“Dark They Were and Golden - Weeblymrbutner.weebly.com/.../dark_they_were_and_golden-eyed_ppt.pdf · “Dark They Were and Golden-Eyed ... The planet has altered the Bitterings,

“Dark They Were and Golden-Eyed”

BY RAY BRADBURY

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Text AnnotationDirections: Using the guidelines below, analyze the text by annotating.

WritingSummarize important/confusing sections of the textUnderline or place brackets around important informationAsk questions about the text in the marginsComment on the text, noting personal thoughts or literary elements (plot development, characterization, theme)

SymbolsIllustrate important ideas in the text.Circle unfamiliar vocabularyPlace an exclamation point next to exciting or interesting informationPlace a question mark next to confusing information

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Questioning: During ReadingCompose three substantial questions you have after analyzing the text. Consider beginning your question with the words why or how.

Examples:Why does Scrooge detest Christmas so passionately?How does Fred continue to love his uncle?Why does Scrooge absolutely refuse to assist the poor people?

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QuestioningDirections: Compose a substantial question similar to those we answer in class. Consider incorporating our common skills, such as theme and plot development for fiction and central idea and author’s purpose for nonfiction.

Examples

1. What is a possible theme of the play?

a. Money should be equally distributed.

b. It is never too late to start over.

c. Never underestimate your memories.

d. Time slows down for those who wait.

1. Why does the third spirit’s refusal to speak in lines 7-12 contribute to the development of the plot?a. It forces Scrooge to answer his own questions regarding the future.b. It reveals the third spirit’s intimidating character as its silence builds suspense.c. It compels Scrooge to repent of his greedy ways because he cannot stand the silence.d. It explains why Scrooge has been greedy for his entire life.

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Materials1. “Textbooks open to page 462

2. Spiral open to a blank space

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GIST SummaryAfter analyzing the text, compose a twenty word summary.

ExampleArrogant, wealthy officials insult the courage of women; however, a lion-hearted dame saves the party from a lethal, hissing cobra.

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Story Illustration Four Corners ActivityStep One: Based on your evidence, determine which portion of the text engages the reader

most effectively. Within thirty seconds, relocate to that section of the room.

Step Two: Within your new group, determine why you believe that portion of the text best engages readers.

Theme

Plot Development

Characterization

Point of View

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Literature Graphic Organizer Mini-JigsawStep 1: Within your group, complete the indicated sections of the chart:

Plot Development

Point of View

GIST Summary

Characterization

Theme

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Literature Graphic Organizer Mini-JigsawStep 2: Now, by taking turns, each group member will teach his or her section of the graphic

organizer to the group members.

TeachersPlease read your response verbatim.

LearnersRecord brief notes on the “teacher's” response.

Currently TeachingThemePlot DevelopmentCharacterizationPoint of ViewGIST summary

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Literature Graphic Organizer Four Corners ActivityStep One: Based on your evidence, determine the element of the text which engages the

reader most effectively. Within thirty seconds, relocate to that section of the room.

Step Two: Within your new group, determine why you believe that portion of the text best engages readers.

Theme

Plot Development

Characterization

Point of View

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TNReady Analysis CompetitionDirections: With your dry erase marker, setup the following chart on your desk.

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Answer Justification

Points: Wager:

Setting NotesThe setting is the time or place in which a text occurs.

Setting includes the environment and culture, which affect characters’ actions.

Example

Living within the inner city caused Mrs. Jones to prepare for the worst.

TNReady Analysis: SettingDirections: Select the letter or letters that best answer(s) the following question:

1. How does the setting affect the characters and plot? Select two answers.

a. Mr. Bittering becomes upset upon discovering the food in his garden has mutated.

b. The townspeople joke that it would take Mr. Bittering 30 years to build a rocket alone.

c. Mr. Bittering surprisingly enjoys swimming in the Martian canal.

d. The family remains stranded on Mars when Earth’s rockets are destroyed.

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TNReady Analysis: SettingDirections: Select the letter or letters that best answer(s) the following question:

2. Why does the setting develop the plot in lines 470-508?a. The lieutenant believes the Martians to be friendly.b. The captain revealed that the Martians murdered the Earth people.c. The planet has altered the Bitterings, so they became Martians.d. The captain lists his agenda for recolonizing Mars.

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TIDE Response: SettingPromptBased on what you have read, write a paragraph which analyzes how the develops the narrative’s plot. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.

TIDE Model[insert introduction transition] [insert text title] by [insert author], [restate question] because [insert point 1].

[insert evidence transition], [insert speaker] [insert evidence verb], “[insert evidence]” [(insert line numbers)]. [insert evidence transition 2], [insert speaker] [insert evidence verb], “[insert evidence]” [(insert line numbers)].[insert detailed analysis 1 transition], [explain why your evidence matters]; [detailed analysis 2 transition], [explain why your evidence matters]. [insert conclusion transition], [restate question and point one].

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Transition Words and Verbs

Introduction Evidence 1 Evidence 2 Evidence Verb Detailed Analysis 1 Detailed Analysis 2 Conclusion

After evaluating According to the text Also Proclaim Assuredly Likewise Ultimately

Within For example Additionally Comment Undoubtedly Also Altogether

Throughout In particular Moreover Note Notably Therefore Overall

TNReady Analysis: ComprehensionDirections: Select the letter or letters that best answer(s) the following question:

1. Select the response that explains why Mr.Bittering will no longer eat food grown from the

family’s garden on Mars.

a. “’Go about our business, of course. Raise crops and children’” (86).

b. “In the following days, Bittering wandered often through the garden to stand alone in his fear” (92-93).

c. “He glanced up from the garden to the Martian mountains” (104).

d. “’But you must want to go back. Have you noticed the peach blossoms, the onions, the grass?’ . . . ‘Doesn’t it scare you?’” (189-192).

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TNReady Analysis: ComprehensionDirections: Select the letter or letters that best answer(s) the following question:

2. Select two responses that reveal how the townspeople’s reactions are contrary to Mr.Bittering’s worries about living on Mars.a. “'Hello, Harry,' said everyone” (181).b. “’Doesn’t it scare you?’ ‘Can’t recall that it did much, Harry’” (192-193).c. “’Harry, I got a whole load of metal and some blueprints. You want to work in my metal shop

on a rocket, you’re welcome’” (203-205).d. “’But you must want to go back. Have you noticed the peach blossoms, the onions, the

grass?’ ‘Why, yes, Harry, seems we did,’ says one of the men” (189-191).

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TIDE Response: ComprehensionPromptBased on what you have read, write a paragraph which analyzes why Mr. Bittering asserts that humans foolishly named Mars. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.



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TNReady Analysis: Point of ViewDirections: Select the letter or letters that best answer(s) the following question:

1. How does Harry Bittering's point of view shift from the beginning of the story to line 174?

a. At first he simply wants to go back to Earth, but fear soon consumes him.

b. While he eventually recognizes that he is changing with his environment, at first he thinks he can convince others of their surroundings.

c. At first he merely wants to return back home, but eventually he accepts his fate.

d. His point of view doesn't shift, for both at the beginning and at line 174, he calmly lets others know he wants to return home.

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TNReady Analysis: Point of ViewDirections: Select the letter or letters that best answer(s) the following question:

2. What do the following lines reveal about Harry's point of view: "If I lie hear long enough, he thought, the water will work and eat away my flesh until the bone show like coral...Change. Change. Slow, deep, silent change. And isn't that what is up there? " (319-323)?a. He is slowly realizing he will never return to Earth because he is trapped. b. He is saddened by the notion that he is changing like the others. c. He knows the rocket will never become a reality and that he must accept defeat. d. He is still fighting the environment, but his battle is becoming more difficult by the minute.

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TIDE Response: Point of ViewPromptBased on what you have read, write a paragraph which analyzes how Mr. Bittering’s point of view changes regarding the rocket. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.



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TNReady Analysis: ThemeDirections: Select the letter or letters that best answer(s) the following question:

1. What is the theme of this narrative?

a. Don’t ask other people for help.

b. Don’t give up easily on your dreams.

c. You cannot prevent the inevitable from happening.

d. Good triumphs over evil.

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TNReady Analysis: ThemeDirections: Select the letter or letters that best answer(s) the following question:

2. Which of the following is not a theme of the narrative?a. Things are not always as they appear.b. People are afraid of change, but things always change.c. People from other cultures are really very much like us.d. It is impossible to be certain about things.

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TIDE Response: ThemePromptBased on what you have read, write a paragraph which analyzes how the narrative addresses the theme change is inevitable. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.



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TNReady Analysis: VocabularyDirections: Select the letter or letters that best answer(s) the following question:

1. In lines 44-45, the text states, “He broke the seal and tilted it at his breakfast place. He forced himself to be convivial”. In this context, convivial means:

a. unsociable

b. scared

c. timid

d. sociable

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TNReady Analysis: VocabularyDirections: Select the letter or letters that best answer(s) the following question:

2. In lines 164-166, the text states, “’It’s not poisoned.’ ‘But, it is. Subtly, very subtly. A little bit. A very little bit. We mustn’t touch it.’” In this context subtly means:a. happening over nightb. an occurrence that is random; selectivec. happening graduallyd. affecting only sources of food

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TIDE Response: VocabularyPromptBased on what you have read, write a paragraph which analyzes why the vocabulary in lines 329-323 develop the narrative’s plot. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.



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TNReady Analysis: Plot DevelopmentDirections: Select the letter or letters that best answer(s) the following question:

1. How do the reactions of the men in lines 180-229 contribute to the plot?

a. They ultimately frustrate Harry to the point of building the rocket.

b. They dishearten Harry so much that he becomes insane.

c. They permit Harry to realize that the men are not as they appear.

d. They baffle Harry to the point of accidentally shattering Sam’s mirror.

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TNReady Analysis: Plot DevelopmentDirections: Select the letter or letters that best answer(s) the following question:

2. Which two of the following lines best develop the plot?a. “’Harry, Harry,’ she said helplessly (243).b. “’Yes,’ he said, feeling his flesh melt in the hot air. ‘Yes, in the autumn. I'll begin then’" (393).c. “The lieutenant snapped his gaze from the blue color and the quiet mist of the fills far

beyond the town” (505).d. “’But you must want to go back. Have you noticed the peach blossoms?’" (189).

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TIDE Response: Plot DevelopmentPromptBased on what you have read, write a paragraph which analyzes how the setting develops the narrative’s plot. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.



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Claim: Essential QuestionBased upon the prompt below, compose a well-structured claim. Moreover, include three main points within your assertion.

Prompt

Based on what you have read, write a claim which analyzes how the narrative addresses the central idea greed and its consequences drive human nature. Develop your claim by providing textual evidence from the passage. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.

Claim Model

[insert introduction transition] [insert text title] by [insert author], [restate question] because [insert point one], [insert point two], and [insert point three].

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Introduction Transitions

After evaluating

Within

Throughout

Four Corners Claim ActivityStep One: Within thirty seconds, examine your claim and determine your most effective point.

Then, relocate to the appropriate section of the room for that point.

Step Two: Explain why you believe this sentence proved engaging.

Point 1

Point 3

Point 2

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TIDE Response: Essential QuestionPromptBased on what you have read, write a paragraph which analyzes how the passage addresses the theme greed and its consequences drive human nature. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.



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Four Corners TIDE ActivityStep One: Within thirty seconds, examine your TIDE paragraph and determine your most

effective sentence. Then, relocate to the appropriate section of the room for that TIDEsentence.

Step Two: Within your new group, determine why you believe this sentence proved engaging.

Topic Sentence

Detailed Analysis

Important Evidence

Point of View

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ClaimA claim is a short, concise sentence which establishes an argument.

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Debate ActivityDirections: Compose a well-structured claim concerning the prompt. Moreover, argue three effective points, and support each of these points with evidence from the passage.

Prompt

Based on what you have read, write a claim which evaluates whether or not the humans should settle on Mars. Develop your claim by providing textual evidence from the passage. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.

Claim Model

[insert introduction transition] [insert text title] by [insert author], [restate question] because [insert point one], [insert point two], and [insert point three].

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Introduction Transitions

After evaluating

Within

Throughout

Debate Agree/Disagree ActivityStep One: Based on your analysis, determine whether you agree or disagree with the prompt. Within thirty seconds, relocate to that section of the room.

Step Two: Within your new group, defend your position utilizing evidence gathered on your graphic organizer.

Agree Disagree

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PromptBased on what you have read, write a claim which evaluates whether or not the humans should settle on Mars. Develop your claim by providing textual evidence from the passage. Use clear reasoning and relevant evidence from the passage to support your ideas. Your writing will be scored on the development of ideas, organization of writing, and language.

Four Corners Claim ActivityStep One: Within thirty seconds, examine your claim and determine your most effective point.

Then, relocate to the appropriate section of the room for that point.

Step Two: Explain why you believe this sentence proved engaging.

Point 1

Point 3

Point 2

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Complex Sentence NotesA complex sentence contains an independent clause (complete thought) and a dependent clause (incomplete thought).

If the dependent clause is at the beginning of a sentence, insert a comma when the phrase ends.

Example

When Roger attempted to steal her purse, Mrs. Jones snatched him into a headlock.

If the dependent clause is at the end of the sentence, no comma is needed.

Example

Mrs. Jones offered Roger ten dollars after she fed him a meal.

Dependent clauses may begin with after, because, before, during, while, when, as, if, etc.

Editing: Complex Sentences

Directions: Rewrite the bold and underlined text. Revise the text if needed; however, if the text is correct, write “C.”

The rocket's metal cooled in the meadow (1) winds, when its lid gave a bulging pop. From its clock interior stepped a man, a woman, and three children. The other passengers whispered away across the Martian meadow, leaving the man alone among his family.

The man felt his hair flutter and the tissues of his body draw (2) tight as if he were standing at the centre of a vacuum. As his wife, before him, (3) trembled the children, small seeds, might at any instant be sown to all the Martian climes.

The wind blew, whining. At any moment the Martian air might draw his soul from (4) him, as marrow comes from a white bone. While he looked at Martian hills that time had worn with a crushing pressure of (5) years he saw the old cities.

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Semicolon NotesSemicolons can connect two complete sentences that are related to each other.

Example

Mrs. Jones pitied Roger; she offered him half of her ten-cent cake.

Semicolons may connect two sentences with a conjunctive adverb.

Example

Roger attempted to rob Mrs. Jones; however, the woman proved to be stronger than he expected.

Conjunctive adverbs: accordingly, however, also, therefore, moreover, furthermore

Editing: Semicolons


The sun was hot, the day quiet. There was only an immense staring burn upon the land. They moved along (1) the canal; the father, the mother, the racing children in their swimsuits. They stopped and ate meat (2) sandwiches he saw their skin baking brown. And he saw the yellow eyes of his wife and his (3) children, their eyes that were never yellow before. A few tremblings shook (4) him but were carried off in waves of pleasant (5) heat as he lay in the (6) sun he was too tired to be afraid.

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Misplaced Modifier NotesA modifier is any word or phrase that describes something within a sentence.

Modifiers may be different parts of speech, such as adjectives or prepositional phrases.

A misplaced modifier is a phrase which describes the wrong word within a sentence, meaning it’s in the wrong place.

Misplaced modifiers create confusion in a sentence.

Example

Sarah with a disgusting odor cried beside the garbage.

Bob Cratchitt desired to scamper through the snow with his family who maintained records for Mr. Scrooge.

Rikki-tikki hissed as he scampered after Nagaina who protected the family.

Editing: Misplaced Modifiers


The (1) rocket's metal cooled in the meadow winds, which glimmered in the sunlight. Its lid gave a bulging pop. From its clock interior stepped a man, a woman, and three children. The (2) other passengers whispered away, leaving the man alone among his family across the Martian meadow.

The man felt his hair (3) flutter of his body and the tissues draw tight as if he were standing at the centre of a vacuum. Before him, his (4) wife trembled, who was usually cheerful. The (5) children, small seeds, might at any instant be sown to all the Martian climes.

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Documents

“Dark They Were and Golden - Weeblymrbutner.weebly.com/.../dark_they_were_and_golden-eyed_ppt.pdf · “Dark They Were and Golden-Eyed ... The planet has altered the Bitterings,