Caesar (Shakespeare 1599)  and evaluate the same persuasive devices used in JFK Jr. funeral speech  for MLK Jr. (1968) in order to make real life connections and improve reading interpretive skills.

DO NOW

In constructed response format (which means restate/ explain /  provide example or quote / conclude):

Analyze the components of Marc Antony's speech that convince the people that Caesar was not an ambitious man and explain why it is more persuasive than Brutus' speech.

In No Fear book - page 133 / In soft holt reader - page 348 . You may use the graphic organizer an/or a NEO to write you answer. 


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, 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. Then explain how they are effective.

Check for understanding

Check with individual groups or pairs during independent work.

Closure

Groups share examples identified in RFK speech.

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?

Thursday, Marh 5 - Marc Antony Character Traits and Plot Structure

Objective: By the end of class, students will analyze Antony for character traits to determine how character affects behavior and complete plot  structure for JC in order to improve reading comprehensive skills

DO NOW

Why was Antony's speech more persuasive than Brutus'? Provide one example.

Direct Instruction

Review persuasive devices - Logical appeals, emotional appeals, ethical appeals, irony, repetition, hyperboles, rhetorical questions.

Review how to determine character traits and return graphic organizers from Brutus. 

Complete Plot Structure through climax.

Guided

Complete Antony character trait graphic organizer.

Use soft holt readers to create a list of persuasive elements in each Brutus' and Antony's speeches.

Independent

Watch rest of JC - complete falling action and resolution while watching.

Check for understanding


Review plot structure and character traits.

Closure

Review differences between persuasion and manipulation and why Antony was more influential than brutus

Exit Pass

Evaluate Brutus' character at the end -  how is he a tragic hero - or is he?

March 4, Persuasive Devices

Objective By the end of class, students will identify the components of persuasion as compared to manipulation in order to improve reading interpretive skills.

DO NOW
Write this down in notebooks :

Three ways to Persuade :

Logical Appeals - present facts, evidence
Emotional Appeals - play on a person's emotions
Ethical Appeal - if you have a good reputation, and good credibility, people will be more likely to listen to you.

The BIG thing that PERSUASION has over MANIPULATION is that PERSUASION uses more logical appeals (facts) and MANIPULATION relies mostly on emotional appeals

Direct Instruction

elements of persuasion

Guided

Analyze Brutus' speech for persuasive elements. Highlight and identify them in soft holt reader.

Analyze Marc Antony's speech for persuasive elements. Highlight and identify them in soft holt reader.

View through Antony's speech.

Independent

Complete all sidebars and complete rhetorical device graphic organizer.


Check for understanding

Individual student checks

Closure 

review elements

Exit Pass

 Why is Antony's speech more persuasive than Brutus'?