Tuesday & Wednesday, October 2 &3 - Persuasion

Objective: By the end of class, students will analyze 1st person POV and persuasive elements in order to improve reading comprehensive skills.

DO NOW
Write into notebooks:

In addition to LOGICAL, ETHICAL and EMOTIONAL APPEALS, good persuasive writers also use:

1. REPETITION - repeat a word or phrase over and over
2. RHETORICAL QUESTIONS - questions that don't need answers
3. PARALLELISM - the same grammatical organization ("...to travel, to stop, to work...." instead of "....to travel. working, when we stop...")


Direct / Guided

The speeches we are going to analyze are PERSUASIVE  which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.

appeals (you should already have these written in your notes)

Situation:

You want to go to a party but you need to convince your mother to let you go because it's in New Jersey and it will end past your curfew. 

Convince her by providing an:

1 - emotional appeal (pathos) - make her feel bad for you

2 - logical appeal (facts) - give her facts of why you should be allowed to go

3 -  ethical appeal (why should she trust you?)

Parallelism

Independent

Listen to and then read the Chief Joseph Speech and circle all of the words that are repeated over and over (used for emphasis). Also note any emotional appeals ( feel sympathy for )  and/or logical appeals (facts).

Chief Joseph speech

Answer the multiple choice questions

Check for understanding

Individual student checks during independent work

Friday 7 Monday, September 28 & October 1 - Is Mary Maloney Guilty of 1st Degree Murder or is she temporarily Insane?

Objective: By the end of class, students will find textual evidence to form an opinion in order to improve reading and writing comprehensive skills.

DO NOW

PERSUASIVE TACTICS:

A. LOGICAL APPEALS - focus on the facts
B. EMOTIONAL APPEALS -  develop empathy (in Mary's case, make the jury feel sorry for her)
C. ETHICAL APPEAL - how credible is the person? When focusing on ethics in the LTTS case, you can suggest Patrick was unethical because he was a cheater...or you can suggest that Mary was unethical because she lied and was deceptive and manipulative.


DIRECT INSTRUCTION

Review graphic organizer for the TRIAL OF MARY MALONEY.  
Discuss the change in Mary from the beginning of the story until the end. FORM AN OPINION AND PREPARE TO DEFEND IT.

Review the directions for writing a persuasive argument either defending or prosecuting Mary Maloney. So Either:

 1. She WAS TEMPORARILY INSANE and should receive a reduced sentence. In this case, you are her DEFENSE attorney.

2. It was pre-meditated murder and she should get the maximum jail sentence. In this case, you are the PROSECUTING attorney.

If guilty by insanity - move to left side of room.
If guilty of 1st degree murder, move to right side of room.

When finding evidence, find a logical, emotional and ethical appeal for your argument.

Be sure to use at least TWO (2) direct quotes - evidence from the text - to support your argument. Use the quotes you log onto the graphic organizer. 

Finally, when you are ready to write your argument, START OUT BY EITHER SAYING:

I am here today to defend Mary Maloney for the murder of her husband Patrick Maloney. Mary Maloney was temporarily insane.

I am here today to prosecute Mary Maloney for the murder of her husband, Patrick Maloney. Mary Maloney is a cold-blooded killer.

GUIDED

Speech should be at least 1 page in length and include two of the three examples (quotes) from the story as supportive evidence. 

INDEPENDENT

Work in groups of 2-4.

Use a NEO to type your argument. 
Use repetition and rhetorical questions to enhance your speech. 
Be sure to use at least TWO (2) direct quotes - evidence from the text - to support your argument. 
Refer to the evidence you found last week that you recorded on the graphic organizer to help you.

Check for understanding

Individual student checks during independent work

Closure 

Review how to be PERSUASIVE

Wednesday & Thursday, Sept 26 & 27 - Lamb to the Slaughter Multiple choice test and film

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

DO NOW

7 points to be combined with MC test score.

1. Define situational irony and provide an example from the text (Lamb to the Slaughter).

2. Define Dramatic Irony and provide an example from the text.

3. Define "Dynamic character" and explain how Mary is dynamic.

Direct Instruction

LTTS Multiple choice test - 4.5 points each ( 18 questions / 81 points)

Guided

View the short film Lamb to the Slaughter by Alfred Hitchcock.

The film is in 3rd person OMNISCIENT point of view. What does this mean?

What POV was the story written in?

As you watch the film, pay careful attention to what Patrick and the police officers say and think. 

In your notebooks, write down at least 3 things that you learn from watching the film compared to reading the story due to the change in POV.

Independent

Mary Maloney on trial! Use graphic organizers to complete the 'Character in Conflict" sheet. Then determine Mary's fate to prepare to write a PERSUASIVE argument. Should she be convicted of 1st degree murder or was she temporarily insane?

Monday & Tuesday - Sept 24 & 25 - Lamb to the Slaughter

Objective: By the ned of class, students will analyze short fiction in order to improve reading comprehensive skills.

DO NOW

Identify one example of dramatic irony and one example of situational irony for Lamb to the Slaughter and explain each. 
( #12 and #14 on the worksheet with questions from last week)


Direct Instruction

We can learn a lot about characters by their actions, what they say, what others' say about them and by what they think and feel.

video on characterization

Character traits  - review traits and how traits can be revealed using the STEAL method.

Guided 

Use the character trait graphic organizer to develop Mary's character throughout the story. Would you define Mary's character as DYNAMIC?

Use the list of sample character traits to help you.

Independent


Transform your character trait organizer into prose form. SO, write a paragraph describing Mary's character and how she developed throughout the story.

Refer to her specific character traits and be sure to use textual evidence suggesting she is like that because of something she does, says, thinks or feels. 


Check for Understanding

Individual student checks during independent 

Thursday & Friday - Sept 20 & 21 - Lamb to the slaughter

Objective: By the end of class students will analyze the influence  POV and the effect of IRONY on short fiction in order to improve reading comprehensive skills.

DO NOW - write definitions into notebooks

Three kinds of Irony
1. Verbal Irony - when you say the opposite of what you mean (sarcasm)
2. Situational Irony - when the opposite happens of what you expect
3. Dramatic Irony - when the reader or audience knows something that a character does not (helps create suspense)


Direct Instruction

SITUATIONAL IRONY

VERBAL IRONY

DRAMATIC IRONY


Guided

Finish reading Lamb to the Slaughter.

Independent

Answer all of the questions on the handout provided








video on characterization

Character traits  - review traits and how traits can be revealed using the STEAL method.

Monday & Tuesday, September 17 & 18 - POV and Introduction to Lamb to the Slaughter

Objective: By the end of class, students understand different narrative perspectives (points of view) and be introduced to new short fiction in order to prepare to read and improve comprehension.

DO NOW

Write the following definitions into your notebooks:

Narrative = Story
Perspective = Viewpoint

Therefore, NARRATIVE PERSPECTIVE = POINT OF VIEW

Direct Instruction

POV PPT

GuidedAn IDIOM is an expression, not literal in meaning ( i.e it's raining cats and dogs)
"like a lamb to the slaughter"

​

If someone does something or goes somewhere like a lamb to the slaughter, they do it without knowing that something bad is going to happen and therefore act calmly and without fighting against the situation.


WORD SPLASH 
PICK THREE VERBS (action words) and THREE ADJECTIVES (descriptive words) that come to mind when you look at the following picture:

Make a prediction regarding what this story is going to be about.

Guided 

Read the first page of Lamb to the Slaughter.

Annotate for the SETTING and CHARACTERS.

Discuss setting and characters and what we know about them so far.

Independent - Go back to text and provide textual evidence for each answer below:

1. Describe the setting. Also, infer what decade might it be and why.

2. Describe Ms Mary Maloney.

3. Describe How Mary Maloney feels about her husband. How do you know. 

4. Describe the routine when her husband comes home form work. 

5. What does her husband, Patrick do for a living? For how long?

6. What do we infer Patrick told Mary?

7. How do you know this is 3rd person limited POV? Whose perspective do you know? Provide two quotes that exemplify this...

8. You do not know Patrick's POV. If you did, you would not have to infer what he is thinking or feeling. Why does the author do this?


.Complete # 1-10 of comprehensive questions on handout provided.

Check for understanding

Individual student checks during independent work

Closure

PREDICT - what is going to happen next???

Thursday & Friday, Sept 13 & 14 - Jane's Back CRQ / Inference Jeopardy / POV

Objective: By the end of class, students will analyze short fiction and practice inferencing in order to improve reading comprehensive skills.

DO NOW - on a separate piece of paper to be turned in.

1. Explain why when reading a passage you need to INFER what is  happening. Why doesn't the author just tell you?

2. If you know what all the characters in a story are thinking and feeling (3rd person Point of View Omniscient), will you need to INFER at all? Why or why not?

3. Whose point of view (POV) do we know in the story, Jane's Back? How does that affect how much we need to infer?


Direct / Guided Instruction

TEAM jeopardy - inferencing

Each team will receive note cards and attempt to answer every question in writing on the card.
When "time" is called (by me) you will hold up your answer.
All teams that get the answer correct will earn points.
The wining team will receive 10 extra credit points on the next test.


Independent

Matching terms for ELEMENTS OF FICTION.
You may use the glossary at the back of the text book and you may work together in the teams/tables at which you are already seated.

Tuesday & Wednesday, Sept 11 & 12 - Elements of Fiction - Jane's Back

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

DO NOW

Write these steps into your notebooks....

STEPS TO WRITING AN EFFECTIVE  CONSTRUCTED RESPONSE:
1. Restate the prompt
2. Explain (these are your thought/idea on what the answer is )
3.Quote (go back to text and find a direct quote to support your thought/idea)
4. Explain the quote (why and how it supports your thought/idea)
4. Conclude 

DIRECT INSTRUCTION

Powtoon CRQ example

STEPS TO WRITING AN EFFECTIVE ANSWER TO A CONSTRUCTED RESPONSE QUESTION (CRQ)

1. Restate - simply turn around the prompt and make it your first sentence of your CRQ. Stay as close to the actual words as possible.

2. Explain - explain in your own words. Sometimes provide the definition of a term and/or explain the part of the plot that the prompt is about.

3. *Quote - Provide textual evidence that supports your explanation. This means find a direct quote from the text!

4. *Explain - how does your quote connect and support your idea? Your explanation should be at least as long as your quote or longer!!! THIS IS KEY because it proves that you understand the text AND what the question is asking of you.

5. Conclude - Make sure the question or prompt is answered thoroughly and accurately. Perhaps add a closing thought in your own words. You should use a few of the key words from the prompt in your conclusion to be sure you are answering the question and coming full circle.

Guided / Independent 

CRQ PROMPT FOR JANE"S BACK


Analyze Jane's comments to Simon on page two of the story, Jane's Back, and infer what their relationship was prior to Jane arriving at the diner. Use textual evidence to support your answer.

Complete your CRQ on the graphic organizer. Make sure I check it before you move forward. 

Then use that as a guide to write into PROSE form using a NEO.


If you have not done so, complete Plot structure for JANE'S BACK and/ or 7 inferencing questions.

Also, if you have not done the INFERENCING HW, you may turn it in still before the end of class.

Answer questions on handout provided.

You may work in pairs.

Check for Understanding

Individual student checks during independent work.

Thursday & Friday - September 6 & 7 - Elements of Fiction / Jane's Back

Objective: By the end of class, students will understand inferencing in order to improve reading comprehensive skills.

DO NOW

Write definitions of the following terms into notebook:

PROTAGONIST - the main character that drives the action of the story

ANTAGONIST - the character that interferes with the the main character accomplishing his/her goals. The antagonist foils the protagonist's plans.

THE ANTAGONIST is NOT always the BAD GUY.

Direct Instruction

 What are some ELEMENTS of FICTION?

• -
• -
• -
• -
• -
• -

GUIDED

elements of fiction

Independent

Complete Plot structure for JANE'S BACK.

Answer questions on handout provided.

You may work in pairs.

Check for Understanding

Individual student checks during independent work.

Closure

Review Inferencing and active reading strategies.

HW Complete Inferencing / Prediction worksheet


Exit Pass

Tuesday and Wednesday - Sept 4 & 5 Jane's Back

Objective: By the end of class, students will make inferences and predictions and review plot structure for fiction in order to improve reading comprehensive skills.

DO NOW

Write the definitions to the following terms in your notebook

Inference (to infer) - an inference is a when one comes to a conclusion based on evidence and or past knowledge of the world.

Prediction - to make an educated guess about what might happen in the future.

Direct Instruction

The difference between an inference and a prediction is that a prediction refers to something that may happen in the future, and can ultimately (in the end) be proven right or wrong. An inference is trying to figure out what is going on at the current moment and can't really be proved.

When you infer what is happening, it is easier to make a prediction about what will happen next!


Inferencing video - clouds ( stop for inferencing / predictions)


POWTOON 

Guided

Jane's Back Short Story (fiction) - read together

Independent 

Answer the questions throughout the story - inferencing and predicting. 

Map a plot structure for the story.

HW

Inference / Prediction worksheet - please note one side is inferencing and other side of sheet is making predictions