Week 8 Week 14. Monday December 1 st JE #2 Write a caption for the image on the next slide by applying the surface and deeper meanings of the image Objectives:

Week 8Week 14

Monday December 1st JE #2 Write a caption for the image on the next slide by applying the surface and deeper meanings of the image

• Objectives: 1) to identify the level of making deeper meaning 2) practice more analogy relationships 3) apply analogy beyond words to images 4) practice voice lesson 5) work on pre-writing skills and then apply to timed writing conditions

• I can understand “links of analogy” via the surface and deeper meanings practice – making deeper meaning from surface context

• I can do the next analogy practice from the next slide in my notes in 3 minutes

• I can do the next VL from the next slide in my notes in 5 minutes

• I can hand in my vocab and then do my best on the quiz• I can start a peer review a synthesis paper using the handout• I can have my synthesis paper completed next Tuesday. • I can complete Take away B5• I can bring a book for SSR and my textbook tomorrow

TWO WAYS TO READ A TEXT

Deeper Meaning: Man has always created honor for the dead.

Surface Meaning Deeper Meaning

Summarize Analyze

Plot Theme

Evidence in the text

Make a claim

Literal Figurative

What did the author write?

Why did the author write it that way?

What is directly stated?

What is implied?

What do we see? What can we infer?

Read the lines Read between the lines

What is the author saying?

Now, what is the author really saying?

A#13 guardian : watch :: ________:________a) firefighter : ignite b) scribe : write c) scout : follow d) actor : imply

She _____________my sour mood with a kiss on the cheek and vanished into the night. Mollified I saw 11:11 as an ____________ time to wish for true love. –

A#15 engorge : fill :: _________:____________a) asset : deny b) deploy : regain c) encourage : block d) initiate : begin

auspicious

A#14 hungry : ________ :: annoyed : outrageda) satiated b) prepared c) uncomfortable d) ravenous

VL #11 Syntax – arrangement of words

Consider:

But George sat stiffly on the bank and looked at his right hand that had thrown the gun away.

--John Steinbeck, Of Mice and MenDiscuss:

1.The subordinate clause, that had thrown the gun away, is used as an adjective to modify the word hand. What effect does this have on the meaning of the sentence?

2. Compare Steinbeck’s sentence with the following:

George, who had thrown the gun away, sat stiffly on the bank and looked at his right hand.

Both sentences have subordinate clauses that modify nouns, but the clauses modify different nouns. Fill out the following chart indicating the subordinate clauses, the nouns they modify, and the effect of this focus on meaning.

Subordinate Clause Noun Effect on Meaning

Steinbeck’s sentence

New sentence

Funsies…

• How do librarians catch fish?• With book worms• What can be held without ever being

touched?• A conversation.• What crop do you get by having Bigfoot

walk in your garden?• Squash.

Tuesday December 2nd SSR reading Journal # (10 +2)

• Objectives: Read and make meaning from it Identify analogies through practice Deeper analysis on Prose’s piece Collaborate to develop deeper understanding of writing

and its themes Reflect on learning

• Agenda:• I can read for leisure and identify in

writing the meaningful material I read• I can practice analogies in my notes• I can reflect on my reading experiences

based on the next slide before discussing and reviewing Prose’s piece

• I can with my reading group take part in the reading conversation – directions on next slide

• I can have 4 substantial questions based on education – ready to present tomorrow

• I can do take away #B6

A#23 fork : utensil :: bicycle : ________________

A#22 architect : blueprint :: ________:__________a) gardener : fertilizer b) watchdog : leash c) navigator : map d) detective : culprit

A#24 benefactor : donation :: _________ : ___________a) imitator : comedy b) mediator : argument c) judge : ruling d) plaintiff : defense

For the following titles make a chart that answers the following questions:What do you remember?Did you enjoy it or not explainwhy it is or is not a “classic” piece of literature:

• The Great Gatsby• The Scarlet Letter• The Adventures of Huckleberry Finn• The Catcher in the Rye• Of Mice and Men• Any Toni Morrison• Any Shakespeare• A separate Peace• Lord of the Flies• Night• F.451• 1984• Animal Farm• Diary of Anne Frank• Any by the Brontes

Entering the conversation• Each member in your reading group will role play the author in one aspect of the

following roles:– Autobiography – tell the audience in less than 2 minutes who you are and what

you have done in your lifetime– Summarizer – in under 2 minutes give to the audience your arguments from

your piece and what it is that you are working through, and also any stylistic elements that you are proud of in your piece

– Answerer and questioner – will answer at least 2 questions from the audience and when it is your group’s turn will pose question(s) to other “authors”

• You will develop 4 questions about education, such as “Has standardized testing impeded true learning?” that you will ask of each group – the questions must be specific not generic or overly broad.

• Limited follow-up questions• If there is time, authors may debate questions once all authors have presented• Reading group’s Author:

1. Emerson p.102

2. Alexie p. 110

3. Baldwin p.122

4. Mori p.130

5. Mann p.150

6. Gitlin p.155

Funsies…• Why do people enjoy reading the writing of a one-

handed pirate?• Because he has a great hook• Why couldn’t the wolf run in the marathon?• He wasn’t part of the human race• Why couldn’t the chicken run the race?• He wasn’t part of the human race• Why couldn’t the worm run the race?• He had no legs• Why couldn’t I run the race?• I didn’t register.

Wednesday December 3rd JE #3 respond to one of the quotations on the next slide – copy it

and respond. • Objectives: Practice responding to quotations and thinking about

quotations Developing and recognizing relationships among words Collaborate and share themes and concepts about

representative authors Reflect on learning Apply analysis skills to piece independently

• Agenda:• I can practice writing to a prompt in a

meaningful manner.• I can practice analogies from the next slide• I can meet with my group and prepare to

share our author with the class• I can present my author with my group to

the class• I can take notes on each author• I can Read Norris’s piece on page 160 and

answer questions 1-3 following it on p.162 for tomorrow

• I can do take away #B7

Emerson quotations

#25 cease: _____ ::chase:pursuea)halt b)impair c)converge d)claim

#26 desert :arid :: rainforest : ________

#27 surplus : dearth :: ___________: ________a) transaction:coin b)reunion:family c)confusion:clarity d)quantity:quality

Funsies…

• What was the turkey thankful for on Thanksgiving Day?

• Vegetarians• Why was the fish afraid of the computer?• Afraid it might get caught in the internet• What do you call fake stones?• Sham-rocks

Thursday December 4th SSR reading Journal # (10 +2)

• Objectives: Assess understanding of readings for unit Read and identify lit elements and elements of composition Assess understanding of piece assigned for independent reading Collaborate and share themes and concepts about representative authors Reflect on learning Apply analysis skills to piece independently

• Agenda:• I can hand in my answers to 1-3 from p.162 on Norris’s piece on page 160 • I can read for leisure and identify in writing the meaningful material I read• I can practice identifying and writing the focus of a voice lesson from the next slide• I can meet with my group and prepare to share our author with the class• I can present my author with my group to the class• I can take notes on each author• I can do the concluding thoughts for the material in the unit• I can Read w/ my group Botstein’s piece on p.153• I can Answer p.163 #1 timed in class/@home• I can bring my synthesis paper materials for the Lab tomorrow – last chance for

peer review!!!• I can do take away #B8

Voice #12 Lesson Syntax

Consider:

“While we do these things, these deeply momentous things, let us be very clear, and make very clear to all the world, what our motives and our objects be.” --Woodrow Wilson, “President Woodrow Wilson Presents an Ideal to the War Congress ”

Discuss:

1. This is a periodic sentence, one in which the subject and verb are delayed until the final part of the sentence. This creates syntactic tension and emphasizes the ideas at the end of the sentence. What ideas are stressed in this periodic sentence?

2. How would it change the effectiveness of the sentence if we rewrote it as:

Our motives and objects must be clear to all the world while we do these deeply momentous things.

Apply:

Using Wilson’s sentence as a model, write a periodic sentence about music censorship. Read your sentence to the class and explain how the syntax of your sentence affects the meaning.

In conclusion…

• With which author would your author most agree?

• With which author and on what points would your author most disagree?

• Overall what was in common among all the pieces?

• Hand in your notes, prep work and answers to the above questions.

Funsies…

• Why shouldn’t you ever negotiate with trees?

• Because they tend to make shady deals• What’s a teacher’s favorite snack?• Chalk-let• If these three famous composers go to

dinner, Bach, Beethoven, or Mozart, which one won’t be able to pay, and why?

• Bach because he was Baroque (broke)

Friday December 5th JC #4 Creative Connections – a warm-up!!!

I will give you a word and ask you to write down as many words as you can think of that are associated with it.

I will time it- a minute only, and then see who has written the greatest number of words.

This is a fundamental creative writing skill. If you find this difficult, then you need to do it more often. Give yourself a focus such as a picture, photo or object. Then, brainstorm

as many words and ideas as possible.Now FWF!

• Objectives: Practice power writing Spend time developing creative writing Assess and share synthesis essay Collaborate on research product Reflect on learning

• Agenda:• I can do power writing and creative writing• I can complete the peer review• I can review the UNC handout on effective conclusions.• I can work on completing my synthesis essay in lab 502.• I can reflect on learning #B9

Funsies…• What type of dreams do hotels have?• Suite dreams• Why do eggs make terrible comedians?• They’re always cracking up• What do you call an elephant in a phone

booth?• Stuck

what do monsters drive?

Monster trucks

What do monsters drink?

Week 15