Wednesday & Thursday, October 2 & 3 - Lamb to the Slaughter Short Review and Final Test

Objective: By the end of class, students will be assessed on short fiction in order to improve and reinforce reading comprehensive/ Keystone related skills.

Standards: L.F.2.1 / L.F.2.1.1/ L.F.1.1.2 / L.F.2.3.4

DO NOW

 Write the definition in your notebooks:

DYNAMIC means "to change over time"

Direct Instruction

Lamb to the Slaughter Jeopardy Review

Independent

LTTS TEST - PLEASE PUT YOUR PHONES AWAY. IF YOUR PHONE IS OUT DURING THE TEST, IT IS AN AUTOMATIC "0."

Multiple Choice comprehensive questions - 4 points each - 18 Q
Constructed Response - 28 points - 1 Q

Lamb to the Slaughter film:

Write down 4 things that you learn from watching the film that you had to INFER from reading the story. 

Again, this is because in the film, we know everyone's thoughts and feelings (3rd person Omniscient POV) but in the written story, we only know Mary's thoughts and feelings (3rd person Limited POV).



Extra Credit. 
If you COMPLETE both multiple choice and a properly formatted constructed response, you may answer the following for a possible total of 20 extra credit points:

SCENERIO:

Mary Maloney ends up confessing to killing Patrick. She has to go to trial. 

a -Do you think she should go to jail for murder (she was a cold-hearted killer who meant to kill him)?

b- should she be convicted of manslaughter (she wanted to hurt him, but didn't mean to kill him)

c- she should get off because she was temporarily insane and the jury should have sympathy for a young, pregnant woman who wasn't thinking clearly?

There is significant evidence to support any of the above choices in the text. Pick an argument as if you were the defense or prosecuting attorney, and use at least two pieces of evidence from the text to support it. 











aliens

Tuesday, Sept 24 - Lamb to the Slaughter

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

DO NOW - 

Identify one example of DRAMATIC IRONY in Lamb to the Slaughter and one example of SITUATIONAL IRONY on the handout provided. The definitions are below if you have forgotten them.

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




Direct Instruction

We discussed Mary as the PROTAGONIST of LTTS. What does that mean?

She is also a DYNAMIC character. What does this mean?

We know a lot about Mary also because it is written in 3rd Person Limited POV which means we know everything Mary, and only Mary, thinks and feels. 


Guided


Use the handout and the character trait sheets I gave you last week to analyze Mary's character BEFORE she killed him and then, at the bottom, how she became AFTER she killed him. 

BE sure to provide specific textual evidence for each trait that you assign to her in the space provided.

Independent

Constructed Response ( use information that you found from Guided work today to answer this prompt in paragraph form.

Mary is a Dynamic character. Analyze Mary's character traits and behavior before she killed her husband, Patrick and then after. How has she changed. Use textual evidence to support your answer.

short film

Friday & Monday, September 23 & 24 - Lamb to the Slaughter - How parts of plot relate and Characterization

Objective: By the end of class students will analyze character and how elements of fiction influence each other in order to improve reading comprehensive skills.

DO NOW  

20 POINTS
Analyze the significance of the setting to the plot so far in Lamb to the Slaughter.

(Significance means "importance." So explain why the setting is so important to the action so far in the story.)


Direct Instruction

video on characterization

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

GUIDED

Using the Character trait sheet:

How would you describe Mary's character so far? Consider what she says, does, thinks and feels.

How would you describe Patrick? 

Finish reading LTTS. Annotate as we read. 


Independent


Complete PLOT STRUCTURE for LTTS.

Use graphic organizers to put character traits on the top - how she was at the beginning of the story.

Complete the character trait sheet for Mary. How did she change after the murder? Be sure to provide textual evidence. 

Mary changes throughout the story - therefore she is a DYNAMIC  character. The definition of "Dynamic" means "to change".




SITUATIONAL IRONY

VERBAL IRONY

DRAMATIC IRONY

SENIORS _ ENGLISH 4 -

Objective: By the end of class, students will have a minimum of three credible sources properly cited and a thesis statement in order to prepare for the senior project research paper.

Direct Instruction

How to develop a thesis statement from your topic.

The topic is a very broad statement that can encompass A LOT of information and can go in many direction.

It is your job to determine what you want to talk about regarding your topic.

From the research that you have completed so far, what have you found that seems interesting?

What is your focus? What information are you interesting in learning about your topic?

You need THREE (3) areas of interest on which to focus to create your thesis statement. Each area will be a SECTION of your paper.

For example:

In this paper I will discuss the use of performance enhancing supplements in Olympic athletes; the types of supplements, the physical dangers and the ethical effects it has on the individual athletes and the sport as a whole.

My three areas of discussion are:
1. types
2. dangers
3. ethical effects

Each area of discussion should be at least 1 page long and contain two quotes from reputable sources.

Tuesday & Wednesday - Sept 17 & 18 - Roald Dahl & Intro to Lamb to the Slaughter

Objective: By the end of class, students will record information from non-fiction, reinforce elements of fiction and make inferences in order to improve reading comprehensive skills.

Standards: L.F.2.1 / L.F.2.1.1/ L.F.1.1.2 / L.F.2.3.4

DO NOW

Write into notebooks.

Another type of figurative language is called an idiom.An IDIOM is an expression, not literal in meaning ( i.e it's raining cats and dogs)

1. Back against the wall

Example: With banks baying for his blood over default in payments, he has his back against the wall.

2. Bite off more than you can chew

Example: He has taken more responsibilities as he couldn’t say ‘no’ to his boss. I think he has bitten more than he can chew, and he’ll struggle to handle them all.

Another Idiom is "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.

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

This fictional story was written by Roald Dahl. Before we read it, watch the following video and write down five facts about Dahl on the handout provided.

Roald Dahl video - biography



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? 

6. What do you infer that Patrick told Mary?

7. From whose perspective is this story being told? How do you know? 

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

9. At this point in the story, do you think Mary's actions are justified? Do you think it was an accident, or she meant it? 

Friday and Monday, Sept 13 & 16 - HOMS Constructed Response

Objective: By the end of class, students will analyze fiction in order  to make text to self connections. In addition, students will analyze non-fiction and identify the different characteristics of fiction vs. non-fiction.

DO NOW

Inferencing matching.

Direct Instruction

Review the CRQ's from last class and answer any questions.

Remember:
RESTATE
EXPLAIN IN YOUR OWN WORDS
CITE EVIDENCE TO SUPPORT YOUR IDEA
EXPLAIN HOW THE QUOTE CONNECTS TO YOUR IDEA
CONCLUDE (make sure you answered all parts of questions)

Guided / Independent Instruction

Read the vignette, Louie, His Cousin & His Other Cousin on pages 23-25. 

REMEMBER:
Because Esperenza is naive, and this vignette is told from her point of view, actual facts are not explicitly revealed. 


Then, use the graphic organizer to answer the following prompt:


Prompt

Analyze the details in the last two paragraphs and make an inference regarding the true plot of this vignette. Provide at least two pieces of textual evidence to support your answer.

Restate: The details in the last....


Explain: This vignette is told from Esperenza's point of view. What is happening through hr eyes is......


Quote and explain: From the text, I can infer what really happened.......

I infer this because it says,"  .......


It also says........

Conclude: In conclusion, 



When you complete your graphic organizer, you can get a NEO to type your response into paragraph form.

Wed

Objective: By the end of class, students will analyze fiction in order  to make text to self connections. In addition, students will analyze non-fiction and identify the different characteristics of fiction vs. non-fiction.

DO NOW
Take out HW for collection. 8 BIOGRAPHY FACTS for Sandra Cisneros.

Complete the matching handout for Fiction/Non-Fiction.

Direct Instruction

Analyze - look at closely and support with evidence from the text (graphic organizer for constructed responses)

We discussed the differences between fiction and nonfiction.
Open your note books to the t-charts you created listing elements of fiction vs elements of non-fiction.
Fiction vs Non Fiction

Guided

How to write a constructed response - Use graphic organizers.

PROMPT
Explain how and why you know that House on Mango Street is a work of fiction and how you know Sandra Cisneros' biography is non-fiction. Provide at least two pieces of evidence from each to support your answer.

First sentence:

Restate:
House on Mango Street is a work of fiction and the biography on it's author, Sandra Cisneros is non-fiction.


Explain: Fiction is _____________ and non-fiction is __________.

Quote & Explain: 
I know House on Mango Street is fiction because it has
_________________________________. For example, 
"____________________________". I know the information 
about Sandra Cisneros is non fiction because it 
has________________________________________. For 
example, "___________________________________."

Conclude: 
Sometimes it's hard to tell the difference between non-fiction and fiction without carefully analyzing the elements of each.

------------------------------------------------------------------------- Independent

Now on your own, use graphic organizer, and following the scaffolding I provided below, answer the following prompt:

PROMPT
After reading Red Clowns, make an inference about what happened to Esperenza at the carnival. Use textual evidence to support your answer.

Restate: 
After reading Red Clowns, I made an inference about what happened to Esperenza. 

Explain: It did not come right out and say it, but I infer that 
_________________________________.

Quote & Explain: I infer this because in the text it says, 
"____________________" and "_____________________."

Conclude:
________________________________________________


On your own, read pages 23-25 - Louie, His Cousin and his other Cousin. Answer the following prompt in the same format as above.



PROMPT
After reading this vignette (pages 23-25), make an inference about Louie and the big yellow cadillac. What actually happened and how do you know? Provide textual evidence to support your answer.

Wednesday, September 11 - HOMS / Fiction vs Non Fiction

Objective: By the end of class, students will analyze fiction in order  to make text to self connections. In addition, students will analyze non-fiction and identify the different characteristics of fiction vs. non-fiction.

DO NOW

Complete the graphic organizer for Sandra Cisneros biography.

Direct Instruction

Analyze - look at closely and support with evidence from the text (graphic organizer for constructed responses)

We discussed the differences between fiction and nonfiction.


Fiction vs Non Fiction

Guided

How to write a constructed response - Use graphic organizers.


PROMPT
Explain how and why you know that House on Mango Street is a work of fiction and how you know Sandra Cisneros' biography is non-fiction. Provide at least two pieces of evidence from each to support your answer.

First sentence:

Restate:
House on Mango Street is a work of fiction and the biography on it's author, Sandra Cisneros is non-fiction.


Explain: Fiction is _____________ and non-fiction is __________.

Quote & Explain: 
I know House on Mango Street is fiction because it has
_________________________________. For example, 
"____________________________". I know the information 
about Sandra Cisneros is non fiction because it 
has________________________________________. For 
example, "___________________________________."

Conclude: 
Sometimes it's hard to tell the difference between non-fiction and fiction without carefully analyzing the elements of each.

------------------------------------------------------------------------- Independent

Now on your own, use graphic organizer, and following the scaffolding I provided below, answer the following prompt:

PROMPT
After reading Red Clowns, make an inference about what happened to Esperenza at the carnival. Use textual evidence to support your answer.

Restate: 
After reading Red Clowns, I made an inference about what happened to Esperenza. 

Explain: It did not come right out and say it, but I infer that 
_________________________________.

Quote & Explain: I infer this because in the text it says, 
"____________________" and "_____________________."

Conclude:
________________________________________________


On your own, read pages 23-25 - Louie, His Cousin and his other Cousin. Answer the following prompt in the same format as above.



PROMPT
After reading this vignette (pages 23-25), make an inference about Louie and the big yellow cadillac. What actually happened and how do you know? Provide textual evidence to support your answer.

HW

Connotations / Denotations

Monday, September 9 - HOMS /Fiction Vs. Non-Fiction

Objective: By the end of class, students will analyze specific vignettes from a work of fiction in order  to make text to self connections. In addition, students will analyze non-fiction and identify the different characteristics of fiction vs. non-fiction.

DO NOW

Write into note books:

Fiction - a story that is fake, not true. All parts of a plot structure are elements of fiction.

Non-Fiction- literature that is TRUE and FACTUAL. Real people, dates, historical and/or current events are all elements of non-fiction.

Direct Instruction

Fiction vs Non Fiction

Plot Structure

(House on Mango Street is a work of FICTION)

Guided Instruction

Read together - Red Clowns

Discuss and answer questions on handout.

AN INFERENCE IS A CONCLUSION BASED ON EVIDENCE AND REASONING. 

What happens to Esperenza is not directly stated in Red Clowns. Find 3 pieces of direct evidence from the text that give you clues and help you understand what happened.

Independent

Complete HOMS Questions in pairs.

Back to Guided

Sandra Cisneros Biography.

How can we tell this is non-fiction??

Independent

Complete the graphic organizer for Sandra Cisneros biography.

In a short 4-5 sentence paragraph:

Provide two examples of how Sandra Cisneros' personal life may have influenced her creation of the characters and/or events in House on Mango Street. Be specific and provide textual evidence to support your answer.

You can start like this:

Sandra Cisneros' personal life may have directly influenced some of the action and the creation of certain characters in House on Mango Street. For example, 

Seniors - Wednesday & Friday - Sept 4 Introduction and Citing Sources

By the end of class, students will begin researching topics for the senior project, learn to use Knightcite to create proper citations and be introduced to the SAT exam.

THE SENIOR PROJECT

Sourcing your references

Take the time to research a topic on the internet. Read a few articles. Decide if it might be interesting to you. Look for sites ending in edu, .org or .gov. These cites are more likely to have factual information than a .com.

Once you think you have a topic, we can discuss possible thesis statements for that topic and decide if it still a path in which you would like to continue for your project.

How to use knightcite:

Knightcite



Part 2

1. What is the SAT?

2. Why take the SAT?

3. What is the highest score you can get on the English Lit and grammar part?

4. What is considered a "decent" score and one you might hope to achieve?

5. Is the SAT a "timed" test? 

6. How many passages do you have to read and questions do you think you have to answer in 60 minutes?

Thursday, Sept 5 - I AM and Analyze Excerpts from House on Mango Street

Objective: By the end of class, students will practice vocabulary and analyze themes from House on Mango Street in order to improve reading comprehensive skills and make text to self connections. 

DO NOW

Vocabulary Quiz

Direct Instruction

Distribute HOMS books. 

Quick Review of some types of figurative language. Write the definitions into your note books:

SIMILES - comparison using "like" or "as"

METAPHORS - comparison NOT using "like" or "as"

IMAGERY - descriptive words that appeal to the 5 senses (smell, taste, touch, sight, sound)

PERSONIFICATION - giving human qualities to something that is not human (i.e - the flowers danced in the wind)

THEME - the overall message the author is trying to convey

Guided

Read first vignette together. Answer questions provided together as a class. Identify the similes and metaphors and discuss the theme.

Independent

Students may work in pairs to read specific excerpts from HOMS and answer the questions provided for each. 

After making text to self connections, complete the "I AM" poem.

Closure

Review definitions of terms. Share thoughts and connections on themes of identified vignettes from HOMS.

HW

Complete the I AM poem if you did not in class. Option to make a visual representation for extra credit.

Will smith video below

self esteem / self love / self discipline / responsibility vs. fault