January 30, 2013: The Tell-Tale Heart and Story Elements

Essential Question: How do authors use specific techniques to achieve a desired effect?

Do Now: Read the following thoroughly and get started on it:

1. Get into the assigned groups of three written on the board. 
2. Share your homework with each other ( storyboard of “The Tell Tale Heart”).
3. You will be assigned paragraphs for your group of three to dramatize. The assignment of the specific paragraphs your group is responsible for will be written on the board. 
4. In your dramatization you will:

1. Create some  simple paper signs (loose-leaf) to inform your audience and to guide the audience ( make these very simple).
2. Act out the paragraphs you have been given (without furniture props). 
3. Have one group member be the narrator that reads your paragraphs aloud.
4. Identify verbally to the audience, at the end of your drama, as many “elements of the short story” that you have dramatized. Explain why you think these apply to your specific paragraphs/scene (page 105/106 in Springboard may assist you).

“The Cask of Amontillado”, by Edgar Allan Poe

_____Look at page 105. Identify, if you haven’t already identify examples of the following from “The Cask of Amontillado” in the story diagram on page 106. When you find these underline and label the passage on pages 96-103. 

a. setting

1. rising action (complications)
2. climax
3. falling action
4. denouement (resolution)
5. characterization
6. conflicts (struggles or problems)
7. Point of View ( the perspective)
8. Verbal Irony ( when a speaker says one thing while meaning another)
9. Foreshadowing (hints or clues to suggest future action)
10. Motif ( a recurring image, symbol, theme, character type, subject, or narrative detail)

Homework:

• Make sure you have completed the following previously assigned pages in your textbook for Thurs./Fri.. Pages: 89, 90, Writing Prompt page 91, Mark the text p.92, p.94, mark the text 96-103, and p.106.
• Do page 104 in your book.
• Read to page 135 in The Catcher in the Rye for Thurs./Fri.
• Read to page 105 in Stargirl for Thurs./Fri.
• We will have a quiz on Thurs./Fri. with questions about our novel, “The Cask of Amontillado”, and “The Tell-Tale Heart”, as well as short story elements.

January 29, 2013

Check as you complete the following:

Essential Question: How do authors use specific techniques to achieve a desired effect?

_____Do Now: We have been discussing “revenge” in recent days. Share in writing a time when you or others you know sought out revenge for some minor slight, but there was no positive end to the circumstances. What was the outcome? How might you respond to a situation like this, if you had to do it all over gain?

_____Watch, take note and discuss the beginning of the movie The Cask of Amontillado (8 minutes ). 

Think-Pair-Share ( 5 minutes ) In pairs discuss the following:

1. How does the dramatization present the “carnival”, Fortunato, and Montresor’s plan and lure of Fortunato to the crypt entrance ( share details of the characterization and setting)?

How does this differ from your reading of the beginning of the short story?

You will share your answers with the whole group. 

Read/ Mark the Text/ “The Cask of Amontillado”, by Edgar Allan Poe

_____Look at page 105 ( last night’s homework). While we read, in addition to marking the text with underlines, ?, !, and the like, write in the margin brief notes about the following ( these will be pointed out as we read): 

a. setting

b. rising action (complications)

c. climax

d. falling action
e. denouement (resolution)
f. characterization
g. conflicts (struggles or problems)
h. Point of View ( the perspective)
i. Verbal Irony ( when a speaker says one thing while meaning another)
j. foreshadowing (hints or clues to suggest future action)
k. motif ( a recurring image, symbol, theme, character type, subject, or narrative detail)

_____Re-group with your Think-Pair-Share partner and do Activity 2.5 (page 104) 

_____Complete the writing prompt (a creative writing piece) in class on your own and on a separate piece of paper. 

____Review page 105 Terms. Review  “Story Diagram” (last night’s homework)

Homework: To help with our understanding of Edgar Allan Poe, read the attached “The Tell-Tale Heart.” Many have read this before, but you are older and your reading might reveal things you didn’t see before!

Create a story board that depicts scenes that are similar between the two Poe stories we are looking at and scenes that are different. You could do this with two sets of two boxes. Label them. Be prepared to share.

You will identify in class on Wednesday similarities and differences between the content and the style of the stories. 

Read to page 135 in The Catcher in the Rye for Thurs./Fri.

Read to page 105 in Stargirl for Thurs./Fri.

Homework: January 28, 2013

Homework for January 28, 2013

1. Read and Mark "The Cask of Amontillado", by Edgar Allan Poe ( pgs. 96-100)

2. Read page 105, Activity 2.6: The Cask of Amontillado Story Diagram

3. Do page 106, Story Diagram


We will review the reading and the story diagram in class on Tuesday.

Mon., Jan.28, 2013: Revenge Quotes, Visualizing "A Poison Tree", Review Act. 2.4 (Weekend Homework), and View Film

Monday, January 28, 2013

1. Do Now (5 minutes):
     We read page 90.  We partnered and did a Think-Pair-Share. We completed Activity 2.2 “Revenge Quotations” (“An Eye for an Eye”) in Springboard. We completed the Writing Prompt on page 91 ( A Paragraph).
     Go to page 90. Use your book. Choose two of the quotes (identify them by who said them, example: “the Gandhi quote”...)

____Give an interpretation of two of the quotes in writing, complete sentences. ____Give a reason for agreement or disagreement for each, complete sentence(s).

2. Review/Complete Activity 2.3 “ A Poison Tree”, by William Blake
_____We read the entire poem,
_____We marked the text,
_____We highlighted or underlined the different choices the speaker in the poem makes about revenge
_____We located the speaker’s shift in attitude and marked it with a star in our book.
_____We described the attitude of the speaker in different places in the poem in the margin on page 92.

_____How does the poem end? Read your paraphrase for the last two lines that you wrote somewhere on page 92.

_____Visualize the increment ( two lines or a stanza “chunk”)  assigned to your pair on a piece of paper.

_____Create images that reflect important themes or ideas ( liken this to the images you create for triple vocabulary.

_____We will present a “modern version” of each stanza on a big piece of paper for the front of the room(that means you will combine your group of two with another group of two to do this at your desks and then tape these on the front white board in a sequential order.

3. In-Class: Review Activity 2.4 (page 94 Springboard) vocabulary in the textbook.

___ In-Class: *Watch and Discuss the beginning of the movie The Cask of Amontillado (8 minutes ). This will only be shown to the point when the characters enter the crypt.

___In-Class:Read/ Mark the Text/ “The Cask of Amontillado”, by Edgar Allan Poe

___In Class: Do Activity 2.5 (page 104) Think-Pair-Share. Do the writing individually. Complete the writing prompt.

HW: Read page 105. Complete “Story Diagram” on page 106 for in-class discussion and review.

January 24, Block Day, Quiz, Finish Unit 2 Overview Poster, and Revenge Quotations.

January 24/25, 2013

Essential Question: What knowledge must you have to succeed on the embedded assessment in Unit 2?

I.  Do Now: Quiz on Reading

II. Finish posters 

*Make sure you turn in your own rough draft of a Poster for Unit 2

Include these features in your rough draft and your Final Poster ( an example on the whiteboard). 

Checklist:

1. ____Essential Questions: 1. How do authors and directors use specific techniques to achieve a desired effect? 2. What are the essential features of an effective style analysis?

2. ____Wow! Things that I think might be interesting to read, see, and examine in Unit 2

3. ____Whoa! Things I am not sure about, and that might be a bit of a challenge.

4.____Embedded Assessment #2: You should review the “assignment” of “Writing a Style Analysis” on page 181 in Springboard. What do I have to do, and what do I have to present in this assessment?

5. _____What is the Theme of Unit 2 ( this should be the title/at the top of the poster)?

6. ______What are some of the concepts we will explore in this unit ( Look at the vocabulary words for this unit that you were to define)? foreshadowing, irony, motif.... What else?

7. ______How does the content of Unit 2 connect to “College Readiness ( what are some of concepts in Unit 2 that might prepare you for college level work}” ( writing a style analysis, examining film...).

8.______Who are the guys on the back of yesterday's handout? How do they fit into Unit 2? Maybe create a caricature of them.

Make it colorful.

III. Read page 90. Think-Pair-Share. Complete Activity 2.2 “Revenge Quotations” inn your text. Complete the Writing Prompt on page 91 ( A Paragraph).

We will review. 

IV.  Activity 2.3 “ A Poison Tree”, by William Blake Checklist:

1. ____Chunk poem by stanza. 

2.____In pairs, read the entire poem. 

3. ____mark the text

4.____Highlight or underline the different choices the speaker makes about revenge.

5. ____Locate the speaker’s shift in attitude and mark it with a star.

6. ____Describe the attitude of the speaker in different places in the poem in the margin on page 92.

7. ____How does the poem end? Paraphrase the last two lines somewhere on page 92. 

8. ____Then Visualize the two-line increment assigned to your pair on a piece of paper. 

9. ____Sketch the chunk in the margin. 

10._____Create images that reflect important themes or ideas ( liken this to the images you create for triple vocab.!)

• translate in your own words 

******We will present a “modern version” of each stanza on a big piece of paper for the front of the room(that means you will combine your group of two with another group of two to do this at your desks and then tape these on the front white board in a sequential order.

Have a good weekend !!!!

Homework:

Activity 2.4 (page 94 Springboard) vocabulary in the textbook and read page 95. Read  The Catcher in the Rye and Stargirl. 

HCTC Survey

Go to this site and fill out the survey and submit.

https://docs.google.com/a/rsu24.org/spreadsheet/viewform?formkey=dE5FM1FxdGtXLWZIbmVaME1LdjBYSUE6MQ#gid=0

January 23, 2013, Unpacking Unit 2, KWL Chart, Creating a Poster That Highlights the Content and Expectations of Unit 2

Essential Question: What knowledge must you have to succeed on the embedded assessment for Unit 2?

l. Do Now: Refer to the handout from yesterday, Jan. 22. Re-create or create a KWL chart that  answers each of the following in two complete sentences for each: 

K = What I Know (from my review of Unit 2)?

W = What I want to know ( maybe about things like cinematic techniques and films)?

L = What I Learned ( from the Unit Overview, the Contents of Unit 2, Learning Focus, and my reading of Embedded Assessment #2 [ page 181...])?

Hand this in!

II. Rough Draft of Poster for Unit 2

Each student will hand in a rough draft but they will first partner up and synthesize their draft with another students to create one poster ( for the two of you).

Include the following features in your rough draft and the final draft ( an example is on the whiteboard for you to consult): 

• Wow! Things that I think might be interesting to read, see, and examine in Unit 2

• Whoa! Things I am not sure about, and that might be a bit of a challenge.

• Embedded Assessment #2: You should review the requirements of “Writing a Style Analysis” What is that, what do I have to do, and what do I have to present in this assessment?

• What is the Theme of Unit 2 ( this should be the title/at the top of the poster)?

• What are some of the concepts we will explore in this unit ( Look at the vocabulary words for this unit that you were to define)? foreshadowing, irony, motif.... What else?

• How does the content of Unit 2 connect to “College Readiness ( what are some of concepts in Unit 2 that might prepare you for college level work}” ( writing a style analysis, examining film...).
• Who are the guys on the back of this paper? How do they fit into Unit 2? Maybe create a caricature of them.

Homework: Make sure you have read Stargirl, pages 55-75, or The Catcher in the Rye, pages 88-105. Do Activity 2.4 ( page 94). Make sure you have completed your Triple Vocabulary.  

                      

January 22, 2013: Unpacking Unit 2 Springboard Text

Essential Question: What knowledge must you have to succeed on the embedded assessment for Unit 1?

Do Now: Quiz (Handout)

I. Procedure:

• Learning Focus/Skim and Scan/Marking the Text

• Activate prior knowledge by highlighting words or concepts that are familiar ( what you know ). Use a question mark to indicate content that is unfamiliar (what you don’t know but want to learn

• Unit Overview, Unit 2 Defining Style Contents, and Learning Focus 

• Complete Activity 2.1 Previewing the Unit ( Your text will be checked)

• Review the Embedded Assessment #2 on pages 181, 182, 183, and 184.

II. Academic Vocabulary

Triple Entry Vocabulary (Template on reverse ):Point of View, commentary, cinematic techniques, style, effect, imagery, motif, foreshadowing, irony, satire, allegory, and fable

III. Create a KWL Chart (Look at pg. 56) ( What i Know, What I Want To Know & What I Learned) : What are your findings from the Unit Overview, Contents, and Learning Focus?  

__________________________________________________________________________K_________________________W________________________L_________________________________________________________________________________________________________________________________________________________

IV. Summarize/Paraphrase

With a partner create a rough draft of a web graphic organizer that summarizes and paraphrases skills and knowledge, interesting texts, and embedded assessment #2 for Unit 2. You will create a poster in class tomorrow presenting this information. 

Honors Challenge: Vocabulary words assigned to present on word wall

Skills=Verbs

• To identify important cinematic techniques and analyze their effects
• To transform a text into a new genre
• To identify specific elements of an author’s style
• To...
• To...

Knowledge in this Unit?

Learning Focus:

• Making the Text
• Come to Life
• 2.1 Previewing the Unit

Core Standards: RL9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Core Standards: SL9-10.1c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Word in Context or             Definition in my                  Picture, Memory Aid, Phrase

Definition                            Words

________         _________           _________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

________         _________           __________

Stargirl/ Block Day Jan. 17

Stargirl

Do Now: In a group of three, each read the 2000 book review for Stargirl. Together, in your group, answer the following questions with the idea that you will share your insights with the whole group (15 minutes):

1. What was the initial reaction to the novel?
2. How does the reaction described differ or connect with your own initial experience with the novel?
3. How does this novel, and what the articles says, differ from other books you have read, or not?
4. Identify one or two points related in the article and share your take on it.

Responses to be posted on: 

http://members.boardhost.com/teamthunderenglish/index.html?1358426541

Find the title “Stargirl, by Jerry Spinelli” on the boardhost.com site and share your answers on there. You should use one group members name to post your comments, but also identify the two members first names at the beginning of your response. 

In Class Today: Figurative Language

Writers use figurative language to make their writing more interesting and effective. By using a simile, metaphor, idiom, or personification, the writer is able to paint a picture in the mind of the reader. Chapters 3 and 4 of the novel contains several examples of figurative language.

a. Idiom-an expression that means something totally different than what it says

Page 14---The rat she brought to school was only the tip of the iceberg.

Draw a picture to illustrate the idiom. 

What does the underlined idiom mean? 

Simile-compares two things using the words like or as

Pages 13-14

We both thought the prickly pear cactus looked like ping-pong paddles with whiskers, and that saguaros looked like dinosaur mittens.

What things are being compared with these similes?

_______________________________and__________________________________

_______________________________and__________________________________

Page15

In our minds we tried to pin her to a corkboard like a butterfly, but the pin merely went through and away she flew.

What is being compared with this simile?

______________________________and___________________________________

Why are these similes effective?

Metaphor- Compares two things by calling one thing another

Page 15

She was the faintest scent of a cactus flower, the flitting shadow of an elf owl.

Underline the metaphors.

What is being compared with these metaphors?

Personification- Nonhumans are given human traits or attributes

Page 18- The sun lay down behind the mountains.

What is being personified in this sentence? ________________________________

Oxymoron- putting two contradictory words together.

Examples: hot ice, wise fool

Read the following passage.

What could I say? That Parr was a worthy subject precisely because he did nothing, because he was so monumentally good at doing nothing? I had only vague insight, not the words. i just shrugged.

Underline the words in the passage that form an oxymoron.

Write a sentence about one of the characters from the novel using an oxymoron.

______________________________________________________________________

______________________________________________________________________

Complete the following chart to examine other examples of figurative language in these chapters.

  

Page #                   Passage                    Type of figurative language        What it means      

  

15                   In our minds we tried to

                       pin her to a corkboard like

                       a butterfly, but the pin merely

                       went through and away she 

                       flew.

                                                     

16                                                                                                              He watches her

                                                                                                                  but does not 

                                                                                                                  interact with her.

17                                                                 Personification

18                                                                 Personification

19         ...I did not realize this until

             years later; he was grand 

             marshal of our daily parade.

1. Allusion- a literary device that provides a brief reference to a person, event, place, or phrase. The writer assumes the reader will recognize the reference. Allusions in writing help the reader to visualize what’s happening by providing a mental picture. They are commonly made to the Bible, nursery rhymes, myths, famous fictional or historical characters or events, and Shakespeare. they can be used in both prose and poetry.

Here are some examples:

1. The insurance adjuster was a reliable as George Washington.

The allusion in sentence A is to George Washington. The reader is expected to recognize the reference to George Washington and his honesty.

1. She was a Scrooge and never spent money on gifts for her friends or family.

This allusion is to Scrooge, a character in A Christmas Carol  by Charles Dickens. He was a stingy man who did not like to spend any money.

Read the following passage:

...While Sun Valley’s team was not as good as ours, they did have one thing we did not: a superstar. A kid named Ron Kovac. He stood six-foot-eight and averaged thirty points per game. our players looked like Davids flailing against Goliath.

What is the allusion to in this passage?______________________________________

The allusion is made to __________________________.

1. the Bible
2. a nursery rhyme
3. Shakespeare
4. a myth

This allusion also contains _____________________.

1. a simile              b. a metaphor

1. personification   d. an idiom

The allusions in the example sentences (both A and B) contain figurative language.

What type of figurative language is used in sentence A? _____________________

What type of figurative language is used in sentence B? _____________________

Write a sentence of your own that contains an allusion.   _____________________