Date
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Daily Lesson and Activities
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Home Assignments
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February
17, 2012
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CCS
L.9-10.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Aim: In what ways do little decisions/choices affect our lives and our big
achievements/responsibilities/tragedies?
Do Now (DOKL3): Explain how a little decision has affected your life, the life of a
character in a literary work, realy life stories in the media, movie, TV show etc.
Lesson: Tragedy and related words in Drama
Tragedy: A type of drama in which the characters experience reversals of fortune,
usually for the worse. In tragedy, catastrophe and suffering await many of the
characters, especially the hero. Examples include Shakespeare's Othello and
Hamlet; Sophocles' Antigone and Oedipus the King, and Arthur Miller's Death of a
Salesman.
Tragic flaw:A weakness or limitation of character, resulting in the fall of the tragic
hero. Othello's jealousy and too trusting nature is one example.
Tragic hero
A privileged, exalted character of high repute, who, by virtue of a tragic flaw and fate,
suffers a fall from glory into suffering. Sophocles' Oedipus is an example. See
Tragedy and Tragic flaw.
Formative Assessment: Students are being assessed on Shakespeare's
Romeo and Juliet's Act 1 Scenes 1 to 5. Their ability to recall plot,
characters, conflicts, themes, setting, point of view.
If time permits: Students can complete their well developed paragraph.
Share out!
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Complete Reading Acts 2 and 3.
Complete Vocabulary Worksheet and any other
handouts given in class
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February
16, 2012
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CCS:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
W.9-10.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
DOK Addressed:
Students will use evidence from a passage to formulate opinions in response to a
reading passage.
Aim: How does Shakespeare still speaks to a 21st century audience about respect?
Do Now:Compare and contrast members of the two family and explain how the
Montagues and Capulets can show respect for each other.
1
2
3
Lesson: What is the meaning of the word Respect ppt?
re·spect [ri-spekt] Show IPA
noun
1.
a particular, detail, or point (usually preceded by in ): to differ in some respect.
2.
relation or reference: inquiries with respect to a route.
3.
esteem for or a sense of the worth or excellence of a person, a personal quality or
ability, or something considered as a manifestation of a personal quality or ability: I
have great respect for her judgment.
5.
the condition of being esteemed or honored: to be held in respect.
verb (used with object)
9.
to hold in esteem or honor: I cannot respect a cheat.
10.
to show regard or consideration for: to respect someone's rights.
11.
to refrain from intruding upon or interfering with: to respect a person's privacy.
12.
to relate or have reference to.
Activity:
Write a well-developed paragraph in which you use ideas from Shakespeare's
Romeo and Juliet to establish a controlling idea (theme) about respect. Develop
your controlling idea using specific examples and details from Act I.
The peer-edit step helps build a learning community in which peers work
collaboratively heightens the awareness of various print and grammatical
conventions for the peer editor and the author.
PEER REVIEW CHECKLIST
- Is the content interesting and thoughtful?
- Is the main idea clearly stated?
- Is there enough supporting information?
- Are the supporting paragraphs relevant and well-organized?
- Are ideas connected by transitions and other linking devices?
- Is the conclusion effective?
- Are the sentences clear?
- Are sentence length and structure varied?
- Is the paper free of punctuation, spelling, and usage errors?
- Is the final version of the paper neat and legible
Peer Evaluation and Editing Writing
Reader's Name___________________________
Writer's Name___________________________
This piece of writing was:
The part I liked best was:
This piece can be improved by:
Look for:
Hook
genre of book and title of book is underlined
controlling idea is clear
punctuation: periods, question marks, commas, capital letters.
sentences: complete, have variety, paragraphs
Spelling
Has main idea, has supporting ideas with quotations, has conclusion
Organized well. last sentence wraps up or summarizes the paragraph and goes back
to the controlling idea.
Assessment: student's ability to get through each task on time. Student's ability to
apply and transfer knowledge about controlling idea about respect to writing a well
developed paragraph. Student's ability to follow instructions.
Differentiation: Students are provided with guided writing template to improve thier
writing an organized and well developed paragraph.
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Complete Reading Act II.
There will be a test on Friday on Act I.
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February
10, 13, 14
2012
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Respect for All Week
Every February, the New York City Department of Education organizes “Respect for
All” week, an initiative that helps students respect their peers of different races,
ethnicities, religions, gender identities, gender expressions, and sexual orientations.
These activities, actions, and discussion guides will help your group promote
respect for the LGBT community.
Aim: How can we show "respect for all"?
Do Now: Identify a time when you experienced dis-respect either through personal
experience, seeing it on TV, through the media, or in a literary or non-fiction work.
Do Now: What do you think you can do to gain everyone's RESPECT? Then list two
reasons why people should respect something they abhor?
Lesson:
First Thoughts: Exploring Stereotypes (15 minutes)
Explain that one form prejudice takes is "stereotypes." Ask, What do we mean by
"stereotype"? Elicit that a stereotype is a general statement about a group of people
based on incomplete information.
Today we're going to explore stereotypes through an exercise called "First
Thoughts." Have the students work in groups of four. Each group needs a piece of
chart paper and markers. In their groups the students write the word "teenager" in
the middle of the chart paper and draw a line
around it. Then they fill the paper with their first thoughts about teenagers.
Give the groups five or ten minutes to complete their "first thoughts" charts. Then
give each group a chance to share what they came up with. After all of the groups
have presented, write "Teenagers" on the chalkboard, elicit from the class the main
points that have emerged from their "first thoughts," and write them down. Your
description might look something like this:
Teenagers:
like loud music
are addicted to junk food
talk on the telephone a lot
are rowdy, rude, and disrespectful
won't let anybody tell them what to do
are totally into themselves
Discuss: Do some teenagers fit this description? Do all teenagers fit this description?
Who can describe a teenager you know who is not like this? Is it fair to say or imply
that all teenagers are like this? What negative results could come from people
having stereotypes of teenagers?
Prejudice and Discrimination:
Explain that cultural differences can enrich our lives. The foods we enjoy from
various cultures are just one of the ways we benefit from cultures different from our
own. But unfortunately cultural differences are sometimes used as an excuse for
mistreating people. We often see this in the world around us. It is for this reason that
we are participating in Respect for All week.
Prejudice and discrimination can cause much pain. Elicit from the students that
prejudice is a negative attitude or opinion that is not based on knowledge.
Discrimination is action based on prejudice. Ask, students to share examples of
prejudice and discrimination? Encourage them to think of examples that they have
experienced or witnessed in their own lives.
Make sure the students know the names for various kinds of mistreatment people
experience because of differences. You might make a chart that lists target groups
on the left and ask the students for the name for systematic mistreatment of those
groups. The completed chart might
look like this:
TARGET GROUP SYSTEMIC MISTREATMENT
Women/Men Sexism, Abuse
People of color Racism
Jewish people Anti-Semitism
Gay people Homophobia, Abuse
Older people Ageism, Abuse
Poor people Classism, Abuse
Activity:
Use your image to either join a group and create a collage showing maltreatment of
the Native Americans and their protests. Then on the other side of a poster, you can
show how Native Americans should be respected and through what methods.
Additionally, Respond to the article
and how you can best help them if you were in a position to do so.
Assessment: Students ability to listen attentively and complete all activities.
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KEEP A GOOD DEED CATALOGUE: Journalize
10 good deed acts that you have either done or
notice the good deeds of others. I need to see
Date, Time, Place, Description of the Good
Deed, Identify the people, how is this showing
RESPECT!
and complete reading Act 2 of Shakespeare's
Romeo and Juliet.
Image 1
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February 9,
2012
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SL.9-10.1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
L.9-10.1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Instructional Objective: Read for a purpose; expect reading to make sense,
to answer questions or to stimulate ideas
Expand vocabulary through reading, etymology and the use of dictionaries and
other references.
Aim: What is the plot of Act I Scenes 4 to 5?
Do Now: We know through flashback in the prologue that Romeo and Juliet are
going to die. Predict how they are going to die and what will cause their deaths.
Recall what we Know, Wanted to know, and What we Learned:
Prologue
1. Where does this story take place? (DOK: Knowledge)
A: Verona p.901
2 How does Shakespeare describe Romeo and Juliet? (DOK: Comprehension)
A: A pair of star-crossed lovers p. 901
3 What does that mean in terms of their final destiny? Who or what is in control?
(DOK: Comprehension)
A: That line means that fate is in control, not people. Their destiny is written in
the stars.
Act I
Scene 1
1. What two families are feuding? (DOK: Knowledge)
A: The Capulets and Montagues
2. What is Tybalt’s opinion of peace? Line 69 (DOK: Comprehension)
A: He hates the word and views being peaceful as being cowardly. P 904
3. How does this contrast with Benvolio’s position? (DOK: Analysis)
A: Benvolio is trying to be peaceful by breaking up the fighting servants. He
actually wants to work with Tybalt to break up the fight. p. 903-904
4. What does the Prince say caused the three public brawls? Line 86 (DOK:
Knowledge)
A: An “airy word”—nothing of substance.
5 What did the prince say would happen if the two families fight in public again?
(DOK: Knowledge)
A: They would be put to death. P. 905
6 What does Romeo mean when he says in line 171, “Here’s much to do with hate,
but more to do with love?” (DOK: Analysis)
A: He means that the two families like to fight. They love fighting more than
they hate each other.
7. Why is Romeo in such a bad mood when we first meet him? (DOK:
Comprehension)
A: He is in love, but his love does not love him back.
8. How does Romeo describe love in lines 187? What does he mean by this?
(DOK: Analysis)
A: He describes it as “smoke made with the fume of sighs.” It is brief and
unsubstantial. P. 908
Scene 2
1. How old is Juliet? (DOK: Knowledge)
A: 13 years old
2. What is Paris asking Old Capulet? What is Capulet’s answer? (DOK:
Comprehension)
A: He is asking to marry Juliet. Capulet doesn’t want them to get married right
away because of her age.
3. Who is Romeo in love with now? What have Benvolio and Romeo decided to do to
see her? What are the motives of each? (DOK: Comprehension and Analysis)
A: Romeo is in love with Rosaline, which we know because of his reaction to the
servant’s guest list. They have decided to go to Capulet’s party. Benvolio wants to
go to help Romeo get over Rosaline by seeing that other women are just as pretty
as or even prettier than her. Romeo wants to go just to see Rosaline and rejoice in
her splendor. p. 913
4. What problems do you think might arise from crashing the Capulet’s party?
(DOK: Synthesis)
A: They may start a fight and be put to death, the Capulet’s might kill them, etc.
Scene 3
1. How does Juliet demonstrate that she is a dutiful daughter? (DOK: Analysis)
A: She agrees to see Paris, but will not act or feel any further without her
mother’s consent. p. 918
Class Discussion:
Act I Scene 4
16. Who is Queen Mab? What does Mercutio think she has done to Romeo?
(Comprehension)
17. In his speech starting on line 106, Romeo foreshadows that something
terrible will happen at the party. Why does he continue to go? (Analysis)
Scene 5
18. What happens to Romeo in line 53? (Comprehension)
19. What does Tybalt want to do when he discovers Romeo at the party? What
does his Uncle Capulet have him do instead? Why? (Comprehension and
Analysis)
20. What does Capulet’s reaction say about the feud? (Analysis)
21. What is Romeo’s reaction when he finds out that he just kissed Juliet, a
Capulet? (Comprehension)
22. What is Juliet’s reaction when she discovers that Romeo is a Montague?
(Comprehension)
Make Connections and compare and contrast the play with the film.
Assessment: 100% participation and correct answers, shows student
completed the homework assignment of reading Act I
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Bring in supplies crayons, art supplies etc. for
OUR RESPECT FOR ALL PROJECT.
Move on to reading All of Act II due Monday.
Act II
Chorus
39. According to the Chorus, what has happened
to Romeo’s old love?
40. What is Romeo and Juliet’s major obstacle
now?
Scene 2
41. Why do Romeo and Juliet spend time
discussing their names? Why are they
important?
42. Who proposed first?
43. In lines 159 and 178, Juliet makes reference
to owning a bird—one a falcon and
the other a pet. How do these metaphors
characterize the kind of relationship
Juliet wants with Romeo? What does this say
about Juliet’s character?
44. How does Romeo respond?
45. How is this Juliet different from the one we first
met while she was talking to her
mother?
46. Line 184 is an example of what literary term?
Scene 3
47. What is Friar Lawrence’s first reaction to the
news that Romeo wants to marry
Juliet?
48. Why does the Friar agree to help the young
couple?
Scene 4
49. What has Tybalt done in the opening of this
scene?
50. How does Mercutio describe Tybalt? What
does he mean by “Prince of Cats?”
51. What was the main purpose of Romeo and
the Nurse’s conversation?
Scene 5
52. How would you characterize the nurse?
Scene 6
53. What foreshadowing is given at the beginning
of this scene?
54. What event takes place in this scene?
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February
6-8, 2012
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CCS: W.9-10.1. Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
L.9-10.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Instructional Objective: Read for a purpose; expect reading to make sense, to
answer questions or to stimulate ideas
Expand vocabulary through reading, etymology and the use of dictionaries and other
references.
Aim: What is the plot of Act I Scenes 1 to 5?
Do Now: What are some adjectives you heard that suggest the play's atmosphere?
(fatal, piteous, death marked, fearful).
Do Now: How is the play different than the movie?
Anticipatory Set (Lead-In Do Now): Two volunteers
Journal: Write about a time when you have experienced violence. This is open to
personal experiences, media portrayal, or the way it is discussed in certain works of
literature.
Post Reading Act I Scenes 1-5 Activity Sheet: Cite the page numbers
Post Reading Activity of Shakespeare’s Romeo & Juliet Act I, Scenes 1-5
We will discuss the following Questions in class. Your utmost attention and focus is
required because you have to listen attentively to the answers, and take notes/ write
the answers in your note books. This activity will help sharpen your listening skills.
Identifying Reading Skills.
Prologue
1. Where does this story take place?(Identify Factual Information)
2. How does Shakespeare describe Romeo and Juliet? (Comprehension)
3. What does that mean in terms of their final destiny? Who or what is in control?
(Comprehension)
Day II Class Discussions:
Act I Scene 1
4. What two families are feuding? (Identifying Factual Information)
5. What is Tybalt’s opinion of peace? Line 69 (Comprehension)
6. How does this contrast with Benvolio’s position? (Analysis)
7. What does the Prince say caused the three public brawls? (Line 86) (Identify
Factual Information)
8. What did the prince say would happen if the two families fight in public again?
(Identify Factual Information)
9. What does Romeo mean when he says in line 171, “Here’s much to do with hate,
but more to do with love?” (Inference and Analysis)
10. How does Romeo describe love in lines 187? What does he mean by this?
(Analysis)
Act I Scene 2
11. How old is Juliet? (Knowledge)
12. What is Paris asking Old Capulet? What is Capulet’s answer? (Comprehension)
13. Who is Romeo in love with now? What have Benvolio and Romeo decided to do
to see her? What are the motives of each? (Comprehension and Analysis)
14. What problems do you think might arise from crashing the Capulet’s party?
(Synthesis)
Act I Scene 3
15. How does Juliet demonstrate that she is a dutiful daughter? (Analysis)
Act I Scene 4
16. Who is Queen Mab? What does Mercutio think she has done to Romeo?
(Comprehension)
17. In his speech starting on line 106, Romeo foreshadows that something terrible
will happen at the party. Why does he continue to go? (Analysis)
Scene 5
18. What happens to Romeo in line 53? (Comprehension)
19. What does Tybalt want to do when he discovers Romeo at the party? What does
his Uncle Capulet have him do instead? Why? (Comprehension and Analysis)
20. What does Capulet’s reaction say about the feud? (Analysis)
21. What is Romeo’s reaction when he finds out that he just kissed Juliet, a Capulet?
(Comprehension)
22. What is Juliet’s reaction when she discovers that Romeo is a Montague?
(Comprehension)
Assessment: 100% participation and correct answers, shows student
completed the homework assignment of reading Act I
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Due Tomorrow 2/7/2012
Complete Reading Act I Scenes 1-5
Answer the rest of the questions pertaining to Act
I Scenes 1-5
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February
3rd, 2012
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Purpose: Students will become familar with the Elizabethan Era as background
knowledge for reading Shakespeare's Romeo and Juliet.
Instructional Objectives:
To use relevant information from the internet to gain background
knowledge of the Elizabethan Era.
Differentiation:
Students are provided with links for easy access to online information.
Use of dictionary
Reading aloud instructions
Consistent scaffolding
DOK-L1, 3: Students will identify characteristics of the Elizabethan Era and draw
conclusions based on their research.
Aim: What conflicts can you predict will exist in teh play Romeo and Juliety?
Do Now: What were the highlights of the Elizabethan Era and who was William
Shakespeare?
HOUSE OF CAPULET
Juliet: daughter to Capulet, takes the lead in the romance, lyrical use of language,
has premonitions but does not act on
them, isolated, only one in the play to guess the outcome
Tybalt: Juliet’s cousin, foil to Romeo, passionate, prideful, easily provoked, high-
spirited, hot-blooded, fiery nature,
inflexible, single set of absolutes
Nurse: Juliet’s nurse, stereotypical, arrogant, garrulous, ignorant, bawdy,
uncultivated, old and infirm, fickle, wants the
“best for Juliet” (translated: wants Juliet married to anyone), looks at love as “animal
lust”, comic
Capulet: Juliet’s father, impatient, loves Juliet but is misguided in his love, querulous,
inflexible, old, looks at love as a
good match
HOUSE OF MONTAGUE
Romeo: son of Montague, isolated, passionate, idealistic, naive, has premonitions
but does not act on them, helpless
Mercutio: kinsman to Prince and friend of Romeo, witty, honorable, intelligent, loves
word play, amiable, could be voice
of reason but underestimates Romeo’s passion, foil to Romeo, his death makes the
tragedy inevitable
Benvolio: Montague nephew, friend of Romeo, peacemaker
Other important characters
Paris: a count, betrothed to Juliet, foil to Romeo
Friar Laurence: Romeo’s counselor, loved and respected, attempts to do what is
“right”, marred reasoning, misplaced virtue
Divide a sheet of chart paper in half lengthwise, place the House of Capulet on one
side, the House of Montague on the
other. You can use this later to chart the relationship of the characters.*
4. Shakespeare used language to tell his story and to develop his characters. After
the students are familiar with the story,
show them places where Shakespeare uses*
Making predictions: What predictions can you make that will happen to Romeo or
Juliet?
Share out.
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Feb.1-2,
2012
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CCS RL 9-10.4
WR 9-10. 1.7.8
Purpose: Students will become familar with the Elizabethan Era as background
knowledge for reading Shakespeare's Romeo and Juliet.
Instructional Objectives:
- To use relevant information from the internet to gain background knowledge
of the Elizabethan Era.
Differentiation:
- Students are provided with links for easy access to online information.
- Use of dictionary
- Reading aloud instructions
- Consistent scaffolding
DOK-L1, 3: Students will identify characteristics of the Elizabethan Era and draw
conclusions based on their research.
Aim: How may personal decisions affect your family or neighborhood?
Do Now: Create a List of Decisions that you've made that can possibly affect your
family, or neighborhood.
Lesson: Theme is the main idea of a story.
"Decisions can have long term effects?"
Class Activity:
Writing Prompt: Decisions can have long-term effects on someone's life. Sometimes,
decisions cannot be taken back or reversed. Think about a big decision you have
had to make. Did you gather others' opinions before making the decision? What
influenced your decision making? Did your parents, teachers or mentors influence
your decision?
Social Offences:
Give each a score 1-5 with 5 being worst and 1 being least bad
- Advising someone to marry for money when he/she is in love with someone
else
- Crashing a party
- Getting into a knife fight
- Giving the finger or another rude gesture
- Help someone commit suicide
- Killing someone in revenge for a murder
- Lying to parents
- Marrying against parents’ wishes while underage
- Marrying someone while still married to someone else
- Picking a fight that you know might get serious
- Running away
- Selling poison illegally
- Stabbing someone in the eye for fun and then laughing
- Starting a fight that results in a death
Activity II: Students will conduct their research as a group using classroom laptops.
The following are links for your research:
http://www.elizabethan-era.org.uk/
Elizabethan Timeline
Shakespeare's Life and Times
Elizabethan Drama 1558-1603
Share out
Assessment:
Students are actively engaged in classroom activities, cooperative learning, and
class discussion.
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The following are due on Friday 3rd, 2012
Research and present the following tomorrow
Elizabethan Era. DO NOT USE WIKIPEDIA. YOU
MAY ONLY USE .GOV, .EDU, ORG. AND CITE
YOUR SOURCES.
Food
Men
Women
Clothing
Religion
Racism
Jobs
Education
Who was William Shakespeare?
Shakespeare's birth, education, marriage/love
interests, literary works and how many plays and
poems.
You can get really creative and add pictures to a
power point etc. Sky is the limit.
PLEASE PRINT THE LAST PAGE OF YOUR
SYLLABUS, FILL OUT ALL THE INFORMATION
COMPLETELY, AND RETURN TO SCHOOL ON
FRIDAY!
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1/31/2012
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Aim: What is E2 Course Outline and Overview?
Do Now: What can I expect from you this semester? What do you expect of yourself?
What are your parents' expectations of yourself?
Activity: Read the Syllabus
Self-Assessment:
Write your answer to each question below in descriptive detail. You may want to
include specific examples.
1.) Describe your performance in high school thus far. Include any factors that have
influenced your school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say
about yourself?
5.) What skills do you want to improve or acquire in English and other subjects
before high school graduation?
6.) What are your future goals? What do you want to become? What area of study
(in college) most interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of
course, this would be appropriate to share with me, your teacher, and your
classmates.
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Go to mshyde.net and get familar with browsing
the website.
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1/11/12
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CCS RL 9-10.2, 3, 8
Aim: How can we prepare to excel on our final exam?
Do Now: Write an example of a simile, metaphor and personification
Lesson/Activity
Both will be combined for today’s class. The students will first fill out a crossword
puzzle, using the clues given to identify various literary devices. After the first short
work period the class will go over the answers, with guidance from the teachers, all
working toward the students’ mastery of the terms, definitions and examples of such.
Upon completion of the puzzle, class will participate in a version of classroom
Jeopardy, answering individual questions about identifying elements.
The following list the literary terms that you got on the first midterm. It's basically the
same so please review and STUDY.
Genres:
1. Autobiography can be defined as the history of a person’s life written by that
person, while a biography is the history of a person’s life written by someone else.
2. A parable is a symbolic story that uses the characters and events to teach a moral
lesson.
3. A work of fiction tells a story that has been created in an author’s mind. A work of
non-fiction retells a true story. Autobiographies and biographies are works of non-
fiction.
Literary Elements:
1. Characterization can be defined as the creation and development of
characters, the people who carry on the action in a literary work. We have
discussed dynamic character, which are characters that change over the course of a
literary work. WE have also discussed flat characters, which do not change much
over the course of a literary work.
We also know that the protagonist is the character around whom the action or
events of a story revolve! The antagonist is the character or force which opposes
the protagonist in some way.
2. Theme can be defined as the central idea of a literary work, the author’s
message. (Ex: Better late than never!)
3. Point of view (narration) can be defined as the angle from which a story is told
(1st person / 3rd person)
4. Setting can be defined as the time and place in which events occur
5. Conflict can be defined as a problem the characters in a story are faced with.
Conflicts are usually one of four types: man vs. self, man vs. man, man vs. world and
man vs. nature. Many times conflicts can be more than one of these at a time.
6. Plot can best be defined as the sequence of events that take place in a
literary work – Exposition / Rising Action / Climax or Turning Point / Falling Action /
Resolution.
7. The structure of a literary work can best be defined as how the parts of a work are
organized and arranged (into paragraphs, chapters, periods of time, etc.)
Literary Devices
1. In a flashback, the author interrupts the story to reveal an event that
happened before the opening scene of the literary work
2. Foreshadowing is the suggestion of events that will happen in the future of a
literary work
3. Irony is a situation or event that is the opposite of what might be expected
4. Symbolism is an idea or thing that stands for SOMETHING LARGER THAN
ITSELF
5. The mood of a literary work can be defined as the feeling and atmosphere
that the reader gets from a literary work. Usually descriptive words and phrases set
the mood (it was a dark and stormy night when…)
6. Tone is best defined as the attitude or viewpoint that an author shows toward
the subject of his/her story (this can often be noticed in the theme of a literary work)
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Review notes and worksheets in studying for
final exam
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1/10/2012
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Ms. Hyde & Mr. Sipkin
CCS RL 9-10.2, 9-10.3, 9-10.5
Aim: How can we better understand the literary element of imagery through the
plot of Swallowing Stones?
Do Now: Describe the crime scene or Jenna's or Michael's house.
Lesson
Take answers from the Do Now, most importantly asking students how and why they
arrived at their response.
Imagery – Descriptive language that connects with one or more of the five senses
(smell, taste, hearing, touch, sight). Basically, the words and descriptions used by
an author which enable you to actually get an image of what is going on in the story.
“On a warm summer afternoon, my second cousin Shlomo was working the Graco
grill in his front yard. Juicy steaks were simmering as the glare of the sizzling sun
reflected off the grill’s cover, while my friend Sharonna and her son played jump
rope on the green grass.”
Which of your senses was just heightened? How? Why?
Activity
Read Chapter six, students should actively take notes marking down what they ‘see’.
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Make up a review sheet for yourself, listing the
definition and specific examples of:
1. Imagery
2. Personification
3. Alliteration
4. Characterization
5. Simile
6. Metaphor
SENT EMAIL THROUGH JUPITER GRADES TO
PARENTS ABOUT FRESHMAN FINAL ON
THURSDAY.
Genres:
1. Autobiography can be defined as the
history of a person’s life written by that person,
while a biography is the history of a person’s life
written by someone else.
2. A parable is a symbolic story that uses the
characters and events to teach a moral lesson.
3. A work of fiction tells a story that has been
created in an author’s mind. A work of non-fiction
retells a true story. Autobiographies and
biographies are works of non-fiction.
Literary Elements:
1. Characterization can be defined as the
creation and development of characters, the
people who carry on the action in a literary work.
We have discussed dynamic character, which are
characters that change over the course of a
literary work. WE have also discussed flat
characters, which do not change much over the
course of a literary work.
We also know that the protagonist is the
character around whom the action or events of a
story revolve! The antagonist is the character or
force which opposes the protagonist in some
way.
2. Theme can be defined as the central idea
of a literary work, the author’s message. (Ex:
Better late than never!)
3. Point of view (narration) can be defined as
the angle from which a story is told (1st person /
3rd person)
4. Setting can be defined as the time and
place in which events occur
5. Conflict can be defined as a problem the
characters in a story are faced with. Conflicts are
usually one of four types: man vs. self, man vs.
man, man vs. world and man vs. nature. Many
times conflicts can be more than one of these at a
time.
6. Plot can best be defined as the sequence
of events that take place in a literary work –
Exposition / Rising Action / Climax or Turning
Point / Falling Action / Resolution.
7. The structure of a literary work can best be
defined as how the parts of a work are organized
and arranged (into paragraphs, chapters, periods
of time, etc.)
Literary Devices
1. In a flashback, the author interrupts the
story to reveal an event that happened before the
opening scene of the literary work
2. Foreshadowing is the suggestion of events
that will happen in the future of a literary work
3. Irony is a situation or event that is the
opposite of what might be expected
4. Symbolism is an idea or thing that stands
for SOMETHING LARGER THAN ITSELF
5. The mood of a literary work can be defined
as the feeling and atmosphere that the reader
gets from a literary work. Usually descriptive
words and phrases set the mood (it was a dark
and stormy night when…)
6. Tone is best defined as the attitude or
viewpoint that an author shows toward the subject
of his/her story (this can often be noticed in the
theme of a literary work)
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1/09/2012
Happy New
Year to one
and all
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Ms. Hyde & Mr. Sipkin
CCS RL 9-10.2, 9-10.3, 9-10.5
Aim: How can we better understand the literary element of conflict through the
characters and plot of Swallowing Stones?
Do Now: List as many conflicts as you can think of from the story.
Do Now 3rd Period: What movie stars would you cast to play the role of Michael, Joe,
Jenna, Darcy, Amy and why?
Lesson
Conflict is the dominant element in any story since it is what drives the entire plot.
There are two major categories of conflict, and within each of those are four smaller
categories.
As each one is introduced, ask students for a real world example, NOT one from the
book
External Conflict – A problem existing with another person, people, object or
established organization
Internal Conflict – A problem existing inside the self.
Four smaller categories
Man vs. Man
Man Vs. Nature
Man vs. World (this can also be called Man vs. Society or Man vs. Circumstance)
Man vs. Self
Activity
Students will complete worksheet, identifying specific examples from Swallowing
Stones to fit into each category of conflict
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Complete worksheet
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12/22/2011
PARENT
CONTRACT
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W.9-10.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the
argument presented.
Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source
in answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Aim DOK Recall: What are the essential elements for writing an MLA formatted ELA
Research paper?
Do Now DOK: Identify the various steps we took in the process of writing, then
complete the sentence: I am still confused about how to...
Mini Lesson: 3 point thesis, In-text Parenthetical Citations, and Works Cited
3 pointer thesis statement: Remember if the topic is in the form of a question just
answer the question in a complete sentence and with 2 to 3 reasons and this
becomes your thesis. On the other hand, if it is in the form of a statement, turn the
statement into a topic, then answer the question with 2-3 reasons and this is your
thesis.
a Persuasive Thesis Statement on Sleep Deprevation:
Even though Researchers are still trying to find concrete evidence on this topic., The
effects of sleep deprivation causes fundamental issues that creates challenges such
as impaired immune system, and generally decreases your overall state of well-
being, weight gain, impaired brain function, and inability to handle stress,.
In-Text parenthetical citations:
The MLA system of in-text citations, which depends heavily on authors’ names and
page numbers, was created with print sources in mind. Although many online
sources have unclear authorship and lack page numbers, the basic rules are the
same for both print and online sources.
Examples:
Kwon points out that the Fourth Amendment does not give employees any
protections from employers’ “unreasonable searches and seizures” (6). --notice the
period goes outside the (6).
Frederick Lane reports that employers do not necessarily have to use software to
monitor how their employees use the Web: employers can “use a hidden video
camera pointed at an employee’s monitor” and even position a camera ”so that a
number of monitors [can] be viewed at the same time” (147).
Author named in parentheses If a signal phrase does not name the author,
put the author’s last name in parentheses along with the page number. Use
no punctuation between the name and the page number.
Example:
Companies can monitor employees’ every keystroke without legal penalty, but they
may have to combat low morale as a result (Lane 129).
Works Cited:ON A SEPARATE PAGE
Go to mshyde.net scroll down for examples. However, it must follow MLA FORMAT
alphabetical order, 2nd indented. etc...
Activity: Please collect a laptop and continue to conduct more research on your topic
to write about. In the interim teacher will be conducting mini writing conferences for
them to improve on their writing skills.
Share out!
Formative Assessment
Students ability to grasp each concept
Students are engaged and involved.
Students are on task at all times and volunteer to answer the questions.
Students ability to edit their thesis statement for approval
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Please start editing your paper.
Please print or have your parents print the parent
contract for the research papers and bring to
school tomorrow to get a homework grade. Just
click on this link to download.
THIS LINK LEADS YOU TO THE ULTIMATE MLA
FORMATTED PAPER EVER!
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12/21/11
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RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
W.9-10.10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Aim: How is guilt its own punishment?
Do Now: Let's review the vocabulary words Homework.
Reading Activity: Please read where we stopped (let me know if you want to read
quietly or read along with the audio).
Please work with a partner to answer the following questions in your note books.
- How could the accidental death of Charlie Ward still be considered
manslaughter?
- How is Charlie Ward killed? Explain.
- What is Michael looking forward to the day after his birthday party?
- How does Michael learn about the shooting?
- Who does Michael make a pact with not to tell what has happened?
- Where does Karen MacKenzie work ?
Writing conferences: I may call on you to have a conference with me so please
excuse me in advance for pulling you away from your reading.
Assessment:
Students' abilityt to follow instructions and answer the six questions in their
notebooks.
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Bring in Research Books...Last chance to make
some progress.....REMEMBER YOU MUST GO
BACK TO MY PREVIOUS LESSONS AND LOOK
AT HOW THE other RESEARCH PAPER ARE
STRUCTURED. Some of you are not bothering to
go back and look at the examples we looked at
and discussed in class. FOR EXAMPLE WHEN
CITING SOURCES YOU SHOULD DO THE
FOLLOWING
According to Linda Brent "slavery was hard for
men, but harder for women" (Jacobs, 5)
According to author Jacobs "slavery was hard for
men, but harder for women" (5).
Works cited in alphabetical order.
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12/19/2011
for period 8
only
12/20/2011
for periods
2 and 3.
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Common Core Standards
RL 9-10.10
L. 9-10.5
Focus: 80% of my students passed the freshmen midterm. However, after careful
analysis of the data most students failed to identify tone and mood. The objective of
this lesson is to learn about tone and mood using context clues.
Aim: How can we accurately distinguish between the literary terms ‘mood’ and ‘tone’?
Do Now DOK Recall: What was the tone of your parent’s voice the last time they
yelled at you, and what kind of mood did it put you in?
Do Now DOK: Review Homework Assignment
Lesson
Explain the similarities and differences between the literary elements of mood and
tone.
http://www.phs.d211.org/ESL/varghesejx/Tone-Mood%20Worksheet.pdf
Tone/Mood Worksheet. Activity will begin with teacher modeling, followed by guided
practice for the duration of the class period.
Watch out! Tone and mood are similar!!
Tone is the author’s attitude toward the writing (his characters, the situation) and the
readers. A work of writing can have more than one tone. An example of tone could
be both serious and humorous. Tone is set by the setting, choice
of vocabulary and other details.
Mood is the general atmosphere created by the author’s words. It is the feeling the
reader gets from reading those words. It may be the same, or it may change from
situation to situation
Words That Describe Tone
Amused Humorous Pessimistic
Angry Informal Playful
Cheerful Ironic Pompous
Horror Light Sad
Clear Matter-of-fact Serious
Formal Resigned Suspicious
Gloomy Optimistic Witty
Words That Describe Mood
Fanciful Melancholy
Frightening Mysterious
Frustrating Romantic
Gloomy Sentimental
Happy Sorrowful
Joyful Suspenseful
Authors set a TONE or MOOD in literature by conveying an emotion or emotions
through words. The way a person feels
about an idea, event, or another person can be quickly determined through facial
expressions, gestures and in the tone
of voice used.
MOOD: (sometimes called atmosphere) the overall feeling of the work
Mood is the emotions that you (the reader) feel while you are reading. Some
literature makes you feel sad, others joyful, still others, angry. The main purpose for
some poems is to set a mood.
Writers use many devices to create mood, including images, dialogue, setting, and
plot. Often a writer creates a mood at the beginning of the story and continues it to
the end. However, sometimes the mood changes because of the plot or changes in
characters.
Examples of MOODS include: suspenseful, joyful, depressing, excited, anxious,
angry, sad, tense, lonely, suspicious, frightened, disgusted
TONE: the way feelings are expressed
Tone is the attitude that an author takes toward the audience, the subject, or the
character. Tone is conveyed through the author's words and details. Use context
clues to help determine the tone.
In literature an author sets the tone through words. The possible tones are as
boundless as the number of possible emotions a human being can have. Has
anyone ever said to you, "Don't use that tone of voice with me?" Your tone can
change the meaning of what you say. Tone can turn a statement like, " You're a big
help!" into a genuine compliment or a cruel sarcastic remark. It depends on the
context of the story.
Activity 1: Students will be grouped by level and need to complete the handout. We
will review our answers/findings on the handout. Volunteers and called on.
Activity 2 DOK: Apply your knowledge and write a sentence about the tone or mood
of a scene, situation, or character in Joyce McDonald's Swallowing Stones. Please
cite chapters and page numbers.
Activity 3: DOK: Synthesize the meaning of vocabulary words in context in
Swallowing Stones. Students will look up words in the dictionary, print or draw images
that best represents the words then write a sentence using that word.
Chapter 1 Students will define the following words for this section: • Students will
read “Prologue” – Page 58
1. manslaughter
2. involuntary manslaughter
3. impede
4. ballistics
5. trajectory
6. obstinate
7. sullen
8. assumption
9. inevitable
10. accessory
Assessment:
Students will be assess on their time management i.e. stay on task to complete the
assignment.
Student's ability to identity the context clues that results in the identification of the
tone/mood of what they've read.
Students ability to synthesize vocabulary words.
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Please continue to work on writing your research
paper. I will be returning these to you shortly.
You are required to complete the paper over the
break and turn in on the FIRST DAY OF
RETURN.
PARENTS DO YOU KNOW IF YOUR CHILD
TURNED IN HIS/HER FINAL DRAFT OF THE
RESEARCH PAPER? I WILL BE SENDING A
CONTRACT HOME TO YOU TO SIGN OFF ON.
PLEASE MAKE SURE THIS IS SIGNED AND
RETURNED TO ME.
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12/16/2011
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I HUMBLY APOLOGIZE FOR BEING OUT SICK TODAY. THANKS FOR YOUR
UNDERSTANDING AND FOR BEING RESPONSIBLE STUDENTS.
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12/15/2011
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RL 9-10.3
L 9-10.4
Aim: How did the events of the Prologue and Chapter 1 cause Michael to undergo
major change?
Do Now: What steps/actions have you taken in an attempt to right a wrong? Did
those actions help or hurt the situation?
Lesson/Activity
Complete reading Chapter 1, then engage class in discussion.
Questions will focus on analysis and reaction to Michael’s shooting of the rifle,
finding out what happened as a result, and his subsequent actions.
Compare the reactions of Michael and Joe to hearing the news on the radio.
What does that tell you about each of them? How do their words and actions help
you to characterize them?
To what extent has Michael and/or Joe made their situation better? Worse?
Wednesday in class we said Michael has a pretty easy-going life. How has that
changed? In what ways?
Begin reading Chapter 2 (using audio)
Time permitting class will discuss Chapter 2
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Study for quiz on Prologue, Chapter 1 and 2.
∙ Know characterization, be able to characterize
Michael, Joe, Jenna
∙ Know all plot events and review tone
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12/14/2011
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Common Core Standards
RL 9-10.3
RL 9-10.4
SL 9-10.1
SL 9-10.2
PI&S: Students will explain roles and analyze strategies individuals or groups
may use to initiate change in government policy and institutions
Skills for Success Indicator 2.2.4
Students will establish clear criteria for evaluating ideas, issues, or positions.
Describe characters using evidence from conversations, direct/indirect
characterization, tone of voice, physical descriptions, and actions.
Aim: What did Michael commit and how is he protected by the Second
Amendment of the Bill of Rights?
Do Now PERIODS 2 AND 8: Explain your feelings on whether or not you think
Michael did anything wrong or illegal.
PERIOD 3 DO NOW: give a synopsis of a time you possibly hurt someone
and was sorry for it.. How did you make things right?
Lesson
The U.S. Constitution has an amendment referring to the ownership of firearms.
The Second Amendment in the Bill of Rights. This is a subject of great
controversy and debate. Because of its language, people have different
viewpoints on what it means.
Amendment II
A well regulated militia, being necessary to the security of a free state, the right
of the people to keep and bear arms, shall not be infringed.
1. After reading/showing the wording, explain it to students in language they
can more understand. After that, ask their opinion on what it means.
2. In your opinion, was Michael’s possession of the rifle protected by the
Constitution?
Discuss Federal and NJ state laws governing sale and possession of guns. http:
//www.lcav.org/content/minimum_age_purchase_possess.pdf
3. Was Michael within his rights to hold that rifle?
4. Was Michael within his rights to shoot the rifle?
What is the difference between murder and involuntary manslaughter?
Murder – the premeditated or intentional killing of another person
Involuntary Manslaughter – the killing of another person without any element of
intent
Cartoon: Which objects/people are symbols? What do you think each one
means?
Class Discussion:
In your opinion, was Michael's possession of the rifle protected by the
Constitution?
5.Which crime did Michael commit?
Making Inferences: After reading the prologue
What can you predict will happen to Michael, Amy, Joe, and Darch?
Activity: Read Aloud and Along.
Read Chapter 1, stopping for discussion and essential questioning.
Do you think Michael is the ONLY person to blame for the shooting of Jenna's
father?
Formative Assessment:
Student writing the assignments in their notebooks.
Student participating and volunteering in answering the Do Now
Students participating in class discussion.
Students making predictions.
Students ability to answer the Aim Question.
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Review all class notes and literary terms
discussed.
Start writing your
FIRST DRAFT OF
THE research paper
which is due Next
week Wednesday!!!!!
EMAIL WAS SENT TO
ALL STUDENTS!
ANNOUNCEMENTS
WERE MADE IN
CLASS. PLEASE
REFER TO PAST
LESSONS WITH
MODEL/SAMPLE
RESEARCH PAPERS
TO HELP YOU.
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12/13/2011
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Common Core Standards
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a
work of literature
W.9-10.9. Draw evidence from literary or informational texts to support analysis,
reflection,
Aim: How can we characterize Michael, Joe and Amy from reading the prologue of
Swallowing Stones?
Do Now: What is something you did a while ago for which you still feel guilty?
Mini Lesson: (Recall)
What is characterization? – The process by which the author reveals the personality
of the character. There is something called direct characterization, when the author’
s words tell us about someone Example: “The patient boy and quiet girl were both
well mannered and did not disobey their mother.”
Ask students: Who are the two characters? How were they characterized? Hint: what
have we learned about their personality?
There is something called indirect characterization, when we learn about the
characters’ personality in other ways:
We are going to remember this by using the acronym STEAL
- Speech – What the character says
- Thoughts – What the character thinks
- Effect on others – What do others say and think about the character? How do
they act around the character?
- Actions – What does the character do?
- Looks – What is the character’s appearance? How does he/she look?
Activity: Students are required to take notes on ideas presented from our
class discussion.
Read Prologue and Chapter 1 if time permits
Class discussion about the events and the characters
Which characters have we met? What have we learned about their personalities?
How?
List two adjectives to describe each character.
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You are going to write a total of three paragraphs,
one each for the following characters: Michael,
Joe, Amy
You need to characterize them. That is, write what
you have learned about their personality based
on the reading. Be sure to use specific examples
from the text to support your answer. It is OK to
give your opinion of one of them, just BACK IT UP
using your notes from today's class.
Don't forget the FINAL DRAFT OF YOUR
RESEARCH PAPER OUTLINE IS DUE
TOMORROW.
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12/12/2011
|
CCS:
RI.9-10-2
Determine a central idea of your text and analyze its developement.
W.9-10.1. Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
w.9-10.2 Develop claim(s) and counterclaims fairly, supplying evidence for
each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
W.9-10. 3Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
W.9-10...Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the
argument presented.
Aim: How can we put all of our ideas and research together in the form of an outline?
Do Now: Turn in conclusion for your research paper.
Activity: Start transposing your work on a separate sheet of paper following the
outline on this link. Or you can print it out ONLY if you DO NOThave a computer at
home.Let's practice being "green".
Inquiries about what you are being asked to do.
Assessment:
- Student completed their concluding paragraph in paragraph format (restate
thesis differently etc.)
- Student's ability to focus and be organized
- content and research
- grammar, usage, mechanics, and spelling
- demonstration of the student taking action
- the writing process
- use of multiple bibliographic sources
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Due: Wednesday 14th Please TRANSPOSE all
information on the research paper outline
provided. Work MUST, be typed in the spaces
provided. Or, you MUST follow instructions
provided on the format. As you know, my
classroom is available for computer use during
7th period on Mondays and Fridays. 9th period
weekdays, unless I have a meeting or need to be
in and out of my prep period. Students are
encouraged as per usual to take advantage of
these opportunities.
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12/7-9/2011
|
CCS:
RI.9-10-2
Determine a central idea of your text and analyze its developement.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
w.9-10.2 Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
W.9-10. 3Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
W.9-10...Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
argument presented.
Aim: What are the three most important supporting evidence that you can find in
your text for your Body Paragraphs I, II, and III?
Do Now: Students will restore the laptop cart to order and follow protocol for using
the laptops.
2nd Day Do Now: Turn in your Body Paragraphs
3rd Day Do Now: Synthesize what you are learning by completing the following
sentence: I feel that writing a research paper.....
The research paper is....
I know that I can.....
I found that researching my topic is...
Activity: Student teacher conferences on student's writing.
Formative Assessment: Students were supposed to write their introductory paragrah
with first, second, and third body paragraphs including parenthetical citations;
According to ..........(65).
How did our meeting help you in any way?
|
Please continue writing your body paragraphs.
Due Monday 11th: the conclusion of your paper.
I am proud of Henry Portillo who through hard
work has been successful in writing the research
paper outline. Henry has given me his permission
to publish his work on my webpage. Please click
on the link to see Henry's work so far on "Alien
Life."
Research Paper Outline Model
http://users.ipfw.edu/wellerw/outline_template.htm
http://www.teachervision.fen.com/writing/essays/
1779.html
How to write an A+ Research Paper
BRING YOUR RESOURCE BOOKS/SOURCES TO
SCHOOL EVERYDAY.
|
12/02/2011
|
CCS:
RI.9-10.2. Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Aim: What literary terms do we need to review and reteach?
Do Now: Reviewing the midterm
Activity: Looking at a Research Paper (Modern Language Association/MLA)
Students will review the attached link and identify the following:
Theis statement
Topic Sentences
Supporting Evidence
Transitions
Direct Quotes (fancy word is parenthetical citations)
What are your thoughts on writing this research paper?
|
The following must be typed and submit on
Monday for credit. NO LATE WORK WILL BE
ACCEPTED THIS MARKING PERIOD unless you
were absent and a note from parent is submitted
on teh FIRST DAY OF RETURN! strict rule---NO
EXCEPTIONS AS THIS IS OUR LAST MARKING
PERIOD TOGETHER and you must meet the
expectations.
Willamenia SanFernando
Instructor: Ms. Hyde
Course: English 1
December 5, 2011
Topic: write your topic according to what's listed
on the Power Point Slide
Title of your Research Paper
Yaya Roots:
Prisons Aim To Help Educate and Rehabilitate
Prisoners
Prisons are thought of as a place where criminals
go for breaking the law. For many people, the
thought of prisons stops there. The insight of how
prison life is commonly unknown for those who
have never been incarcerated. Within prisons lies
programs that can help prisoners better their
lives. Some prisons gives the inmates a chance to
be educated. Other prisons may also give
rehabilitation courses to help the mind state of the
prisoners. This shows that prisons can help
improve the lives of criminals taken off the streets.
Prisons do exist to help educate, rehabilitate, and
improve the mind state of prisoners.
The above is an example or model of an
introductory paragraph with underlined thesis
statement.
|
12/01/11
|
Yeah! It's the first day of December and I am sick...Yucky headache. Hope you were
all good! The midterm has been graded. We have to review and I have to reteach.
Students were given a study sheet with one round of review.
Here is the breakdown of my three classes:
80 Students took the Assessment
84% Cumulative Passing Rate (good, but we can do better)
Here is a link to the actual Assessment Analysis
We will be review the assessment tomorrow in class.
Question
1 Autobiography 15
2 Characterization 30 (Pearl, Ibis)
3 Theme 7
4 Point of View 4
5 Setting 10
6 Mood 26 (Review)
7 Plot 26 (Pearl, Ibis)
8 Structure 15
9 Tone 50 (Pearl, Ibis)
10 Flashback 4
11 Foreshadowing 12
12 Irony 8
13 Symbolism 14
14 Symbolism 19
15 Identifying Factual Information 14
16 Identifying Factual Information 29 (Review)
17 Identifying Multiple Levels of Meaning 25 (Review)
18 Identifying Factual Information 35 (Review)
19 Identifying main Idea/Theme 35 (Review)
20 Identifying main Idea/Theme 18
|
|
11/30/11
|
ACUITY PREDICTIVE TESTING. THIS IS LIKE THE ELA REGENTS.
STUDENTS WOULD HAVE TODAY AND TOMORROW TO COMPLETE THIS
ASSESSMENT.
|
|
11/29/2011
|
CCS:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
Aim: What strategies must we use to arrive at the thesis statement?
Do Now: Please turn in all missing assignments as discussed yesterday.
Activity 1: Click on the link provided and let's work on this together.
Go to the following websites
Thesis Builder and let's work together on getting you started with the Resarch
paper.
Keep a special place in your notebooks or in your journals to take notes on your
topic. You can even set up columns in your notebooks. Teacher will give you the
utmost help needed.
|
Continue researching and remember tomorrow is
your Acuity test! So rest up.
|
W11/21/201
1
11/22/2011
|
Performance Indicators:
W.GPI.1.4 Use a range of organizational strategies, such as clustering, mapping,
and brainstorming to present researched
information to write their MLA Format outline
L.GPI.1.3 Synthesize information from different sources by condensing, combining,
or categorizing data, facts, and ideas.
R.GPI. 3.2 a Preview a text (in order to build schema), noticing structural markers of
MLA (Modern Language Association) format
outline.
Students will be able to:
1. Explain the purpose of a thesis statement in an academic essay.
2. Identify the two components of a basic thesis statement.
3. Identify, create, and apply their knowledge of a thesis statement by correcting
thesis statements
Aim: How can we generate (write) a good thesis statement for our research paper?
Do Now
What do you already know about your topic and what do you want to know?
Mini Lesson: Strategies for creating a thesis.
Thesis Equations: Think about the thesis equations as you ask questions and move
toward a tentative thesis.
A tentative thesis should look something like this:
Specific topic + Attitued/Angle/Argument=Thesis
What you plan to argue + How you plan to argue it= Thesis
Do some critical thinking and write your thesis statement in one sentence. Your
thesis statement is like a declaration of your belief. The main portion of your writing
will consist of arguments to support and defend this belief.
Here is a simple solution: if your topic is in the form of a question then revise your
question into a thesis stentence (i.e. you are answering the question in the form of a
sentence) for example:
Topic: How are women portrayed in Othello?
Answer the Question: Even though the role of women during the Elizabethan Era
was to be submissive, characters
Desdemona and Emilia were portrayed as unconventional because they stood up
and fought against their husbands.
How to Generate a Thesis Statement if the Topic is Assigned
Almost all assignments, no matter how complicated, can be reduced to a single
question. Your first step, then, is to distill the assignment into a specific question. For
example, if your assignment is, “Write a report to the local school board explaining
the potential benefits of using computers in a fourth-grade class,” turn the request
into a question like, “What are the potential benefits of using computers in a fourth-
grade class?” After you’ve chosen the question your essay will answer, compose
one or two complete sentences answering that question.
Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”
OR
A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.
Activity:
Knowing the thesis and rearranging the support to the thesis in the form of an
outline.
Day II Do NOw: Let's reivew the topics you selected or changed.
Activity: Please go to the NYPL link on my homepage and start research books for
your research paper. I will help you with your research.
Share out! Using our class activity--please indicate on the exit slip what you've
learned today and what you still need clarification
on regarding writing your MLA format Outline.
What did _______________________accomplish today? Period____Date______
Ms. Hyde’s Class Exit Slip
Self-Reflection: Taking Part in a Group or Working Independently
Please answer the following questions responding with either: Yes, Unsure, or No by
placing a check mark upon the
appropriate face.. Then answer the two questions that follow.
1. Did I understand what my role was in the group/instructions?
2. Did I complete my task to the best of my ability?
3. Did I offer/seek help when it was needed?
4. Did I enjoy taking part in the group work?
1) Discuss why you are/not enjoying this project
2) What problems did you encounter and how did you fix it?
Assessment:
Informal Assessment will be taken students ability to stay on task, participation in
today's activities, as well as the collection of
the writing assignment.
|
We will be using MLA (Modern Language
Association) format for writing our research paper.
READ YOUR RESEARCH BOOKS
AND TAKE NOTES!
|
11/17-18/20
11
|
Objectives:
The students will gain knowledge of how to research and write a paper.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
Students will be able to write a paper in MLA format with five or fewer minor mistakes.
Procedures:
During this lesson, students will be learning how to research and write a good paper.
Students will choose a topic
Students will then begin their research using only internet sources. They will have to
organize their sources as well as show the teacher their sources using Blog pages.
This will help the students to gain their information easier, and they can keep track
of it as well. This will also help the teacher to be able to keep tabs on the students.
He/she will be able to see if the sources that the
students are using are good sources, and he/she will be able to see how much
information the students are actually retrieving.
After the research is complete, the students can begin writing their paper. When it is
all done, the students will turn everything in,
including their final paper, rough draft, outline, and Citations..
Aim: What is a research paper?
Do Now: List three worldly situations you feel strongly about and why.
1
2
3
Day II Paper Requirements
Class Discussion Procedure for writing:
Paper Requirements: Students will write a 3 page research paper the 6th page is
your Works Cited page. The paper must be typed 12 point font, Times Roman, 8
1/2 x 11 inches. Leave margins of one inch on all sides of the page. Left-align the
text.
Double-space throughout the paper. Do not add extra space above or below the title
of the paper or between paragraphs. Indent the first line of each paragraph one-half
inch from the left margin, appropriate headers on first page only. Pagination: Put the
page number preceded by your last name in the upper right corner of each page,
one-half inch below the top edge. Use arabic
numerals (1, 2, 3, and so on). Works Cited (must have 3 books, the other two
sources can be internet sources .org, .gov., .edu, magazines, articles). I have shown
JSTOR please try to sign up for a new account and also a library card.
Basic Components of Citing Sources on your index cards
Create 3x5 notecards (one idea per notecard) citing your sources:
Your Name
"Title of paper (centered)"
Library: Jamaica
call number: 822.3 OTHELLO W
Title of Source: William Shakespeare's Othello
Material Type:Hardcover Book
Author(s): Harold Bloom
Editor(s):
Publishing Company Name: Chelsea House Publishers
Publishing Company Location: (located within the first 2-3 pages)
Year Published: 1987
Chapter title if necessary: "Women and Men in Othello Carol Thomas Neely"
Parenthetical Citation with page number(s):
Activity 1: Browsing through the power point and have students select only one.
Students will be given the opportunity to research books/resources online in the
classroom. Therefore, you must have a library to participate because we can
reserve books online for you. Go back to my homepage and scroll down to the NYPL
Links.
Share out!
What new information did you acquire today?
|
Go online and select at least 2 topics from the list
below.
Try this link to view the slide show of the
research topics status quo and images and let me
know if this works. The file is a Power Point file.
If the above does not work then try this one:
Slide Show
DUE MONDAY: YOU MUST GO TO THE LIBRARY
THIS WEEKEND AND TAKE OUT A BOOK ON
YOUR TOPIC AND BRING TO SCHOOL ON
MONDAY! PARENTS HELP SUPPORT YOUR
CHILD WITH HER/HIS RESEARCH PAPER.
STUDENTS NEED TO BE BETTER PREPARED
FOR COLLEGE AND IT STARTS NOW!!!!!!!!
|
11/15-16/20
11
|
JOHN STEINBECK'S THE PEARL FINAL. YOU WILL ALL HAVE 1.5 CLASS PERIODS
TO COMPLETE THIS WORK. ADDITIONAL TIME IS ALREADY FACTORED INTO
THE ASSESSMENT!
Aim: What is the sequence of events and literary devices that we discussed in The
Pearl?
Do Now: students will put away all books and begin their assessment.
Only two students from period 2 showed up at 9th period to complete their test.
If you have completed the test, please get our DEAR Book and start reading.
I need you to write a journal entry and summarize what you've read so far. The
Journal should have your name, date, title of book with author, and referenced page
numbers.
|
take a look at this file and go through the topics
for you upcoming RESEARCH PAPER. MAY I
SUGGEST YOU SIT WITH A PARENT TO
BETTER HELP YOU DISCUSS OR CLARIFY
TOPICS FOR YOU. YES! PARENTS GET
READY BECAUSE YOUR CHILD IS GOING TO
DO A MINI COLLEGE PAPER! ALL S/HE NEEDS
IS A LIBRARY CARD THIS WEEK AND YOUR
SUPPORT!
|
11/14/2011
|
We are finally finished with John Steinbeck's The Pearl
Reviewing: To make sure students know the plot, sequence of events, know how to
identify main idea, characterization, conflict, setting, point of view, irony, simile,
metaphor.
Common Core Standards:
S.9.1a:. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
S.9.1cPropel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
Aim: What did we learn about John Steinbeck's The Pearl?
Do Now: Get into two groups and get ready to play
Study Guide:The Pearl
Share out!
How did this Activity help you gain a better understanding of the sequence of events
of a story?
|
Study for test tomorrow!
|
11/10/2011
|
Re-Teaching to make sure my students "get it" i.e. how to identify the main idea of a
story.
Common Core Objectives:
R.9.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
R.9.2:Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
W.9.4.Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific)
expectations for writing types are defined in standards 1–3 above.).
Aim:How can we do a better job at determining the main idea of a literary work?
Do Now:Quick Write: What is the main idea behind your favorite movie?
Mini Lesson: Recall main idea
Sometimes, a reader will get lucky and the main idea will be a stated main idea,
which is the easiest to find in a passage. It's written directly in the text. Author's
sometimes come right out and write the main idea in the passage for a variety of
reasons – they don't want you to miss the point, they're new writers, they like clear,
informational writing. Other times it is inferred.
Whole Class Activity using class projector:
Determining Main Ideas
Determining Mail Ideas Part 1
Now You Do:
Let's take a look at the short readings and determing the main idea of each.
Share out!
What did you learn and still want to know about main idea/central theme.
|
Try this at home:
http://www.manatee.k12.fl.us/sites/elementary/sa
moset/rcmi1.htm
Reminder to return The Pearl on Monday 14th.
This was written as homework and announced in
class.
Please make sure you bring in a novel/book for
DEAR Time.
|
11/09/2011
|
PLEASE BE ADVISED THAT MS. GARGANO WILL BE CONDUCTING SEMINARS
FOR ALL 9TH GRADERS PERIODS 2, 3, AND 8.
THE PEARL TEST WILL BE POSTPONED UNTIL NEXT WEEK.
|
|
11/07/2011
Last Day for
Presentation
s
|
PLEASE BE ADVISED THIS IS A SHORT WEEK
Monday - class
Tuesday - no class
Wednesday - class
Thursday - class
Friday - no school
Objective:Students will analyze the structure and elements of a story by
noting the setting, characters, problem, events and resolution.
Aim: How can a story map illustrate the sequence of events in a story?
Do Now: Recall conflict and give the definition of conflict
Mini Lesson: Conflict
Every novel has conflict. The conflict may be of several types:
- Physical: Character(s) vs forces of nature
- Psychological: A character's struggle within him/herself
- Societal: Character's versus society
- Interpersonal: A specific character versus another
Activity 1: Let's review our story maps
Share out:
What did you like about the story map and what did you learn today?
|
Please click on this link and print the story,
annotate, and idenfity any literary
elements/devices. Then complete the mutiple
choice questions and bring them in tomorrow.
|
11/01/2011-
11-03/2011
|
Today we begin our presentations of John Steinbeck's The Pearl
W9. 4 Produce clear and coherent writing in which the development, organization,
and stle are appropriate to task, purpose, and audience.
W9. 6. Use technology to produce, publish, and update individual or shared writing
products.
Aim: What evidence are you showing to support your learning of plot structure and
major elements of plot?
Do Now: Please be prepared to conduct your presentations.
A number 1-9 will be picked from a hat and that table will present. Each table has at
least 5 minutes.
Share out!
|
Please ask your parents or guardian for 5
minutes and practice presenting to them.
|
10/26/2011
|
Today is parents teachers conference. Please remind your parents.
Purpose: Students will establish creative ideas for their project using skills of Power
Point, creating a newspaper, collage etc.
W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
• W6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
• W8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Aim: What do you think are the most important events in Steinbeck's The
Pearl, and why?
Do Now: What was your favorite part of this plot and why?
Group Activity:
1. Prepare to begin work on your group theme/other menu
project
2. Summarize your discussion, and determine which themes
you will use for your project
3. Once you have chosen the themes, find and cite evidence
from the text to support your choice of that theme
4. Create and design a project to demonstrate your group’s
understanding of theme and The Pearl
5. Begin working on your project
Share Out! What is stressing you out with this project and how can I help?
|
For those of you who have not yet completed
reading the novel. You Must for your final.
Please be prepared to BEGIN presentations on
Tuesday. Therefore, your work must be
completed and ready for any last minute touches
on Monday. Mr. Sipkin and I will review the work
on Monday or hopefully Friday and give you
advice. I need to see everyone's name on the
last page slide and which slide you worked on.
We will discuss this more tomorrow.
|
10/26/2011
|
Purpose: Students will establish creative ideas for their project
Common core Objectives for 9th Grade:
• R1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
• R2 Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
• W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
• W6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
• W8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Aim: How is Alicia Keys song "Ain't got you" representative of Kino's plight in life?
Do Now: Listen to Alicia Keys "Ain't got you" and compare and contrast to the plight
of Kino.
Group Activity: On your marks get set GO! Please start your project.
Share out:
What did you especially like about this prroject or work you did today?
|
Wow! no homework.
|
10/25/2011
|
Purpose: Students will better understand, easily identify, and illustrate the literary
device theme in a project o n John Steinbeck’s The Pearl.
Common core Objectives for 9th Grade:
• R1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
• R2 Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
• W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
• W6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to
link to other information and to display information flexibly and dynamically.
• W8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source
in answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
Aim: To what extent is ‘loss’ a central theme of The Pearl?
Do Now (DOK Level 1 and 3) 5 minutes: Identify and describe the climax of The
Pearl citing your evidence.
Procedures: Students will come to class, and follow classroom rituals and routines:
take out their notebooks and copy the Aim, Do Now, and Homework on the board.
Students will answer the Do Now and volunteer their answers. I will only ask for three
volunteers (my selection process, first hand that goes up, and possibly two students
who need to increase participation).
I Do You Follow: Students will view one slide of a modeled Power Point as an
example.
Utilizing yesterday’s class and last night’s homework, you began listing themes
present in the story.
- Ask students to name themes they found. Compile a list on the board. For
each response ask the following
- What evidence can you cite to support your claim of that as a theme?
Now let’s examine the theme of loss, as per your homework. How can we classify the
different ways loss is significant. What was ‘lost’ throughout the course of the story?
Seek student answers
1. Loss of life – Coyotito is killed; the attacker on the path was killed
2. Loss of Kino’s self-respect – when he beat Juana, he stopped being a loving,
devoted husband and became greedier, driven by material forces
3. Loss of financial opportunity – ultimately the pearl was returned to the ocean
4. Loss of home – Kino’s brush house was burned down
5. Loss of livelihood (job) – his canoe is ruined, how will he get to the sea to
dive?
Group Activity:
1. Prepare to begin work on your group theme/other menu project
2. Summarize your discussion, and determine which themes you will use for your
project
3. Once you have chosen the themes, find and cite evidence from the text to
support your choice of that theme
4. Create and design a project to demonstrate your group’s understanding of
theme and The Pearl
5. Begin working on your project
Share Out! KW L chart
Summarize what you learned today, but also what you still need to know.
Modifications in place
Students have been grouped based on learning style and preference
Students have been grouped based on data performance levels
Instructional Objectives:
Students would have already completed the novella as per instructions yesterday
Assessment for Learning: Class discussions, completing the activity with ease,.
Respond to Q&As.
|
Be sure to compile a list of the sources of your
project material (web site URLs,
magazine/newspaper titles). You can email them
to yourselves and retrieve in class tomorrow.
|
10/24/2011
YES! YOU
ALL HAVE A
QUIZ
TODAY!
BUT ONLY
FOR 10
MINUTES.
I DID
INSTRUCT
YOU TO
READ
CHAPTERS
1,2,3,4,5.
I ALSO
SENT A
BLAST
EMAIL
THROUGH
JUPITER
GRADES
TO
PARENTS
AND SOME
RESPONDE
D WITH A
THANK YOU!
|
Aim: How do we determine what themes are present in a story?
Do Now: Students will take a quiz
Mini Lesson:
Theme – a main idea of a story. What the story is all about. This can be expressed
directly or indirectly.
1. What is meant by indirectly? The theme is inferred by the reader since the
author never directly states this within the text
Hint/Recall – think of a party you planned or attended which had a theme.
Steps to determining the theme
1. The subject of the book: If you were going to tell a friend what the book was
“about”, how would you describe it? What would you say?
2. What happened in the story? What were the most important events of the
story?
3. Conflicts: What conflicts are present and how were they resolved?
4. The protagonist: How does the protagonist change as the story continues?
How does the protagonist affect and relate to other characters?
If you take a few moments to answer these questions, your responses should give
you many of the themes present.
Activity Handout (click here)
In groups, students will work on handout answering the above questions and coming
up with at least three different possible themes.
|
Students will read Chapter 6, completing the
book.
Written assignment: Explain in one paragraph
how ‘loss’ is a central theme of The Pearl.
|
|
|
|
 |
|
|
|
10/21/2011
|
Objectives follow Common Core Standards:
R1.a cite strong and thorough textual evidence to support analysis of what the text
says explititly as well and inferences drawn from the text.
Determine the meaning of words and phrases as they are used in the text including
figurative and connotative meanings; analyze the cumulatative impact of a specific
word choices on meanings and tone...a sense of time and place, how it sets and
informal and formal moddin.
W.1.B: Develiping claims and counter claims.
Aim: How is greed a destructive force and root of evil?
Do Now: Please offer your opinions as to who tried to steal the pearl. Does it matter
if we find out who it was? What does the robber represent? Remember, Steinbeck
told us in the preface this is a story with no in-betweens.
Questions for Discussions:
In chapter 4 what does Juan Tomas' tells Kino?
What happens that evening?
What does "He had lost one world, and not gained another".
What are the sequence of events in Chapter 4. Please cite your
sources using direct quotes and page numbers.
Class Activity please write 1 - 2 paragraphs: Writing Assignment: In the chapter
you have just finished CHAPTER 4, Kino's brother is afraid because Kino had defied
the structure, stepped out of his place, and tried to rise above his poverty and
ignorance. Think of something you would like to change about your life right now, or
the life you see in your future. What qualities do you have or will you need to
develop in order to make the changes? What problems might you encounter if you
"dare to be "different"?
Students will do a mini presentation on their work.
Assessment:
Your write is free from errors and grammar, subject verb agreement, you have
mastered the paragraphing techniques, all direct quotes, your writing shows logical
progression.
4: Excellent (You score a Homerun-you got it and are with-it))
3. Above Average (students presentation may fall short of 1-2 major points)
2. Below Average (students should really think about their difficulty with the project)
Share Out!
What did I learn and what am I still not clear about?
|
10/20/2011
THURSDAY
Vocabulary you may need to know for Steinbeck's
The Pearl
Chapter 4
countenanced
stalwart
legerdemain
spurned
lethargy
Please complete reading chapter 5
Chapter 5 vocabulary:
skirled exhilaration keening leprosy
|
10/20/2011
THURSDAY
Vocabulary
you may
need to
know for
Steinbeck's
The Pearl
Chapter 4
countenance
d
stalwart
legerdemain
spurned
lethargy
|
Objectives follow Common Core Standards:
W1.a Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (headers).
W1.b. Develop a topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
Procedures: Students should have already completed the reading for Chapter 4.
Aim: How is greed a destructive force and root of evil?
Do Now: Recall an incident or situation where you have been jealous of
someone's possession or vice versa. Did you every lose a friend due to
jealousy? Explain
Mini Lesson: Themes
A central idea or statement that unifies and controls an entire literary work. The
theme can take the form of a brief and meaningful insight or a comprehensive vision
of life; it may be a single idea such as "progress" (in many Victorian works), "order
and duty" (in many early Roman works), "seize-the-day" (in many late Roman works),
or "jealousy" (in Shakespeare's Othello). The theme may also be a more
complicated doctrine, such as Milton's theme in Paradise Lost, "to justify the ways of
God to men," or "Socialism is the only sane reaction to the labor abuses in Chicago
meat-packing plants" (Upton Sinclair's The Jungle). A theme is the author's way of
communicating and sharing ideas, perceptions, and feelings with readers, and it may
be directly stated in the book, or it may only be implied. Compare with motif and leit-
motif.
Themes for consideration when reading The Pearl
- Greed
- Ho p e
- Re sponsib ilit y
- Ignorance leads to subjugation and oppression
Class Discussion Questions:
What does "He had lost one world, and not gained another".
In your small group: Please create a map or design and complete the
following:
What are the sequence of events in Chapter 4. Please cite your sources
using direct quotes and page numbers.
Characters and description
Setting
Protagonist
Antagonist
Apply Theme with clear explanation and referenced page numbers
Conflict and was anything solved
Point of View
Share out:
|
I would like for EVERYONE to reread certain
aspects of this book because it ends so abruptily.
Don't forget your vocabulary words are due for all
classes.
Periods 2 and 8 you need to complete reading
chapter 4.
All classes: whatever we did not complete in class
today, please complete it for homework and bring
to school tomorrow.
Check Out Mrs. Rielly's website.
|
10/19/2011
WEDNESDA
Y
Vocabulary
you will
need to
know for
Steinbeck's
The Pearl
Chapter 3
judicious
semblance
precipitated
lucent
disparageme
nt
prophecy
transfigured
benediction
subjugation
dissembling
furtive
cozened
Literary
Devices:
Simile vs.
Metaphor
|
Objectives follow Common Core Standards.
Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization,
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing
Aim:How much control does an individual have over his/her “success” in life?
Do Now: Recall chapter 2 and Kino's reaction to find the pearl. Think of something
that could happen to you that would mean what find the pearl means to Kino. Now
make a prediction on your chart, what Kino and Juana will do now that they have
found the pearl.
Mini Lesson: Recall Simile vs. Metaphor
DOK Level of Questions for class discussions:
1. In the opening what is the town compared to? Why do you suppose he makes this
comparison?
2. How does the news of the pearl affect
a) the priest (church needs repairs)
b) the shopkeepers (sell clothes to Kino and Juana)
c) the doctor (might be a way for him to return to France with the pearl)
d) the beggars.(happy for Kino)
e) the pearl buyers (pearl could mean a new start)
Analyze: Kino and Juan thought everyone shared their joy, but what was really
happening? (Everyone had their own ideas of how the pearl could help them. The
were envious of Kino rather than happy for him)
3. In what sense did Kino become “every man’s enemy”?
4. Find the metaphor that compares the town to a snake.
5. How is the news of the pearl compared to the poisonous sting of the scorpion?
6. What does Kino say he will do once the pearl is sold-How does he see the future
for his family?
7. What is so important about Coyotito going to school? (Kino and Juana are being
exploited by teh Spaniards because they are ignorant. If Coyotito learns to read, he
will be able to tell them when things are and aren't true, and they will not be so
victimized)
8. What music did Kino hear when the priest came? Who did Kino think brought it?
(the music of evil, of the enemy; Kino thought it came from one of the neighbors)
9. Infer: How does the doctor trick Kino and Juana about Coyotito? What does this
say about Kino's and Juana's educational level/ignorance?
10. What kind of medicine do you think the doctor really gave the baby?
11. Infer. why did the doctor want to know where the pearl was?
12: What happened in the middle of the night and how did Juana react?
Recall Juana's personality, which one can deem subservience. What is the
meaning of subservience. List people in history who were subservient.
1
2
3
Small Group Activity:
Compare and Contrast Kino and Juana using the Venn Diagram. Please cite
evidence from the text to prove your analysis.
Share out! What do you still need to understand about this chapter or lesson? What
one thing did you learn today?
|
Writing Assignment: Kino's dream is for Coyotito
to go to school so he can find out "what is in the
books." Write a paragraph or two about how your
life would be different if you did not know how to
read.
|
10/18/11
TUESDAY
Vocabulary
you will
need to
know for
Steinbeck's
The Pearl
Chapter 2
estuary
bulwark
poultice
mirage
undulating
hummock
speculatively
incandescen
ce
Literary
Device:
Characteriza
tion
Simile, Motif
I changed
the dates
because we
were a day
behind with
the retest.
|
Objectives follow Common Core Standards
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
Writing:
Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Aim: How do challenges change behavior, beliefs, and decisions we make in
life?
Do Now: You have won the lottery of one million dollars, but found out you only
have three days to live. List three of your top priority on how you would spend your
last days.
Review of Yesterday's Homework: T-Charts due today!
Mini Lesson: Recall Characterization
Static vs. Dynamic Characters
Simile and Motif
SIMILE: An analogy or comparison implied by using an adverb such as like or as, in
contrast with a metaphor which figuratively makes the comparison by stating outright
that one thing is another thing. This figure of speech is of great antiquity. It is
common in both prose and verse works.
Motif: A recurrent image, word, phrase, represented object or action that tends to
unify the literary work or that may be elaborated into a more general theme. Also, a
situation, incident, idea, image, or character type that is found in many different
literary works, folk tales, or myths. (CB& HH, adapted)
DOK Level of Questions for class discussion: Answers should be recorded
in your notebooks for future referrence.
- Complie a list of creatures and plants live in the sea and on the shore from the
text?
- What is the "hazy mirage"?
- Analyze and Infer: why is Kino's canoe so important to him?
- Cite and infer what did the sea provide as medicine for the Coyotito? Why
didn't Juana have as much faith in it as shw would a doctor's remedy?
- What did Juana pray Kino to find?
- What secret little inner song did Kino always hear when he was diving for
pearls?
- Infer: Why was Kino hesitant to open the huge oyster right away?
- Describe the pearl i.e. what did it look like?
- Infer: When Juana lifted the seaweed poultice from the baby's scorpion bite,
what did she find? To what do you think she attributed it?
Small Group Activity 1: Draw a Character Attribute Web (teacher will model on
chalkboard) for one of more of the characters in the novel.
Use the prediction Chart to make predictions for Chapter 3.
Share Out! In your notebook, write one thing you learned today or is still having
trouble with understanding.
|
DUE WEDNESDAY! Writing Assignment:Juana
was very worried about Coyotitl, and she prayed
for a pearl so they could pay the doctor for
treatment. Describe something you were very
worried about. Was there one thing that could
have mad your worries stop? What happened in
the end. Explain in one paragraph.
|
10/14-17/20
11
Thursday
Vocabulary
you will
need to
know for
Steinbeck's
The Pearl,
Chapter 1
parable
covey 1
feinted 4
pulque 4
scorpion 5
plaintively 6
lymphatic 6
bougainvillae
a 8
indigent 12
subsequent
11
suppliant 12
|
Objectives follows Common Core Standards:
Draw evidence from literary or informational texts to support analysis, and reflection.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are
defined in standards 1–3 above.)
Aim: How does oppression manifest in both the community and individual??
Do Now: Classism is prejudice and/or discrimination on the basis of social class. It
includes individual attitudes and behaviors, systems of policies and practices that
are set up to benefit the upper classes at the expense of the lower classes.[1] It can
also include attitudes and behavior of prejudice and discrimination by members of
the lower class to members of the higher class.
Identify a time (through self, text, or world) when you were treated
differently due to classism.
Mini Lesson: Parable and Allegory
Parable - a short, simple story designed to convey some religious principle, moral
lesson, or general truth by comparison with actual events. A parable is often an
allegory in which each character represents an abstract concept—such as
obedience or honesty—and is illustrated through real-life events.
- A brief story that teaches a lesson often ethical or spiritual. Examples include
"The Prodigal Son," from the New Testament, and the Zen parable, "Learning
to Be Silent." See Fable.
- The term is from the Greek parabole, meaning “comparison” or “putting
beside” which was derived from paraballein, meaning “to throw beside.”
Allegory: The word derives from the Greek allegoria ("speaking otherwise"). The
term loosely describes any writing in verse or prose that has a double meaning. This
narrative acts as an extended metaphor in which persons, abstract ideas, or events
represent not only themselves on the literal level, but they also stand for something
else on the symbolic level. An allegorical reading usually involves moral or spiritual
concepts that may be more significant than the actual, literal events described in a
narrative. Typically, an allegory involves the interaction of multiple symbols, which
together create a moral, spiritual, or even political meaning. The act of interpreting a
story as if each object in it had an allegorical meaning is called allegoresis
Pre-Reading Activity: Short prefatory note before page 1. Read aloud, and
ask the following questions:
Who do you think will be the main characters in this story?
What is the potential parable?
Continuous Activity PREDICTION CHART: Please download this form and
bring to class.
Prediction Chart: Please use the chart when instructed to do so. Do not read in
advance of your instructed reading assignments or that is called cheating.
Questions for Discussion Range in Level of Questioning from DOK:
- DOK L2: Describe some of the sounds Kino heard when he first woke up?
- DOK L1 Recall: What sounds make up the Song of the Family?
- DOK L1: Identify a phrase that tells what the Song of the Family means to Kino.
- DOK What terrible thing happened to Coyotito? What did Kino and Juana do?
- DOK L2: Explain why was it such a remarkable thing that Juana wanted the
doctor for the baby?
- DOK L3: Cite evidence from the text about what did the beggars know about
the doctor and about Juana and Kino?
- DOK LHow had those of the doctor's race treated the Indians for four hundred
years?
- Interpret:What does "this time he spoke in the old language" mean?
Cooperative Small Group Activity: 10 minutes to discuss, write, and
produce. DOK L3 Strategic Thinking
Students will form small groups and discuss the following problem and formulate a
solution. You must each draw a T'Chart in your notebooks and place problem on the
right side and possible solution on the left.
Kino and Juan were refused medical help for their baby because they had no money
to pay for it. This happens in our country, too. Many people cannot afford to go to
the doctor when they need to, or they don't have the money to pay for medicine they
need to take. What do you think can be done about this problem.
Whole Class Activity: DOK L3 Citing Evidence
Skim the pages of Chapter 1 for key words and phrases to help you compare the
living conditions of Juana and Kino with those of the doctor. List your findings on a
T-Chart in your notebooks.
Juana and Kino The Doctor
brush house has gated house stone
and plaster.
Share out: Identify and Prove one thing you learned today? Also, what are you still
having trouble understanding in the text.
|
Writing Assignment: Connect to Text
When re-reading pages 1-4 we get insight to
the "Song of the Family". Write a paragraph
describing the sounds you hear when you first
wake up in the morning. Title this paragraph
"Song of My Family".
Use your prediction Chart: to make
predictions for Chapter 2. THEN READ
CHAPTER 2. REMEMBER BE HONEST, you will
not get extra points for "seemingly right
predictions".
Locate La Paz on a Map of Mexico. It can be
found near the southern tip of the Baja Peninsula
on teh Gulf of California. It would be great if you
can bring in the image or map for your portfolio.
|
10/11/11
Tuesday
Don't forget
we are
operating
on a
Monday's
schedule.
|
Reminder to Parents and Students that today is the school's trip to the Bronx Zoo.
Some students may still turn in their permission slips to the main office or Mr. Attillio.
You report to school first. After the Zoo, students will return and be dismissed at
school.
Objective: Recall and prove that you know how to explain sequence of events in a
story along with literary elements/devices in a formative assessment.
Aim: How can we improve our learning process of plot structure using second
chances.
Do Now: Students will improve their learning of plot structure and literary elements
of plot.
|
Complete reading Chapter 1 and 2 of John
Steinbeck's The Pearl
Please be advised this is a short week.
|
10/10/11
Monday
|
Columbus Day- School is Closed. Enjoy your Day
PLEASE REVIEW PLOT STRUCTURE AND ELEMENTS OF PLOT! FOR THOSE OF
YOU WHO MISSED IT, WE HAD AN ASSESSMENT THIS PAST FRIDAY.
ASK YOURSELF:
WHAT QUESTIONS OF PLOT STRUCTURE AND ELEMENTS OF PLOT AM I STILL
HAVING TROUBLE WITH?
DO YOU THINK IF YOU HAD A SECOND CHANCE YOU WILL DO BETTER? WHAT
WOULD YOU DO DIFFERENTLY?
|
Please double check Jupiter grades for an update
to your records! Have a Great Weekend. OH NO,
I FORGOT :-) ---HERE IS YOUR HOME WORK
DUE TUESDAY!!! JUST CLICK ON THIS LINK
remember to CITE YOUR SOURCES I.E WHERE
YOU GOT THE INFORMATION. YES, YOU CAN
WRITE THE URL OR TITLE OF BOOK, AUTHOR
ETC.
|
10/07/2100
|
Objective: Identify and explain sequence of events in a story along with literary
elements/devices in a formative assessment
Do Now: Please put away all books and be prepared to take an assessment.
|
Please double check Jupiter grades for an update
to your records! Have a Great Weekend. OH NO,
I FORGOT :-) ---HERE IS YOUR HOME WORK
DUE TUESDAY!!! JUST CLICK ON THIS LINK
remember to CITE YOUR SOURCES I.E WHERE
YOU GOT THE INFORMATION. YES, YOU CAN
WRITE THE URL OR TITLE OF BOOK, AUTHOR
ETC.
|
10/6/11
|
Objectives:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
W1-b: Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible
sources.
Aim: How are conflicts resolved?
Do Now: Ms. Hyde has a conflict with students who are not turning in work on time,
coming to class late, and not participating in class discussion. What are some
potential ways in resolving her problems?
Mini Lesson: Conflict and Resolution:
What is plot?
1. What happens.
2. How it happens.
What are the parts of a plot?
1. Exposition - introduces the reader to the setting and characters.
2. Inciting incident - this event creates the central conflict or struggle.
3. The development - part of the story where the struggle takes place.
4. The climax - the high point of interest and suspense in the story.
5. The resolution - point at which the conflict is ended, or resolved.
What is conflict?
1. Conflict is the struggle between opposing forces.
2. Central Conflict - main character must fight against some force or
make an important decision.
a. Internal conflict - take place inside a person's mind. Example - a
character is torn between risking his life to save someone else.
b. External conflict - takes place when a person or group struggles
against another person or group or against a non-human force such
as a storm or a car that won't start.
Special Plot techniques
1. Suspense - feeling of excitement or tension the reader experiences as the
plot unfolds. Writers create suspense by raising questions in the reader's mind.
2. Foreshadowing - a hint or clue about an event that will occur later in the story.
3. Flashback - a section of the story that is interrupted to tell about an earlier
event.
4. Surprise ending - an ending that catches the reader off guard with something
unexpected.
Activity 1: Use the handout to analyze plot and conflict in two short stories. Please
answer in complete sentences using textual support.
Assessment will be whole class review.
Share out---Answer the Aim Q.
|
Please bring in any informational text such as
Time, News Weekly, National Geographic, or
other informational source that you or your
parents do not want. Let's stack our library.
Please start studying all key terms, past lessons,
vocabulary etc. for a test!
Periods 2 and 8 please turn in Mr. Sipkin's
homework! Some of you are making bad
decisions by not turning in work and not
acting responsilby with your assignments
and that will affect your grades.
10/6/11 I GAVE THIS TO ONLY PERIOD 3
TODAY Use a Venn Diagram to compare and
contrast any of the two stories read in class.
10/6/11* Bring in any image that you can find that
represents a conflict (internal or external) and
describe what you know the conflict to be and
what was the resolution. DUE 10/7/11
|
10/03/11
Materials
used
Projector
Laptop
Handout of
Characteriza
tion chart
Handout of
Learning
more about
characters
Pd 3
|
Objectives:
Students will have a better understanding of the literary device characterization.
Students will think critically of characters in a work and lend support to their traits
through the eyes of themselves, others, and the author.
Students will recall and explain the five basic elements of plot structure and elements
of plot.
Aim: What makes a character?
Do Now pds 2 and 8: Fill in the plot sequence diagram for "The Scarlet Ibis".
Exposition, Rising Action, Climax, Falling Action, Resolution.
Do Now pd 3: identify the plot sequence of James Hursts "The Scarlet Ibis".
Mini Lesson: Character Notes
Characterization is a tool used by the author to describe the individual characters in
a story. It is how we as the reader learn about the character.
Questions
Within the literary work, in what ways can we learn about a character?
If class has trouble, ask them to state how they learn about someone they know, or
how they make judgements. Have them describe either teacher in the room, then ask
them to state the reasons for their answer.
Answer:
1. What they say
2. What they do/how they act
3. What they think
4. Physical appearance
5. What other characters say about them
6. What the author tells us
For what reasons is characterization important? What does it enable us to do as we
read?
Who are the most important characters in “The Scarlet Ibis”?
|
Complete the characterization chart handout
based on the characters in “The Scarlet Ibis”
Please be advised that we will be creating our
class portfolios tomorrow. Your portfolio is just
that a place/folder where you store all course
work. It will be a bonus to your academics if you
download all the study sheets from the links
provided to store in your portfolio. Just click on
the links, download, print, and bring to class to
store in your portfolio.
There are students who still have NOT come to
me to make up missed assignments due to the
mass confusion within the first two weeks. The
deadline was Last Week!!!!! Sending me emails is
a good way to inform me, but you still have to
come to me to collect the work.
|
9/27-28/201
1
|
Objective: Students will be able to identify and explain the five basic elements of
plot structure.
Students will think critically of the main character and her opposing force and the
irony that comes towards the end of the story.
Teacher will use multimedia as visual and audio aid to help students better
understand plot structure and elements of a story.
Aim: How can we become familiar with the basic Elements of Plot structure in a work
of literature?
Do Now: Describe your feelings through each step of your ride on an amusement
park roller coaster.
Mini Lesson:
What is the five major elements of the plot structure?
The plot is the main plan or story in any literary work.
What other elements go into making up that story?
Characters, setting, etc. Students may answer more, including things in the basic
Elements.
Teachers will introduce and explain the basic elements of plot, using the graphic of a
plot ‘mountain’ on the board or projector screen.
1. Exposition
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
Activity
Students will read “The Story of an Hour”, by Kate Chopin and fill out plot
diagram/pyramid by identifying:
1) The fiive basic elements of plot structure.
2) The other major elements of a story.
Day II Do Now: Who can recall what we did in class yesterday, but more
importantly, identify for the class 1-2 things you may have learned or was
reminded.
Mini Lesson:Irony
Irony is when the outcome of a situation is not what you would expect. For example a
fire station on fire.
Activity 1: students who did not get a chance to plot the sequence of events in the
story will do so now.
Activity II:
Please answer the following Questions in complete sentences in your
notebooks but as a group:
What do you think?
How did you react to the ending of this story?
Comprehension Check:
What disease afflicts Mrs. Mallard
What news does Mrs. Mallard receive at the beginning of the story, and how does
she react?
What does Mrs. Mallard Learn at the end of the story?
Think Critically:
How would you explain the cause of Mrs. Mallard's death?
How would you describe Mrs. Mallard's relationship with her husband?
What might the future have been like for the Mallards if Mrs. Mallard had lived?
Reread the fifth and sixth paragraphs of the story, which describe what Mrs. Mallard
sees and hears from her open windo after learnin of her husband's death. What do
you think the imagery in these paragraphs contributes to the story?
How can I assess what students learned?
Check that Freytag's Plot Pyramid is filled in with elements from the story
Ask students to share what they've learned today.
Or, I usually ask the students to "Give it back to me with an example". For example: a
student should respond with the elements of plot structure are Exposition, Rising
Action, Climax, Falling Action, and Resolution using a fable or children's story they
know. Example the Three Little Pigs or Cinderella.
Students ability to stay on task to produce well developed work.
If there is not enough time, students can click on the above link online and complete
the assignment.
|
If for any reason we did not complete the plot
pyramid, then please complete it as homework.
Now re-read the story for class discussion
tomorrow.
Students will Read James Hursts short story "The
Scarlet Ibis", by James Hursts and complete
reading AND if Mr. Sipkin or myself assigned the
package pages.
|
Sept. 26,
2011
|
Objective:
Using meta-cognitive strategies (text-self and text-world), students will evaluate the
importance and necessity of each student responsibility.
Aim: What is the discipline code of NYC Department of Education?
Do Now: List 1-2 consequences if we did not have laws in our society?.
Mini Lesson:
What is the discipline code of NYC DOE?
All members of the school community — students, staff and parents — must know
and understand the standards of behavior which all students
are expected to live up to and the consequences if these standards are not met. The
Citywide Standards of Discipline and Intervention
Measures (the Discipline Code) provides a comprehensive description of
unacceptable behavior, including incidents involving drugs or
weapons. It includes the range of permissible disciplinary and intervention measures
which may be used when students engage in such
behaviors as well as a range of guidance interventions schools may use to address
student behavior. The Code applies to all students,
including those with disabilities. Students with disabilities are entitled to additional
due process protections described in Chancellor’s Regulation
A-443.
When answering questions ask yourself:
Is the statement fair? Is it necessary? Is it “do-able” or realistic? Is there a negative
impact on either the student, the school, or the community if it’s not followed? Would
parents/the community be in support of it? Be able to support and provide a
rationale for all responses.
Work Period:
Let's Review the codes!
• Class distills or condenses their findings and creates/adjusts their own class
rules. They may also seek to evaluate the school’s Discipline Code
• Students scan the responsibilities and pull power words from them--examples:
attend, achieve, prepare, etc. Discussion follows
Share out
|
If by chance we did not complete the Discipline
Code handout, then please sit with your parent(s)
and read through the booklet. Remember the
codes written in this booklet also protect you as a
student. So know your rights! Please make sure
you and your parents sign and date the document
and return to class tomorrow! This will be
counted as a homework grade. The first class to
bring back 100% gets a free homework pass.
|
Sept. 22-23,
2011
|
Lesson 5:
Aim: How can we use different strategies taught to clarify word meanings and
increase automacity?
Do Now: Recall one strategy used for identifying unknown vocabulary within a work:
Mini Lesson: Recall using Context Clues.
Mini-Lesson: Recall Context Clues
How the word is used in a sentence or paragraph and how it relates to words that
you know and ideas that you understand. Basically, surrounding words around that
word.
Context Clues: may come in several forms as follows:
Synonyms Words that have nearly the same meaning
Antonyms Words that have the opposite meaning
Examples Words that show what another word means
Definitions Words that tell what another word means
Descriptions Words that tell you more about a word, such as by comparison or
by explaining an action it causes
Procedures: Students using information text to improve reading comprehension
and word acquisition.
Students will recall strategies and illustrate their prior knowledge on using context
clues calculate the meaning of vocabulary words from informational text such as the
Time Magazine.
Students will select a Time Magz. and find an article to read.
Students will select three vocabulary words they do not know and use context clues
to figure out the meaning of the word.
Synthesize the word in sentences.
Share Out.
Day II:
Students will illustrate synthesis in reading, writing, vocabulary acquisition, fluency,
and fix-up strategies.
Procedure: Students will complete reading an article from a selected informational
text and write a mini synopsis on their article, illustrate how they used a strategy to fix
up the word.
Assessment: Performance once again is based on the student’s ability to complete
the class activities without using a dictionary for Satisfactory and Average for
students who feel the need to use the dictionary as a resource to better help with
context clues.
|
Review all notes.
|
Sept. 21,
2011
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Lesson 4
http://labarker.com/WritingRelated/words.html http://grammar.ccc.commnet.
edu/grammar/cgi-shl/quiz.pl/confusibles.htm
Aim: How do we distinguish commonly confused words?
Do Now: What is wrong with the following sentence?
There are different strategies that students can use to improve their reading
comprehension.
their belonging to them there in, at, or to that place
Mini Lesson:
hom•o•nym
ˈhɒm ə nɪmShow Spelled[hom-uh-nim]
noun
1.
homophone def. 1 .
2.
a word the same as another in sound and spelling but different in meaning, as
chase “to pursue” and chase “to ornament metal.”
3.
(loosely) homograph.
4.
a namesake.
5.
Biology . a name given to a species or genus that has been assigned to a different
species or genus and that is therefore rejected.
Origin:
1635–45; < Latin homōnymum < Greek homṓnymon, neuter of homṓnymos
homonymous
Related forms
hom•o•nym•ic, adjective
hom•o•nym•i•ty, noun
Procedure: Students will now read the directions on the handout and identify
homonyms and select the correct word that fits in a sentence.
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Homework: Complete the worksheets on both
Connotation, Denotation, and Confusing Words.
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Sept. 20,
2011
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Lesson 3
AIM: How do deliberately selected words influence our reactions and appeal to our
emotions?
Do Now: Would you rather be a cook in that new restaurant? Or, Would you rather
be a chef in that new restaurant? Explain your answer in 1-2 sentences.
Both words denote people who prepare food. Their connotations, however, are
quite different. Here is a sample answer:
A cook can be anyone who can boil an egg. A chef suggests special training and
more interesting meals.
Mini Lesson:
Connotation is the emotional and imaginative association surrounding a word.
Denotation is the strict dictionary meaning of a word.
You may live in a house, but we live in a home.
If you were to look up the words house and home in a dictionary, you would find that
both words have approximately the same meaning- "a dwelling place." However, the
speaker in the sentence above suggests that home has an additional meaning.
Aside from the strict dictionary definition, or denotation, many people associate such
things as comfort, love, security, or privacy with a home but do not necessarily make
the same associations with a house. What is the first thing that comes to your mind
when you think of a home? of a house? Why do you think that real-estate
advertisers use the word home more frequently than house? The various feelings,
images, and memories that surround a word make up its connotation. Although both
house and home have the same denotation, or dictionary meaning, home also has
many connotations.
Example:
Dinner was spaghetti with mushrooms.
Dinner was spaghetti with fungus.
Which of the two plates of spaghetti would you rather eat?
Mushrooms = food while fungus suggests rot and ugliness
Which word in each pair below has the more favorable connotation to you?
• thrifty-penny-pinching (economical vs. cheap)
• pushy-aggressive (assertive, over ambitious vs, hostile, violent)
• politician-statesman (elected official who may only serve himself or party vs
someone who serves the public and deserves respect)
• slender-skinny (thin vs malnourished or emaciated)
Work Period:
Students will use handout to identify connotative vs. denotative words.
Share out
Assessment: Students will collaborate in small groups and complete Activity 1 on the
handout. Satisfactory work is based on students performing this task without using
dictionaries and able to complete the work within the time period. Average work is
based on students performing this task using dictionaries to reference vocabulary
words and may or may not complete this activity within class period..
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Review Connotation and Denotation. Bring in a
photograph and write the denotation of the image
and what the possible connotation can be
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9/20/2011 –
9/23/2011
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Mini Unit Plan
Unit Plan: Introduction Word Analysis (Context Clues), Vocabulary Development):
Determine word meaning through word parts, definitions, and context clues.
Unit will cover specific content across ELA Common Core Standards: Reading,
Writing, Speaking, Researching for content understanding.
Time Duration: 3-5days Days-Periods:
Materials: Handouts, Projector, Dictionaries, Writing Utensils
Differentiation: CTT will focus most on the students whose IEP calls for reading and
re-reading, use of dictionaries, completing fewer work on the handouts.
Objective(s) CCS Reading Standards for Literature (Craft and Structure):
4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone ((e.g., how the language of a court
opinion differs from that of a newspaper).
Goals:
• Determine word meaning using context clues
• Analyze the meaning of words using knowledge of word roots.
• Distinguish between the connotative and denotative meanings of words.
• Distinguish between commonly confused words (i.e., accept/except;
advise/advice;council/counsel councilor/counselor; principal/principle; peace/piece;
than/then; weather/whether; who/which/that; who’s/whose).
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Review Elements of Plot.
Handouts: September 2011
Day 1
Day 2
Day 3
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