First we will write our introductions. Then we will begin stations. Today we will do stations. STATION ONE - Noredink. You need to finish FANBOYS ASAP and then Commas for Clarity. You may also work on stations you didn't complete such as the quote blending video/questions in Noredink and the six-word summary of a Newsela article in Google Classroom. STATION TWO-Literary Terms/Plot Terms Study Time. The test is Friday. Game 1
Game 2-ACCESS THROUGH GOOGLE CLASSROOM STATION THREE-STUDY SYNC-Complete the audience and purpose assignment STATION FOUR-Work with Mrs. Karney on your literary analysis essay. I will check over your introduction. We will then select our evidence. Here is a link to all of the quotes and evidence for each story.
Today we will finish any stations that you haven't finished. We will decide on the story you'd like to write about for your literary analysis essay. Here are your choices: "Through the Tunnel" "Thank you , Ma'am" "Rikki-Tikki-Tavi" "Fishcheeks" We will take notes on what to include in the introduction of a literary analysis. Introduction: (~6-7 sentences) 1. A hook – begin with a general idea related to your thesis (2-3 sentences) 2. Transition to the book; what does this general idea have to do with the book and your main idea in this essay? 3. TAG-title, author, and genre 4. Transition to your thesis – what are you going to argue that this book proves I will write an example for you as you watch. I will use "Three Skeleton Key" since that is not one of your options. You will write your introduction.
In one of our stations, you will be telling a personal story. Create at least five bullet points that you will want to include when you tell your story. Make sure that it is a story that has some kind of importance or significance. THINK OF “FISH CHEEKS”. Read "Thank You, Ma, am" by Langston Hughes. STATION 1 You will look back at "Thank You, Ma'am" Your group will fill out a form for the story that will require you to select a theme statement and two pieces of evidence! Last one! I promise! Period 0 Period 2 Period 4 STATION 2 Tell your story. Your group will be permitted to sit outside the classroom and "tell" your stories. You may divide into TWO groups. While listening to each story, each person must write down questions for the speaker on a piece of paper. You will ask the storyteller the questions AND give them the paper. These should be questions that would help the reader tell a BETTER, more detailed story. For example: What did your dad's face look like when you told him you sold his football signed by Tom Brady at your friend's garage sale for $1.00? What did your mom say when you told her that you got a referral at school? How did you feel when you got your math test back and saw that you had failed it? What did the dress you wore to the party look like? STATION 3 Quote Blending Watch the Edpuzzle video in Google Classroom on quote blending. You may want to take notes while you listen. You will need headphones. This is VERY important as it will help you write our next essay! You will be graded on this, so watch carefully. You may rewatch parts if you need to! STATION 4 Newsela You will read an article of your choice. You will then take a quiz and complete the SUMMARY activity in GOOGLE CLASSROOM.
Today we will work on the close read activity for "Fish Cheeks". We will then work on a theme statement and supporting evidence for the story in groups. You will post them to the PADLET on the right-hand side of the blog. We will play a Quizizz to practice for our lit.terms test. We will read "Thank You, Ma'am" by Langston Hughes
Jot down ideas for a story that you could tell a group about something that happened to you. It should be something significant. Once you pick an idea, jot down bullet points of what you'd like to include in chronological order.
Good Morning! If we need to finish any stations from last time, we will!
STATION 1 GOOGLE FORM Theme and character Your group will fill the form out in Google Classroom on theme and character for "Riki-Tiki". GO TO GOOGLE CLASSROOM. Please work in groups of three or four. Only one person needs to fill out the form but all are expected to contribute. You will need your book. Look at the Thematic Statements handout on the right side of my blog if you are stuck! STATION 2 FLIPGRID-Click on this link to record your response to the question. You may work with a partner or a total of three people. Have fun!
STATION 3 NOREDINK-Your priority is to master formatting and capitalizing titles, as well as capitalization. After that, focus on mastery of FANBOYS . I will be working with individuals assist you. I have also added some cheat sheets to the right of my blog. They are titled "No Red Ink Hacks". Use them!
STATION 4 IMAGERY-What is it? Why do writers use it? Watch the Edpuzzle video in Google Classroom. Answer the questions and make sure to "turn in" at the end. STATION 5
Login to Study Sync. Make sure to use the link on the right side of my blog! You should have your user name and password already. If you don't, It is on the whiteboard in the folder. Complete the activity on Academic Vocabulary.
Showing writing-touch, taste, sight, sound, smell
Using the five senses, create a SHOWING paragraph using "The teacher was mean" as the telling sentence.
Read "Fish Cheeks" by Amy Tan. Look for imagery as you read the story. IF time, we will work on this document. If not, we will do it next week. :) Lit term/literary element test will be not next Friday, but the next.
STATION 1 GOOGLE FORM Theme and character Your group will fill the form out in Google Classroom on theme and character for "Riki-Tiki". GO TO GOOGLE CLASSROOM. Please work in groups of three or four. Only one person needs to fill out the form but all are expected to contribute. You will need your book. Look at the Thematic Statements handout on the right side of my blog if you are stuck! STATION 2 FLIPGRID-Click on this link to record your response to the question. You may work with a partner or a total of three people. Have fun!
STATION 3 NOREDINK-Your priority is to master formatting and capitalizing titles, as well as capitalization. After that, focus on mastery of FANBOYS . I will be working with individuals assist you. I have also added some cheat sheets to the right of my blog. They are titled "No Red Ink Hacks". Use them!
STATION 4 IMAGERY-What is it? Why do writers use it? Watch the Edpuzzle video in Google Classroom. Answer the questions and make sure to "turn in" at the end. STATION 5 Login to Study Sync. Make sure to use the link on the right side of my blog! You should have your user name and password already. If you don't, It is on the whiteboard in the folder. Complete the activity on Academic Vocabulary.
STATION 1 GOOGLE FORM Theme and character Your group will fill the form out in Google Classroom on theme and character for "Riki-Tiki". GO TO GOOGLE CLASSROOM. Please work in groups of three or four. Only one person needs to fill out the form but all are expected to contribute. You will need your book. STATION 2 FLIPGRID-Click on this link to record your response to the question. You may work with a partner. Have fun! When done, go to Study Sync and complete the Academic Vocabulary lesson. Remember to login by clicking on the link on the right-hand side of my blog. STATION 3 NOREDINK-Your priority is to master formatting and capitalizing titles, as well as capitalization. After that, focus on mastery of FANBOYS . I will be working with individuals assist you. I have also added some cheat sheets to the right of my blog. They are titled "No Red Ink Hacks". Use them!
Finish reading "Riki-Tiki-Tavi". We will also take the RI test to assess your reading level. STATION 1 GOOGLE FORM Theme and character Your group will fill the form out in Google Classroom on theme and character for "Riki-Tiki". GO TO GOOGLE CLASSROOM. Please work in groups of three or four. Only one person needs to fill out the form but all are expected to contribute. You will need your book. STATION 2 FLIPGRID-Click on this link to record your response to the question. You may work with a partner. Have fun! When done, go to Study Sync and complete the Academic Vocabulary lesson. Remember to login by clicking on the link on the right-hand side of my blog. STATION 3 NOREDINK-Your priority is to master formatting and capitalizing titles, as well as capitalization. After that, focus on mastery of FANBOYS . I will be working with individuals assist you. I have also added some cheat sheets to the right of my blog. They are titled "No Red Ink Hacks". Use them!
Today we will continue our discussion about theme. We will review the slide show from last week and come up with a theme statement for "Through the Tunnel". In groups, you will complete this Google Form. Feel free to look through the theme statements posted on the right hand side of my blog for ideas. "THROUGH THE TUNNEL" TEXT PERIOD 0 PERIOD 2 PERIOD 4
We will take some quick notes on character and then begin reading "Riki-Tiki Tavi" by Rudyard Kipling.
How Authors Reveal Character
Actions
As Kevin moved down the street his feet made a steady echo sound against the pavement. He whistled despite the loud rumble of the traffic and the car horns. When someone yelled out the window of his or her car to watch where he was going, he just waved back like he was watching a best friend heading home. He passed by the garbage on the sidewalk and the old woman pushing the shopping cart filled with newspaper and continued to smile as he headed toward Cindy’s house. Nothing could erase that smile from his face, not even the coldness of the streets he called home.
Dialogue
“I ain’t gonna leave you here, Ma’am . . . not with you needin’ help and all,” Jimmy said as he walked back to his truck to get the jack. “I’d help anybody who needed it; my momma taught me better’en to just leave people. The good Lord’ll make it up to me.”
“I don’t know . . .,” Linda stuttered. She had barely rolled down her window to hear Jimmy when he had left his pick-up truck and offered help. “You know what they say about your kind . . .”
Physical Description
Other guys walking through the hallway were taller and even more handsome, but there was something about Billy Belaire. His arms swung loosely at his side and his dark hair was long and pulled back behind his head, held by a rubber band. The dark jacket he wore was straight out of the local thrift shop, she could tell, but the way he wore it suggested a sense of pride, or at least a lack of caring what others thought about him.
Idiosyncracies
Junior tapped his fingertips against the table and looked at his watch constantly. His leg bounced up and down and he gulped the hot coffee as if it would hurry up his friend’s arrival.
Objects/Possessions
Michael touched the locket around his neck and rolled it between his fingers. His mother had given him that locket, with her picture inside, when he had left to live with his father. What would she think of him now?
Reactions
Tony’s words stung Laura. It wasn’t what she expected to hear. They had been dating for over a month now, how could he do this to her? How could he break her heart? All three of their dates had been fun; he had said so himself.
As Tony watched the floodgate of her eyes begin to open he looked at his watch. Jeez, I hope I can make it to the gym on time.
Thoughts
He began to remember when he was a freshman in high school. The seniors really thought they were something back then, always trying to play their little pranks on the ninth graders. He knew at that moment he couldn’t be one of those kinds of people. He walked over to Jeff and Larry to tell them it was time to stop.
Background Information
Miles knew what it meant to be alone. When he was a child growing up his father had been in the military. They had traveled from Florida, to Georgia, to California, to Kentucky. He had rarely had a friend for very long. By the leap from California he had already decided having friends was a risk; the fewer the friends, the easier it was to leave. This philosophy had made him a real outsider at Glenview High School. In the six months he had been there he had not really made a single friend but as he stood there staring at Sheila, he realized that just might have to change.
Periods 2 and 4 We will use Study Sync to learn more about context clues. If time, complete your blasts and the academic vocabulary lesson. We will practice context clues by playing a Quizizz!
Today we will focus on theme. First, we will finish our annotations for our assigned page of "Through the Tunnel" and TURN IN to GOOGLE CLASSROOM. Then, everyone will work on NoRedInk. I will be pulling a group of students who need a little extra help!
We will watch this video. Fill out the handout at your station as you watch the video. It will help you focused on what is important. KEEP the handout as a reference. We will talk a lot about theme this year. We will work in groups to come up with movies and books that illustrate the themes listed on the slides. You can find it HERE. You will need to divide into THREE groups. I will come divide you and appoint a notetaker! We will be sharing at the end of class, so take good notes.
Finish anything from "Three Skeleton Key" that you need to finish. Remember, there is a digital poster on suspense AND a vocabulary activity in Google Classroom. No Red Ink-You should master at least two topics in the next week! At the end of class, we will clean up and regroup.
TUESDAY, ZERO PERIOD SYMBOLISM- We will look at these pictures and discuss the symbolism behind them We will also check out the symbolism of color chart on the right-hand side of THIS blog. We will then read "Through the Tunnel" by Doris Lessing We will do a FIRST read of the story together. WEDNESDAY, ZERO PERIOD Finish "Through the Tunnel"if not finished previously We will then do a SECOND CLOSE read of a page of story. First, we will watch this video on HOW to annotate a work of literature. I will assign you a page to become an expert on. You will annotate that page only.
WEDNESDAY, PERIODS 2 and 4 SYMBOLISM- We will look at these pictures and discuss the symbolism behind them We will then read"Through the Tunnel" by Doris Lessing, focusing on symbols. We will then do a SECOND CLOSE read of a page of story. First, we will watch this video on HOW to annotate a work of literature. I will assign you a page to become an expert on. You will annotate that page only.
