Monday - Period 5 - PLot Strcuture to PROSE

Objective: By the end of class, students will review the elements of plot structure, create an original story plotted along the lines in order to develop understanding of text structure and improve reading comprehensive skills and writing skills.

DO NOW 
Write this down into your notebooks:

Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas. 

Direct Instruction

 Review Components of plot structure. Today, you will translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
Guided

Model example 

My sample personal story plot structure

Protagonist – me

Antagonist – jellyfish

Setting / exposition – the beach and what is happening on it

Conflict - main problem between protagonist and antagonist - the jellyfish made it dangerous to go in the ocean and paddleboard

Rising action – 

1-feared jellyfish but got paddle board into water

2- carefully got on board and paddled far out into the ocean

3- saw a pod of dolphins in the distance swimming towards me

Climax – dolphins jumped and swam in and around me

Falling Action – dolphins swam off and I paddled back

Resolution- got to shore safely and told all my friends

 Translate this into prose format:

The weather was perfect – clear, blue skies and 85 degrees. The sand was soft as a pillow under my feet and the ocean water was crystal clear, calm and warm as a bath but there were tons of jellyfish everywhere. Most people decided not to go in the ocean for fear of getting stung, but I thought, “ If I don’t fall, I’ll be ok.” I decided to take the paddle board out for a ride.  I paddled far out into the ocean, through hundreds of jellyfish until I was so far from shore, there were no more jellyfish.  I was having so much fun, I paddled much further than I had planned. I could I could barely see the dock. I stopped and started to turn around when suddenly I saw a huge pod of dolphins swimming my way. How exciting! They were coming straight towards me. When they got close to me, they jumped out of the water, flipped in the air and swam all around me! The dolphins seemed to be looking at me! It was thrilling to be so close to them in their environment. Finally, they swam off and I paddled to shore. I was so excited and told all of my friends about my adventure.

THEME  - it's often worth it to take a risk

Guided / Independent

Translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.

 After writing draft into notebook, you will type your story onto a NEO.

Check for Understanding

Individual checks during independent work.

Closure

Review elements of plot structure .

Exit Pass

What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?

MONDAY, SEPTEMBER 12, 2016 Active Reading Strategies

Objective: By the end of class, students will learn to use active reading strategies in order to improve reading comprehensive skills.

DO NOW
Write this down into your notebooks:

Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas. 

Direct Instruction

Introduce active reading strategies in order to identify textual evidence with ease. Watch video. 

Read handout of directives together. 

Guided

Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.

Annotate together using active reading strategies.

Independent

 Compare annotations with another student. 

Then answer questions 2-6.  BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!

Check for Understanding

Individual student checks during independent work.

Closure

Review active reading strategies to prepare for LTTS.

Exit Pass

 What reading strategies did you use most when reading SEA STARS today?

Monday, September 19 - Introduction to Lamb to the Slaughter

Objective: By the end of class, students will make predictions, and inferences in short fiction in order to improve reading comprehension.

DO NOW

In 2-4 sentences, make a prediction about what this story is going to be about based on the title and the picture. :

Direct Instruction

In addition to making inferences, elements that we will be analyzing in Lamb to the Slaughter:

1. Foreshadowing
3. Situational Irony
4. Dramatic Irony
5. Characterization


Guided 

Read Lamb to the Slaughter together.  Annotate for vocabulary and key information. information you want to highlight or underline includes:
1. Details about setting
2. Description of characters.
3. Any interesting events (plot).
4. Anything that is confusing or not clear. 

Be sure to write in the margin WHY you underlined what you do. Otherwise, when you go back, you won't know what you are looking for. Use the annotation guide lines distributed last week to help you annotate.

Independent

Complete comprehensive questions 

Begin the plot structure graphic organizer -

Check for understanding

Individual student checks during independent work.

Closure

Discuss how the setting affects the plot.

Exit Pass

How might things have been different if the setting was in a restaurant?

Friday, September 9 - Setting influences Plot and

Objective: By the end of class, students will analyze identify the parts of a plot structure within the text and determine how setting influences plot in order to improve reading comprehensive skills.


DO NOW
Write the definitions in your notebooks (answers to yesterday's quiz words plus one):

Rigorous = difficult
Synthesize - to combine or put together
Genre - a type or category
To influence -  to have an effect on

Direct Instruction

How setting can influence Plot

Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:

1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.

ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)

Independent

When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.

Check for understanding

Individual student checks during independent work.

Closure

Review of plot structure elements.

Exit Pass

What are your thoughts on this  class so far and expectations moving forward?

Thursday, September 8 - Plot structure review / creative writing

Objective: By the end of class, students will review the elements of plot structure, create an original story plotted along the lines in order to develop understanding of text structure and improve reading comprehensive skills and writing skills.

DO NOW 
Define the following three words (from the syllabus):

1. Genre
2. Rigorous
3. Synthesize

Direct Instruction
What are the components of a plot structure? Review Components - provide plot structure graphic organizers and review WITH DIAGRAM UP HERE .

Guided

Model example 

My sample personal story plot structure

Protagonist – me

Antagonist – jellyfish

Setting / exposition – the beach and what is happening on it

Conflict - main problem between protagonist and antagonist

Rising action – 

1-feared jellyfish but got paddle board into water

2- carefully got on board and paddled far out into the ocean

3- saw a pod of dolphins in the distance swimming towards me

Climax – dolphins jumped and swam in and around me

Falling Action – dolphins swam off and I paddled back

Resolution- got to shore safely and told all my friends

 Translate this into prose format:

The weather was perfect – clear, blue skies and 85 degrees. The sand was soft as a pillow under my feet and the ocean water was crystal clear, calm and warm as a bath but there were tons of jellyfish everywhere. Most people decided not to go in the ocean for fear of getting stung, but I thought, “ If I don’t fall, I’ll be ok.” I decided to take the paddle board out for a ride.  I paddled far out into the ocean, through hundreds of jellyfish until I was so far from shore, there were no more jellyfish.  I was having so much fun, I paddled much further than I had planned. I could I could barely see the dock. I stopped and started to turn around when suddenly I saw a huge pod of dolphins swimming my way. How exciting! They were coming straight towards me. When they got close to me, they jumped out of the water, flipped in the air and swam all around me! The dolphins seemed to be looking at me! It was thrilling to be so close to them in their environment. Finally, they swam off and I paddled to shore. I was so excited and told all of my friends about my adventure.

THEME ?

Independent

Use plot structure graphic organizer to develop a personal story that fits each component. Plan to expand on your story to translate it into prose (paragraph) form.

When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.

Check for Understanding

Individual checks during independent work.

Closure

Review elements of plot structure .

Exit Pass

What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?