1. Book Declaration
and Outside Reading Project Don't forget that your homework for the quarter (in addition to any work that you did not finish in class each day) is to read/work on your Outside Reading book and project! (This is NOT the same book that you read in class.)
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Right now, you need to pick out your book for this quarter! All the same rules apply (middle to high school level, appropriate, mostly words, not mostly pictures, a book you have never read before and are not reading in class) BUT this quarter you must choose a FICTION book. Fiction is text that is not real / fake. There are lots of different types of fiction: realistic fiction, historical fiction, science fiction, etc.
Come with the title of the book and author on Monday/Tuesday in order to fill out and turn in your book declaration.
Come with the title of the book and author on Monday/Tuesday in order to fill out and turn in your book declaration.
BOOK DECLARATION:
Due Date: A day = Tuesday, 11/1/16; B day = Wednesday, 11/2/16
Last Date Accepted: Wednesday, 11/9/16
PROJECT: ADDED TO OUTSIDE READING PROJECT TAB!!! Click Link above.
Due Date: A day = Monday, 12/12/16; B day = Tuesday, 12/13/16
Last Date Accepted: Tuesday, 12/20/16
Due Date: A day = Tuesday, 11/1/16; B day = Wednesday, 11/2/16
Last Date Accepted: Wednesday, 11/9/16
PROJECT: ADDED TO OUTSIDE READING PROJECT TAB!!! Click Link above.
Due Date: A day = Monday, 12/12/16; B day = Tuesday, 12/13/16
Last Date Accepted: Tuesday, 12/20/16
2. KFC (Knowledge for College) Vocabulary Log
We will typically learn one word each class and it is your responsibility to fill in your log each day. We will turn it in when the log is finished and we have taken the vocabulary quiz. |
Root: cred
Prefix: de- Prefix: err- Prefix: eu- Prefix: extra- Prefix: fore- Root: gen Prefix: in- Prefix: in Prefix: mal Root: man |
(NEW KFC CHART!) 13. (10/4 - 10/5) credible
14. (10/12 - 10/13) incredulous 15. (10/26 - 10/27) desist 16. (10/28 - 10/31) deferential 17. (11/7 - 11/8) erratic 18. (11/9 - 11/10) errant HALF-WAY MARK - START STUDYING!!! 19. (11/14 - 11/15) euthanasia 20. (11/16 - 11/17) euphemism (11/18 - 11/21) Review Session 21. (11/22 - 11/28) extract 22. (11/29 - 11/30) foreboding 23. (12/1 - 12/2) congenital 24. (12/5 - 12/6) intrepid (12/7 - 8) "Who Wants to be a Vocabulaire" Game Review Session ***Make sure you study so that your team can win extra credit stickers!!! (12/9 - 12/ 12) VOCABULARY QUIZ #13-24 ***Don't forget to join "Remind" for a sneak peak! Text: @4a3a32 To: 81010 (The quiz is one BIG story with blanks where you have to insert a vocabulary word, so just knowing the definitions is not enough. You have to UNDERSTAND the word in context! Extra credit will be matching roots/prefixes to their definitions.) The following words (see below) will technically be on 3rd quarter.25. (12/15 - 16) inconsequential
26. (12/19 - 20) malicious 27. (12/21 - 22) emancipate |
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Due Date (KFC 13-24): TBA (when we finish #24)
(Take QUIZ then turn in!!!)
Last Date Accepted (KFC 13-24): TBA (as always, one week after the due date)
(Take QUIZ then turn in!!!)
Last Date Accepted (KFC 13-24): TBA (as always, one week after the due date)
3. Hashtag Notes #ReadingLog
Things to remember when working on this assignment: - This is to be done IN class each day during Independent Reading rotation. There will be no homework for it. If you are absent or come to class so late that you miss the rotation, you are to write the date and explanation on the log. (Be honest, as I will double check with my attendance.) - The books are to be chosen from the classroom independent reading library of lexiled books. It CANNOT be the same book that you are reading for your Outside Reading Project. The first book (only) is free choice, within reason (if I later find out you have an 800 lexile and you read a book that was 200 or 1300, it will be a problem as you knew full well when you picked up that book that it was way to easy or way too hard for you). - Please make sure that you fill out ALL information on the log (with the exception of "my lexile" and "my reading range" for now - until I can have data chats with each of you over the next week. - I will provide one log per date range. If you run out of room, you may print off more copies at home and bring them with you or you can use notebook paper to create your own. Staple all papers within a date range together and in order, before you turn it in. - You should read the ENTIRE rotation, pausing to complete your three required hashtags with supporting text evidence. If you finish your log early, you are still to read. Make sure you make note of your page numbers. - I WILL take off points if it is obvious that you are not reading (sleeping, talking, doing other work, etc.), EVEN if you complete your log. Be on task to get credit. |
#ReadingLog Date Ranges:
CURRENT: 4. A day: 11/29 - 12/9/16 (15 hashtags) B day: 11/28 - 12/8/16 (12 hashtags) PAST: 1. A day: 10/17 - 10/28/16 B day: 10/18 - 10/27/16 2. A day: 11/1 - 11/9/16 (9-12 hashtags) B day: 10/31 - 11/10/16 (12-15 hashtags) 3. A day: 11/14 - 11/22/16 (9 hashtags) B day: 11/15 - 11/21/16 (9 hashtags) ***I ended up counting #3 as extra credit if you submitted 6 or more, due to the crazy schedule issues during this time. |
4. Achieve Articles:
#Notes Article Task and Activity Quiz Score This is the same information copied from the email that I send you each week: ***READ THE ENTIRE EMAIL DIRECTIONS!!! 1. RULES: - CHOOSE INTENSIVE READING from the drop down menu. (If you are under a different class you will get no credit because it will not pull on my reports.) - GO IN ORDER. (Remember, this is NOT busy work. This covers the standards that we are covering this quarter and is your practice. There is a reason to do the task BEFORE the quiz.) - SLOW DOWN / DO NOT RUSH! (Again, this is not busy work! I should never see you on the quiz the very first day. If you get less than 100% the first try, you went too fast. Make sure to go back in the text to find support BEFORE you choose an answer. You have three classes to complete this, after all.) 2. GRADING: You will have two grades: - TASK: Read the article under the Article tab. As you read, you will need to complete 3-5 hashtag notes focused on central idea. (HINT - doing at least 5 will help you understand the article better and therefore get a higher score on the quiz.) Do this by clicking on the circle arrow icon under the paragraphs and maximize the Summarize box. - QUIZ: Next click on the Activity tab to take the quiz. I ONLY COUNT YOUR FIRST ATTEMPT. You will get a second chance but that is NOT the one that will count for your grade so go back in the text and double check your answer BEFORE you click. Once you click an answer, you cannot go back. (As this is on YOUR reading level, if you get less than 100% you are going too fast!) WHAT IF I FINISH EARLY? Complete the same process with the Stretch Article and Activity (which is on grade level - great practice for FSA test and other classes). I will count this as extra credit - though you must get 75% or higher! AFTER THAT? You do not need to do anything else with this article. When you have finished, you have several options, you may: - go on to the next assigned Achieve article - complete an Achieve article for another class (English, Science, History, etc.) - have extra Independent Reading time (good choice if you are behind in your reading log) - complete make up work for THIS class Those are the ONLY options allowed and you must work the entire rotation. Come see me quietly with any questions. Click to view the article... |
Achieve Due Dates: ***Do NOT do the Activity Quiz at home! However, you may read the article and do the hashtags at home, IF you are absent or behind. PAST: 1. Baseball: Not Just for Boys (Started: 10/24) Due: 10/28 Last Date Accepted: 11/4 2. A Plague of Great Dimensions (Started: 10/31) Due: 11/8 Last Date Accepted: 11/10 3. Texting Spells Trouble for Teen Drivers (Started: 11/14) Due: 11/22 Last Date Accepted: 12/9 (extended due to early Level Set interference) ***We were on hold with Achieve until after Level Set testing. We resumed on 12/15. (You should have been working on the EXTRA LEARNING & RESOURCES tab during this time.) CURRENT: 3. Age of Revolution: Was This Blackbeard's Ship? (Started: 12/15) Due: 12/22 Last Date Accepted: 1/6 (PAY ATTENTION to the email - new Generate Question w/ answer task!)
EXTRA CREDIT:
- Stretch Article (75%+) - Vocabulary.com Log (See Extra Credit tab or the email in Achieve.) Want to have a say in what we read next? Make suggestions to the class or online Solutions Box (link below)! |
5. Inference Post Test Analysis & Reflection
You took a pre-test (before learning) and post-test (after learning) on inference during the 1st Quarter. I gave you back your post test, with both scores and indicated which answers you did not get right (plus the correct answer). If you did not take the post test, you will need to make it up before you can do this assignment, so please see me. Staple the test, your analysis, and reflection together.
DIRECTIONS:
Answer Analysis:
Examine each answer you got wrong. Analyze the question and text. Explain (in text specific detail) why the wrong answer is wrong and why the right answer is right. (I’m looking for a detailed paragraph. Take it seriously. You don’t want to keep making the same mistakes over and over again.)
Reflection:
Where did you start (pre) and where did you end up (post)? Did you get better (make growth), stay the same, or get worse? Why do you think that is? Be specific. What is your plan for improvement or maintaining your growth? (Be specific. “If you fail to plan. You plan to fail.”)
DIRECTIONS:
Answer Analysis:
Examine each answer you got wrong. Analyze the question and text. Explain (in text specific detail) why the wrong answer is wrong and why the right answer is right. (I’m looking for a detailed paragraph. Take it seriously. You don’t want to keep making the same mistakes over and over again.)
Reflection:
Where did you start (pre) and where did you end up (post)? Did you get better (make growth), stay the same, or get worse? Why do you think that is? Be specific. What is your plan for improvement or maintaining your growth? (Be specific. “If you fail to plan. You plan to fail.”)
Due Date (beginning of class): A day = Wednesday, 10/26/16; B day = Thursday, 10/27/16
Last Date Accepted: Thursday, 11/3/16
Last Date Accepted: Thursday, 11/3/16
6. Theme with Urban Legends (Part 1 and Part 2)
We did Part 1 together (Teacher Model and We do (class): "Cat in the Bag"; We do (groups) "The Vigilante Grandmother."
Part 2 was completed by yourself (independent practice). Whatever you did not finish in class, you were to take for homework. Staple ALL together (except the notes) to turn in as a packet.
Part 2 was completed by yourself (independent practice). Whatever you did not finish in class, you were to take for homework. Staple ALL together (except the notes) to turn in as a packet.
NOTES on Theme
Part 1: "Cat in the Bag" and "The Vigilante Grandmother" Part 2: (Stories) Part 2: (worksheet) |
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Due Date (beginning of class): A day = Friday, 10/28/16; B day = Monday, 10/31/16
Last Date Accepted: Monday, 11/7/16
Last Date Accepted: Monday, 11/7/16
7. Weigh the Words (with "Lost at Sea: The Story of Ceyx and Alcyone")
New standard! Determine the meaning of words or phrases, as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone. Please do NOT go ahead. We are going to do several standards with this, as well (don't jump to the questions yet).
10/28-31: Broke down the standard; viewed the power point lesson, read part 1, completed row 1 of Weigh the Words.
11/1 - 2: Finished Chunk 1 of Weigh the Words as a class; students worked on Chunk 2 (part 2 of the story) in pairs.
11/3 - 4: Students finished chunk 2 of Weigh the Words and began part 3 (BY YOURSELF - without assistance). Many finished. Next class: We will wrap it up, go over answers, and complete the second part of Weigh the Words.
11/7 - 8: Students finished side 1 and completed the 4 row chart on the back. Whatever was not finished in class was for homework. Next class: We will complete the ACES constructed response and turn in Weigh the Words. (Students will need to keep the story, as we will cover one more standard/activity with it.)
11/9 - 10: We completed the ACES constructed response and turned in Weigh the Words ONLY. Extra rotational time was given for this. (Students will need to keep the story, as we will cover one more standard/activity with it.)
10/28-31: Broke down the standard; viewed the power point lesson, read part 1, completed row 1 of Weigh the Words.
11/1 - 2: Finished Chunk 1 of Weigh the Words as a class; students worked on Chunk 2 (part 2 of the story) in pairs.
11/3 - 4: Students finished chunk 2 of Weigh the Words and began part 3 (BY YOURSELF - without assistance). Many finished. Next class: We will wrap it up, go over answers, and complete the second part of Weigh the Words.
11/7 - 8: Students finished side 1 and completed the 4 row chart on the back. Whatever was not finished in class was for homework. Next class: We will complete the ACES constructed response and turn in Weigh the Words. (Students will need to keep the story, as we will cover one more standard/activity with it.)
11/9 - 10: We completed the ACES constructed response and turned in Weigh the Words ONLY. Extra rotational time was given for this. (Students will need to keep the story, as we will cover one more standard/activity with it.)
Still struggling? A few tips...
- Remember, the themes are love and loss. (However, think about what the author's message is about this overall theme. What can or cannot break the bonds of love?) - The standard focuses on the cumulative impact (affect across the entire text) of the author's word choices on meaning and tone. - Whether or not a word is a technical, connotative, or figurative term matters! They each impact the text in a different way which which change the effectiveness of the author's message (brought about through theme, characterization, mood, tone, etc.) View the power point lesson again if you forgot what these terms are. - Don't understand the constructed response question? Try thinking about it like this: How does the author’s choice of that ONE word, get across the message about the theme? - Follow the ACES format: A: Answer the question (Don't forget to include the author's message about the theme!) C: Cite strong and thorough text evidence (provide quotes) E: EXPLAIN (This is a biggie! You must connect ALL the dots. Don't forget to address the type of word and how that plays a role in the effectiveness. How do your quotes demonstrate it's role in meaning and tone?) S: So what? (Drive your point home. Go deeper - insight/inference. Help us see this small word's VITAL connection to the BIG picture: effectiveness in getting across the author's message well.) - Writer's block: Just can't figure out how to start? Try this... The author’s choice of the _(type)_ term _(word)_ effectively gets across the author's message of ___________________. |
Lesson:
Weigh the Words worksheet: (with models and we do) Text: "Lost at Sea: The Story of Ceyx and Alcyone" (with model of text marking for part 1) "Movie" clip of "Lost at Sea": |
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This will take several classes. We began on 10/28 (A) and 10/31 (B). Due date will be determined once we are halfway through.
Due Date (end of class): A day = 11/9/16 ; B day = 11/10/16
Last Date Accepted: 11/18/16
Due Date (end of class): A day = 11/9/16 ; B day = 11/10/16
Last Date Accepted: 11/18/16
8. Higher Order Questions #1-12 + ACES Constructed Response Writing Process - draft/peer edit/revision (with "Lost at Sea: The Story of Ceyx and Alcyone")
Use the questions in the right side bar of the story. Your answers do not need to be more than 1-3 sentences but they do need to be: in academic language, complete sentences, and THOROUGHLY/DEEPLY answer the question. Remember, this is higher order thinking and analysis. You may start with what is obviously on the surface but you then need to show or reveal what is under the surface (think inference, motivation, author's craft, etc.).
I provided the answer for #1 as a model (this is the kind of academic, complete, and thorough answer that I am looking for). We did #2 together as a class and you did #3 with your table group (which we went over). These are provided for you in the copy of the story below. In addition, you will attach your constructed response draft/peer edit/revision to your questions.
11/14 & 15: Complete questions #1-7.
11/16 & 17: (Mini-lesson on plot diagrams, plot pacing, and plot structure - parallel plots. Come to tutoring or the first 5 minutes of 2nd lunch if you need this lesson.) Complete questions #8-12.
11/18 & 21: Write ACES constructed response (1st draft) using the essential question on notebook paper. Think about our conversations on plot, pacing, and structure (specifically parallel plots). See the light bulb tips section below for help! The rough (1st draft) MUST be complete before the next class!!! Remember, it doesn't have to be perfect, it just has to be completely written.
QUESTION (for ACES constructed response): How does the author use pacing and structure to convey a sense of tension in "Lost at Sea"?
11/22 & 28: Peer edit and revise. Use the form provided (coming soon below). TURN IN questions #1-12 + ACES constructed response draft/peer edit/revision!
I provided the answer for #1 as a model (this is the kind of academic, complete, and thorough answer that I am looking for). We did #2 together as a class and you did #3 with your table group (which we went over). These are provided for you in the copy of the story below. In addition, you will attach your constructed response draft/peer edit/revision to your questions.
11/14 & 15: Complete questions #1-7.
11/16 & 17: (Mini-lesson on plot diagrams, plot pacing, and plot structure - parallel plots. Come to tutoring or the first 5 minutes of 2nd lunch if you need this lesson.) Complete questions #8-12.
11/18 & 21: Write ACES constructed response (1st draft) using the essential question on notebook paper. Think about our conversations on plot, pacing, and structure (specifically parallel plots). See the light bulb tips section below for help! The rough (1st draft) MUST be complete before the next class!!! Remember, it doesn't have to be perfect, it just has to be completely written.
QUESTION (for ACES constructed response): How does the author use pacing and structure to convey a sense of tension in "Lost at Sea"?
11/22 & 28: Peer edit and revise. Use the form provided (coming soon below). TURN IN questions #1-12 + ACES constructed response draft/peer edit/revision!
Still struggling? Here are a few tips covered in the lesson...
- What is plot? Plot is simply the story line (the sequence of events in the story or how the story play out in the order in which it is presented). We went over the components of plot with a plot diagram and then went through an actual example. Check out the Reference handout on the Outside Reading Project (Q2) tab. You need this background before you can consider the pacing of the plot. - What is pacing? Imagine this: Your PE teacher tells you that you will have to run 5 laps around the track. How will you ever finish? "You must 'pace' yourself," your coach says. The coach means that you can't sprint the whole time or you'll burn out quickly but you also can't walk it all because you'll never finish. It's finding that unique balance which is an art. This art is found in writing too! Pacing is a tool that controls the speed and rhythm at which a story is told and the readers are pulled through the events. It refers to how fast or slow events in a piece unfold and how much time elapses in a scene or story. Pacing can also be used to show characters aging and the effects of time on story events. - Why is pacing important? It helps to keep the reader interested and maintains a desired mood/atmosphere and tone (Remember, the author's attitude about her subject shapes your attitude about the characters/plot as well which, in turn, also shapes your understanding of the author's message about the theme.). A suspense thriller shouldn’t move at a crawl, just as an adventure novel shouldn’t end rapidly, almost as soon as it began. - What do you mean by "structure"? When I think of structure, I picture a building and what makes it stand versus fall. Structure is essentially the construction of the story. A story's structure affects its overall effectiveness tremendously! At a basic level, plot structure is the sequence (order) of events in a story. It includes the setting, characters, conflict (problem), action and resolution of the story. However, an author can choose to structure that sequence in several ways. For example, an author may choose to use flashbacks (taking you back in time to provide background information) or flashforwards (giving you a glimpse into the future to see the eventual impact of what is currently playing out in the story). Another example of structure (which is found in "Lost at Sea" and "The Odyssey") is parallel plots. - What is parallel plot structure? First, let's try to connect this to something a little more relatable. What are parallel lines in math? Two lines that are always the same distance apart and never touch. In literature, it is very similar! Parallel plot structure is the construction of a story in which the writer includes two or more separate narratives (story lines) linked by a common character, event, or theme. However, it is not a requirement that these plots never merge or intersect. For example, in both "The Odyssey" and "Lost at Sea," the separate plots begin together, separate to continue as parallel plots, and then merge back together at the end. Let's map out "Lost at Sea" below... Ceyx and Alycone are together on the beach. Ceyx tells her he is leaving and Alcyone is terrified and devastated. Ceyx tries to reassure her but it does not good as he ends up leaving, waving goodbye from the back of the boat, as she is sobbing in the sand. The plot then splits into two: One is Ceyx. The other is Alcyone.
The plots then merge (rejoin) again when she finds his dead body, then tries to commit suicide, and they are both resurrected as birds (by the god, Zeus) to live in love, just in another form, again. - Now that you've got the background on the literature terms, understand the rest of what the question is asking you. Convey is just a fancy word for "to get across" (as in getting across an idea). Sense means feeling. Tension is in the same word family as tense - think suspense! You know, when you're watching a scary movie and you realize you're gripping the armrest so tight that your knuckles turn white and hurt when you let go? Put the question in your own words. What is it really asking you? (This is what you need to show mastery.) *Question Rephrased: How does the author use tools like controlling the speed/rhythm and overall construction of the story to get across a tense and suspenseful feeling in "Lost at Sea"? - Don't forget that you are to use the ACES writing format! Here are reminders, specific to this assignment, with ACES: - A: Answer the question. This is your topic sentence or thesis statement. It is easiest to restate the question, while adding your specific answer in. This will be what you prove in the rest of your paragraph/essay. Watch how I take the question to quickly reframe it as my thesis statement - easy as pie! Q: How does the author use pacing and structure to convey a sense of tension in "Lost at Sea"? A: The author uses _______ pacing and a ________ structure to convey a sense of tension in “Lost at Sea.” (In the blanks, you will be more specific. Is the pacing quick, slow, balanced, or erratic? Think very carefully before you choose because this is what you will need to prove! It helps me to take pen to paper and draw it out to see how the shape of the roller coaster (story) and then decide. You already know the structure of this story. Yes, you're welcome.) - C: Cite evidence from the text to support your answer. Choose the two MOST POWERFUL quotes to prove that you're right! - E: Explain and extend your answer (How do the quotes connect / support your answer? Connect the dots.) Now, typically, I would say to pull a direct quote from the text. However, not in this case because pacing and text structure are constructed over the course of the entire text. How is ONE quote going to prove pacing and another ONE quote going to show a specific structure? That would actually make your writing weaker. Citing text evidence is in essence to keep your evidence text based. Stick with that but pick 2 to 3 examples over the course of the text and paraphrase them (summarize in your own words) as your evidence. I would then follow this hybrid structure (follow the order that you introduced these tools in your A: pacing = 1; structure = 2): C 1: Paraphrase 2-3 examples of the specific pacing. (Example sentence starter: While the author uses quick pacing such as ______ & ______, she also has extended periods of slow pacing when _________________. **Choose two fast paced/high tension points (peaks) of the story to reference for your first two blanks, then reference the long drawn out section from part 2 and 3 of the story. Think about the visual pacing we drew out on the board to help you.) E 1: Thoroughly and specifically explain HOW this pacing builds tension in the story. (Think about our conversation about why directors use this type of pacing to build suspense in scary movies and how a different pacing would not be as effective if you knew what to expect.) C 2: Paraphrase the 2 parallel plots. (Don't retell the stories but identify what they are.) E 2: Thoroughly and specifically explain HOW this structure builds tension in the story. (Think about how the author uses this to change/impact the mood/tone/reader engagement/theme/etc.) - S: So what? Your final statement (Please don't just rewrite what you've already said. Offer insight - think DEEP thoughts - to drive your main point home. Think of this as the glue. You've examine smaller parts but this is your chance to connect it all to the BIG picture!) I would use this opportunity to comment on how these specific choices impacted the overall effectiveness of the text. Think about: If the author had not chosen these, would the tension have been as effective? Does the tension enhance the reader's experience and understanding of the text (perhaps, theme)? Take the time to make this strong! |
Text ("Lost at Sea") and Questions 1-12:
9Rough Draft should be on notebook paper.) Peer Edit + Final Draft: |
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Due Date (end of class): A day = 11/22/16 ; B day = 11/28/16
Last Date Accepted: 12/5/16
Last Date Accepted: 12/5/16
9. List-Group-Label Chart + ACES Constructed Response (Text: "Trial by Ice")
This is a multiple day lesson. Please see the breakdown with notes below. The worksheet with teacher model and we do (class) is attached below this break down.
- 11/29 - 11/30: We talked about the new standard and objective (with the new strategy) and previewed the essential question (breaking it down). We discussed/previewed text features of "Trial by Ice" and read p.44 - 50 (1st paragraph only).
View the worksheet (with model) below and the read the highlights here:
- OBJECTIVE: Understand an author's purpose and perspective through determining tone. Our new standard requires that you understand author's purpose and perspective. In order to do that though, you need a firm understanding of tone. Based on our work with Lost at Sea and No End in Sight, you do not seem to clearly understand tone, how to identify it, and/or its affect on the text. Therefore, we are going to revisit and go in more depth with tone as a stepping stone to conquering this standard. The tone (not to be confused with mood) is an author's attitude about his/her subject (what he/she is writing about). This will, in turn, shape how the reader views the subject. An author's purpose is the author's goal or reason for writing. In essence, what does the author want to achieve with his/her writing? An author's perspective or point of view is the viewpoint from which he/she writes based on the author's beliefs or backgrounds. I know, I know. It's ALL connected and a little confusing. Yay for you that I found some AWESOME resources to break it down in different ways that are easier to understand. Please check out each below. I promise you that the combination or at least one will make it click!
- 11/29 - 11/30: We talked about the new standard and objective (with the new strategy) and previewed the essential question (breaking it down). We discussed/previewed text features of "Trial by Ice" and read p.44 - 50 (1st paragraph only).
View the worksheet (with model) below and the read the highlights here:
- OBJECTIVE: Understand an author's purpose and perspective through determining tone. Our new standard requires that you understand author's purpose and perspective. In order to do that though, you need a firm understanding of tone. Based on our work with Lost at Sea and No End in Sight, you do not seem to clearly understand tone, how to identify it, and/or its affect on the text. Therefore, we are going to revisit and go in more depth with tone as a stepping stone to conquering this standard. The tone (not to be confused with mood) is an author's attitude about his/her subject (what he/she is writing about). This will, in turn, shape how the reader views the subject. An author's purpose is the author's goal or reason for writing. In essence, what does the author want to achieve with his/her writing? An author's perspective or point of view is the viewpoint from which he/she writes based on the author's beliefs or backgrounds. I know, I know. It's ALL connected and a little confusing. Yay for you that I found some AWESOME resources to break it down in different ways that are easier to understand. Please check out each below. I promise you that the combination or at least one will make it click!
***We took notes on the items in this box on 12/5 - 6. YES, the notes will be a grade!!!
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Okay, now that you've had some tutorials. Test it out! Look at the way the director (like an author) uses creative choices in lighting, music, and pacing (like word choice, characterization, structure, and pacing) to get across a different mood and tone for each preview of the same movie (like a text). ***Viewed the below (in reference to Tone Words List) on 12/13 & 14.
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-ESSENTIAL QUESTION: How does Kostyal (the author) use diction and characterization to affect tone in "Trial by Ice"?
You now know tone and, from the prezi above, you also had a glimpse that description and word choice are important in determining tone. Diction is word choice (think words in a dictionary). Characterization is how an author develops a character into a believable person through description.
-STRATEGY OVERVIEW: List-Group-Label: This strategy is a great way to use diction (and characterization) to determine tone. There is a more simplistic and fast way to do this by simply marking an article which I will show you after we've gone through this process. I need to make sure you really understand first before we pick up the pace. (Please see the breakdown by class, below the strategy.)
1. List: Step one is to list by gathering words/phrases (text evidence) that helps us understand how the author feels about his subject (in this case, Shackleton). Keep a record of this in the Vocabulary box. The more information that you can gather, the better. This is where we began today. I did p.49 for you and we did p.50 (1st paragraph only) together as a class.
2. Group-Label: Now that you have gathered a lot of information about Shackleton, think about how you would describe him and his personality. Is he calm or hot-headed? Kind or cruel? Intelligent or dim-witted? Boring or adventurous? Courageous or a coward? (Just keep asking yourself opposites like this and it's easy!) You need to put one personality characteristic/trait for each category heading. Then, go back and fill in text support (proof/evidence) for each category with your words and phrases from the Vocabulary box.
*You may use text evidence more than once but try to use each word/phrase at least once.
**Examples provided below.
3. Tone Chart: To prepare for ACES, you have to determine the specific tone used by the author. We are going to use a chart to do this. The ONLY way it will work is if you sort ALL text evidence and category labels from side 1 into the chart. If you leave anything out, your overall tone is not guaranteed to be correct. When you finish, you will see a clear winner (one category will have a lot more evidence than the others). Circle this; it is your overall tone. Now refer to your Tone Words list. With the category narrowed down, you just have to look at that specific column to find an appropriate word to describe the author's tone.
Example (NOT the correct answer): overall tone = negative specific tone = hostile
*Transfer Skill: If you are in another class (or on FSA) and don't have time for a chart, use a simple coding system to keep track of positive, neutral, and negative words. (Example: positive +, negative -, neutral = OR positive p, negative n, neutral nl OR color code with highlighters)
*******************************CLASS BREAKDOWN********************************
- 12/1 - 12/2: Finish the Vocabulary portion through page 50. You did this with a partner. (Hint: There are 4 more words/phrases to add. They focus on Shackleton's character by examining: a dream/goal, a value, and two interests.)
- 12/5 - 12/6:
- We took notes on the first four resources found above in the yellow box. (Yes, these notes will be a grade! If you have an IEP/504 that states that you get class notes - I need to see what you were able to write down first. I will obviously not expect as much from you but need to see some effort if I am to give you the benefit of the grade as well. Once you have the grade, you can then get a copy of the notes from me for your reference - these will help you with the final stages of this activity and also for work in the future.)
- You completed the remainder of the Vocabulary box independently (BY YOURSELF) for p.51. (Hint: You should add 8 - 9 words/phrases from this page.)
- 12/7 - 12/8:
- Now, treat your Vocabulary box as a Word Bank. You have gathered A LOT of text information to describe Shackleton! Think about how you would decribe him and his personality. For example, is he calm or hot-headed? Is he kind or cruel? Is he intelligent or dim-witted?
- Create one personality characteristic/trait for each category heading (at least 6, no more than 8).
- Then go back, and under each category heading, fill in text support (proof/evidence) for each category with your words/phrases from the Vocabulary box.
Examples: Category = Intelligent; Evidence under = world's greatest, loved to read, etc.
Category = Hot-headed; Evidence under = quick to join in a schoolyard brawl, etc.
(Use all the evidence but you can use evidence more than once for different traits, as applicable.) If you do not finish this today, you will need to finish for homework BEFORE next class.
- 12/9 - 12/12:
- Now, turn over onto the back of your List-Group-Label.
- Read the Class Notes.
- Complete the Tone Chart: Take your text evidence from the vocabulary box and categories on the List-Group-Label and fill them in under each - positive words/phrases, neutral words/phrases, or negative words/phrases. Each word should only go in ONE box. For example, good-natured is positive, serious is neutral, and quick to join in a school yard brawl is negative. Once you fill them all in, CIRCLE the label with the MOST text evidence. This is your overall tone! This is how we start our analysis. If you do not finish this today, you will need to finish for homework BEFORE next class.
Next class we will determine the specific tone (from the overall, general tone category) and complete the ACES constructed response.
- 12/13 - 12/14:
- View the Frozen movie "official trailer" and "The Frozen Horror Trailer" found in the yellow resource box above. This should give you insight into how an author (just like a movie director or editor) can use word choice and description (just like a director uses lighting, sound effects, and specific scenes/dialogue) to create a specific tone (the author's attitude about the subject). This, in turn, develops the mood (the feeling created in the reader).
- Use your Tone Words List to determine the specific tone of Kostyal (the author) in "Trial By Ice." (Remember that you circled which overall tone had the most text evidence in your Tone Chart to narrow down your choices.)
- Make sure that you understand the question! I know it seems complicated but it's really a simple question, just written in a fancy way. You've already done all the work, you just have to be able to explain it!
Question: How does Kostyal use diction and characterization to affect tone in "Trial by
Ice"?
Question RESTATED: How does the author use word choice and developing/building the character to get across his attitude about Shackleton in the story?
(word choice = words/phrases evidence in vocabulary box on side 1)
(developing the character = personality trait labels on side 1 that you inferred from the words/phrases evidence)
(attitude about Shackleton = refer to the Tone Chart on side 2 / Tone Words List handout)
- Review the Class Notes section and the ACES writing format (you should have previous notes on this) before you begin your constructed response.
- Write your constructed response with ACES, using your List-Group-Label and Tone Chart to help you. (I gave you a sentence starter for your "A" in ACES, if you additional guidance.)
You now know tone and, from the prezi above, you also had a glimpse that description and word choice are important in determining tone. Diction is word choice (think words in a dictionary). Characterization is how an author develops a character into a believable person through description.
-STRATEGY OVERVIEW: List-Group-Label: This strategy is a great way to use diction (and characterization) to determine tone. There is a more simplistic and fast way to do this by simply marking an article which I will show you after we've gone through this process. I need to make sure you really understand first before we pick up the pace. (Please see the breakdown by class, below the strategy.)
1. List: Step one is to list by gathering words/phrases (text evidence) that helps us understand how the author feels about his subject (in this case, Shackleton). Keep a record of this in the Vocabulary box. The more information that you can gather, the better. This is where we began today. I did p.49 for you and we did p.50 (1st paragraph only) together as a class.
2. Group-Label: Now that you have gathered a lot of information about Shackleton, think about how you would describe him and his personality. Is he calm or hot-headed? Kind or cruel? Intelligent or dim-witted? Boring or adventurous? Courageous or a coward? (Just keep asking yourself opposites like this and it's easy!) You need to put one personality characteristic/trait for each category heading. Then, go back and fill in text support (proof/evidence) for each category with your words and phrases from the Vocabulary box.
*You may use text evidence more than once but try to use each word/phrase at least once.
**Examples provided below.
3. Tone Chart: To prepare for ACES, you have to determine the specific tone used by the author. We are going to use a chart to do this. The ONLY way it will work is if you sort ALL text evidence and category labels from side 1 into the chart. If you leave anything out, your overall tone is not guaranteed to be correct. When you finish, you will see a clear winner (one category will have a lot more evidence than the others). Circle this; it is your overall tone. Now refer to your Tone Words list. With the category narrowed down, you just have to look at that specific column to find an appropriate word to describe the author's tone.
Example (NOT the correct answer): overall tone = negative specific tone = hostile
*Transfer Skill: If you are in another class (or on FSA) and don't have time for a chart, use a simple coding system to keep track of positive, neutral, and negative words. (Example: positive +, negative -, neutral = OR positive p, negative n, neutral nl OR color code with highlighters)
*******************************CLASS BREAKDOWN********************************
- 12/1 - 12/2: Finish the Vocabulary portion through page 50. You did this with a partner. (Hint: There are 4 more words/phrases to add. They focus on Shackleton's character by examining: a dream/goal, a value, and two interests.)
- 12/5 - 12/6:
- We took notes on the first four resources found above in the yellow box. (Yes, these notes will be a grade! If you have an IEP/504 that states that you get class notes - I need to see what you were able to write down first. I will obviously not expect as much from you but need to see some effort if I am to give you the benefit of the grade as well. Once you have the grade, you can then get a copy of the notes from me for your reference - these will help you with the final stages of this activity and also for work in the future.)
- You completed the remainder of the Vocabulary box independently (BY YOURSELF) for p.51. (Hint: You should add 8 - 9 words/phrases from this page.)
- 12/7 - 12/8:
- Now, treat your Vocabulary box as a Word Bank. You have gathered A LOT of text information to describe Shackleton! Think about how you would decribe him and his personality. For example, is he calm or hot-headed? Is he kind or cruel? Is he intelligent or dim-witted?
- Create one personality characteristic/trait for each category heading (at least 6, no more than 8).
- Then go back, and under each category heading, fill in text support (proof/evidence) for each category with your words/phrases from the Vocabulary box.
Examples: Category = Intelligent; Evidence under = world's greatest, loved to read, etc.
Category = Hot-headed; Evidence under = quick to join in a schoolyard brawl, etc.
(Use all the evidence but you can use evidence more than once for different traits, as applicable.) If you do not finish this today, you will need to finish for homework BEFORE next class.
- 12/9 - 12/12:
- Now, turn over onto the back of your List-Group-Label.
- Read the Class Notes.
- Complete the Tone Chart: Take your text evidence from the vocabulary box and categories on the List-Group-Label and fill them in under each - positive words/phrases, neutral words/phrases, or negative words/phrases. Each word should only go in ONE box. For example, good-natured is positive, serious is neutral, and quick to join in a school yard brawl is negative. Once you fill them all in, CIRCLE the label with the MOST text evidence. This is your overall tone! This is how we start our analysis. If you do not finish this today, you will need to finish for homework BEFORE next class.
Next class we will determine the specific tone (from the overall, general tone category) and complete the ACES constructed response.
- 12/13 - 12/14:
- View the Frozen movie "official trailer" and "The Frozen Horror Trailer" found in the yellow resource box above. This should give you insight into how an author (just like a movie director or editor) can use word choice and description (just like a director uses lighting, sound effects, and specific scenes/dialogue) to create a specific tone (the author's attitude about the subject). This, in turn, develops the mood (the feeling created in the reader).
- Use your Tone Words List to determine the specific tone of Kostyal (the author) in "Trial By Ice." (Remember that you circled which overall tone had the most text evidence in your Tone Chart to narrow down your choices.)
- Make sure that you understand the question! I know it seems complicated but it's really a simple question, just written in a fancy way. You've already done all the work, you just have to be able to explain it!
Question: How does Kostyal use diction and characterization to affect tone in "Trial by
Ice"?
Question RESTATED: How does the author use word choice and developing/building the character to get across his attitude about Shackleton in the story?
(word choice = words/phrases evidence in vocabulary box on side 1)
(developing the character = personality trait labels on side 1 that you inferred from the words/phrases evidence)
(attitude about Shackleton = refer to the Tone Chart on side 2 / Tone Words List handout)
- Review the Class Notes section and the ACES writing format (you should have previous notes on this) before you begin your constructed response.
- Write your constructed response with ACES, using your List-Group-Label and Tone Chart to help you. (I gave you a sentence starter for your "A" in ACES, if you additional guidance.)
Lost your notes on ACES? (See below...)ACES Paragraph Writing Format
Answer the question (This will be your topic sentence, also called a thesis statement. Your other sentences will develop this main/central idea.) Cite evidence from the text to support your answer (Pick 2 of the most powerful quotes to prove you’re right!) Explain and extend your answer (How do the quotes connect/support your answer? Connect the dots.) So what? Your final statement (Offer insight/inference – think DEEP thoughts – to drive your main point home. You've examined each detail but what impact does it have on the big picture?) |
Text: "Trial By Ice"
Worksheet with Teacher Model + Guided Practice (class): Tone Words List: |
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Due Date (very beginning of class): A day = 12/15 ; B day = 12/16
Last Date Accepted: 12/22 (last day before the break)
Last Date Accepted: 12/22 (last day before the break)
period (instead of socializing/sleeping/etc.) while I test. This is obviously not ideal BUT testing has to happen and learning, especially this standard, has to happen so there is no way around it. PLEASE have a discussion about responsibility, choices, and consequences on the FSA and 1st semester grades. Now is the time to buckle down!
10. Rhetoric: Notes / Chart / ACES Constructed Response (Text: "Trial by Ice" p.64-71)
As with our other standards, this is a multi-day lesson which begins with a lesson, followed by a strategy, and all leads up to demonstrating mastery on the standards through a critical thinking constructed response paragraph in ACES format. Please follow the breakdown below.
Standard: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Objective: Examine how an author uses rhetoric (the art of persuasion) to advance his point of view.
Focus: What is Kostyal’s point of view of Shackleton in "Trial By Ice" and how is rhetoric used to communicate this to you as a reader? How are persuasive means used to communicate the life of Shackleton and the impact he had on those around him?
Essential Question: How does Kostyal use rhetoric to advance his purpose in the text, "Trial by Ice"?
Standard: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Objective: Examine how an author uses rhetoric (the art of persuasion) to advance his point of view.
Focus: What is Kostyal’s point of view of Shackleton in "Trial By Ice" and how is rhetoric used to communicate this to you as a reader? How are persuasive means used to communicate the life of Shackleton and the impact he had on those around him?
Essential Question: How does Kostyal use rhetoric to advance his purpose in the text, "Trial by Ice"?
**********************************Class Breakdown*************************************
12/15-16:
1. Take Cornell Notes on the rhetoric video.
1. Take Cornell Notes on the rhetoric video.
Complete the Cornell Notes below, while watching the video. Modeling for how to take notes in this way was gone over in class and is included in the notes below.
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2. We are skipping ahead in the text but I do not want you to be completely lost so I
summarized p.52-63. If you were absent, please download and read these pages before
you move on to page 64.
3. Gather evidence in the Rhetoric Chart:
a. Keep your focus in mind, as you work: What is Kostyal’s point of view of Shackleton in "Trial By Ice" and how is rhetoric used to communicate this to you as a reader?
b. View the teacher model with page 64.
c. As you read p.64-71 in "Trial by Ice," gather text evidence and fill in the Rhetoric Chart. (Do pages 64-69 today - don't worry, much of it is pictures.)
12/19-20:
1. Finish gathering your text evidence in the Rhetoric Chart with pages 70-71.
2. Make sure you answer the question at the bottom of the chart!
12/21-22:
Using your pre-writing (chart), answer the constructed response, in a paragraph, using the ACES format.
summarized p.52-63. If you were absent, please download and read these pages before
you move on to page 64.
3. Gather evidence in the Rhetoric Chart:
a. Keep your focus in mind, as you work: What is Kostyal’s point of view of Shackleton in "Trial By Ice" and how is rhetoric used to communicate this to you as a reader?
b. View the teacher model with page 64.
c. As you read p.64-71 in "Trial by Ice," gather text evidence and fill in the Rhetoric Chart. (Do pages 64-69 today - don't worry, much of it is pictures.)
12/19-20:
1. Finish gathering your text evidence in the Rhetoric Chart with pages 70-71.
2. Make sure you answer the question at the bottom of the chart!
12/21-22:
Using your pre-writing (chart), answer the constructed response, in a paragraph, using the ACES format.
(Text to get caught up on what we skipped: "Trial by Ice" p.52-63)
Text for the assignment: "Trial by Ice" p.64-71 Rhetoric Chart & ACES Question: Tone Words List: |
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Due Date (end of class): A day = Wednesday, 12/21; B day = Thursday, 12/22
Last Date Accepted: 1/6/17
Last Date Accepted: 1/6/17
1/5 and 1/6 = Some confusion was expressed over the questions and strategies in the packet. In light of this, we are taking the last two days of the quarter to go over it in detail before Monday's due date. You will also have time to work on the packet for the remainder of this class (while I continue DAR testing).
Monday/Tuesday (1/9 and 1/10) starts the first grade of the 3rd quarter!!!
Monday/Tuesday (1/9 and 1/10) starts the first grade of the 3rd quarter!!!