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

For the AUDIENCE:
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.




EXIT TICKET: 
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.... Furthermore.... Clearly... 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?


HOMEWORK: 
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.

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?

TODAY'S AGENDA:

• Anticipation guide: "The Necklace"AG
• Read "The Necklace" 
  

  by Guy de Maupassant

• 
   audio/text

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)? 

Homework: 
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. 

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? _________________________________ 

  

  

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?


TODAY'S AGENDA:

• 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.