H.Fritz English 10, Week 21 Wrapping up Tempest Unit Poetry Out Loud and MCAS Prep

H.FritzEnglish 10, Week 21

Wrapping up Tempest UnitPoetry Out Loud and MCAS Prep

Monday 2/7/11Learning Goals: SWBAT1. Summarize and review Act 5 of The Tempest by pair sharing their homework and watching Act 5. 2. Explain how margin summary notes will help them understand the main idea of Prospero’s Epilogue.

Do Now:

1. What does Prospero say to Alonso, Antonio and Sebastian in Ac t 5? Summarize this part of the scene (review lines 60-85).

Agenda:

1. Do Now and HW check2. Pair share HW– each pair

will summarize the main events of Act 5

3. Review lines 60-85.

HW: Margin summary notes take home quiz on epilogue.

Discussion Questions

1. Why did Prospero forgive his enemies? 2. Did Prospero change from the beginning of

the play to the end of the play? How? If so, what caused him to change?

3. What would he have gained from revenge? 4. What did he gain from forgiveness?

LG/SWBAT:Summarize and review Act 5 of The Tempest by pair sharing their homework and watching Act 5.

Tuesday 2/8/11Learning Goals: SWBAT1. Identify the main idea of Prospero’s speech in Act 5 by working with a partner to complete margin summary notes. 2. Summarize the main events from Acts 4 and 5 by taking a test.

Do Now: 5 minutes! In at least three complete sentences: Do any of the characters from this play change by the end? Identify the character, explain what causes the change and how this change affects the entire play.

Agenda: 1. Do Now (5 minutes) 2. Group reviews Act 5 from yesterday’s

class work. (5 minutes) 3. Partner work– margin summary notes

on Prospero’s speech (10 minutes)– partner’s hand in their work.

4. Quiz on Acts 4 and 55. Watch/read epilogue.

HW: If possible, select a poem for the poetry out loud competition.

*** Margin summary notes on the epilogue.

Act 5, lines 42-52

Lines 53-65

Quiz on Acts 4 and 5

Directions: Answer the following questions on a separate sheet of loose-leaf paper.

Act 4: 1. How does Prospero change his behavior toward Fer dinand? 2. What warning does Prospero give to Ferdinand and why? 3. What is the purpose of the show Prospero has Ariel put on for Ferdinand and Miranda (with the Greek

goddesses)? 4. Why does Prospero suddenly stop the performance? 5. How do Prospero and Ariel trick Caliban, Trinculo and Stephano at the end of Act four? What happens to

them?

Act 5: 6. What/who causes Prospero to change his mind about taking revenge on his enemies? 7. What does Prospero vow (promise) to give up after he has completed his plan? 8. How does this play end?

LG/SWBAT: Summarize the main events from Acts 4 and 5 by taking a test.

Wednesday 2/9/11Learning Goals: SWBAT1. Summarize the main events of Acts 4 and 5 by taking a quiz.2. Explain the poetry out loud unit requirements and select a poem for the poetry out loud competition.

Do Now: 10 minutes!• Quiz! Answer all questions

in complete sentences on loose-leaf paper.

Agenda: 1. Do Now/ Quiz2. Watch Act 53. Introduce Poetry Out Loud

Unit http://www.youtube.com/watch?v=A4URwHJhjtU

4. Laptops– select a poem!

5. Share recitation techniques

HW: Memorize your poem!

http://www.youtube.com/watch?v=A4URwHJhjtU

http://www.youtube.com/watch?v=A4URwHJhjtU

Poetry Out Loud 2011

• Each student is required to choose a poem, print their poem out, memorize their poem and recite their poem in our class competition.

• You will memorize your poem in two parts and each part will count as a third quarter homework assignment.

• You will recite your poem in class on Monday 2/14/11 in our class competition– this will count as a third quarter quiz grade.

• You will work on analyzing the meaning of your poem and understanding the poet’s use of figurative language in class (this will count as class work).

LG: SWBATExplain the poetry out loud unit requirements and select a poem for the poetry out loud competition.

Thursday 2/10/11Learning Goals: SWBAT1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud.

Do Now: • Why did you choose the

poem that you chose? • What is your poem about? • What lines/words seem

most important to you and why?

Agenda: 1. Do Now and HW check (poetry out

loud poem)2. Mini-lesson on figurative language and

notes on figurative language. 3. Group Work: Identifying three

examples of figurative language in our poems.

4. Whole class review/share out of group work.

5. Exit Ticket

Homework: Complete the Analysis Chart for your poem and work and have half of your poem memorized tomorrow!

What is Figurative Language?

Notes:


Draw:

What is Figurative Language?

• Whenever you describe something by comparing it with something else,you are using figurative language.

• Figurative language is not literal.


Notes on Figurative Language!

Figurative Language Description Example

Simile A simile uses the words “like” or “as”to compare one object or idea with another to suggest they are alike.

Busy as a bee

Metaphor The metaphor states a fact or draws a verbal picture by the use of comparison.A simile would say you are like something; a metaphor is more positive - it says you are something.

You are what you eat.

Personification A figure of speech in which human characteristics are givento an animal or an object

The wind screamed through the trees.

Alliteration The repetition of the same initial letter, sound, or group of sounds in a series of words.Alliteration includes tongue twisters.

She sells seashells by the seashore.

Onomatopoeia The use of a word to describe or imitate a natural sound or the soundmade by an object or an action.

Snap Crackle Pop

Hyperbole An exaggeration that is so dramatic that no one would believe the statement is true.Tall tales are hyperboles.

He was so hungry, he ate that whole cornfield for lunch, stalks and all.


Figurative Language Scavenger HuntGroup Work Guidelines

Directions: For this activity, you will work with a group of four. You will receive a citizenship grade for your conduct and participation in group work and a class work grade for your completion of your figurative language chart.

• Each person in the group needs to have a copy of his/her poetry out loud poem in front of them.

• Pass your poems around and help each other identify examples of figurative language.


Figurative Language Scavenger Hunt Chart

Figurative Language Example: write the title and name of poet and line that exemplifies each type of figurative language.

Analysis: What does this line/use of figurative language mean? What is the poet trying to convey to the reader through use of this type of figurative language?

1.

2.

3.

4.


Exit Ticket

Without referring to your notes, list and Describe three types of figurative language.

1.

2.

3.


Friday 2/11/11Learning Goals: SWBATConvey the main idea, tone and overall meaning of their poem through their recitation. Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt.

Do Now: 5 minutes!• What is the main idea of

your poem? How do you know? How can you convey this idea when you recite your poem? What can you do with your voice (inflection, volume), your body, your eyes when you recite to help convey the meaning of your poem?

Agenda: 1. Do Now (5 minutes) 2. Practice Recitation (each person recites

at least half of their poem) (20 minutes) 3. Introduce Tempest Essay topic (10

minutes)4. What are the three parts of an MCAS

prompt? 5. Partner work: thesis statements– to be

handed in and graded. (15 minutes)

Homework: Finish memorizing your poem and complete the analysis chart. Class competition on Monday!

10th Grade World LiteratureInstructors: Ms. Fritz and Ms. Breindel

Unit Three: Tempest Essay Prompts and Guidelines

Guidelines: As the final assessment for unit three, you will write a five paragraph essay in which you analyze The Tempest in response to an MCAS long composition prompt. The purpose of this assessment is for you to show how much you understood the play and also to further prepare you for next month’s MCAS exam. Follow the steps below to complete all pieces of the assessment:

• Turn the prompt into a kid friendly question (KFQ)• Identify the three parts of the prompt• Work with a partner to write a thesis statement that conveys an accurate and sophisticated

understanding of the play and that addresses all three parts of the prompt. • Identify the parts of the body paragraphs by filling in the parts of the essay outline.• Complete an essay outline. • Find evidence from the play to support your thesis. • Work on improving your analysis by using sentence chaining. • Use the rubric to revise/improve your essay. • Use writing time in class wisely! • Ask for help if you get stuck!

Final essay is due the Monday after February Vacation: Monday Feb. 28, 2011!

WRITING PROMPTThe protagonist is the main character in a work of literature who often changes in some important way by the end of the work.

Select a character from The Tempest who changes in some important way by the end of the work. In a well-developed composition, identify the protagonist, and explain why the protagonist changes in some important way by the end of the work. Finally, explain how this change impacts the work as a whole.

Unpacking the Writing Prompt

Step One: Turn the Writing prompt into a KFQ (a question in your own words). What are they asking you?

____________________________________________________________________________

____________________________________________________________________________

_____________________________________________________________________________

Step Two: Identify the three parts of the writing prompt.

LG/SWBAT: Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt

1.

2.

3.

Thesis Statement

Sample Framework for thesis statement: You don’t necessarily have to use this, but if you’re stuck you can.

___________________, one of the main characters from The Tempest by William Shakespeare, changes by the end of the play because …This change is significant because …This change affects the entire play as …

Names: ____________________________________________

Our Thesis:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

English 10: HW Due Monday 2/14/11

1. Memorize your poem and practice your recitation for Monday’s competition! 2. Complete the analysis chart below– this will help you better understand your

poem and will help inform your recitation!

Tone: What is the tone, mood or feeling of your poem? How do you know?

Explanation: Examples of words that convey the tone:

Figurative Language: What types of figurative language does the poet use? How does this use of figurative language help convey the overall meaning?

Explanation: Examples:

Main Idea: What is the theme, or main message of your poem? Why do you think this?

Explanation: Important lines:

Documents

H.Fritz English 10, Week 21 Wrapping up Tempest Unit Poetry Out Loud and MCAS Prep