Thursday May 10
1. Introduce Lit Circle Books and unit
2. Pick one and read
2. Pick one and read
Monday May 13
1. Explain double-sided journal (fold a piece of paper in half length-wise on the left write quotes from the novel and the page number, on the other side explain why they picked them. Minimum of 5 quotes, due at the end gf the novel).
2. Put head down on desk. Ask them questions they have to answer without looking up
a. What is the person next to you wearing?
b. How many windows are there in the room?
c. How many plants?
d. What is on the poster directly behind my desk?
e. Name a character sitting on my computer hard-drive.
-When reading you need to pay attention to detail
3. How do you know which details are important? Some are more important than others. Give example of TSN turning point in sports (goals, penalties, saves, body check, fight) Dance? Piece of music?
4. What lines were important in the Mighty? How do you know? (ie . “Doin’ nothing’s a drag kid” “Perhaps someone who was once great is always great”)
5. Practice with Day vs. Night by Pixar. Share their answers.
Clues:
a. Character changes/learns something
b. Something described in detail/given emphasis
c. Something that is repeated
d. Title is mentioned
e. 1st times
6. Read for the rest of class. Stop 5 minutes early to record a quote in their journal. Collect to see if they are on the right track.
2. Put head down on desk. Ask them questions they have to answer without looking up
a. What is the person next to you wearing?
b. How many windows are there in the room?
c. How many plants?
d. What is on the poster directly behind my desk?
e. Name a character sitting on my computer hard-drive.
-When reading you need to pay attention to detail
3. How do you know which details are important? Some are more important than others. Give example of TSN turning point in sports (goals, penalties, saves, body check, fight) Dance? Piece of music?
4. What lines were important in the Mighty? How do you know? (ie . “Doin’ nothing’s a drag kid” “Perhaps someone who was once great is always great”)
5. Practice with Day vs. Night by Pixar. Share their answers.
Clues:
a. Character changes/learns something
b. Something described in detail/given emphasis
c. Something that is repeated
d. Title is mentioned
e. 1st times
6. Read for the rest of class. Stop 5 minutes early to record a quote in their journal. Collect to see if they are on the right track.
Wednesday May 15
inference_lesson_gr._9.docx | |
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File Type: | docx |
2. To inference means to assume information based on what you already know. It is called reading between the lines. Use the example of when they try to figure out what a wrapped gift is at Christmas to show them what inference skills look like. Get some volunteers to come up and touch some wrapped presents and try to guess what they are.
3. Play the Oktopodi clip with the sound off. What can they infer is the story line of the video? Even with no idea of the music or what they are saying?
4. Get students into groups of 4 and give them a puzzle. Must put together the puzzle (and then figure out where their missing piece is)
5. Read the Check story, how do they infer the plot? http://collectiveconscious.com/chaucer/Ordeal%2520By%2520Cheque.pdf
How about in the Hemingway story: “For Sale: Baby Shoes, never worn” (explain bet behind the story: Hemingway told he couldn’t write a 6 word short story that would evoke an emotional response)
6. Do reflection on the following question: How good are you at putting the pieces of the puzzle together? Or do you always rely on others to explain things to you? Examples?
7. Read. Stop 5 minutes early to make a journal entry that includes an inference in their journals.
3. Play the Oktopodi clip with the sound off. What can they infer is the story line of the video? Even with no idea of the music or what they are saying?
4. Get students into groups of 4 and give them a puzzle. Must put together the puzzle (and then figure out where their missing piece is)
5. Read the Check story, how do they infer the plot? http://collectiveconscious.com/chaucer/Ordeal%2520By%2520Cheque.pdf
How about in the Hemingway story: “For Sale: Baby Shoes, never worn” (explain bet behind the story: Hemingway told he couldn’t write a 6 word short story that would evoke an emotional response)
6. Do reflection on the following question: How good are you at putting the pieces of the puzzle together? Or do you always rely on others to explain things to you? Examples?
7. Read. Stop 5 minutes early to make a journal entry that includes an inference in their journals.
Friday May 17
1. Read
2. Complete a lit circle role
2. Complete a lit circle role
Wednesday May 22
1. Introduce Passion project (see tab above).
Friday May 24
1. Read and make a journal entry that includes an inference
2. Lit Circle discussion
3. Reflection
4.Explain the difference between indirect and direct characterization. Students should copy down notes:
Direct: Author tells reader something about the character. No inference is required (ie hair is brown, character is 16, girl is patient)
Indirect: Character is shown in action and reader must infer what it shows about the character.
Use the following to infer something about a character
Speach
Thoughts
Effect on others
Acts
Looks
5. Watch the beginning of What's Eating Gilbert Grape and pick out examples of indirect and direct characterization
2. Lit Circle discussion
3. Reflection
4.Explain the difference between indirect and direct characterization. Students should copy down notes:
Direct: Author tells reader something about the character. No inference is required (ie hair is brown, character is 16, girl is patient)
Indirect: Character is shown in action and reader must infer what it shows about the character.
Use the following to infer something about a character
Speach
Thoughts
Effect on others
Acts
Looks
5. Watch the beginning of What's Eating Gilbert Grape and pick out examples of indirect and direct characterization
1. Explain what symbolism is
2. Give them the sheet of classical symbols in literature and get them to hunt through the classroom looking for symbols real meaning.
3. Play Pictionary to illustrate symbolism
4. Pick out symbols in “Another Brick in the Wall” Pink Floyd or "Goodbye Blue Sky."
2. Give them the sheet of classical symbols in literature and get them to hunt through the classroom looking for symbols real meaning.
3. Play Pictionary to illustrate symbolism
4. Pick out symbols in “Another Brick in the Wall” Pink Floyd or "Goodbye Blue Sky."
Tuesday May 28
1. Read for 10 minutes, write down an inference about character in their in their journals.
2. Review symbolism and practice with Goodbye Blue Sky
3. Go through the directions of the character symbolism assignment.
4. Have them create symbols for themselves and quickly present to point out what are actually symbols and what are just objects associated with them.
5. Give them time to create their 2 symbols and write their paragraphs
6. Last 10 minutes gallery walk in groups to see symbols.
2. Review symbolism and practice with Goodbye Blue Sky
3. Go through the directions of the character symbolism assignment.
4. Have them create symbols for themselves and quickly present to point out what are actually symbols and what are just objects associated with them.
5. Give them time to create their 2 symbols and write their paragraphs
6. Last 10 minutes gallery walk in groups to see symbols.
Thursday May 30
1. Work on passion project
Monday June 3-Friday June 7
1. Create posters in groups that review the key components of their novels:
-1 theme with a quote
-2 characters, 3 traits to describe them and explain how they have changed in the novel
-main conflict
-3 Key Quotes and why they are important
-5 main plot events.
2. Put up around room so that they can be used for the creative project. Start filling in outline
-1 theme with a quote
-2 characters, 3 traits to describe them and explain how they have changed in the novel
-main conflict
-3 Key Quotes and why they are important
-5 main plot events.
2. Put up around room so that they can be used for the creative project. Start filling in outline
3. Work on project. Due Tuesday June 11