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English EnglishUnit 2 Week 10
TuesdayWord Study: TEKS: E1.1A
TEKS Ongoing E1.1EReading: E1.Fig19A; E1.2A,B;
E1.15Ci.ii
Unit 2 Week 10Tuesday
Word Study: TEKS: E1.1A TEKS Ongoing E1.1E
Reading: E1.Fig19A; E1.2A,B; E1.15Ci.ii
Get out your homework. Pass it in. Remember the class
rules: Some reminders:
You have two warnings before you get d-hall.
We will try writing your name on the board, then adding
two strikes to show a d-hall.Every Thursday or Friday, there will be test or quiz
(like last 9 weeks)No more corrections: we will have a review and go over the
material. It’s your job to study on your own and ask questions about
what you don’t understand.
Get out your homework. Pass it in. Remember the class
rules: Some reminders:
You have two warnings before you get d-hall.
We will try writing your name on the board, then adding
two strikes to show a d-hall.Every Thursday or Friday, there will be test or quiz
(like last 9 weeks)No more corrections: we will have a review and go over the
material. It’s your job to study on your own and ask questions about
what you don’t understand.
Key Concepts/Guiding Questions Word
Study
Key Concepts/Guiding Questions Word
Study
Understanding new words, concepts, and relationships enhances comprehension and oral and written communication Why is it important to continuously build your vocabulary?
Understanding new words, concepts, and relationships enhances comprehension and oral and written communication Why is it important to continuously build your vocabulary?
Quick Review:How does making a personal connection to a text help us understand an author’s message and ‘or perspective?
How does it help you connect with the reading?
Assignment
Assignment
Read a literary nonfiction text, create a simple graphic organizer and write examples of the literary devices you notice in the story.Briefly connect and examine how figurative and sensory language support the author’s perspective and message.Make a personal connection to the text and write a vignette exploring the theme in your personal life.
VocabularyVocabularyReview: • Paradox
• Diction• Genre • Imagery • Theme • Irony• Graphic organizer • Sarcasm
Review: • Paradox
• Diction• Genre • Imagery • Theme • Irony• Graphic organizer • Sarcasm
Elements of a Vignette
Elements of a Vignette
What is it?It is a very well described, detail filled, MOMENT in time, not a three or four day event.Unlike a narrative essay, it is not necessary to have an introduction or conclusion; just jump right in.
What is it?It is a very well described, detail filled, MOMENT in time, not a three or four day event.Unlike a narrative essay, it is not necessary to have an introduction or conclusion; just jump right in.
VignetteVignette
The beginning of your text should make the reader want to read more.
The ending of your vignette should leave your reader with a definitively strong feeling of some kind: excitement, sadness, fear etc.
Theme of your vignette may be implied.
The beginning of your text should make the reader want to read more.
The ending of your vignette should leave your reader with a definitively strong feeling of some kind: excitement, sadness, fear etc.
Theme of your vignette may be implied.
How do you make a Vignette?
How do you make a Vignette?
Use strong sensory images to make a vignette unique.Let your characters scream at the top of their lungs or whisper sadly.Show: Julio’s eyes were the window to his soul; the pain that he had endured had settled upon him like a heavy fog.
Use strong sensory images to make a vignette unique.Let your characters scream at the top of their lungs or whisper sadly.Show: Julio’s eyes were the window to his soul; the pain that he had endured had settled upon him like a heavy fog.
Don’t say it. Imply it!
Don’t say it. Imply it!
Don’t: Julio was sad. Decide on a narration type and stick to it.Consider the verb tense: present, past, future. Make sure each verb is appropriate in the text.
Don’t: Julio was sad. Decide on a narration type and stick to it.Consider the verb tense: present, past, future. Make sure each verb is appropriate in the text.
Character’s Names
Character’s Names
Make the names of your characters count; you wouldn’t want your handsome hero named Dork Dog.
Take the opportunity to make the name count.
Make the names of your characters count; you wouldn’t want your handsome hero named Dork Dog.
Take the opportunity to make the name count.
Supersized sunspot is largest in decades
BY SCIENCE NEWS STAFF 5:07PM, OCTOBER 24, 2014
Supersized sunspot is largest in decades
BY SCIENCE NEWS STAFF 5:07PM, OCTOBER 24, 2014
A gigantic sunspot – almost 80,000 miles across --can be seen on the lower center of the sun in this image from NASA’s Solar Dynamic Observatory captured on Oct. 23, 2014. This active region is the largest of the current solar cycle.Image Credit: NASA/SDO
http://www.nasa.gov/content/goddard/sdo-observes-largest-sunspot-of-the-solar-cycle/#.VEsBwvnF_kV
Guest post by Thomas SumnerA colossal sunspot large enough to be seen with the naked eye now blemishes the nearside of the sun, covering an area wide enough to comfortably fit 10 Earths side by side. The new sunspot, dubbed AR 12192, is the largest observed since 1990.Sunspots are cooler regions on the sun where powerful, twisted magnetic fields poke through the solar surface. According to NASA, the enormous sunspot has already sparked several solar flares, which can create auroras and disrupt satellites around Earth.
Guest post by Thomas SumnerA colossal sunspot large enough to be seen with the naked eye now blemishes the nearside of the sun, covering an area wide enough to comfortably fit 10 Earths side by side. The new sunspot, dubbed AR 12192, is the largest observed since 1990.Sunspots are cooler regions on the sun where powerful, twisted magnetic fields poke through the solar surface. According to NASA, the enormous sunspot has already sparked several solar flares, which can create auroras and disrupt satellites around Earth.
On Oct. 18, 2014, a sunspot rotated over the left side of the sun, and soon grew to be the largest active region seen in the current solar cycle, which began in 2008. Currently, the sunspot is almost 80,000 miles across -- ten Earth's could be laid across its diameter.The largest sunspot of the current solar cycle rotated into view on Oct. 18, 2014. It is seen here as captured by the Helioseismic Magnetic Imager on NASA's SDO. Image Credit: NASA/SDO Karen C. Fox NASA's
Goddard Space Flight Center, Greenbelt, Maryland
On Oct. 18, 2014, a sunspot rotated over the left side of the sun, and soon grew to be the largest active region seen in the current solar cycle, which began in 2008. Currently, the sunspot is almost 80,000 miles across -- ten Earth's could be laid across its diameter.The largest sunspot of the current solar cycle rotated into view on Oct. 18, 2014. It is seen here as captured by the Helioseismic Magnetic Imager on NASA's SDO. Image Credit: NASA/SDO Karen C. Fox NASA's
Goddard Space Flight Center, Greenbelt, Maryland
In the top left quadrant, write the word along with a number on a scale of 1-5 that represents how well you know the word.
Disrupt 5
In the top right quadrant, write the definition of the word in your own words.
(an event, activity, or process) by causing a disturbance or problem.
In the bottom left quadrant, include the following information as applicable: • Origin of word • Root word• Prefix • Suffix
Rupt is better thought of as a word root than as a prefix or a suffix. It comes from Latin. Rumpere is a Latin stem meaning "to break". From that comes the Latin ruptura, meaning "fracture".
In the bottom right quadrant, draw a visual representation that will help you remember the term.
Write this down:
Write this down:
Homework: Use the directions you practiced earlier and choose two of you words to practice this strategy.
Homework: Use the directions you practiced earlier and choose two of you words to practice this strategy.
Work on StationsWork on Stations
ClosureClosure
Share completed graphicsWhy is it important to continuously build your vocabulary? How was this strategy helpful in building vocabulary?
Share completed graphicsWhy is it important to continuously build your vocabulary? How was this strategy helpful in building vocabulary?
Reading Reading
Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.
How does genre shape meaning?
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.
How does genre shape meaning?
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
Genre – the type or class of a work, usually categorized by form, technique, or content. Some examples of literary genres are epic, tragedy, comedy, poetry, novel, short story, and creative nonfiction.
Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay.
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
Genre – the type or class of a work, usually categorized by form, technique, or content. Some examples of literary genres are epic, tragedy, comedy, poetry, novel, short story, and creative nonfiction.
Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay.
Content Objective: Students determine how poetic literary techniques
shape meaning in the genre of poetry.
Steps in analysis:
Content Objective: Students determine how poetic literary techniques
shape meaning in the genre of poetry.
Steps in analysis: Identify the genre of each text Identify the similar theme(s) in each
text Explain how genre shapes meaning This Instructional Routine partially
assesses Performance Indicator: “Write multiple reflections that include
personal and world connections, thoughts, and responses to poetry.”
Identify the genre of each text Identify the similar theme(s) in each
text Explain how genre shapes meaning This Instructional Routine partially
assesses Performance Indicator: “Write multiple reflections that include
personal and world connections, thoughts, and responses to poetry.”
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
3. Explain that during this unit, students will read and analyze poetry with themes similar to those studied in Unit 01. Ask: What are characteristics of this genre (poetry)? Students Quick Write inthe Reader’s Notebook. Discuss responses and compile a class list of characteristics of the genre. Address the misconception that all poetry must rhyme.
3. Explain that during this unit, students will read and analyze poetry with themes similar to those studied in Unit 01. Ask: What are characteristics of this genre (poetry)? Students Quick Write inthe Reader’s Notebook. Discuss responses and compile a class list of characteristics of the genre. Address the misconception that all poetry must rhyme.
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.
4. Display the selected short poem. Read it aloud. • What is the theme of this piece? • Have you read other texts with a similar theme? • How does the genre of poetry shape the meaning of this piece? • Is this piece influenced by mythic, classical, or traditional literature? Explain the influence.
4. Display the selected short poem. Read it aloud. • What is the theme of this piece? • Have you read other texts with a similar theme? • How does the genre of poetry shape the meaning of this piece? • Is this piece influenced by mythic, classical, or traditional literature? Explain the influence.
Content Objective: Students determine how poetic literary techniques shape meaning in
the genre of poetry.
Content Objective: Students determine how poetic literary techniques shape meaning in
the genre of poetry.
5. Explain that each small group will have a collection of poetry to read and analyze. Provide background information about the pieces. Explain procedures for reading and analyzing poetry in a collaborative setting.
5. Explain that each small group will have a collection of poetry to read and analyze. Provide background information about the pieces. Explain procedures for reading and analyzing poetry in a collaborative setting.
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of
poetry
Content Objective: Students determine how poetic literary techniques shape meaning in the genre of
poetry
1. In Collaborative Groups, students read and then analyze poetry using the displayed questions from Mini Lesson.
2. Individually, students write a reflection in the Reader’s Notebook addressing how genre shapes meaning by comparing and contrasting examples of fiction, literary nonfiction and poetry, providing textual evidence as appropriate.
1. In Collaborative Groups, students read and then analyze poetry using the displayed questions from Mini Lesson.
2. Individually, students write a reflection in the Reader’s Notebook addressing how genre shapes meaning by comparing and contrasting examples of fiction, literary nonfiction and poetry, providing textual evidence as appropriate.
Review: Quotation MarksReview: Quotation Marks1. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’”3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.”
1. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’”3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.”
Quotation MarksQuotation Marks4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation.
5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”?
6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine.
4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation.
5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”?
6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine.
Closure 30 Second Write
Which strategies did you use to create voice in your writing?
How does genre shape
meaning?
