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Sunday, October 31, 2010

Monday, November 1st

Objective: Today you will learn how to identify the theme of a story. You will know you have learned this when you can correctly identify one theme in a short story. 

DO NOW: "True love will conquers all obstacles and will triumph in the end" List songs, movies, and/or books that convey this message or central idea about life. 

Today's Agenda:
*What is theme? 
*Theme in the movies
*Steps to identifying theme
*Using the "steps", identify the   theme of "All Dressed Up and Nowhere to Go."

Exit ticket:
Something I learned today is____________________. 
Something I am still confused about is____________________. 

Thursday, October 28, 2010

Friday, October 29th

Objective: Students will be able to identify fact and opinion. Students will know they have learned this when they can write 5 facts and 5 opinions. 

DO NOW: Write 3 words that describe the TONE of the above picture.

Today's Agenda: 

1. FACT VS. OPINION--You decide!
2. Partner up! Determine if each statement is a fact or an opinion
3. Write your own list of facts and opinions

Exit ticket: 
You should enjoy your weekend! ---FACT or OPINION?

Thursday, October 28th

Students will complete the benchmark exam.
Students will complete vocabulary assignment using vocab words from page 183 of the textbook.
Students will identify sensory details and use sensory language in their own writing. 


10 POINT ASSIGNMENT:  Choose 1 of the following writing prompts and respond to it in 2-4 paragraphs (10-20 sentences). 

a. Write a two-paragraph story about a day in class in the FIRST PERSON (using pronoun "I") from the point of view of the last substitute you had. 

b. FACT refers to something that can be proven true, while OPINION refers to something a person believes or perceives. Think about the last movie you saw. Write 3 factual sentences about the movie. Then write 3 sentences that describe your opinions about the movie. 
For Example: 
FACT: Many people really liked the movie "Old School."
OPINION: I consider "Old School" one of the stupidest, most offensive movies ever made. 

c. Write a news account of the latest controversy or event at Carroll High School. Your TONE should reflect a gossipy tabloid paper. 

Wednesday, october 27th


Monday, October 25, 2010

Tuesday, October 26th

Objective: Students will be able to identify tone, point of view, and irony in a short story. You will know you have learned this when you complete a quiz on The Cask of Amontillado with 80% accuracy. 

Do Now: In what ways is it possible to be your own worst enemy? 

Today's Agenda: 

  • Complete the quiz in your POE packet. 
  • You must only complete the questions that are circled. 
  • You can use your textbook.
  • When you finish: Please complete the vocabulary worksheet for the words on page 183 of your textbook.

Poe: His own worst enemy
The Death of Edgar Allan Poe

Four Readings About Poe's Death
During Reading: Complete Graphic Organizer about Poe's Death

Exit Tickets:
One term I learned today is______________. It means______________________.
One thing we discussed today that I would like to learn more about is_____________.

HOMEWORK: Complete Vocabulary  worksheet. Due FRIDAY October 29th 

Monday, October 25th

Objective: Students will compare the film version of The Cask of Amontillado to the short story. Students will know they have learned this when they can complete a venn diagram that compares and contrasts the two medias. 

Do Now: Write a constructed response to the following: 

In "The Cask of Amontillado," Montresor seems so intent upon revenge that readers might question his state of mind. Explain whether you think Montresor is a reliable narrator or an unreliable narrator. Write a paragraph that explains your answer. Support your ideas with details from the story. 

Today's agenda: 
Write a constructed response
Watch "The Cask of Amontillado"
Complete Packet

Exit Ticket: Did the movie version of "The Cask of Amontillado" help you understand the story? If so, in what way?

Friday, October 22, 2010

FRIDAY, October 22nd

Objective: Students will be able to define and identify an unreliable narrator in a short story. You will know you have learned this when you can identify the narrator in The Cask of Amontillado as reliable or unreliable and tell why.

Do NOW:   Be prepared to share your answers!
1. What Point of View is the story told from?
2. Is the narrator reliable or unreliable? WHY?
3. What is the TONE of the story?

Today's Agenda: 
Summarize what has happed so far in The Cask
Finish Reading: The Cask of Amontillado
Complete Packet on the story

Exit Ticket: 
Something I learned today is_____________
Something I am still confused about is_________

Tuesday, October 19, 2010

Thursday, October 21st

Objective: Students will be able to identify an unreliable narrator in a short story. 

Do Now: 
Has anyone ever done anything to you that made you want to get revenge on them? What did they do?

Today's Agenda:

  • Edgar Allan Poe: biography
  • Background: The Cask of Amontillado
  • Discuss : Unreliable narrator
  • Read: The Cask of Amontillado

Monday, October 18, 2010

Wednesday, October 20th

Objective: students will define vocabulary from The Cask of Amontillado. You will know you have done this when you can correctly use 5 vocabulary words in your own writing.

Do Now:  Read the following passage from The House on Mango Street and answer the questions.

We had to leave the house on Loomis Street quick. The water pipes broke and the landlord wouldn’t fix them because the house was too old. We had to leave fast. We were using the washroom next door and carrying water over in empty milk gallons. That’s why Mama and Papa looked for a house, and that’s why we moved into the house on Mango Street, far away, on the other side of town. 

1. Is this passage written in 1st person, 3rd person, or omniscient point of view?
2. What is the TONE of this passage? 
3. Is the TONE positive, negative or neutral? 

Today's AGENDA: 
Complete Vocabulary for The Cask of Amontillado

Tuesday, October 19th

Objective: Students will be able to identify tone and mood. Students will know they have learned this when they can identify the tone and mood of a movie clip with 90% accuracy. 

Do Now: 
Write words to describe the feelings expressed by the following pictures: 

Today's AGENDA: 

Whole Group: Define: Tone, Mood, Voice

Small Group: With a partner, write a description of a dog walking in the park, conveying the attitude on the card you receive. 

  • Example: 
  • Sympathy---
  • The poor little chihuahua hobbled through the park on his three little legs. A small girl stopped to pet the feeble, lovable creature. She gently stroked his head and gave him some food before he crossed the playground. If only someone would take the tiny chihuahua into their home to care for him, he might have a better life. 

What is it about this paragraph that expresses a sympathetic tone????

The Life of Edgar Allan Poe

EXIT TICKET: answer questions on the life of Edgar Allan Poe

Monday, October 18th

Objective: Students will present their independent reading books to the class by summarizing the book and analyzing the plot. 

Do Now: Define and give an example for each type of irony:
Dramatic irony-
Situational irony-
Verbal irony-

Today's Agenda: 
Students will complete Bookseller Day presentations
Students will create a Postcard for their independent reading book. 

EXIT ticket: 
Based on the presentations, which book are you most interested in reading? 

Monday, October 11, 2010

Friday, October 15th

Welcome to Bookseller Day! 

Objective: Students will present their independent reading book to the class. 

Do Now: Fill in your Name, Title of Book, and Author on the "Bookseller Day Rubric." 

Students will present:

  • A visual aid (poster, etc.)
  • Brief biography of the author
  • Summary of the book
  • A page, passage, or paragraph from the book
  • Why the class should or shouldn't read this book

Be respectful to our presenters!
   1. Be a good listener
   2. Give the presenter your FULL attention
   3. Save questions and/or comments for the    end of the presentation.

Thursday, October 14th

Objective: Students will define irony and recognize three different types of irony. 

Do Now: Predict what Mathilde will do next to solve the problem of the missing necklace.

Today's Agenda: 
1. What is irony? Irony ppt
2. Take Notes on Irony Notes Outline
3. With a partner identify the type of irony shown in the images below:

4. With your partner, come up with your own example of irony for each type (dramatic, verbal, and situational)
5. Identify one instance of irony in The Necklace.

One thing I learned is________________________
One thing I'm still confused about is___________________

HOMEWORK: Be prepared for Bookseller Day tomorrow! 

Wednesday, October 13th

Objective: Students will write a constructed response to a question regarding “The Necklace”.

 Do Now: List 5 words to describe the character of Mathilde.

Constructed Response:
Identify two words that describe Mathilde.
Use examples of Mathilde's words or actions from the story to support your response. 

Use these sentence starters to complete your answer: 
Two words that describe Mathilde are.....
For example....

Today's Agenda:
1. Partner activity: Grade constructed response using PSSA Rubric CR rubric
2. Read The Necklace

EXIT TICKET:  Find 2 examples of indirect characterization of Madame Forestier. (remember: STEAL, Speech, Thoughts, Effect on other characters, Actions, Looks)

Tuesday, October 12th

Objective: Students will analyze point of view (third person limited) and understand how it affects characterization and plot.

Do Now:

1. Please have the final draft of your Personal Narrative on your desk. 

2. Brainstorm a list of things that people might envy in others. You may list possessions, characteristics, or even special talents. 

Today's Agenda: 
1. Before You Read: 

  • 1. Open your textbook to page 161. Re-read paragraphs 1-4 of The Necklace
  • 2. Read the directions and complete the "Third-Person-Limited Point of View" worksheet in your packet for The Necklace
  • 3. Page 36 in The Necklace packet.

2. Setting for The Necklace 

3. Read The Necklace: During Reading complete SUMMARIZING worksheet

Exit ticket:
How does Point of View affect a story?

1. Choose 2 vocabulary words from The Necklace packet. Complete a "Word Map" for each vocabulary word. (word maps are also located in your packet).

2. Work on Bookseller Day presentation.

Tuesday, October 5, 2010

Friday, October 8th

Objective:Students will identify possible points of view of a narrator. 
REMINDER: Next FRIDAY, OCTOBER 15th is Bookseller Day. You will be presenting your independent reading book to the class. 
**If you need help for your Bookseller Project, come to the IMC after school TODAY.**

Do Now: All of us, at one time or another, have felt that the grass is greener on the other side of the fence

—in other words, that someone else’s life is better

 than our own. We believe that having what someone

 else has will make us happy—until we experience the 

unexpected negative results of envy. In a few lines, jot 

down your feelings about envy. Have you ever seen or 

felt its negative effects?


Exit Ticket: 
1. What is the setting of the story? 
2. Who is the protagonist? 
3. What point of view is the story told from (omniscient, first, or   third)? 

FINAL DRAFT of Personal Narrative DUE TUESDAY!!!!
Read 20-30 minutes from your independent reading book. 

**REMINDER: Next FRIDAY, OCTOBER 15th is Bookseller Day. You will be presenting your independent reading book to the class. 

Monday, October 4, 2010

Tuesday, October 5th

Objective: Students will learn three possible points of view: omniscient, first person, and third person. They will know they have learned this when they can identify 3 different types of point of view with 85% accuracy. 

Do Now: What is "point of view"? 

"The Blind Men and the Elephant"

The Blind Men and the Elephant: video

"The House"

POINT OF VIEW   Vantage point from which a writer tells a story. In broad terms there are three possible points of view: omniscient, first person, and third person limited.
Use the HANDBOOK OF LITERARY TERMS in your text book to define the three possible points of view:

1.  omniscient (or “all-knowing”) point of view: 

2. first-person point of view: 

  •     unreliable narrator-

3. third-person-limited point of view:

Point of View : video

POV handout

POV definitions

Personal Narrative:
Editing: Checklist 

Exit Ticket: Choose from these points of view: first person, third person omniscient, third person limited

1.  From Maniac Magee by Jerry Spinelli  

So he turned and started walking north on Hector, right down the middle of the street, right down the invisible chalk line that divided East End from West End.  Cars beeped at him, drivers hollered, but he never flinched.  The Cobras kept right along with him on their side of the street.  So did a bunch of East Enders on their side.  One of them was Mars Bar.  Both sides were calling for him to come over. 

Point of view? _________________________________ 

2.  From I Know Why the Caged Bird Sings by Maya Angelou 

For one whole semester the streetcars and I shimmied up and scooted down the sheer hills of San Francisco.  I lost some of my need for the Black ghetto’s shielding-sponge quality, as I clanged and cleared my way down Market Street, with its honky-tonk homes from homeless sailors, past the quiet retreat of Golden Gate Park and along closed undwelled-in-looking dwellings of the Sunset District. 

Point of View? _________________________________ 

3. From “Pictures on a Rock” by Brent Ashabranner 

 One spring day a few years before the Rough Rock Demonstration School was opened, a five-year- old Navajo boy named Fred Bia was watching the family sheep flock in the arid countryside near the little town.  It was his daily chore to follow the sheep as they drifted over the red, rocky earth in their endless search for grass and leaves of semi-desert plants. 

Point of View? _________________________________ 


Sunday, October 3, 2010

Monday, October 4th

Objective: Students will gain a better understanding of sensory details. Students will be able to write using sensory details to enhance their writing style.

Do Now: What makes a good ending to a story?


  • Sensory Language
  • Synonyms for overly used words
  • Concluding paragraph
  • Write conclusion to personal narrative
  • Independent reading

A Concluding Paragraph
Can have two functions:
1.The moral of the story, or what the character(s) learned from the experience.
2.Make a prediction about what will happen next based on what happened. 

Homework: Finish the 1st draft of your personal narrative.