Friday, May 1 - Author's Style

Objective : By the end of class, students will practice Keystone terminology and author's style in order to improve reading comprehensive skills. Do Now Define the following 8 terms and write a sentence or question for each: 1. Convey 2. Significant 3. Influence 4. Construct 5. Claim 6. Generalization 7. Distinguish 8. Essential Direct Instruction Fiction vs non-fiction We have reviewed author's tone and reader's mood. Now we will analyze author's style.

author's style

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. 

If Formal Style, then usually serious tone and mood.
If Informal style, then usually light-hearted or humorous tone and mood.

Independent / Guided

Author's style worksheet - read the passages.

1. Identify any figurative language in each paragraph by underlining and writing what it is in the margin (similes, metaphors, imagery, alliteration, etc).
2. Examine the sentence length. 
3. Examine the vocabulary - simple or difficult?
4. Answer questions 1and 2 on the back. 
5. Instead of # 3, answer one of the two questions below:

a. In the first passage, analyze how the author's style creates a peaceful, content mood.

b. In the second passage, analyze how the author's style creates a humorous, exciting mood.

Closure 

Review steps to analyze and evaluate.

Exit Pass

What is the Narrative perspective (POV) of each of the passages you just read?

Thursday, April 30 - ESSENTIAL

Objective: By the end of class, students will examine essential and non-essential information in text in order to improve reading comprehensive skills.

DO NOW

GO make sure you know all EIGHT WORDS on the poster next to the Smart board. These words are critical to understanding the questions on the Keystones. YOU MUST COMMIT THESE  WORDS AND DEFINITIONS TO MEMORY.

Direct Instruction:

Es·sen·tial - adjective
 - absolutely necessary; extremely important.

1. 
   

Essential information is therefore the information necessary to understand what the writer is trying to inform you of. Any descriptive language or minor details can be eliminated (nonessential).  Essential and nonessential information refers to INFORMATIONAL TEXT. (The main idea is obviously always essential in any text.) Direct Instruction Example: The riots began on Monday, April 27. Seven officers were hospitalized. Fire bombs exploded damaging many businesses. Smoke billowed like mini nuclear bombs. A curfew for the city has been implemented for the entire city. All must be in their homes from 10 pm to 5 am until further notice. From the sentences above, determine which one is non-essential to the text. Independent Keystone Practice  HW - STUDY THE WORDS FROM DO NOW FOR A QUIZ TOMORROW.

Wednesday, April 29 - CRQ for text structure and keystone review

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

DO NOW

Check the walls and write down anything you want to review over next 2 weeks. Definitely check the definitions in RED at front of classroom. Then go get your soft holt reader and open to 404.

Direct Instruction / Guided / Independent

Complete work in holt reader and then complete the constructed response for it below:

Analyze how the author of "Following Technical Directions" constructed his writing to make it easier for the reader to understand (be sure to mention his use of graphics as well).

When done ,you can work on the Keystone terms handout / puzzle. If you do not complete in class, this is for homework.

Closure

Discuss areas to review. 

Tuesday, April 28 - Text Structure

Objective: By the end of class, students will be assessed on Keystone terminology and analyze text structure in informational text in order t o improve reading comprehensive skills.

DO NOW

Quizlet terms quiz

Direct Instruction

Read directions together on page 404 of SOFT holt reader - Following Technical Directions. 

Guided

Word Study page 404 

Also:
ANALYSIS = the thing that you analyze . Analyze is the VERB and Analysis is the NOUN form of the word!

Independent

Complete all sidebars - pages 405-407.

Complete questions on page 408. 

Then:

Analyze how the author of "Following Technical Directions" constructed his writing to make it easier for the reader to understand (be sure to mention his use of graphics as well).

Keystone practice terms.

Check for understanding

Individual student checks.

Closure

Review differences between fiction and non-fiction and poetry and discuss themes across genres.

Exit Pass

Monday, April 27 - 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

text structure video review

Independent / guided

Determine the type of text 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

Friday, April 24 - Figurative Language

Objective: B y the end of class, students will analyze figurative language in order to improve reading comprehensive skills and prepare for Keystones.

DO NOW

 Keystone definition Handout on the backside of yesterday's "DO NOW" 

Direct Instruction

more fig lang

Guided

Due to "benchmark" lag, many of you are missing assignments or have incomplete assignments from this week. today is your chance to ensure that you complete them and avoid "0"s.

Complete yesterday's assignment of creating and then analyzing figurative language in short fiction. The prompt again is:

Analyze the author's (that's you) use of figurative language in the passage above and explain how it helps the reader gain a better understanding/image of the character and the plot.

Independent

Complete any missing work from this week. Assignments included:

1. Keystone terms - do now
2. Write own poem using figurative language and analyze. 
3. Tone / Mood worksheet - identify (it was HW)
4. Poetry quizlet quiz
5. Walrus and Carpenter study guide questions.
6. Walrus and Carpenter character analysis.
7. Short poems - label figurative language and determine tone.
8. CRQ on Tone for Walrus and the Carpenter. (what is the author's tone at the beginning of the poem compared to the end? Identify words or phrases that suggest each tone.)

When you are sure you are up to date, you may move on:

Use soft HOLT reader - page 306 and read the POEM - SAME SONG. This is a poem full of imagery. Complete the chart on page  and then determine the tone of the poem. 

Use your TONE words handout to decide the tone and circle the phrases or words that suggest this tone.

Thursday, Figurative Language

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

DO NOW

Match the Keystone term with its Synonym

Direct Instruction

Figurative language is found everywhere - not just poems!

figurative language in music and movies

Guided

Two stories - one with figurative Language - one without. We will read them together - and identify the figurative language in the second story.

Independent

1. Read the next short story with no figurative language. Use the graphic organizer to add figurative language to the story. Then rewrite the whole story on a NEO.

2. Beneath your rewrite, analyze your OWN STORY. Answer this question for what you just wrote:

Analyze the author's (that's you) use of figurative language in the passage above and explain how it helps the reader gain a better understanding/image of the character and the plot.

2. Complete the Keystone definitions on opposite side of "DO NOW."


Check for Understanding

Individual student checks.

Closure Review figurative language and prepare for constructed response tomorrow.

Exit Pass

Wednesday, April 22 - Imagery and mood in poem

Objective: By the end of class, students will be assessed on poetic terms and analyze poems for figurative language and tone and mood in order to improve reading comprehensive skills.

DO NOW

Quizlet poetry terms quiz

Direct Instruction

Figurative Language can be found in every GENRE! Poetry, fiction, non-fiction, movies, plays, songs etc! Figurative language also directly impacts the TONE and MOOD.

Figurative language song

figurative language in movies


Guided / Independent

1. Read the poems on the handout provided. 
2. Label all of the figurative language in each poem.
3. Then determine the meaning of the poem.
4. Then use the TONE words handout to determine the tone.
5. Finally, show the textual evidence that helped you determine the tone.

Most of you are behind on classwork due to benchmark lag. 
If you complete the above assignment in class, take the opportunity to complete missed work. 
Any missed work to date is due by Friday.

Tuesday, April 21 - Tone and Mood

Objective: By the end of class, students will be able to identify TONE and MOOD in excerpts from short fiction and poetry in order to improve reading comprehensive skills.

DO NOW

Write the definitions in your notebook:

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

VS.

Mood
Mood is what the READER feels while reading a scene or story created by the atmosphere (the vibe) of that scene. I

Direct Instruction TONE PPT Guided / Independent Complete practice handout sheet on TONE / Mood.  Analyze the author's tone in Walrus and the Carpenter and be sure to identify words or phrases that suggest this tone. read the Carpenter and the Walrus - by Lewis Carroll Closure  Review Keystone terms Exit Pass What is the difference between TONE and MOOD?

Friday, April 17 -

Objective: By the end of class, students will complete benchmark assessment in order to practice for Keystones.

DO NOW

Some definitions of words found in QUESTIONS:

1. Convey = to communicate / to help make something understandable
ex : Explain how the following paragraph conveys the theme of the story?

2. Significant = Important
ex: Analyze the significance of the use of BOLD words in the following informational passage.

3. Influence = to have an effect on
ex: Analyze how the sounds of poetry ( alliteration, rhyme, onomatapoiea, etc) influence the tone of the poem.

4. Construct = to build or organize
ex: How does the author construct his argument to be more effective ? (i.e is it compare/ contrast, use subheadings, sequential, etc)

5. Claim = to state as fact without evidence
ex: Which statement best expresses a claim the author makes about the Migrant Mother photograph? 

Monday, April 20 - Tone and Mood

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

Direct Instruction

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

VS.

Mood
Mood is what the READER feels while reading a scene or story created by the atmosphere (the vibe) of that scene. I

Direct Instruction Mood  - how does this picture make you feel? (PPT on desktop) mood / tone - youtube TONE PPT Guided / Independent Complete practice handout sheet on TONE / Mood.  Analyze the author's tone in Walrus and the Carpenter and be sure to identify words or phrases that suggest this tone. read the Carpenter and the Walrus - by Lewis Carroll Closure  Review Keystone terms Exit Pass What is the difference between TONE and MOOD?

Wednesday, April 15 - Symbolism in Walrus and the Carpenter

Objective: By the end of class, students will analyze poem as a satire in order to improve reading comprehensive skills.

DoNow

Put the events in order for the Walrus and the Carpenter on the handout provided.

Direct Instruction

A satire 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.

satire - simpson examples

Again - The Walrus and the carpenter is a satire on organized religion. We reviewed this yesterday. 


Independent

SYMBOLISM in Walrus and the Carpenter

1. Who does the Walrus represent? Give him three character traits. (These traits should also therefore represent his "symbol.")
2. Who does the Carpenter represent? Why does Lewis Carroll portray the Carpenter as a more understanding, sympathetic character?
4. Who do the oysters represent? How are they portrayed? Give them three character traits.
5. Why might the moon be mad that the sun is out at night? (extra credit for anyone who gets this one).
6. What is symbolic about how the Walrus and the Carpenter ate the oysters? How does this represent what organized religion does to people according to this satire?


Go back and complete yesterday's classwork. If you don't get to complete it in class, it is HW and will be graded as a 50 point HW grade, the first of the semester. Remember,  if it asks for TEXTUAL EVIDENCE, you MUST provide exact lines from the poem in quotation marks!

Check for understanding

Individual student checks.

Closure

Review answers.

Exit Pass


HW - Complete work for yesterday finding textual evidence and comparing / contrasting 2 of the 4 prompts provided on the handout.

Tuesday, Poetry - Symbolism and Satire

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

Satire - he use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics, religion and other topical issues.

Direct Instruction

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.

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

Guided / Independent

Pull up the POEM - Walrus and the Carpenter on Chrome book - it is on my blog from yesterday. Then:
Use the graphic organizers to analyze the characters in Walrus and the Carpenter. 

1. Character Analysis
2. Short Answer Questions

Independent

SYMBOLISM in Walrus and the Carpenter

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?
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

Monday, April 13 - 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

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
4. Imagery
5. Hyperbole
6. Symbolism

Direct Instruction

figurative language

more examples

Direct Instruction

read the Carpenter and the Walrus - by Lewis Carroll

View 

Guided / Independent 

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

2. Short answer questions. 

Check for Understanding

review answers

Exit Pass

Create your own example of your favorite type of figurative language and explain it.

Friday, April 10 - Propaganda Wrap-Up

Objective:by the end of class,students will analyze propaganda in current social media in order to improve reading interpretive skills in non-fiction.

DO NOW

Can you think of an example of positive propaganda today?  Think of things that social media promotes.

Direct Instruction


PROPAGANDA JEAPORDY

Guided  / Independent

Research ISIS propaganda on social media. Here are two articles you can read... 

ISIS RECRUITING VIA SOCIAL MEDIA

 ISIS PROPAGANDA IN SOCIAL MEDIA 

Then, Evaluate! What do you think of ISIS recruiting western teenagers via social media? What kinds of propaganda do they use on social media to lure teenagers? How can teenagers differentiate what is TRUE and what is PROPAGANDA on social media?Be sure to cite at least one example from your reading to support your answers.

Thursday, April 9 - Propaganda in Politics (Nazi Germany)

Objective:By the end of class, students will analyze propaganda techniques used in politics in order to improve literary interpretive skills.

DO NOW

What type of propaganda does this poster use? Explain.

Direct Instruction

nazi propaganda

New opportunities to spread propaganda today - social media propaganda

Guided / Independent

Red together "Solving the Jewish Question"  - Nazi Propaganda (pre-WW11)

Answer the following Constructed Response. Remember, first identify two types of propaganda. Then the rest is eritten in CRQ format - restate, explain, quote, conclude. You will need two quotes in this response because you have to give an example of each type of propaganda that you identified:

 Identify two kinds of propaganda used in this speech. Then, analyze this propaganda and how it is used to convince the German people that they need to "get rid" of the Jewish population.

Check for Understanding

Individual student checks.

Closure

Review kinds of propaganda and how and why they are used.

Exit Pass

If we know propaganda exists, why is it still effective?

Wednesday, April 8 - Propaganda

Objective: By the end of class, students will able to identify propaganda techniques used in social media and advertising in order to improve comprehensive skills and make real world connections.

Do Now

QUIzlet - practice propaganda worksheet


Direct Instruction

sometimes you feel like a nut...

campbells tomato soup...

campbells tomato soup..

ted talk

social media propaganda

Guided /Independent


Use google chrome book to research an ad or commercial and complete handout.
Check for Understanding


Closure


Exit Pass