Course Syllabus

Welcome, Gregory!

Instructor: Mrs. Lee

Email: pamela_lee@scps.k12.fl.us  (Preferred method)

Phone: 407-320-1512 (Please leave message) 

Class: ELA 8th Grade (Advanced/Gifted/Amplify)

Course: Amplify ELA  

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College Board and Khan Academy.pdf

Linking College Board and Khan Academy Accounts T-Chart Example.docx

 

WELCOME TO TEAGUE'S VIRTUAL OPEN HOUSE

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  • Go to Office 365 and open
  • Click on the 9 dots in the upper left corner
  • Find Teams
  • Find your class period (only login at that time and at the BEGINNING OF CLASS)
  • Click Join or meet

Please have your camera (webcam) turned ON, but your microphone turned OFF.

All Seminole Connect students will need a camera and a microphone.

You will use the AMPLIFY ICON Amplify icon in Clever for the majority of your lessons, indication of received documents, grades and feedback.

You will use this HOME /SYLLABUS page from time to time for additional lessons that are not in the Amplify program.

You will use "PAGES" (to the left) for the daily/weekly agendas.

You will need to check your MAIL DAILY  for updates, indication of received documents and feedback not provided in the Amplify program. This will be our MAIN way of communication as well as Microsoft Teams for Seminole Connect students.

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Amplify icon AMPLIFY ELA 8: RIGOR THAT'S RIVETING

Engage today's digital natives with an interactive core curriculum that brings complex texts to life. Amplify ELA 8 inspires students to read more deeply, write more vividly and think more critically.

Students are challenged to think deeply and analytically, studying texts that are complex but accessible-made even more so with digital supports.

The thoroughly interactive curriculum ignites a passion for reading and writing, with experiences that help students make tangible connections to what they are learning.

Students and teachers work on devices (laptops, desktops, tablets) connected through a shared platform. Students do all their assignments here, and teachers can see their progress and provide feedback in real time.

Understanding rigorous texts including classics from the likes of Frederick Douglas and William Shakespeare requires additional scaffolding for many middle school students. Amplify ELA presents challenging texts in a variety of ways, such as through dramatic readings and story animations by award willing actors and artists. Giving students different ways to grasp texts makes close reading the task a the hear of the new standards, possible. 

 

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EMERGENCY LESSON PLANS FOR AMPLIFY

 

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Tiger  TIGER TIME (PERIOD 3 ONLY)

 

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Amplify icon Additional AMPLIFY COURSE WORK 

 

Amazon.com: Going Solo (9780142413838): Dahl, Roald: BooksGOING SOLO by Roal Dahl

Roald Dahl Web Quest Student Handouts.pdf

Roald Dahl Biography and Interview

Roald Dahl Facts, Information and Biography for Kids

Going Solo

SS Mantola Ship Sunk By German Submarine Odyssey Marine Found The Silver Treasure

GOING SOLO PACKET.docx

 

The Gettysburg Address - 150 years ago today | News | dailyitem.comGettysburg Address by Abraham Lincoln

AbrahamLincoln WEBQUEST.pdf

GettysburgAddressWebquest.docx

GettysburgAddressWordSearchDistanceLearning.docx

Statue Of Benjamin Franklin Taken Down At Public University Due To Feared ProtestsBENJAMIN FRANKLIN

St.-Patricks-Day-Word-Search-Free-Printable-1.pdf  

Benjamin Franklin Word Search.docx  

declaration of independence word search.docx  

Benjamin Franklin Student Version.docx

BenjaminFranklinAWebquestExtensionActivities.docx

BenFranklinWebquest.docx

Ben Franklin WQ - print version.docx

Ben Franklin Lesson 2 Tab 5.pdf

Benjamin Franklin Lesson 3 T tab.docx

AMPLIFY BENJAMIN FRANKLIN LESSON 8 QUESTIONS ONLY.docx

The present-day relevance of Frederick Douglass' 1852 speech 'What ...Frederick Douglass

frederick_douglass_webquest HISTORY CHANNEL.docx

FrederickDouglasWebScavengerHunt-1.docx

AmericanSlaveryFrederickDouglassOnlineScavengerHunt (1).docx

Paperback Gris Grimly's Frankenstein BookFRANKENSTEIN

 

SOLO ANSWERS: Lessons 6,7,8,10

Lesson 6: 1 b&d, 2. a&b, 3. B, 4. C, 5. A,B,D

Lesson 7: 1. a, 2. b,c, 3. a,c, 4. a,b, 5. c

Lesson 8: 1. b, 2. a, 3. c, 4. b, 5. a 

Lesson 10: 1. b,d,e. 2. a, 3.b, 4. a, 5. b,c,e

FRANKENSTEIN DISCUSSION QUESTIONS LESSON 1.docx

FRANKENSTEIN DISCUSSION QUESTIONS LESSON 2 Tabs 3 + 4 (4).docx

Frankenstein LESSON 3 TAB 5 +6.docx

Amplify FRANKENSTEIN LESSON 5 TAB 3.docx

AMPLIFY FRANKENSTEIN LESSON 6 CHAPTER 3 and 4 Tabs 4 and 6.docx

AMPLIFY FRANKENSTEIN LESSON 7 TAB 3 CHAPTER 5.docx

AMPLIFY FRANKENSTEIN LESSON 7 TAB 5 CHAPTER 6.docx

AMPLIFY FRANKENSTEIN LESSON 11 MORE MURDEROUS MACHINATIONS.docx

Frankenstein Lesson 12 Tabs 3 and 4.docx

Prometheus.docx

FRANKENSTEIN MOVIE QUESTIONS.docx

Everything you need to know to read "Frankenstein" - Iseult Gillespie

 

Frankenstein is More Horrific Than You Might Think | Monstrum

 

It's Alive! - Frankenstein (2/8) Movie CLIP (1931) HD

 

The real experiments that inspired Frankenstein

 

FrankensteinWordSearchPuzzle.docx

How to Draw Frankenstein

How to Draw Frankenstein | Drawing Lesson

https://www.youtube.com/watch?v=XvYx1qma3-I

The Space Race (1955-1975) - YouTubeTHE SPACE RACE

October Sky.pdf  

SPACE RACE WORDSEARCH.docx  

ColdWarSpaceRaceWebquest STUDENT COPY-1 (1).docx  

THE GREAT SPACE RACE WEBQUEST STUDENT COPY.docx  

AMPLIFY EVALUATING WEBSITES-1.docx   

AMPLIFY HOAX WEBSITE STRATEGIES MAP.pdf

AMPLIFY IS THIS A HOAX.pdf    

AMPLIFY HOAX WHAT HAVE I LEARNED.pdf  

https://zapatopi.net/treeoctopus/

https://www.miketheheadlesschicken.org/

https://www.ripleys.com/

http://www.thedogisland.com/

https://www.pbs.org/wgbh/nova/dogs/

 

 

https://www.youtube.com/watch?v=fQ9WtSnFzcY

 

 https://www.youtube.com/watch?v=xvaEvCNZymo

https://www.youtube.com/watch?v=-0th7z7ybUY

https://www.youtube.com/watch?v=uPqHGPrJ7xI

 

https://www.youtube.com/watch?v=FxpC-8f--xo

https://www.youtube.com/watch?v=cEeqLJw6OcU

https://www.youtube.com/watch?v=BBXU2e7eykM

https://www.youtube.com/watch?v=QhULJr-LKbg

https://www.youtube.com/watch?v=rZsB1GD4RMI

https://www.youtube.com/watch?v=JGMpOFibFJU

https://www.youtube.com/watch?v=1GI4EUDTfN8

https://www.youtube.com/watch?v=th5A6ZQ28pE

https://www.youtube.com/watch?v=fdaNK6TPcqA

 

JFKsTotheMoonSpeechAnalysis WITHOUT ANSWERS-1.docx

SpaceRaceCrosswordPuzzleReview WITHOUT ANSWERS-1.docx

Space Race Historical Fiction Movie Worksheet.doc

Frida Kahlo and Diego Rivera | Romance and Heartbreak | Art News ...FRIDA KAHLO AND DIEGO RIVERA

FridaKahloWebquestandStudentActivities.pdf

DIEGO RIVERA Internet scavenger HUNT PP-1.pptx

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ARGUMENTATIVE WRITING

Write Score iconWRITE SCORE

Click on LINK below; go to FILE; make a COPY; entire presentation; click OK

Do NOT click "request access"

https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdocs.google.com%2Fpresentation%2Fd%2F1gMpg_zSRygflMLOIT4_WFvf-8yo_er5gmPlpfCWaELI%2Fcopy&data=04%7C01%7Cpamela_lee%40scps.k12.fl.us%7C07c54f5fa53246c44f0b08d8eef43b6e%7Cd1e9e6b2778e48e5a961e9836af08827%7C0%7C0%7C637522080080606233%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=4gexpNxoJ0FU4Q%2Bdbr6DIF5wxBUwdfovoVJ%2BuxS6MvM%3D&reserved=0

 

INTERACTIVE FL Student Data Chat Template-1.pdf

A. Student Exemplar Digital Currency STUDENT COPY FL.docx  

FL Writing Digital Currency.pdf  

Animal Testing (STUDENT EXEMPLAR).docx

Animal Testing.pdf

Proper Punctuation.pdf

Sentence Formation.pdf

Capitalization.pdf

Transitions.docx

Transitions PG. 2.pdf

Citing the Source.pdf

Development of Support.pdf

Analyzing the Introduction.pdf

Analyzing the Conclusions.pdf

Word Choice.pdf

A.  Elaboration Explaining the Evidence The Great Depression.pdf

A. Elaboration Explaining the Evidence The Great Depression Worksheet.pdf

B.Junk Food in Schools-A Harmless Pleasure-1.pdf

B. Counterclaim Paragraph.pdf

C.  Development of support Finding Details that Matter.pdf

D. Making Claims and Supporting with Textual Evidence.pdf

E. Text-based Analysis Introduction.pdf

F (Paraphrasing)Oh Captain, My Captain!.pdf

F. Oh! Captain My Captain! Worksheet.pdf

      B.  ARGUMENTATIVE  INTRODUCTION PRACTICE

1. Introduction text Art required.pdf  

2. Students should not take art classes.pdf  

3. INTERACTIVE Handout - Drafting the Introduction.pdf  

 

                    C. SONG ANALYSIS ELABORATION  PRACTICE

Elaboration, ACE Writing Strategy, Worksheets.docx    

  

 

 

  

Quarter 1 Unit 1

 

Marigolds"Marigolds"

by Eugenia Collier

BEFORE READING ACTIVITIES:

  • Objective: Identify the motivations of characters in a story and determine the factors that help him or her understand the theme of the story. As you read, notice the details that suggest how the Great Depression influenced the life of the narrator and her family.

Target Practice:

  • Central Idea/Theme
  • Analyze Interactions

Question mark signEssential Questions:

  • How does an author use characters,setting, and plot to develop a theme?
  • How does the analysis of dialogue between characters provoke a deeper understanding of text and literary elements?
  • How does Lizabeth change over the course of "Marigolds."
  • What does Lizabeth's reflection at the end of the story suggest about her feelings toward the move into adulthood?

ACADEMIC VOCABULARY:

  • KIM CHART 3 COLUMNS 12 ROWS.docx
  • central Idea
  • theme
  • character
  • plot
  • Exposition
  • Rising Action
  • Climax
  • Falling Action
  • Resolution
  • objective summary
  • metaphor
  • analogy
  • simile
  • symbol

DOMAIN SPECIFIC VOCABULARY 

  • KIM CHART 3 COLUMNS 12 ROWS.docx
  • amorphous
  • barren
  • bravado
  • degradation
  • exuberance
  • impotent
  • incongruence
  • locust
  • malicious
  • ostensible
  • perverse
  • placidly
  • poignant
  • ramshackle
  • retribution
  • reverie
  • shanty
  • squalor
  • sterile
  • stoicism
  • tragicomic
  • vigor
  • whittle

TEACHING PHASE 1: Key Ideas and Details

Lesson Purpose: Students will read and examine "Marigolds" for Key Ideas and details that support the theme.

Question mark signESSENTIAL QUESTIONS:

  • What is the established relationship between theme in literature, and supplemental literary elements: characters, setting, and plot?
  • How can summarizing literature establish an overall comprehension understanding of literary aspects within a text?

Image result for hook imagesHOOK/ANTICIPATION GUIDE:

VOCABULARY PREDICTION: Project on screen

1. Analyze the image and quotation on page 211. How does the image and quotation work together to create a connection? Record your response on the whiteboard.

2. On page 212 Click on "Performance Tasks Preview" to view the two (A and B) performance tasks that you will need to complete at the end of this unit.

 For task A please view the following Interactive Lessons:

  • Writing Informative Texts
  • Writing as a Process
  • Using Textual Evidence

For task B please view the following Interactive Lessons:

  • Producing and Publishing with Technology
  • Conducting Research

3. On page 212 please review the Academic Vocabulary chart.

4. Read Background, Eugenia Collier and Setting A Purpose on page 213.

5. Research The Great Depression era and record at least 5 facts on your whiteboard about this historic time period. Be prepared to share your findings with the class.

6. View the following video clips in preparation for a class discussion:

     a. Discovery Education: "The Great Depression" (3:03)

     a. Children of the Great Depression-YouTube (6:50 min)

     b. Watch The Great Depression Clip (www.history.com) (3:37)

7. Note: Critical Vocabulary will be highlighted in blue and other possible unfamiliar words will have a blue number in parenthesis after them. You can click on the words in blue for pronunciations and definitions and the numbers in blue for definitions only.

8. Academic Vocabulary Pre-Teaching: VoCRABulary Worksheet

9. From time to time you will see a green box that says "Close Read." Click on the box to hear the modeled discussions. Pay close attention because you will have to do independent close reads on additional passages as well.

DURING READING ACTIVITIES:

1. You may listenSound to the story or read it independently.

2. Make sure that you interact with the green Close Read boxes and the vocabulary in blue as you read.

TEACHER MODELING LESSONS:

  • Write the definition of theme on your whiteboard.
    • View the following videos on theme:

  •           1. Disney Top 10 Pixar Life Lessons (3:18)

              2. Themes by Shmoop (2:57)

              3. Themes in Literature (2:10) and (2:53) by Pawtoon

  • Teacher and students will listen to paragraph 1 pg 213, noting key and relevant details and establishing 1-2 main idea statements.
  • Teacher and students will listen to paragraph 2 pg 214, noting key and relevant details and establishing 1-2 main idea statements.
  • Teacher and students will view the CLOSE READ together noting how to discuss and annotate key passages.
  • Students will listen to or read the remainder of the story; stopping periodically to interact with the text, noting vocabulary, Close Reads and answering the guided questions below in complete sentences.

QuestionsComplete GUIDED QUESTIONS A through O:

  • A. Determine Theme

Reread lines 1-12 and identify details that help them understand the setting.

What do these details suggest about what might be important to the theme?

  • B. Determine Theme

Reread lines 15-26 to identify details that may relate to the author's lesson or message.

What do the details suggest about the theme?

  • C. Analyze Language (Metaphor)

Reread lines 27-29 to identify the comparison.

How does this comparison affect the tone or feeling of the story?

  • D. Character's Motivation

Reread lines 78-88 to identify how Joey and his friends feel at this point.

How might their friendship move the story forward?

  • Critical Vocabulary word: poignant

Why does the narrator describe her feelings about the time period as poignant?

What does her use of the word suggest about the events she is describing?

  • E. Making Inferences

Reread the sentences in lines 104-105. What can you guess about the children and Miss Lottie? Explain the evidence you use to make your inference.

  • Critical Vocabulary Word: ostensible

Why do the children need an ostensible reason to stop before continuing to Miss Lottie's house?

  • F. Character's Motivation

Reread the sentence on line 141. What is motivating the children to annoy Miss Lottie?

  • Critical Vocabulary Word: retribution

Do the children deserve retribution for their actions?

  • G. Determine Theme

Reread lines 158-174 to identify the narrator's description of, and reaction to, seeing the marigolds.

How might this aspect of the setting contribute to the story's theme? 

  • Critical Vocabulary Word: stoicism

How does Miss Lottie's face show "stern stoicism"?

  • Critical Vocabulary Word: perverse

Why is the narrator's use of perverse appropriate?

  • H. Analyze Language

Reread lines 197-201 and explain what the phrase "the bars of our cage" refers to.

How does the comparison add to readers' understanding of the characters?

  • Critical Vocabulary Word: bravado

Why does Lizabeth make a "gesture of phony bravado"?

  • Critical Vocabulary Word: impotent

Explain why Miss Lotti's rage might be considered impotent?

  • I. Make Inferences

Reread lines 237-248 to identify the conflicting feelings Lizabeth is experiencing.

Why does she have "a particularly bitter argument" so long after the incident at Miss Lottie's?

  • Critical Vocabulary Word: exuberance

Explain why Joey is so exuberant so long after the incident at Miss Lottie's?

  • J. Analyze Language (Simile)

Reread lines 287-293 to identify the comparisons the author makes.

What is the impact of these comparisons?

  • K. Characters' Motivation

Reread lines 287-300 to identify details that help explain what motivates Lizabeth to wake Joey.

How might Lizabeth's action move the story forward?

  • CLOSE READ PRACTICE: Work with a partner to do an independent close read (remember the two close reads that were modeled for you earlier) of lines 316-323. This is the narrator's description of her frenzied arrival at Miss Lottie's yard. Use the Close Read Application worksheet.
  • L. Character's Motivation

Reread lines 324-338 to identify the different feelings that are causing Lizabeth to return to Miss Lottie's.

Why do these feelings provoke her actions at Miss Lottie's?

  • Critical Vocabulary Word: degradation

Why does Lizabeth have a sense of degradation about living in poverty?

M. Reread lines 351-361. What do Miss Lottie and her marigolds symbolize to the narrator?

What does Lizabeth's reaction to seeing Miss Lottie reveal about her?

  • Critical Vocabulary Word: squalor

Why are the marigolds so important to a woman who lived in squalor?

  • N. Determine Theme

Reread lines 365-368. What is a theme of this story?

What details in the text support the theme?

  • O. Make Inferences

Reread the last sentence of the story. What does the narrator mean when she says she has "planted marigolds"?

AFTER READING ACTIVITIES:

  • COLLABORATIVE DISCUSSION:
  • With a partner identify he circumstances of Lizabeth's life that led her to destroy Miss Lottie's flowers?

EXTENDED LESSON:

Imagine the dialogue that might have taken place between Lizabeth and Miss Lottie. Write and role play the conversation.

Additional Lessons:

  • Analyzing the Text p 226
  • Performance Task (Writing Activity Essay) p 226
  • Critical Vocabulary p 227
  • Vocabulary Strategy: Use Latin Suffixes p 227
  • Language Conventions: Infinitives p 228

FORMATIVE ASSESSMENT: ExitTicket/Reflection

Choose ONE of the following questions to respond to in a well-supported paragraph using textual evidence to support your answer.

a. What key idea and theme does the author introduce and develop throughout the story?

b. Explain how Lizabeth changes over the course of "Marigolds."

c. What does Lizabeth's reflection at the end of the story suggest about her feelings toward the move into adulthood?

SUMMATIVE ASSESSMENT: 9 Weeks Exam

 

TEACHING PHASE 2; CRAFT AND STRUCTURE

Lesson Purpose: Students will investigate how the author uses language, character motivation and dialogue within a short story.

Target Practice:

  • Vocabulary

Question mark signEssential Question:

  • How does selected language within text enrich the experience and understanding of literature?

Modeling/Instruction:

  • Students will review the story "Marigolds" and summarize in 5 sentences or less.
  • Reread lines 27-29. Identify the comparison (metaphor). How does this comparison affect the tone or feeling in the story?
  • Reread lines 78-88. Identify how Joey and his friends feel at this point. How might their feelings move the story forward?
  • Reread lines 197-201. What does the phrase bars of our cage" refer to? How does the comparison add to readers' understanding of the characters?
  • Reread lines 287-293. Identify the comparisons the author makes (similes). What is the impact of these comparisons?
  • Reread lines 351-361. What did Miss Lottie and her marigolds symbolize to the narrator?
  • Reread lines 385-386. What does the narrator mean when she says she has "planted marigolds"?

QuestionsCLOSURE: Extended Responded Based on "Marigolds" Essential Questions:

  • Students will respond to the following questions in well- supported paragraphs utilizing textual evidence to support their answers:

a. Character Motivation: Write a paragraph in which you explain how Lizabeth changes over the course of "Marigolds."

b. Theme: What does Lizabeth's reflection at the end of the story suggest about her feelings toward the move into adulthood?

 

TEACHING PHASE 3: Integration of Knowledge and Ideas

 

Paired Text: "Marigolds" short film (10:10)Marigold

Objective: Analyze the differences and similarities between Collier's original short and the short film version.

Target Lesson:

  • Multi-media

Question mark signEssential Question: How does the evaluation of acting and directorial choices influence filmed or live story production?

During Viewing:

  • Record similarities and differences between the original story and the filmed version on the print out "Story and Film Comparison Contrast Worksheet." You may watch the film more than once if necessary.
  • Design an Venn Diagram pointing out the similarities and differences.
  • Answer the following questionsQuestions:

        a. How were the characters described in the story? Did they look the way you thought they were going to look in the film?

       b. What did they add to the film that wasn't in the story? What was in the story but wasn't in the film?

      c. What was deleted from the film? Was there anything in the film that should have been in the story?

      d. How did the story portray the relationships between the characters? Was the film accurate in the portrayal?

      e. What themes were present in each? Which was portrayed the strongest?

      f. How was the symbolism of the marigolds portrayed in the story and in the film?

INDEPENDENT PRACTICE: After comparing and contrasting the film and the story, answer the following question using textual evidence from both the story and the film:

  •       How do the marigolds represent the narrators journey into adulthood?

WRITING PRACTICE INTRODUCTION TO TEXT- BASED RESPONSE WRITING SKILLS: Introduce students to:

  • PEEL elaborations
  • PEEL frames

EXTENDED LESSONS:

  • "The Whistle" Close Reader pg 71
  • Short research project on childhood during the Great Depression to connect with Lizabeth and the other children growing up during the setting of the story.

CLOSURE: Using the writing response at the end of phase 3, students will work in pairs to edit and revise their responses. Peer Editing/RADaR

 

 

Common 9 Weeks Assessment SPECIFICATIONS QUARTER 1 GRADE 8.docx

 

almost adultQUARTER 1 UNIT 2

 "When Do Kids Become Adults?"articles:

  • "What the Brain Says about Maturity"
  • "Leave the Voting Age Alone"
  • "Better Training for New Drivers"
  • "A Parent's Role in the Path to Adulthood"
  • "Mandatory Service to Become an Adult"

CLOSE READER: "Much Too Young to Work So Hard" pg. 83

COMPARING TEXTS:

  • "Is 16 Too Young to Drive a Car?"
  • Car crash, front"Fatal Car Crashes Drop for 16 Year Olds, Rise for Older Teens"

TEACHING PHASE 1: Key Ideas and Details

LEARNING OBJECTIVE: Students will be able to trace and evaluate agreements and evaluate supporting evidence to determine whether the evidence is relevant or irrelevant.

Learning Purpose: Students will read "When Do Kids Become Adults?" pieces, paying attention to the points each writer makes about when and how children mature into adults.

TARGET PRACTICE:

  • RI.1.2. Central Idea/Theme: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.  DOK 2
  • RI.1.3. Analyzing Interactions: Analyze how a text makes connections among and distinctions between individuals, ideas or events. DOK 3

Question mark signESSENTIAL QUESTIONS:

  • How does an author express his or her claim in a convincing way?
  • How does an author present both sides of an argument in a compelling way in a non-fiction article?
  • When do teenagers cross the bridge into adulthood?
  • Why are central ideas important to understanding a text?
  • How do supporting ideas help to develop the central idea? 
  • How can a central idea change? What is a good summary?
  • Why analyze the interactions between people, events and ideas in a text? How do main ideas influence a reader's connections to a text? Are connections to a text essential for learning?

 

  • See Performance Task Preview (B) on page 212: Produce a Multi-Media Campaign/Editorial

 

BUILDING ACADEMIC VOCABULARY:

  • argument
  • central Idea 
  • claim
  • support
  • reasons 
  • Relevant evidence
  • irrelevant evidence
  • counterargument/counterclaim
  • inference
  • analogy
  • editorial
  • text structure
  • Patterns of organization
  • point of view
  • author's purpose
  • rebuttal
  • elaboration
  • Primary source
  • Secondary source

 DOMAIN SPECIFIC VOCABULARY: 

  • arbitrary
  • autonomous
  • cohort
  • confluence
  • diffuse
  • egregious
  • inadequate
  • thwart
  • unmoor

 

 pencilINTERACTIVE WRITING LESSONS : Writing Arguments Introduction and What is a Claim?

  • contents
  • writing collections
  • writing arguments
  • scroll down to the purple icons
  • view and complete activities for: Introduction and What is a Claim?

Image result for hook imagesHOOK/ANTICIPATION GUIDE: In pairs compile a list of 3-5 items that define adulthood for you. Be prepared to share your responses with the class.

View Videos:

  • Teen Brain HD (3:37)
  • The Teen Brain-Explained-Youtube (10:07)
  • The Teen Brain-Partnership for Drug-Free Kids (4:35)
  • Are Boys Smarter Than Girls? (4:40)

Type one well-developed "reflection paragraph"  stating what you learned from the teenage brain videos. Watch spelling, grammar and sentence structure.

  • Take the brain quiz at: Quiz How Well do you Know the Teen Brain-US Health News (10  questions with results)

BACKGROUND INFORMATION: Read "When Do Kids Become Adults?"/ "Room for Debate" top of pg 235

  • A. Review the five argumentative titles in green under "When Do Kids Become Adults?" on pg. 235. Identify those that seem to indicate claims the author's might make and those that do not give readers a clear sense of what the author's position on a topic or issue might be.

"What the Brain Says about Maturity"

  • Teacher will read lines 1-12 of "What the Brain Says about Maturity" pg 236; students determine the main idea (claim) statement.
  • B. Listen to Close Read Modeling on pg 236 (lines 12-20) and answer: Why might the the author have presented his claim in question and answer form?
  • C. Listen or Read lines 27-31 and answer: How does the author use examples to support his claim that scientific information about brain maturity is not the primary way our society decides when maturity occurs?

"Leave the Voting Age Alone"

  • Listen or Read "Leave the Voting Age Alone" pg 237; noting vocabulary words in bold print, using footnotes for clarity and answer the following questions:

    D. Reread lines 44-45 and use your own words to summarize the author's claim.

    E. Reread lines 44-58 and identify examples the author used to support her claim.

    . Why is choosing one single age that determines adulthood arbitrary?

   . What does the author think that the unmooring of the voting age from draft eligibility proves?

  • . Explain why it might have taken a confluence of events and factors to get the amendment passed.
  • F. Reread lines 75-81 to identify a second claim that  the author presents. How does the author support his claim? 
  • G. Reread lines 81-84, drawing attention to the word "suffer." Name words that have a similar denotation (dictionary definition). How does the author's use of "suffer" impact the sentence differently than a word such "experience"?
  •  Why does a new voting law in Tennessee seem egregious?

"Better Training for New Drivers"

  • Listen to or Read "Better Training for New Drivers" pg 239 and answer the following questions:

       H. To "trace" an argument you follow reasoning that supports the claim. Reread lines 98-110. Identify the sentence in which the author develops the key ideas in his claim.

       I. A "counterargument" addresses an opposing viewpoint. Reread lines 115-120. Explain how the author uses a counterargument.

  •  Why does the author think that our requirements are inadequate compared to those in Europe?

 

  • pencilWRITING INTERACTIVE LESSONS: Writing Arguments: Support: Reasons and Evidence

 

"A Parent's Role in the Path to Adulthood"

  • Listen to or Read "A Parent's Role in the Path to Adulthood" pg 240 and answer the following questions:
  • J. "Evaluate" means to examine or judge value or worth. What is the author's claim in lines 135-136? Examine the evidence in lines 136-145 and evaluate whether each piece is relevant (important) or irrelevant (not important).
  •  Explain how the author's examples prove her point that reaching adulthood can be diffuse.
  •  Why might it be difficult for a young adult to become autonomous if his or her parents help too much in the making of choices?
  • K. Examine the bar graph that follows line 178. Do you think that the bar graph is relevant and helps readers understand the author's claim or not? Explain.
  • Can having a parent help their college student write and edit papers end up thwarting their child's education?

 

  • Listen to or Read "Mandatory Service to Become an Adult" pg 242 and answer the following questionsQuestions:
  • K. Reread lines 198-205 to identify the claim. Evaluate where the author presents evidence that is accurate and sufficient and whether he has addressed opposing viewpoints.
  •  What would a cohort of teenagers who have shared an experience of mandatory service might have in common?

COLLABORATIVE DISCUSSION pg 242

ADDITIONAL LESSONS:

  • Analyzing the Text pg 244
  • Performance Task pg 244
  • Critical Vocabulary pg 245
  • Vocabulary Strategy: Greek Roots pg 245
  • Language Conventions: Shifts in Voice and Mood

 ExitTICKET: How are the ideas expressed in each article related to the overall question "When Do Kids Become Adults?" Cite specific ideas that support your response.

 

 

Keep Scrolling down for Phase 2

 

 

 

 

 

 

 

 

 

 

 

 

TEACHING PHASE 2: Craft and Structure

TARGET PRACTICE:

  • Text Structure
  • Point of View

Question mark signESSENTIAL QUESTIONS:

  • How do author's organize sentences into paragraphs, and paragraphs into essays to communicate effectively?
  • How do readers deepen understanding by deconstructing a paragraph?
  • How does analyzing text features and understanding role of sentences increase and support comprehension?
  • How does an author acknowledge conflicting evidence without weakening his/her argument?
  • Why is it important to acknowledge and understand opposing viewpoints?
  • How can we differentiate between the author's central argument and counnter argument that the author presents in the same essay?

REVIEW: Text structure (compare/contrast, cause/effect, question/answer, chronological)

  • Review: "What the Brain Says About Maturity" and answer the following questionsQuestions:

a. What is the text structure of this piece?

b.What signal words help to determine the text structure of this piece?

c. Which sentence is the most necessary piece of elaboration?

d. How do the following sentences enhance that idea?

e. Is there a sentence you could delete from the article and still maintain its strength?

f. Does the claim reveal the author's point of view? How do you know?

g. Why is it important to acknowledge and understand opposing viewpoints?

H. How can we differentiate between the author's central argument and counter argument that the author presents in the same essay?

i. What is the text structure in "Leave the Voting Age Alone"? "Better Training for New Drivers"? "A Parent's Role in the Path to Adulthood"? "Mandatory Service to Become an Adult"?

 

GROUP ANALYSIS: Using one of the pieces from "When Do Kids Become Adults?" Grade the text based on the argument rubric.

BRAIN TEASERS:

  • Top 25 Brain Teasers-Youtube (4:49)
  • Brain Teasers-Fun Mind Tricks (3:11)
  • Brain Teasers-Youtube (3:57)
  • Quick Brain Teasers! How Smart are You? Test-Youtube (1:46)

 

 TEACHING PHASE 3: Integration of Knowledge and Ideas

Lesson Purpose: Analyze a text to identify the author's claim and supporting details, and understand the types of reasoning used in the argument.

TARGET PRACTICE:

  • Argument

Question mark signESSENTIAL QUESTIONS:

  • In what ways can a reader determine whether an author's reasoning is sound?
  • In what ways does irrelevant information/evidence impact a argument?
  • How is argumentation structured?

LEARNING OBJECTIVE: Students will be able to determine central ideas and details while analyzing relationships between ideas.

CRITICAL VOCABULARY: 

  • notion
  • novice
  • bane
  • paradox
  • impetuous

Image result for hook imagesHOOK/ VIEW VIDEOS:

  • Dear Mom and Dad-Distracted Video (1:30)
  • Texting Teen Kills Two Little Girds (1:00)

Image result for hook imagesHOOK: Teen Driving Infographic/Discuss the three statistics. As soon to be drivers,how do you feel about those statistics? Research and record the driving rules for 16 year olds in the state of Florida.

 Read Background:"Is 16 Too Young To Drive A Car?" pg 247 and answer the following questionsQuestions:

a. Reread lines 1-7 and identify the statement that describes the central idea of the article. How does the placement of the statement impact the text?

b. Reread lines 39-49 and list the details that support the author's statement that states have begun to restrict 16 year old drivers. How do the details in these two paragraphs connect to the overall central idea in the article?

c. Reread 55-68. What conclusion can you draw about what a 'baby boomlet" is? Why does it create urgency about laws related to teenage drivers?

d. Reread the quotations in lines 84-85 and 87-88. In what way might the speaker be considered an expert about teenage driving? Why does the author end this section of the article with er quotation?

  • Why do parents object to the notions of driving their 16-year-olds to events?
  • Why would a novice have more accidents than other drivers?
  • How does the author support his statement that inexperience is 'the bane of any new driver?"

e. Reread lines 136-151 and identify details in the text that support the authors central idea. How does this detail connect to the supporting details the author has already presented?

  • What sort of problem could the paradox of a teen brain present for a driver?

f. Reread lines 181-188 and identify the idiom (an expression that has a meaning that is different from the meaning of its individual words) the author uses and explain its meaning. How does the use of the idiom affect the meaning of the text?

  • Why is someone who is impetuous less likely to be a careful driver?

g. Reread lines 211-225 and identify details that explain "graduated licensing." Why should readers be careful about interpreting the effectiveness of these rules?

h. Reread lines 242-225 and identify the comparison the author makes. How do the ideas presented in these last paragraphs of the article  connect to the author's central idea?

i. Reread lines 251-255. What makes this quotation an effective way to end the article?

 

ADDITIONAL LESSON:

  • Analyzing the Text p 255

 

Car crash, front"Fatal Car Crashes Drop for 16 Year Olds, Rise for Older Teens"

Review: "reasoning" (logic) and "deductive reasoning" (  begins with a general statement and then presents a specific situation and provides facts and evidence toward a logical conclusion). "Inductive Reasoning" (starts with observations, examples and facts and moves toward a conclusion.

Image result for hook imagesHook/Video: Caught on Tape: Teen Drivers Moments Before a Crash/Nightline/ABC News (6:45)

Read Car crash, front"Fatal Car Crashes Drop for 16 Year Olds, Rise for Older Teens" pg 256 and answer the following questionsQuestions:

j. Reread lines 5-15 and identify the type of reasoning the author uses. Provide text details that support your answer.

k. Reread lines 21-25 and identify the central idea of the article. What details in the text support the central idea?

l. Reread lines 37-41. What type of reasoning is the author using? How do you Know? In what way does the reasoning in the paragraph support the author's claim?

  • Why does the author mention anecdotal evidence to support his conclusion?

COLLABORATIVE DISCUSSION:

  • In your opinion, at what age should people begin driving? With a partner discuss the reasons for your view. Cite specific evidence from the text to support your ideas. 

ADDITIONAL LESSONS:

  • pencilWriting Practice: Claim/Counterclaim Rebuttal worksheet
  • Review Argumentative Rubric
  • Extended Argumentative Essay: See Teenage Driving Articles and Prompt resource from the DMV
  • Collaborative PSA (Public Service Announcement) Project: see PSA Mini lesson and Project resource
  • Analyzing the Text pg 258 and 260
  • Performance Task pg 260
  • Critical Vocabulary pg 261
  • Vocabulary Strategy: Domain-Specific Words pg 261
  • Language Conventions: Fragments pg 262

EXTENDED LESSONS:

  • Interactive Whiteboard: Making Inferences
  • "Much too Young to Work this Hard" (Close Reader)

 

 

 

 

 

 

QUARTER 1 UNIT 3

Fire"Hanging Fire"

Teenagers"Teenagers"

Weed"Identity"

 "Hard onGas  "

Teaching Phase 1: Key Ideas and Details

Learning Objective: Students will be able to make inferences to determine theme, points of view and analyze figurative language in poems.

TARGET PRACTICE:

  • Evidence
  • Central Idea

Question mark signESSENTIAL QUESTIONS:

  • How is the message in each poem communicated to readers?
  • What is the established relationship between theme in literature,and supplemental literary elements: characters, setting, and plot?
  • How can summarizing literature establish an overall comprehension understanding of literary aspects within a text?

ACADEMIC VOCABULARY:

  • text structure
  • figurative language
  • simile
  • metaphor
  • personification
  • compare/contrast
  • author's point of view
  • speaker

DOMAIN SPECIFIC VOCABULARY: See VoCRABulary Worksheet

  • ashy
  • pace
  • harnessed
  • wind-wavering
  • abyss
  • fertile
  • musty
  • coast (verb)

Image result for hook imagesHOOK:

  • Is it more difficult to be an adult or to be a teenager? Explain your reasoning.
  • What are the pros and cons of being a teenager versus being an adult?

Read the information about the two poets on pg 229

Read or listen to "Hanging Fire" on pg 230 and "Teenagers" pg. 231 and answer the following questionsQuestions:

a. Hanging Fire means "to delay or be delayed in taking action or progressing." What does the title "Hanging Fire" suggest about the theme of the poem? Reread lines 12-21 and cite evidence that supports this inference about the theme.

b. Reread lines 24-35. What can you infer about the speaker and what evidence supports the inference?

c. How is the message of "Hanging Fire" communicated to readers?

d. Both poems use the image of a closed door. Reread the first stanza of "Teenagers" on pg 231 and identify where this image is used. What does the image suggest about a similar theme in both  poems?

e. Reread lines 9-11 and identify the simile. What two things are being compared. Identify another simile in lines 11-15. What effect do the similes have on the last stanza of the poem?

f. How is the message of "Teenager" communicated to readers?

 

COLLABORATIVE DISCUSSION: PG 231

ADDITIONAL LESSONS:

  • Analyzing the Text pg 233
  • Performance Task pg 233 (Venn Diagram)
  • Language Conventions: Words ending in Y

 

FORMATIVE ASSESSMENT:

  • Exit SLIP:
  • What key ideas and themes do the authors of these poems have in common? Use textual evidence to support your answer.
  • What advice would you give to the authors as children? Include specific references to the text to support our answer.
  •  ExitSLIP HOMEWORK: Ask an adult the following:
  • When did you realize that you had become an adult?
  • What is the biggest difference or differences between being an adult and being a teenager?

SUMMATIVE ASSESSMENT: 9 WEEKS EXAM

 

Teaching Phase 2: Craft and Structure

Lesson Purpose: Identify figurative language devices and text structures in multiple texts and evaluate their impact on the development of themes.

Question mark signEssential Vocabulary Questions:

  • How does selected language within text enrich the experience and understanding of literature?
  • Essential Text Structure Question:
  • How does the comparing and contrasting text structure assist in deciphering meaning and style?

Target Practice: 

  • Vocabulary
  • Text Structure

Review academic vocabulary

Whiteboard Lesson: Determine Meaning of Words and Phrases

Modeling/Explicit Instruction: These text-based questions that should be referenced and discussed throughout the annotation activity:

  • How does the author's use of figurative language in "Hanging Fire" compare to the author's use of figurative language in "Teenagers"? How does it differ?
  • What words and or phrases best show the lack of communication between parents and the narrator in each poem?

Print or use "Annotate it! of "Hanging Fire" and "Teenagers". Complete the following strategies and questionsQuestions:

  • Highlight similes in blue
  • highlight evidence that helps the reader make inferences about the speaker of the poem in yellow
  • Highlight evidence that supports the theme in green
  • Write inferences about the speaker and theme using evidence from the text
  • Write analysis of what the use of figurative language adds to the poem
  • What does the example of personification in the first stanza of "Hanging Fire" reveal about the speaker?
  • The speaker in each poem has a specific point of view, or position about the subject matter of the poem. Tell one way the points of view are similar and one way they are different.
  • What do you notice about the differing structures of the two poems? Does the format of one poem better express the central idea? Explain you answer using examples from the poem.

CLOSURE: Selection Test for "Hanging Fire"/"Teenagers"

 

"Identity" and "Hard on the Gas"

(Close Reader)

Teaching Phase 3: Integration of Knowledge and Ideas

Lesson Purpose: Integrate ad evaluate content presented in multiple sources in order to understand the meaning with relation to word choice, figurative language and structure.

Question mark signEssential Question:

  • How does the writer's word choice help a reader determine the greater meaning of a text?

Read Background and Author Information on pg 79 in Close Reader.

Teacher reads "Identity" poem on pg 80 in Close Reader

Students will reread poem and complete the lessons on pgs.  80-81 in their Close Reader and answer the following questionsQuestions:

  • a. What details and phrases in lines 4-12 help the reader infer what the speaker wants to be like?
  • b. What can you infer about what the flowers and the weeds represent?
  • c. Explain why the speaker(the voice in the poem) spends so much time talking about weeds and flowers.

Teacher Reads poem "Hard on Gas" pg 82 of Close Reader.

Students will reread the poem and complete the lessons on pg. 82. 

pencilWriting Practice:

  • PEEL
  • Students will compose their own poem about themselves-their live, struggles, something they like/hate, etc.

Extended Lesson: Tupac Poetry Extension

 

QUARTER 2 UNIT 1

Collection 2   Image result for edgar allan poe evil eye    The THRILL of Horror

"There is a ...horror story that is only two sentences long: The last man on Earth sat alone in a room. There was a knock at the door." -Fredrick Brown

Lesson Sequence One/Key Ideas and Details

Image result for target image Target Practice:

RI 1.2 Central Idea Determine central idea of a text and analyze its development over the course of the text, including its relatioship to supporting ideas, provide an objective summary of the text   DOK 2

RI 1.3 Analyze Interactions Analyze how a text makes connections among and distinctions between individuals, ideas or events  DOK 3

RI 1.1. Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text  DOK 2

RI 2.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoint   DOK 3

GOALS:

  • Students will be able to identify the key traits of the horror genre by summarizing a non-fiction article.
  • Students will be able to analyze literacy criticism to gain insight into the literature.

OBJECTIVES:

  • DEFINE ELEMENTS IN TEXT
  • DEFINE COMPARE/CONTRAST
  • COMPARE HOW INDIVIDUAL, IDEAS AND EVENTS ARE CONNECTED
  • CONTRAST THE DISTINCTIONS BETWEEN INDIVIDUALS, IDEAS AND EVENTS
  • DETERMINE A CENTRAL IDEA THAT IS EXPLICITLY OR IMPLICITLY STATED IN TEXT
  • IDENTIFY DETAILS SUPPORTING THE THEME
  • SUMMARIZE A TEXT BASED ON FACTS
  • ANALYZE CENTRAL IDEA DEVELOPMENT OVER THE COURSE OF A TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS\
  • PROVIDE AN OBJECTIVE SUMMARY

Image result for vocabulary images ACADEMIC

KIM CHART 3 COLUMNS 12 ROWS-2.docx

Use Ebook: Glossary of Literacy and Informational Terms when possible

  • predict
  • point of view
  • medium vs media
  • literary criticism
  • denotation
  • connotation
  • word choice
  • tone 
  • allusion
  • analogy
  • syntax
  • conflicting evidence
  • conflicting viewpoints

Image result for vocabulary images DOMAIN SPECIFIC

KIM CHART 3 COLUMNS 12 ROWS-3.docx

  • assumptions
  • distinctions
  • supernatural
  • fantastic
  • forbidden knowledge

Purpose: Students will be exploring the genre of horror and that during their readings, the primary focus will be on succinctly summarizing the content.

 HOOK:Image result for hook images

1. View and discuss the image of the eye above. Predict what type of text will you learn about in this section.

2. Read the Frederick Brown story/ quotation below the eye above. Write your own two-sentence horror story. Share.

3. ANTICIPATION GUIDE: Watch the following horror movie trailers and answer the questions that follow:

   a. Psycho Trailer (1:41)

   b. The Birds Trailer (1:51)

   c. Frozen, Trailer (2:33) Compare/Contrast it to:

   c. If Frozen Were a Horror Movie (1:35)

4. Complete the "Events/Characters/Setting Chart" for 'If Frozen Were a Horror Movie"

5. Complete the following questions (a-g) on the back of the chart:

a. What are the advantages and disadvantages of each medium's ability to identify elements of the horror genre?

b. When and where would a text version be more appropriate? A video version?

c. Do you like horror films and stories?

d. Why do people go to see horror movies or read horror books?

e. Why are they so popular?

f. What do the film trailers we just saw have in common?g

g. What Characteristics of the horror genre do you notice in these clips?

6. Turn in the chart for a grade

 

PURPOSE: Students will be able to identify the key traits of the horror genre by summarizing a non-fiction article.

Image result for reading imagesDuring Reading:

1. Read "What is the Horror Genre?" Collection 2/The Thrills of Horror/ p 125

2. What is the central idea?

3. Review the box "Summarizing Text" p 129. Students will be summarizing the text "What is the Horror Genre?" paragraph by paragraph providing a one-sentence summary for each paragraph.

4. Teacher will model the first paragraph on how to write a one-sentence summary; students will complete the remaining 4 paragraphs with one-sentence summaries. Share.

5. Ecampus and bucket: Complete questions A-F for "What is the Horror Genre?" in a word document-EMAIL

6. Read 'Analyzing Text': Literary Criticism on p 129

Enrichment/Extension: Students will write question using the question stems from the target practice. Share and have students respond with textual evidence.

FORMATIVE ASSESSMENT: According to "What is the Horror Genre?", what are the key traits of the horror genre? Please respond using text evidence from the story and write in third person (no opinions!).

 

Lesson Sequence Two/Craft and Structure

 

 Image result for target imageTarget Practice:

RI 2.4 Vocabulary Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone. DOK 2

objectives:

  • identify figurative, connotative and technical words and phrases
  • identify words and phrases that include analogies and allusions to other texts
  • determine the meaning of words or phrases, using context as a clue
  • analyze the impact of word choice on the texts's meaning or tone

 Guided Questions:

"What is the Horror Genre"?

A. Reread lines 1-11. Identify the phrase in which Russell states what horror stories do not have to include.

What reason does she give for beginning in this way?

How might the author's statements relate to the central, or most important idea in the literary criticism?

B. Reread lines 12-32. Summarize the main idea.

  • Why might knowing what to expect from a horror story intensify suspense?
  • Does having fears justify a good thing for the character? 

C. Reread lines 51-63. Identify two types of horror stories.

What is Russell's purpose for describing the two types of stories?

D. Reread lines 65-67. What is the impact of this personal detail?

  • How could a horror story use a parallel world to scare its readers?

E. Reread lines 72-83. Identify the two ways a person in a horror story may become a source of horror.

What is Russell's purpose for describing the source of horror in stories?

  • What phrase names the quest that may be the theme of a horror fiction?

F. In line 87, what does the author mean by "the search for forbidden knowledge"?

Additional Lessons:

  • Analyzing the Text p 130
  • Critical Vocabulary p 131
  • Performance Task p 131

ENRICHMENT/EXTENSION: Write a paragraph on one of the following prompts:

a. After reading his essay, what is your response to its title: "What is the Horror Genre?" Use your text summaries to answer and use the PEEL method.

b. Consider your own knowledge of the horror genre. Which of Russell's proposed categories do you consider the most useful for gaining new understanding about these stories? Explain your answer by referring to horror stories with which you're familiar. Use the Peel method.

FORMATIVE ASSESSMENT: Exit Slip/"Finding the Central Idea" (handout)

 

Lesson Sequence Three/Integration of Knowledge and Ideas

Purpose: Students will begin to deepen their knowledge of the horror genre by exploring the psychological impact of horror on the brain. Look for evidence to back up your response.

Image result for target imageTarget Practice:

RI 3.9 Multiple Sources

 

1. Review tips for reading non-fiction

2. Students will be responding to a writing prompt designed to bring together the ideas they've learned.

3. Read the first paragraph of FYI article "The Psychology of a Horror Movie Fan"

4. What is the central idea of the paragraph?

5. Continue to read writing down the central idea of each paragraph. Locate and write down specific evidence that answers the question: Why do we like to be scared?

6. View "Why Things are Creepy". Locate and write down specific evidence that answers the question "Why Do We Like to be Scared?"

7. Read the FYI article "Why do Some Brains Enjoy Fear?" Locate and write down specific evidence that answers the question "Why do we like to be scared?

8.(optional) View "The Psychology of Horror Movies". Locate and write down specific evidence that answers the question "Why do we like to be scared?"

9. Write a PEEL paragraph answering the question "Why do we like to be Scared?" See Rubric.

ENRICHMENT: FYI article by Stephen King

Additional Lessons:

Ranking the Evidence: See PPT

PMA Writing Prompt/"Fear is a Healthy Thing": Write an informational essay to explain how being frightened can be good for you. Your ideas must be based on ideas, concepts,and information from the passage set. Cite your textual evidence.

PEER EDITING STRATEGY: True Colors PPT

 

QUARTER 2 UNIT 2

Image result for edgar allan poe evil eye          If Looks Could Kill

Image result for target imageTarget Practice: STANDARDS

RL 1.1 Cite Textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

RL 2.6 Analyze how differences in the Point of view of the characters and the audiences or reader create such effects as suspense

RL 2.4 Determine meaning of words/phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts

RL 1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision

 

Objectives: 

  • Identify elements of literature in dialogue and plot
  • analyze how specific lines of dialogue or incidents from the text propel the action, reveal aspects of a character, or provoke a decision
  • Identify meaning and tone of a text
  • Determine the meaning of words/phrases, using context clues
  • determine the author's point of view or purpose in a text
  • Identify strong and thorough textual evidence
  • discuss details in the text that support your analysis or inferences 
  • draw inferences from the text that emphasizes the importance of citing evidence that provides the strongest support possible

 

Image result for vocabulary images ACADEMIC

KIM CHART 3 COLUMNS 12 ROWS NEW.docx

Use Glossary of Literary and Informational Terms p R 64

  • narrator (reliable)
  • narrator (unreliable)
  • psychology (use R 80)
  • suspense
  • point of view/First Person
  • plot 
  • theme
  • analyze/analysis
  • objective summary (see p 262a)
  • supporting details (see main ideas)
  • tone
  • connotation
  • denotation
  • figurative language
  • alliteration
  • personification
  • foreshadowing
  • hyperbole
  • symbols
  • repetition
  • connect
  • patterns of organization
  • compare/contrast
  • propel (the action) (use dictionary)

Image result for vocabulary imagesDOMAIN SPECIFIC

Tell-Tale Heart Vocab Worksheet (1).pdf  USE EBOOK/COLLECTION 2/"THE TELL-TALE HEART" P. 89-94  Some words will be highlighted in blue; others you will have to use context clues for definitions

KIM CHART 3 COLUMNS 12 ROWS-4.docx

See "The Tell-Tale Heart" pg. 89-94

  • conceive
  • vex
  • stifle
  • crevice
  • audacity
  • vehemently
  • derision
  • hypocritical

 

Lesson Sequence One/Key Ideas and Details

Purpose: Students will first read "The Tell-Tale Heart" to identify the key ideas and details to support the theme of the story. Students will be applying their knowledge of the horror genre to horror stories from some of the most renowned authors of horror stories. In"The Tell-Tale Heart " they should pay particular attention to how the narrator describes himself--what makes him unusual?

 

Image result for captain hook images HOOK:

1. K-W-L Chart: What do you KNOW?; WHAT would you like to know?; What did you LEARN?

1. View the video of the biography of Edgar Allan Poe. Pick out events that may have contributed to Edgar Allan Poe becoming the dark and twisted author that he was.

Edgar Allan Poe Bio questions.docx

Edgar Allan Poe Bio Video Questions.doc

 

2. Students will free write on the following questions: What is sanity? If you are insane do you or do you not know it? What is the line between sanity and insanity? How do you determine when someone is telling the truth or lying? 

PURPOSE: Students will use the skills taught from unit 1 about the composition of a horror story and the features of a literary analysis to analyze the credibility of a narrator based on the point of view from which the story is told and to identify the techniques used to create suspense.

 

GUIDED QUESTIONS FOR "THE TELL-TALE HEART"

1. Read or listen to "The Tell-Tale Heart"  pg 89-94    Image result for the tell tale heart images

A. Reread lines 8-16. Explain how you can tell that this story is being told from a first-person point of view.

How does the use of a first-person narrator contribute to the development of suspense?

  • What led the narrator to conceive the plan to kill the old man?

B. Reread lines 45-52. Identify details in the text that suggest that the narrator of this story is not reliable. What is it about this narrator that makes him seem unreliable?

  • What was it that vexed the narrator? Why wasn't the narrator able to kill the old man as he had planned to do?

C. Reread lines 80-93. Identify four places where Poe repeats a word or phrase. What idea does the repetition of "to feel" emphasize? What impact does the repetition of the word "stealthily" have?

  • What is the effect when the narrator opens the cover of the lantern by only a crevice?

D. Reread lines 103-115. Find examples of the ways Poe created suspense. Why do these phrases create suspense?

E. Reread lines 130-141. How does the narrator try to convince readers that he is sane and reliable? What effect do the narrator's explanations have on the reader?

  •  Which of the narrator's actions in his dealings with the police most clearly demonstrates his audacity?

F. Reread lines 170-178. Why is the description in lines 172-174 in italic type? What does the narrator think the sound is? What is the likely source of the sound?

  • Why does the narrator start to speak more vehemently?
  • Why does the narrator interpret the behavior of the police as derision?
  • Why does the narrator call the police officers' smiles "hypocritical?"
  • plot line graphic organizer new.pdf

 

 

COLLABORATIVE DISCUSSION: In a group, have students come to a consensus on what characteristics of the story match with that of a typical horror story? What techniques did Poe use to create and sustain suspense throughout the story? See Analyze Suspense chart on p 95

FORMATIVE ASSESSMENT: Use the Performance Task on p 96. Profile: Criminals sometimes undergo a psychiatric evaluation during which their mental health is reviewed by a psychologist. If the narrator of this story underwent such an evaluation, what might the mental health experts say about his state of mind? Based on details from the story, write a profile of the narrator by answering the following questions:

  • What crime did he commit?
  • What was his motive? Was he insane, enraged, seeking revenge or something else?
  • Do you predict that the narrator will take responsibility for his crimes? Why or why not?
  • What evidence, based on the narrator's account of events, supports your theory?

Note: Your extended response needs to be 10-14 sentences in length.

 

CPALMSEdgar Allan Poe (ilustración off topic)

"Characteristics of Serial Killer:

A Close Reading of "Portrait of a Psychopath"

 

Standards:

  • 8 L.3.4 Determine or clarify the meaning of unknown multiple meaning words/phrases based on content
  • 8 L.3.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word/phrase important to comprehension or expression
  • RI 2.4 Determine the meaning of words/phrases including figurative,connotative and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
  • 8 RI.1.1 Cite the textual evidence that most strongly supports an dialysis of what the text says explicitly as well as inferences drawn from the text
  • RI 1.2 Determine central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas, provide an objective summary of the text
  • 8 W. 1.1. Write arguments to support claims with clear reasons and relevant evidence

Objectives: 

  • Use vocabulary acquisition strategies to determine meaning of unfamiliar academic and technical words
  • write an objective summary
  • use appropriate evidence from the article  to support answers to text dependent questions
  • apply information from the informational text to make a judgment about the protagonist in "The Tell-Tale Heart"
  • establish a claim in writing, support claim with evidence
  • acquire and correctly use academic and technical words from the article in their written response

Guiding Questions:

  • What are the key characteristics of a psychopathic serial killer?
  • Does the protagonist in "The Tell Tale Heart" fit the description of a serial killer? Why or Why not?

1. Complete the Anticipation Guide: Before Reading/ First T/F column only

Characteristics of a Serial Killer Anticipation Guide.docx

 

2. Video Clip: "Exclusive Interview with BTK Killer" YouTube (3:16)

3. Think/Pair/Share: What is your impression of the BTK Killer? Give specific observations from the interview to support your claim.

4.First Read of "Portrait of a Psychopath": As you read underline details that support that the BTK Killer is a psychopathic serial killer.

Portrait of a Psychopath Text Dependent Questions NEW-2.docx

5. AND As you read complete the "Vocabulary Graphic Organizer": Note the words are highlighted in RED.

Portrait of a Psychopath VOCABULARY CHART.docx

6. Revisit the "Anticipation Guide": You may need to change your original T/F answers; Complete the second T/F column and the third "text based responses" column.

7. Review vocabulary answers and fill in the "dictionary definition" if needed

8. Reread and answer the Text Questions (on Portrait of a Psychopath) and highlight details that helped you answer the questions.

9. Write a Summary of the article including pertinent details to support the central idea.

10. Synthesizing: After reading "The Tell-Tale Heart" and "Portrait of Psychopath" write an analysis paragraph on the following topic:

  • Based on what you have read, how does the protagonist in "The Tell-Tale Heart" fit the description of a psychopathic serial killer? Use details from BOTH texts to support your claim. Write at least 10 - 14 sentences (Extended Response) . See Argument Writing Rubric below for scoring

Argument Writing Rubric_Eighth Grade- Poe Lesson 2 (2)-1.docx

11. OPTIONAL: Complete "Portrait of a Psychopath" By Dennis Mann Worksheet

Portrait of a Psychopath Graphic Organizer.docx

 

Annabel Lee by Felicia Ollin"Annabel Lee"   dream of the black bird"The Raven"

 

Standard: RL 2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Objectives:

  • Identify figurative and connotative words/phrases
  • identify meaning and tone
  • identify specific words that impact meaning and tone
  • determine the meaning of words/phrases, using context as a a clue
  • analyze the impact of word choice on the text's meaning or tone

Goal:

  • Students will locate and analyze the impact of an author's use of figurative language; as well as specific word choice.
  • Students will be able to identify similarities and differences between "Annabel Lee" and "The Raven"

 

EDGAR ALLAN POE Annabel Lee The Tell Tale Heart The Raven without Vocabulary Definitions.pptx

Lesson Sequence Two/Craft and Structure

Image result for target imageTarget Practice

RL 2.4 Vocabulary

 

1. Background Building Writing Activity: Free write on eye contact. What is normal eye contact? When is eye contact welcome or expected? When does eye contact become uncomfortable or unnerving? After writing, have students pair share with a partner or table group.

2. Review "The Tell-Tale Heart." Have students create a chain of events chart (similar to the graphic organizer on p 92) summarizing the story.

3. Focus on how key writing techniques like repetition and word choice create fear and suspense.

4.Identify the mood and tone created in the story. Support answer with evidence from the text.

5. Jigsaw the story (Chunk 1 lines 1-57, Chunk 2 lines 58-99, Chunk 3 lines 100-141, Chunk 4 lines 142-194): Students will analyze their section of the story by text coding for three techniques of creating suspense. Highlight in yellow/Underline descriptions of a character's anxiety or fear. Highlight in pink/Box vivid words to describe dramatic sights, sounds or feelings. Highlight in blue/circle repeating words, phrases or actions.

 

Image result for target imageTarget Practice

RL 2.5 Text Structure

 

1. Discuss: What is Poe's purpose in having the narrator repeatedly describe the eye? Why does the narrator kill the old man?

FORMATIVE ASSESSMENT: SIFT Literary Analysis-Collaborative Learning Activity (SEE PPT)

 

Lesson Sequence Three/Integration of Knowledge and ideas

Image result for target image Target Practice

RL 3.7 Multi Media

Purpose: Students will be able to synthesize the significant elements used in horror stories and the writing techniques that author's utilize to create suspense in a reimagining of the Tell-Tale Heart.

Image result for target imageTarget Practice

RL 3.9 Multiple Sources

1. Refer back to "What is the Horror Genre." List the key elements of a horror story.

2. Review the techniques used by authors to create suspense.

3. Review the conventions of writing in the first person point of view (I, me, my).

4. Review how an author reveals character through point of view.

5. View the animated version of "The Tell-Tale Heart"

6. Analyze the extent to which the animated film stays faithful to or departs from the text.

7. What are the explicit and implicit details that support the students' analysis of the sources?

8. Discuss

Independent Practice: Writing Application

1. The Tell-Tale Heart Reimagined: Rewrite part of the story from the point of view of either the old man (lines 58-99) or a policeman (lines 142-194) to create suspense, paying special attention to the perspective of the alternate narrator. You must include at least three uses of figurative language and one use of parallel repetition. It should be 4-5 paragraphs long. OR

2. Write a prequel(before) or sequel (after) to the story. Your prequel or sequel must include exposition, two events for rising action, the climax, falling action and a resolution. It should be at least five paragraphs (one paragraph per part of plot) and should be in first person point of view (be the madman!) and include at least three uses of figurative language and one use of parallel repetition. Look to Poe for examples. He personified death!!

EXTENSION: 

1. The Tell-Tale Heart was highly influential in the modern genre of "psychological horror." Compare and Contrast Poe's short story with a modern example of the genre (film or novel): How do they both use subjectivity and unreliable narration as a storytelling device? What elements in both stories make them horrific? Why did they have such a strong effect on so many readers or audience members?

2. Point of View/Perspective Eye Activity (Resource 10a-c)

CLOSURE: Compare/contrast the intensity of the suspense that is created from an unreliable narrator (the original narrator) to the suspense created from a reliable narrator (the old man or the policeman).

 

 

QUARTER 2 UNIT 3

When Good Intentions Go Bad

Man-Made Monsters and Frankenstein-Close Reader

Purpose: Students will identify the central ideas about Mary Shelley's Frankenstein monster, determine details that support the central ideas, and analyze its development. Students will apply information learned to generate a theme in a work of literature, as well as write an informative literary analysis.

Image result for vocabulary images ACADEMIC

KIM CHART 3 COLUMNS 12 ROWS-5.docx

  • summary
  • predict
  • convention
  • informational text
  • literary analysis
  • foreshadowing
  • technique
  • dialogue
  • multimedia
  • medium
  • distinction

Image result for vocabulary images DOMAIN SPECIFIC

KIM CHART 3 COLUMNS 12 ROWS-6.docx

Man Made Monsters

  • sorcerer
  • speculate
  • notorious
  • Prague
  • cadaver
  • exhume
  • electrode
  • malicious

Frankenstein

KIM CHART 3 COLUMNS 12 ROWS-7.docx

  • dungeon
  • cadavers
  • firebrands
  • cudgels
  • rakes
  • Mendelssohn's Spring Song
  • weary
  • instincts
  • slurping
  • recoils
  • tentative
  • whirlpool
  • plunges

The Monkey's Paw

KIM CHART 3 COLUMNS 12 ROWS-8.docx

  • peril
  • condole
  • grimace
  • fate
  • credulity
  • prosaic
  • compensation
  • resignation

 

Lesson Sequence One/Key Ideas and Details

 

Image result for target imageTarget Practice

RL-RI 1.1 Evidence

RI 1.2 Central Idea

RL 1.3 Analyzing Interactions

 

Purpose: Students will read "Man-Made Monsters" examine and summarize for key ideas and details that support the theme.

HOOK: Independent Vocabulary Practice

1. Project the title "Man-Made Monsters."

2. The words around the square are associated with the story.

3. Make a prediction about the story using each word in a maximum of three sentences on your paper.

4. Share responses

5. View author's bio, Daniel Cohen( https://my.hrw.com/la_ 2010/na_lit/nsmedia/ebook_gr6/author_bios/cohen_d.html) and read Background p 35 in Close Reader

6. View the 1931 film, Frankenstein and answer the following questions:

  • Who is Frankenstein? How is he portrayed?
  • Who else is in the scene? What role do they serve?
  • Where is the setting ? What is the mood of the scene?
  • What elements seem important in the scene?

 

Man-Made Monsters CLOSE READER P 35

PURPOSE: Students will be able to make connections between textual details, central ideas and themes.

1. Read Man-Made Monsters and complete the questions on pgs. 35-40 in the Close Reader.

 

Frankenstein-Close Reader pgs. 31-34

1. Read Background information p 31

2. Pay attention to how the author uses foreshadowing to create suspense and advance the plot. What clues in the dialogue, events, and descriptions signal future events?

3. Read Frankenstein and answer the questions on pgs. 31-34

Paired Texts: Excerpts from Mary Shelley's Frankenstein (Chapter 2 and 5 in HMH FYI Frankenstein: Penetrating the Secrets of Nature digital gallery)

Independent Practice:

  • Students will examine the references to electricity by reading short excerpts from chapters 2 and 5 of the Frankenstein novel and by re-watching the film segment of the 1932 film version of Frankenstein.
  • Students will then compare the two and identify how similarly or differently the novel and film depict the scientist and his knowledge and use of electricity in creating his monster.Students will then learn about Luigi Galvani and Alessandro Volta, two scientists who experimented with and advanced the study and understanding of electricity during late 1700's.

FORMATIVE ASSESSMENT:(Adapted from HMH FYI Frankenstein: Penetrating the Secrets of Nature digital gallery extension activity.

1. Students will research and present a project on one of the following figures to prepare her or his biography/information: Prometheus, Plutarch, Goethe,Luigi Galvani, Alessandro Volta, or Mary Shelley.

2. Research and prepare a presentation on one of the topics below:

  • Your heart's electrical system
  • Atrial Fibrillation
  • How a pacemaker works

Closure: Performance Task B Write a literary Analysis

 

Lesson Sequence 2/ Craft and Structure

Image result for target image Target Practice

RI 2.4 Vocabulary

1. Review the story "Man-Made Monsters" and summarize.

2. Reread and answer the following questions:

a. Reread lines 1-15. What organizational pattern is the author using? How does this help the reader  understand the point the author is making?

b. Reread line 4. What does sorcerer mean? Why does Cohen chose to use the word sorcerer rather than a synonym, such as magician or wizard?

c. Reread lines 1-19. Identify adjectives used to describe the scientist and the sorcerer.

d. Reread line 51. Explain Cohen's use of the term "speculate"

e. Reread line 81. What is the definition of "notorious"? Why does Cohen describe Burke and Hare as notorious?

f. Reread line 109. What is the definition of "malicious"? Why might Shelley have had her monster describe himself as malicious?

g. From Mary Shelly's descriptions of Frankenstein, what would she think about the film version of Frankenstein? Why?

FORMATIVE ASSESSMENT: Thinking about the book and movie versions of Frankenstein's monster, as well as the essay "Man-Made Monsters," how does the purpose for writing affect an author's word choice and organizational structure? (Students could use the SIFT model)

 

Lesson Sequence Three/Integration of Knowledge and Ideas

The Monkey's Paw

Purpose:  Students will be able to determine a universal theme, analyze how modern works draw on traditional story patterns and themes, how dialogue or incidents propel action, and the advantages and disadvantages of using different mediums to convey inflammation.

Image result for vocabulary imagesACADEMIC

KIM CHART 3 COLUMNS 12 ROWS-9.docx

  • technique
  • predict
  • foreshadow
  • convention
  • summary
  • dialogue

Image result for vocabulary images Domain Specific

  • peril
  • condole
  • grimace
  • fate
  • credulity
  • prosaic
  • compensation
  • resignation

Image result for QUESTION MARK IMAGEGUIDED QUESTIONS FOR THE MONKEY'S PAW

1. Read the Background information about the author of The Monkey's Paw on p. 105 of Ebook.

2. Read The Monkey's Paw pg. 105-116 of Ebook and answer the following questions:

A. Reread lines 1-10. Cite the descriptive details that help establish the setting.

B. Reread lines 3-7. Identify the details that tell something about the father's personality. How does this aspect of his personality affect the plot?

  • What can happen in chess or checkers if you put your game piece in peril?

C. Reread lines 39-42. Cite evidence to explain how this description of Sergeant-Major Morris helps build suspense.

  • What conditions might cause a host to condole with a guest who has just arrived at his door?

D. Reread lines 73-77. Identify ideas that suggest what the theme of this story might be. What ideas might be foreshadowed in the story?

  • How would having a wish granted be a way of trying to change fate?

E. Reread lines 90-92. Explain what makes this foreshadowing effective?

F. Reread lines 110-116. Identify evidence of a universal theme related to interfering with fate. Cite the words that warn of interfering with fate.

G. Reread lines 138-152. Cite evidence of how this text contributes to the theme.

  • Why might credulity be something to be ashamed of?

H. Reread lines 176-182. Cite the words and phrases that foreshadow something frightening. What effect does this word choice create?

  • What makes the house seem prosaic in the morning? 

 I. Reread lines 214-225. Describe the behavior of the man outside. What might cause him to act that way? How does this foreshadowing propel the story's action?

J. Reread the dialogue in lines 242-250. How do these lines move the plot along?

K. Reread lines 271-281. How does this information from the man from Maw and Meggins supports the theme of the story?

  • Why are the Whites offered compensation and how do they probably feel about it?
  • How does resignation differ from apathy and why might it be mistaken for apathy?

L. Reread lines 330-340.In line 332 Mr. White class the granting of the first wish "a coincidence." Does he really believe this and why does he say it? Cite evidence to support your answer.

M. Reread lines 344-353. Identify the imagery. What does it foreshadow and what effect does it create?

N. Reread the dialogue between Mr. and Mrs. White (lines 385-391). What lesson, if any, had each character learned?

 

COLLABORATIVE DISCUSSION:

Mr. White decides to make a which, even though he says he already had everything he wants. Discuss with a partner where his wish is more for himself or for his family. Use evidence from the text to support your ideas.

Additional Lessons:

  • Analyzing the Text p 118
  • Critical Vocabulary p 119

Third Read (Integration of Knowledge and Ideas)

Image result for target imageTarget Practice

RL 3.7 Multi-Media

The Monkey's Paw

1.Read the "Background", "As You View", and "Evaluate Media" sections on p 121-123 about The Monkey's Paw. 

2. Watch the film clip and take notes while viewing and focus on the following: 

  • Keep your reading of the short story version in mind as you view the film
  • Pay attention to any differences you notice between the content of the text version of the story and the Content of the film
  • Think of differences that affect the story being told
  • Consider how your own reaction to each version and how the choices made by the author of the short story and the director of the film helped bring about your reaction.
  • Write down any questions you have during viewing

3. After viewing the movie Read "Compare and Contrast a Film and Story" on p 124a.

4. Complete the chart on p 124a OR create a Venn diagram to compare the events, characters, and setting of the short story and the film.

5. Think about the story "The Monkey's Paw." What reasons might a director have for cutting or adding a scene?

 

Optional Activity (see lesson plan)

Unit Wrap up (see lesson plan

 

QUARTER 3 UNIT 1

The Value of Work

From The Adventures of Tom Sawyer 

Standards:

  • RL 1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as influences drawn from the text  DOK 2
  • RL 1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text DOK 3
  • RL 1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decisionDOK 3
  • RL 2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other textsDOK 3
  • RL 2.6 Analyze how differences in the point of view of the characters and the audience or reader create such effects as suspense or humorDOK 3
  • 8W 2.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience

Goals:

  • Students will be able to recognize how an omniscient, third-person point of view creates dramatic irony and how elements of a writer's style contribute to a humorous tone.
  • Students will be able to determine theme and explain how that theme was developed through its characters, setting or plot.

Objectives:

  • Identify strong and thorough textual evidence
  • discuss details in the text that support your analysis or inference
  • draw inferences from the text that emphasizes the importance of citing evidence that provides the strongest support possible
  • determine theme or central idea that is explicitly or implicitly stated in the text
  • determine words/phrases from the text that contribute to its development
  • identify literary elements: characters, setting, plot
  • determine objective summary of a text
  • identify elements of literature dialogue
  • identify elements of literature or plot
  • identify figurative and connotative words/phrases
  • identify meaning and tone
  • identify specific words that impact meaning and tone
  • determine the author's point of view or purpose in a text
  • explain the strategies the author uses to convey point of view or purpose
  • focus on how points of view affect the tone
  • focus on interactions of multiple points of view
  • Focus on what the audience knows that the character doesn't know,or what the character knows that the audience doesn't know
  • compare/contrast the author's evidence and or viewpoints to conflicting evidence
  • analyze the techniques the author uses to respond to conflicting evidence

   Academic Vocabulary (22 words)

KIM CHART 3 COLUMNS 12 ROWS NEW-1.docx

USE THE GLOSSARY OF LITERARY AND INFORMATIONAL TERMS IN THE BACK OF YOUR TEXTBOOK/EBOOK WHEN POSSIBLE

  • trickster archetype
  • Point of View: 1st person
  • Point of View: 3rd person
  • Point of View: 3rd person limited
  • Point of View: 3rd person omniscient
  • (dramatic) irony
  • tone
  • theme
  • analyze development
  • objective summary
  • context
  • verbal irony
  • pun
  • figurative language
  • analogy 
  • dialogue
  • word choice
  • actions or events
  • inference 
  • pseudonym
  • internal conflict
  • external conflict

 

     Domain Specific Vocabulary:

"The Adventures of Tom Sawyer" pg. 395

Use your Ebook/Collection 6

 (Links to an external site.)

  • tranquil, adj.
  • gait,n.
  • survey,v.
  • contemplate, v.
  • particular, adj.
  • alacrity, n.
  • dilapidated, adj.
  • covet, v.
  • attain, v. 

"A CUB PILOT" (See printed story below or in bucket)

A Cub Pilot Text.pdf

You will need to use context clues or a dictionary for definitions. Please refer to the proper USE of the vocabulary word as it is used in the story "A Cub Pilot."

  • faculty, n.
  • fickle, adj.
  • conning, v.
  • peerless,adj.
  • glibly, adj.
  • pluck, n.
  • affront, n.
  • forecastle, n.
  • sepulchral, adj. 

 

   HOOK

  1. Read article "The Trickster Archetype"below and answer the following questions A-C in a word document:-

The+Trickster+Archetype.pdf

  1. Choose any three words or phrases that best describe the trickster archetype.
  2. Where in literature can we find the trickster archetype?
  3. Research and find three other examples of the trickster archetype in literature or film. Explain how they fit the "trickster archetype."
  4. View: Trickster Archetype Modern Day Examples-YouTube (4:08)
  5. and 4. GO Together. Design a T Chart for the following two clips: "Aladdin Genie and Three Wishes HD YouTube" (1:21) and "Rabbit Season, Duck Season Trilogy YouTube " (4:57). Watch the two clips and complete the following on the T chart below: How would you summarize the way Aladdin vs Bugs gets what he wants?

T-Chart.pdf

  1. Now, answer the following questions A-E below the T chart
  2. What is the difference between "work" and "play"?
  3. What makes something boring?
  4. What makes something fun?
  5. Is there anything that you like to do that others might consider to be "work"?
  6. Have you ever been told that you cannot do something making it more appealing? 
  7. Complete the "VoCRABulary"Worksheet below Note: You may put the answers in a word document (#1-15) and email just the word document.

voCRABulary Worksheet FOR Tom Sawyer Unit.pdf

  1. Complete the Anticipation Guide below

Quarter 3 Unit 1 Anticipation Guide.docx

  1. Research about the life and times of Mark Twainand create a PowerPoint presentation (3-5 slides).
  2. View: Mark Twain: Father of American Literature-Fast Facts/History (3:31) Is there anything new or different that you learned that you could include in your PowerPoint presentation?
  3. Research and be prepared to define: "Narrative Summary"
  4. View: Tom Sawyer Fence (1:41).This is a short scene/excerpt from the "The Adventures of Tom Sawyer" that you will be reading.
  5. Ebook/Collection 6: Listen to "The Adventures of Tom Sawyer" pg. 395
  6. Teacher Model: Read Paragraph #1: Write a 2 sentence summary (Begin a Worddocument) EXAMPLE OF 2 SENTENCE SUMMARY:(1)"Tom's aunt asked him to paint a fence, and he realized he did not have enough possessions to pay someone else to do it. (2)He was dreading doing the mundane chore almost as much as he was dreading the other boys of the town making fun of him for having to work while they get to have fun, and an idea came to him."
  7. Together: Read Paragraph #2:Write a 2 sentence summary; share 
  8. Complete reading/listening to the rest of the paragraphs writing a 2 sentence summary for A-H:
  9. a. lines 1-12 Teacher Model
  10. b. lines 13-27
  11. c.  Lines 28-44
  12. d. lines 45-58
  13. e. lines 59-74
  14. f. lines 75-94
  15. Independent Practice: Read and write a longer summary for:
  16. g. lines 95-119
  17. h. lines 120-138 
  18. Read "Analyze Point of View" and "Determining Words and Phrases" pg. 401: Be able to discuss "Narrator" and "Third-Person Point of View"
  19. Ebook/Collection 6/The Value of Work/The Adventures of Tom Sawyer/Resources (to the left):The Adventures of Tom Sawyer/Level Up Tutorial: Third Person Point of View(15 slides and 6 practice questions)
  20. Ebook/Collection 6/The Adventures of Tom Sawyer/Resources: Author Biography: Mark Twain
  21. Reread/Listen to "The Adventures of Tom Sawyer" and answer the following questions A-F  
  22. a. Lines 1-12 How can you tell the point of view from which this story is told? What effect does this point of view create?
  23. b. Lines 15-17 What does Twain mean when he says Ben's "gait was the hop-skip and jump-proof enough that his heart was light and his anticipations high." What is the impact of the phrase on the tone/feelings of the text? 
  24. c.Lines 53-64 What are two things that the omniscient narrator knows and tells the readers that Ben Rogers does not know? What effect does the narrator's point of view create?
  25. d.Lines 80-92 What do readers know that Ben does not? How does Twain crate dramatic irony here?
  26. e.Lines 105-119 What parts of the text contribute to Twain's style? How do Twain's word choices impact the tone?
  27. f.Lines 124-127 What is the impact of this sentence in the tone of the text? Who is Twain making fun of? 
  28. Exit Slip: RL2.6 How do differences in point of view create dramatic irony effects? Cite two examples of dramatic irony (from The Adventures of Tom Sawyer) and explain how they demonstrate a dramatic effect such as humor? 
  29. Formative Assessment:
  30. "This Just in!”: (Pairs)-Based on assigned "chunks" from your narrative summaries, you will write a short news report. 
  • You are the news anchors. With your partner, prepare to present a news report based on an assigned "chunk" of the fence-painting scene.
  • Read the chunk from the story.
  • Draw an image to be projected behind your news report based on your chunk
  • Write a script for a news report about your story chunk
  • Begin with a CLAIM, give EVIDENCE from your chunk, and finish with your partner's REASONING on what this evidence shows about this town and characters.
  • It must be formal, third-person point of view
  • Both of you must speak
  1. Performance Taskp. 402 RL 1.2 
  • Your ultimate goal is to write an analysis that explains how the themeof the whitewashing incident is developed through the character of Tom Sawyer.
  • First, you will create a character chart for Tom Sawyer (see chart below). In the left column you will list his qualities that he demonstrates through his thoughts, feelings, speech, and actions. In the right column you will list the passages (quotes) from the text that demonstrate each quality. 
  • The Adventures of Tom Sawyer Chart #22 Performance Task pg. 402.docx
  • Next, determine the themeof the selection, drawing on the narrator's description of the lesson Tom learns (lines 124-127).
  • Once, the chart is done, write one paragraph BELOW the chart that states the themeand how that theme is developed in relation to Tom's thoughts, feelings, speech and actions.
  1. Exit Slip: Prompt: Reread lines 120-138. Do you think the message of this passage is serious or humorous or some combination of both? Use examples from the text to explain your answer.
  2. What's the Point? Point of View in Argument (see PowerPoint)
  • Set up a T Chart and place a one CLAIM on each side.
  • Read HMS  Performance Assessment book pgs. 4-7 or pg. 24-28 (articles showing opposing viewpoints on whether all Americans should learn a second language) and complete the T Chart by filling in points (topic sentences for each body paragraphs)

 

Teaching Phase Three

   Hook

1-3. Compare and Contrast the two versions of Tom Sawyer: The Written story and the film excerpt below. Use the Venn diagram below

  1. Ebook: See pg. 395 (Written Story) 
  2. View the film excerpt: The Adventures of Tom Sawyer (1938)-YouTube (10:09)
  3. Complete the following questions A-G in a Word document
  4. How did Mark Twain develop the character Tom Sawyer?
  5. How did the filmmakers develop the character of Tom Sawyer?
  6. Why was it different?
  7. How does Tom's portrayal in the film compare to your initial analysis when reading the text?
  8. What other big differences did you notice between the video and the text?
  9. Did the humor work better in the text or in the movie?
  10. How is this excerpt from Tom Sawyer a good example of a trickster tale?
  11. Refer back to the whitewashing excerpt from "Tom Sawyer." What are 5adjectivesthat one could use to describe the work of author Mark Twain. Complete the bubble map graphic organizer below

BubbleMap.pdf

  1. View: Mini BIO- Mark Twain YouTube (3:20)-Be able to discuss "pen names"/Samuel Clemens /Mark Twain - Why did Samuel Clemens decide to use a pen name?
  2. Listen to: Liberty Bell Riverboat YouTube (11:39) BUT (ONLYlisten to 1:50; this is a longer version than necessary)

8.Listen to: Chapter 12-The Adventures of Tom Sawyer by Mark Twain YouTube (10:05) This chapter is called "The Cat and the PainKiller"

 View: The Adventures of Tom Sawyer (1938) 4/9 (10:09) This is Chapter 12 "The Cat and the Painkiller"

You will have the option to use this chapter or our "Whitewashing Fence" chapter to complete #9 the Formative Assessment Project

Complete the following:

  1. Complete a quick write (in a word document) responding to this quote from Mark Twain: "If your mother tells you to do a thing, it is wrong to reply that you won't. It is better and more becoming to intimate (be faithful to) that you will do as she bids you, and then afterwards act quietly in the matter according to the dictates (an order/command) of your better judgment?" 
  2. Write about the incident with the painkiller knowing what you know now. Would you have acted like Tom or Aunt Polly or would you have acted differently? How is this incident similar to an experience in your own lives? (ADD to the same WORD document as above and EMAIL)
  3. Tom Sawyer Project: 

 

 Integration of knowledge and ideas

  1. Domain Specific Vocabulary: "A Cub Pilot"
  2. View River Boat Pilots YouTube (3:54)
  3.  Read "The Cub Pilot"(below and in bucket) stopping after specific paragraph(s) to answer questions A-T below in a word document

A Cub Pilot.pdf

Paragraph #1   

  • a. In one sentence, explain why memory is so important to a person working as a riverboat pilot.
  • b. In what job is a memory important?
  • c. In what job is memory not important?

Paragraph #2 and #3

  • d. What other character traits should a pilot possess?

Paragraph #4

  • e. Why are beginning pilots called cubs?
  • f. What examples of figurative language do you see in this paragraph?
  • g. What does he mean by "a friendly swindle upon the candidate"?

Paragraph #5

  • h. What are the narrator's feelings towards Mr. Bixby and Mr. Bixby's workload?
  • i. How does the narrator feel about his own abilities at this point?

Paragraphs #6-#14 (ends with "Gone below,sir")

  • j. What is happening in this part of the story?
  • k. What do you predict will happen?
  • l. Is the dialogue easy to follow? Why or why not?

Paragraphs #15-#26 (ending with "...the immortal soul out of her!")

  • m. In 2-3 sentences, explain what has happened in this section of the chapter
  • n. What does the term "mark twain" mean? RESEARCH
  • o. "Oh, Ben, if you love me, back her! Quick, Ben! Oh, back the immortal soul out of her!" is an odd thing to say. Why would he use that particular terminology?

Paragraph #27 to the end

  • p. What lesson did Mr. Bixby wish to teach the narrator?
  • q. Is this the theme of the story?

Post Reading Reflection:

  • r. Why is it important that this experience is told in first person point of view?
  • s. What is the main conflict of the story? (Internal vs External)
  • t. Why would Twain describe the Mississippi as "fickle"?
  1. Ecampus: Read "Advice to Youth"by Mark Twain (below) and answer questions 1-13 in a Word document

Advice to Youth by Mark Twain.pdf

  1. Formative Assessment: External Journal and Internal Journal
  2. Day 1: Students will choose a form of External Conflict and write a a one page journal entry showing this type of struggle.
  3. Day 2: Students will choose a form of Internal Conflict and write a one page journal entry showing this type of struggle.
  4. Unit Wrap up: Ecampus: View the videos below andComplete "What Does He Mean?-Analyzing Quotes by Mark Twain" Worksheet- (below) Complete in a Word document

Mark Twain Quotes assignment.pdf

  1. View: Mark Twain Top 10 Quotes-YouTube (3:49)
  2. View Mark Twain Quotes, Witty Remarks, and Words of Wisdom (4:42)

 

 

QUARTER 3 UNIT 2

"The Value of Work"

  

POEMS: "Find Work" and "My Mother Enters the Workforce"

STANDARDS:

  • RL 1.1 Evidence Cite the textual evidence that most strongly support an analysis of what the text says explicitly as well as inferences drawn from the text. DOK 2
  • RL 1.2 Central Idea Determine them/central idea of a text and analyze its development over the course of a text, including its relatioship to the characters, setting and plot; provide an objective summary of the text. DOK 3

GOALS:

  • Students will be able to identify them/central idea in a text.
  • Students will be able to make inferences about the key ideas based on details from the text.
  • STANDARD:
  • RL 2.4 Vocabulary Determine the meaning of words/phrases as they are used in a text, including figurative/connotative meanings; analyze the impact of specific word choices on meaning/tone, including an analogies or allusions to other texts. DOK 3

GOALS:

  • Students will be able to determine the meaning of words/phrases using context as a clue.
  • Students will be able to analyze the impact of word choices on the text's meaning and tone.
  • STANDARD:
  • RL 2.5 Text Structure Compare/contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. DOK 3

GOALS: 

  • Students will be able to compare/contrast the structure of two poems
  • Students will be able to analyze how the structure of each text contributes to its meaning and style.
  • STANDARD:
  • RL 3.9 Multiple Sources Analyze how a modern work of fiction draws on themes, patterns of events, character types from myths, traditional stories,or religious works such as the Bible, including describing how the material is rendered new. DOK 3

GOALS:

  • Students will be able to analyze how a work of fiction draws on themes.
  • Students will be able to compare/contrast the use of a particular element in two or more texts.
  • STANDARD:
  • 8 W 1.2 Write Information Write informative/explanatory texts to examine a topic and convey ideas, concepts and formation through the selection, organization and analysis of relevant content.

GOALS:

  • Students will be able to write an objective piece using well chosen text evidence, precise language and domain specific vocabulary.

QUESTIONS:

  • How does an author's specific word choice and the way he structures his text affect the reader's understanding of a poem and its subject?
  • What is the purpose of work?
  • What happens or is said in a text?
  • What piece of evidence support your inferences as to the meaning of text?
  • What evidence leads you to this conclusion?
  • What key idea and theme does the author introduce and develop throughout the text?
  • What evidence from the text supports your determination of the theme?
  • How does the author use characters,setting and plot to develop the theme?
  • What does the word/phrase___ mean?
  • Which word/phrase contributes the most to the meaning or tone?
  • Which words have different figurative or connotative meaning?
  • What is the structure of the text?
  • What are the key structural similarities and differences between these different text?
  • What themes, structure or character type does the modern story borrow from older traditional texts?
  • How does the author's use of these old stories makes them seem new?

OBJECTIVES:

  • Identify strong and thorough textual evidence
  • Determine theme in a text
  • determine words/phrases that contribute to its development
  • identify literary elements
  • identify figurative and connotative words
  • identify meaning and tone
  • determine meaning of words/phrases
  • analyze impact of word choice on text's tone
  • identify poetic elements
  • identify the form/structure
  • identify theme
  • identify character types

 Academic Vocabulary

Note: Use Glossary of Literary and Informational terms in the back of the textbook/Ebook when possible

KIM CHART 3 COLUMNS 12 ROWS NEW-3.docx

 

  • evidence
  • conclusion
  • theme
  • impact
  • analyze
  • inference
  • explicit/implicit
  • figurative meaning
  • connotative meaning
  • compare/contrast
  • text structure
  • paraphrase
  • style
  • rhyme scheme
  • rhythm
  • free verse
  • sonnet
  • couplet
  • line (poem)
  • stanza
  • form (poetry)
  • epigraph

   DOMAIN SPECIFIC VOCABULARY

  • Note: These two words are not in the poems; use dictionary
  • occupation
  • option

"Find Work" and "My Mother Enters the Workforce"

Collections 6/Compare Poems/"Find Work" pg. 431; "My Mother Enters the Workforce" pg. 433

  • Use poems for context clues
  • composure
  • truce
  • prime
  • toll
  • despair
  • piecework
  • treadle
  • postpone

 

 HOOK:

  1. Complete the "Sage-N-Scribe"worksheet below by interviewing your partner

Scage and Scribe.pdf

  1. Ebook/Collections 6/Compare Poems/"Find Work": Read the poem "Find Work" pg. 431
  2. Reread the poem "Find Work."Paraphrase 2 lines at a time using the same narration point of view as the speaker in the poem and answer the questions A-H below in a Word document
  3. What is an epigraph?
  4. Reread lines 1-5. How might the epigraph suggest the theme for a poem titled "Find Work"?
  5. What does rhyme scheme mean?
  6. Reread lines 6-19. Focus on the pattern of rhyming words at the ends of lines. Describe the "rhyme scheme" and explain its effect.
  7. What line in the poem is the key to understanding the central idea?
  8. How are the last two lines of "Find Work" different?
  9. What role does work play in the life of the speaker's grandmother?
  10. Give a brief summary of the poem. 
  11. FORMATIVE ASSESSMENT: "Poet, Didn't Know It!"- See PowerPoint
  12. FORMATIVE ASSESSMENT: What conclusion could you draw about the role that work plays in the life of the speaker's grandmother? What evidence from the text would support your answer?

TEACHING PHASE TWO/REREAD

  1. Complete the graphic organizer "Analyzing Word Choice-"Find Work" below. First, identify words/phrases that have positive connotations; then identify words/phrases that have negative connotations.

Find Work Worksheet.pdf

  1. Analyze the author's use of repetition in the poem. Complete A-F in a word document
  2. List the repetitious language that references SPEECH.
  3. What does speech symbolize?
  4. List the repetitious language that references FEELINGS.
  5. What is the impact of repeating these feelings throughout the poem?
  6. Identify the FORM that the writer is using.
  7. What idea(s) is emphasized through the repetition in the poem? What impact does this have on the reader?"

 

  1. FORMATIVE ASSESSMENT: How do author's use word choice to emphasize key ideas? Use evidence from "Find Work" to support your answer.

 

  1. Collections 6/Compare Poems/ "My Mother Enters the Workforce"/ Read "My Mother Enters the Workforce" pg. 433
  2. Reread " MY Mother Enters the Workforce"; summarize the poem one STANZA at a time and answer the following questions A-D in a Word document
  3. Who is the subject of this poem? Who is the speaker? Identify the lines that helped you answer the questions.
  4. What inference can you draw from the last 2 lines? What from the text supports your inference?
  5. How might the effect of this poem have been different if it had been written with regular pattern and rhyme than a free verse?
  6. Write a brief summary of the events described in this poem.
  7. Reread "My Mother Enters the Workforce" and complete the "Analyzing Word Choice-My Mother Enters the Workforce" graphic organizer below

My Mother Enters the Workforce-1.pdf

  1. Answer the following questions A-D in a word document:
  2. How does "Find Work" embody the qualities of a sonnet?
  3. How are the last two lines of "Find Work" different from the rest of the poem in form and content?
  4. How is free verse different from other poetic forms? In "My MotherEnters the Workforce" how does the free verse form emphasize the poem's meaning? Use evidence from the text to support your answer.
  5. In a Venn Diagram compare and contrast the theme, tone, structure and use of language in "Find Work" and "My Mother Enters the Workforce."

Find-Work-My-Mother-Enters-the-Work-Force-Venn-Diagram.pdf

  1. FORMATIVE ASSESSMENT: After reading "Find Work" and "MyMother Enters the Workforce" write an essay that discusses the role of work in a person's life and evaluates the effectiveness of a text's word choice and structure in supporting key ideas. Be sure to cite evidence from both poem's to support your analysis.
  2. UNIT WRAP UP: What is the purpose of work? How can work affect a person's feelings as well as those around them?

 

 

 

 THE PIGMAN

Image result for the pigman images 

Standard:

  • RL 1.1 Evidence Cite the textual evidence that must strong;y supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Objectives:

  • Identify strong and thorough textual evidence
  • Discuss details in the text that support your analysis or inference

Questions:

  • What happens or is said in the text?
  • What piece of evidence supports your inference as to the explicit meaning of the text?
  • What evidence leads you to this conclusion?
  • What evidence best supports your analysis?

Standard:

  • RL 1.2 Central Idea Determine theme or central idea of a text and analyze its development over the course of the text, including its relatioship to the characters, setting and plot, provide an objective summary of the text.

Objectives:

  • Determine theme and analyze over the course of the text
  • Determine words/phrases that contribute to development
  • Identify literary elements; characters, setting and plot
  • Determine objective summary of the text

Questions:

  • What key idea and theme does the author introduce and develop throughout the text?
  • What evidence from the text supports your determination of the theme?
  • How does the author use characters, setting and plot to develop theme?
  • What details and facts must an objective summary include?
  • RL 1.3 Analyzing Interactions Analyze how particular lines or dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision.

Objectives:

  • Identify and analyze elements of literature dialogue
  • Identify and analyze elements of literature plot

Questions:

  • Which story elements (plot, setting, characters, etc.) matter most?
  • Which story elements affect others most?
  • How does each element affect others?

Standard:

  • RL 2.4 Vocabulary Determine the meaning of words/phrases as used in text, including figurative and connotative meaning, analyze the impact of specific word choices on meaning and tone, include analogies or allusions to other texts.

Objectives:

  • Identify specific words that impact meaning and tone
  • Identify analogies and allusions
  • Identify impact of word choice

Questions:

  • What does the word/phrase mean___?
  • Which word or phrase contributes most to the meaning or tone?
  • Which words have different figurative or connotative meanings?

Standard:

RL 2.6 Point of View Analyze how differences in the point of view of the characters and the audience or reader create such effects as suspense or humor.

Objectives:

  • Determine authors point of view or purpose
  • identify strategies that author uses to convey point of view
  • focus on how point of view affects the tone

Questions:

  • How are the reader's or audiences point of view different from the characters' in a play or story?
  • What technique does the author use to create such effects as suspense or humor?
  • How does the author use these techniques to create such effects as mood?

 

 

Image result for diary of anne frank images 

The Diary of Anne Frank

and

The Holocaust

Standards:

RL 1.1 Evidence (DOK 2)Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL 1.2 Central Idea (DOK 3) Determine theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL 1.3 Analyze Interactions (DOK 3)Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL 2.4 Vocabulary (DOK 3) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL 2.5 Text Structure (DOK 3) Compare/Contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL 2.6 Point of View (DOK 3) Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.

RL 3.7 Multi Media (DOK 3) Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL 3.9 Multiple Sources (DOK 3) Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

GOALS: Students will be able to:

RL 1.1  find textual evidence to support their analysis of the text

RL 1.3  recognize how dialogue and dialect can reveal character, setting and motivation

RL 1.2 analyze a fictional text to find theme

RL 2.4 analyze the effect vocabulary has on tone

RL 2.5 compare/contrast how events are portrayed in a play

RL 2.6 analyze the impact the narrative point of view has on a piece of writing

RL 3.7 see how a movie clip brings out the subtle humor or theme established by a writer in the written word

RL 3.9 recognize how a character archetype in a myth/fable continues to exist in modern literature

OBJECTIVES:

  • Identify strong and thorough evidence
  • Determine theme/central idea
  • Identify elements of literature
  • Identify tone
  • Determine meaning of words and phrases
  • Identify structure
  • Identify point of view

 

Vocabulary Academic Vocabulary for PLAYS

KIM CHART 3 COLUMNS 12 ROWS NEW-4.docx

  • drama
  • setting
  • act
  • scene
  • set
  • dialogue
  • stage directions
  • plot
  • cast
  • props
  • script
  • playwright

The Holocaust Academic Vocabulary.pptx

Vocabulary Domain Specific Vocabulary

 

(The Diary of Anne Frank)

  • boarding house
  • annex
  • belfry
  • carillon
  • threadbare
  • rucksack
  • capitulation
  • yellow stars
  • pantomime
  • peering
  • conspicuous
  • green police
  • mercurial
  • curtsy
  • ration books
  • black market
  •  W.C.
  • allies 
  • seething
  • derision
  • insolent
  • reproach
  • meditate
  • impenetrable
  • splendid
  • conjecture
  • cremated

from The Diary of a Young Girl:

  • insolent
  • reproach
  • mediate
  • splendid
  • conjecture

 

("There But for the Grace")

  • arbitrary (not in poem but used in analysis)
  • prevailed
  • hairsbreadth
  • coincidence

 

 GIRL ft. CAPTAIN HOOKHOOKS

1. PowerPoint: Complete the following activities for Terrible Things:

Terrible Things.pptx

2. View Holocaust in Pictures PowerPoint

Holocaust in Pictures.ppt

3. View The Holocaust PowerPoint and complete the fill in the category worksheet-EMAIL

Holocaust.ppt

The Holocaust PowerPoint Chart.docx

4. View: "World War I-The Aftermath- watchmojo.com" (3:80) and answer the following questions in a word document (EMAIL):

a. What are three reasons Germans had to be upset and angry after World War I?

b. Whom did most Germans blame for the economic problems of their country?

c. What predictions can you make about how this issue led to the Holocaust? 

5. Complete the voCRABulary Worksheet-EMAIL

 voCRABulary- Anne Frank.html

6. Complete the Anticipation Guide: EMAIL

 The Diary of Anne Frank Anticipation Guide.doc

7. View: The Secret Annex Online YouTube (2:47) Then go to:

a. Top of Page click on "Enter the 3-D House; explore all the different areas of the Secret Annex

b. Top pf page click on "About the House"; Listen and watch as Anne Frank describes the Secret Annex

c. Top of page click on "Who is Who"; Read about the different people who were involved 

d. Top of page click on "The Outcome"; Watch the following 4 videos only:

  • Discovered and Arrested (3:37)
  • The Fate of Those in the Secret Annex (3:59)
  • Two Helpers Arrested Too (1:59)
  • Otto Frank Tells his Story (2:14)

8. Ebook/Collection 5: The Diary of Anne Frank pg. 279; Read Background information and answer question A (Begin a WORD document)

a. What did the playwrights use as the source of information for their script? Why is it important for readers to know how the playwrights used Anne's diary?

9. View "Animation of Anne Frank" (3:05) Mrs. Lee's version

10.View PowerPoint and assign Character Parts

 The Diary of Anne Frank Characters.ppt

The Diary of Anne Fran Character Assignments.doc

11. View: "The Diary of Anne Frank Trailer YouTube" (3:43)

12. Ebook/Collection 5: The Diary of Anne Frank pg. 280; Begin to read Act I, Scenes 1 and 2 and answer Questions B- S (continue in your Word document from above)EMAIL WHEN COMPLETED

b. Review the cast of characters. How many families are living in the Secret Annex? Who are the members of each family?

c. Reread the stage directions that appear below the listing of characters. During what years does this play take place? In what city does it take place? Why do you think the stage directions include a description of the sounds outside the Annex?

d. Which act and scene begin the play?

e. Reread lines 1-25 to identify the different types of information found in these stage directions. What does the audience see on the stage when the curtain rises? What kind of information do the stage directions give about Mr. Frank? What does the description suggest about Mr. Frank?

f. Reread lines 26-37 to identify Mr. Franks' thoughts and feelings. How does the white glove affect Mr. Frank? What does this detail reveal about him?

g. Identify the various stage directions in lines 91-103. What do these directions say that Miep does? What do the directions indicate that Mr. Frank does? Why is it important to know that Mr. Frank saves the glove but wants his papers to be burned?

h. Reread lines 124-138. What shift takes place in who is saying the words from Anne's diary? What is the impact of this shift in speakers? How does it affect the tone, or feeling of the scene?

i. Why does a new scene begin at line 171?

j. Reread lines 180-193 to note the physical appearance of MRS. Van Daan and her son, Peter. What does Mrs. Van Daan look like? How does Peter Nan Dann look? What do these details reveal about Mrs. Van Daan? About Peter?

k. Reread lines 196-207. What two characters are having a dialogue here? What do the ellipses in the dialogue indicate? What does the dialogue reveal about Mrs. Van Daan?

l. Examine lines 291-306. Why is Mrs. Frank concerned about the legality of the ration books? What is the impact of Mr. Kraler's distinction between the "black market" and the "white market"?

m. Reread lines 334-337. What does this comment by Mr. Kraler reveal about Mr. Frank?

n. Reread the dialogue in  lines 453-456. Why does Mrs. Van Daan think Peter might be afraid? What does Peter mean when he says "Please, Mother"?

o. Reread lines 498-516, paying particular attention to the stage directions. What do the stage directions indicate about how the performers should interact with Peter's cat? What doe these directions reveal about Peter?

p. Reread lines 530-540. What does Peter mean when he says he is "a lone wolf"? What contrast do the playwrights reveal between Anne and Peter in this passage?

q. Reread lines 570-586. What does the Star of David symbolize? What do Peter's and Ann's views about the star reveal about them?

r. Examine lines 631-656 to discover more about Mr. Frank's nature. What surprises does Mr. Frank have for Anne? What can you infer about Mr. Frank from this part of the script?

s. Reread lines 748-759. What instructions do the stage directions give about lighting? What happens to the stage curtain? What does this signal? Why does the beginning of line 753 say "Anne's voice" instead of just "Anne?"

13. Complete Suitcase Emergency Activity:Print to complete and TURN IN or complete on computer and EMAIL when completed

Suitcase Emergency NEW.doc

Suitcase Emergency Picture.docx

14. Ebook/Collection 5/The Diary of Anne Frank/Act I Scene 3 pgs. 292-308 and answer questions T-D2 BELOW in a word document and EMAIL:

t. Reread lines 907-917. What does Anne mean when she responds to Mrs. Van Daan by saying, "Where would he be!" Which expression used by Mrs. Van Daan is hyperbole? What does this expression reveal about Mr. Van Daan?

u. Reread lines 976-993 to draw conclusions about Anne and Peter. What direct comments by the playwrights show Peter's and Anne's thoughts and feelings? What conclusions can you draw about Anne and Peter based on their actions,speech and comments by the playwrights?

v. Reread lines 1110-1111 to identify "Pim." How does their use of the word vile impact their exchange?

w. Reread lines 1145-1147. What do the stage directions imply about the story that Mrs. Van Daan is about to tell?

x. Reread lines 1203-1237 to identify Mrs. Van Daan's attitudes toward her husband and Mr. Frank. What are her thoughts about Mr. Van Daan? About Mr. Frank? Give Evidence from the text.

y. Reread lines 1268-1273. How are the connotations of the words discussion and quarrel different? Why is the distinction between the words important to Mr. Van Daan?

z. Reread lines 1349-1370 to draw conclusions about Mr. Van Daan and Anne. How does Mr. Van Daan think women and girls should behave? What do Mr. Van Daan's words reveal about him? What does Anne's response reveal about her?

a2. Reread lines 1414-1432. Anne doesn't want the Van Daans to "walk all over" her. What variation of the idiom does Mrs. Frank use in her response to Anne? What does the idiom "walk all over" or "walk on" mean? What is the impact of the use of the idiom on readers' understanding of the characters?

b2. Read the stage directions in lines 1509-1514. What word do the playwrights use to explain how Mr. Frank and Mr. Kraler should look? What does the description signal to the audience?

c2. Reread the description of Mr. Dussel's welcome to the Annex in lines 1752-1773. What does bolt mean in this context? What does this word suggest about Mr. Dussel? Mr. and Mrs. Van Daan "murmur" their welcome. What are the playwrights indicating by using the word murmur? Peter is "humiliated by his father's comment to Mr. Dussel. What is the impact of the playwright's use of the word such as upset or embarrassed?

d2. Reread lines 1875-1954 to identify clues in the text that reveal what Mr. Dussel is like. What do Mr. Dussel's words and behavior, along with notes in the stage directions, reveal about him?

15. Ebook/Collection 5/The Diary of Anne Frank/Read Act 1 Scenes 4 and 5 pgs. 309-323 and answer questions E2-P2 below in a Word document-EMAIL WHEN COMPLETED:

e2. Why do the playwrights begin a new scene here?

f3. Reread lines 2040-2066 to contrast the ways Mr. Dussel and Mrs. Frank communicate with Anne. What does this dialogue reveal aobut hte characters?

g2. Reread lines 2151-2168. Why do you think the playwrights have Mr. and Mrs. Frank speak German in this part of the script?

h2. Rearead lines 2233-2274 to examine Anne's thoughts about herself. What do Anne's thought tell the audience about her nature?

i2. Reread lines 2320-2328. Based on these stage directions, what will the focus of Scene 5 be? Who is leading the Hanukkah celebration? Why might the playwrights have chosen to focus on this celebration?

j2. Reread lines 2359-2378. Why is most of this text shown within quotation marks? What is the impact of the ancient prayer that Mrs. Frank reads?

k2. Reread lines 2451-2459. Who is the author of this poem? What pun does Anne include to make the poem humorous? What is the impact of Anne's pun?

l2. Reread lines 2532-2551 to determine how the action in this scene is connected to Scene 1. Why is this detail in the stage directions important to know?

m2. Reread lines 2668-2699 to draw conclusions about Mr. Van Daan. What can you infer about Mr. Van Daan from the words he speaks to Peter and to Mr. Dussel?

n2. Reread lines 2720-2736 to identify the most significant event that occurs at this point in the play. Why is this event such an important part of the plot?

o2. Reread lines 2906-2922 to discover more about Mr. Frank's character. What can you infer about Mr. Frank form the words he says to all the residents of the Annex? Why does Mr. Frank want the "family" to sing the Hanukkah song?

p2. Reread lines 2923-2952. What analogy are the playwrights making between the ancient Jews and the residents in the Annex? What is the impact of their analogy?Which words in the Hanukkah song bring out the idea of victory through unity?

BREAK FROM PLAY

16. Ebook/Collection 5/The Diary of a Young Girl/Read pgs. 355-365 and answer questions A-O BELOW in a word document and EMAIL:

a. Reread the heading on this diary entry. How is this line important to the students' understanding of the diary entry?

b. Reread lines 27-32. How would you feel in such a situation? Using clues in the text,  infer how might Anne be feeling.

c. Reread lines 48-61 and identify the pronouns that signal first-person point of view. What does this text reveal about Anne's feelings toward her mother-and about Anne herself?

d. Reread lines 93-102. What can you infer about Anne's ideas about growing up? Cite supporting evidence in your response.

e. Reread lines 107-114 and to infer how Mr. and Mrs. Van Daan felt after Mother's comment. Cite the text evidence that supports this inference.

f. Reread lines 115-122. Ask why Anne Frank might have chosen to record this scene in her diary.

g. Reread lines 152-164 and identify two similes. Explain what is being compared in each simile and what tone or feeling the similes create.

h. Reread lines 168-195, in which Anne tells a story about something that happened before she and her family went into hiding. What was Anne's purpose for telling this story?

i. What is the purpose of the ellipses at the end of line 195?

J. Identify the e x ample of personification and explain why Anne uses it.

k. Reread the heading on line 227 and look back at the previous heading. How much time has elapsed?

l. Reread lines 229-234. What inference can you make , based on text evidence, about eh quarrels that have occurred?

m. Reread lines 262-274. Determine whether, in spite of her unusual and very difficult circumstances, Anne was in many ways "an honest-to-goodness-teenager." Cite evidence to support your response.

n. Reread lines 281-284. Why might Anne have written this information as a postscript and what evidence supports your inference? What other inferences can you make base on the information in the postscript?

o. Reread lines 319-338 and cite evidence to explain the contrast between Anne's actions in the past and her new expectations for herself.

17. Hitler Youth: View and complete the following:

 

BACK TO PLAY

18. Ebook/Collection 5/The Diary of Anne Frank/Read Act Two Scenes 1 and 2 pgs. 325-341 and answer questions A-K below in a Word document and EMAIL.

a. Reread lines 1-10. How much time has passed since the end of Act 1? What does this suggest about the suspected thief who may have heard noise from the a annex?

b. Reread lines 123-141. How does this passage help the audience and readers understand the order of events? How do these events propel the story?

c. Reread lines 145-200 to determine character traits. What does the dialogue about cutting the cake reveal about Mrs. Frank? Mr. Frank? The Van Daans?

d. Reread lines 241-278 to analyze the conflict described in this scene. How does Peter explain the conflict? According to Mrs. Van Daan, why is the coat so important to her? What decision does Mr. Van Daan make?

e. Reread lines 279-291. Have them compare Mr. Van Daans words here with his comment to Anne in lines 1271-1273 of Act One. What is the impact of Van Daan again using the word discussion rather than quarrel? What is ironic about Mr. Van Dann's use of the word selfish?

f. Reread lines 350-380 to identify important details in the plot. What problem does Mr. Kraler describe to the group? Why is the bookcase important? How does this dialogue move the plot forward and provoke a decision?

g. Reread lines 500-546 to draw conclusions about the relationship between Peter and Anne. What does Peter do to show his concern for Anne? What does he say to encourage her? What does Peter think about Anne's presence in the Annex? What is the impact of the incident on their relationship?

h. Reread lines 638-657 to identify three similes and a metaphor. What comparisons does Anne make using a simile? What is the impact of these similes? What odes Anne compare in a metaphor? What does the metaphor mean?

i. Reread lines 692-705 to analyze events in the plot. What is Peter doing? What is Anne doing? Which detail shows that Anne wants her appearance to be just right? What do the events in these stage directions suggest will happen next?

j. Reread lines 792-832. What parts of the dialogue show that Margot is an understanding daughter? What statements by Anne show that she is a caring sister?

k. Reread lines 854-868 to determine Mrs. Van Daan's tone. What words does Mrs. Van Daan use to suggest the tone?

19. Ebook/Collection 5/The Diary of Anne Frank/Read Act II Scenes 3-5 pgs. 341-352 and complete questions L-S below in a Word Document-EMAIL

l. Reread lines 1150-1186. What conflict arises in this scene? Who reacts most strongly to the theft? How does this event propel the action of the plot forward?

m. Reread lines 1222-1264. What does Mrs. Frank mean when she says "you sacrifice your child to this man?" What is ironic about Mrs. Frank's language in this section? Why is Mrs. Frank's statement "He steals once! He'll steal again!" an example of irony? What is the impact of Mrs. Frank's anger?

n. Reread lines 1306-1310 to draw conclusions about Mr. Frank. What do Mr. Frank's words reveal about him? What do his actions reveal?

o. Reread lines 1408-1450. Why do the residents of the Annex go "crazy" and have a "wild demonstration"? How does the mention of D-Day help establish the chronology of events and propel the action of the story?

p. Reread lines 1535-1566. How have the playwrights used Anne's diary to structure their play? What phrases and sentences in this diary entry are time clues?

q. Reread  lines 1611-1612. How does Mr. Van Daan refer to Anne? What tone do these words create, and what is the impact of that tine> How has Mr. Van Daan's attitude changed from the previous scene?

r. Reread lines 1718-1734. What evidence of good does Anne see in the world? What does this part of the dialogue reveal about Anne?

s. Reread lines 1863-1872. How does the setting of Scene 5 complete the structure of the play? What sentences show that some time has passed since that first scene?

20. Performance Task: p. 354 Writing Activity: Character Sketch

21. Read the formation on pg. 385 and the poem on p. 386 and then complete the following activities:

    • View: But for the Grace YouTube (3:43)-Listen to the second half starting at 1:55 (In English)
    • Complete the TPCASTT Poem Analysis worksheet (below):-EMAIL
    • TPCASTT- Poem Analysis Method.pdf
  • "Analyzing the Text" questions 1-7 p. 388-EMAIL
  • Performance Task on pg. 388 -EMAIL

TEACHING PHASE THREE

Lesson Purpose: Students will be able to analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. 

Level 3: Strategic Thinking and Complex Reasoning

22. Think about movies that were made from books. Think about the differences between the movie and the book version. Why do those difference occur? Why do directors decide to change things if the original is considered good?

 23. View: Anne Frank (The Movie-3 hours/189 minutes/40 min x 5 days = 200 minutes)

24. Complete General Movie Discussion Questions below:

  Optional Activities: 

 

The Boy in the Striped Pajamas (2008) - Rotten TomatoesTHE BOY IN THE STRIPED PAJAMAS

 

The Boy in the Striped Pajamas Vocabulary Quiz.docx  

Boy in Pajamas Novel Study.pdf

 

The Boy in the Striped Pyjamas Workbook 2012 (1).pdf

 

50QuestionTheBoyintheStripedPajamasFinalTestwAnswerKey-1-1.docx   

https://www.beasleyac.org/ourpages/auto/2011/9/7/53584980/The%20Boy%20in%20the%20Striped%20Pajamas.pd

THE WAVE

View: The Wave 1981 (TV Version) YouTube (46:13)

https://www.youtube.com/watch?v=hrAepYMN-bE

The Wave Video Questions.doc   

TheWavebyToddStrasserVocabularyWordSearch-1.docx  

The Boy in the Striped Pajamas LETTER TO PARENTS.doc