fzeenglishdept.pbworks.comfzeenglishdept.pbworks.com/f/Truth+and+Consequences+Unit+LPs.docx · Web view14. Apply the Six Traits of Writing (Ideas, Organization, Voice, Word Choice,

Unit Theme: Truth and Consequences

Unit Specific Objectives:

7. Analyze and evaluate an author’s use of literary techniques in poetry, fircion and non-fiction (as applicable to unit selections):

Irony Imagery Repeated sound, line or phrase (rhyme scheme) Simile Metaphor Onomatopoeia Alliteration Personification Hyperbole Idiom Symbolism Jargon Dialect Slang

8. Use details from text to analyze character motication and identify character types using direct and indirect characterization:

Round Flat Dynamic Static

9. Use details from text to analyze:

Plot (focus on conflict) Foreshadowing Setting (place and mood)

10. Use details from text to analyze point of view:

First person Third person limited Third person omniscient

11. Use details from text to analyze the development of a theme across genres.

12. Use details from text to identify and explain and author’s tone.

13. Use details from informational text to:

Identify and explain organization Analyze and evaluate word choice Analyze and evaluate accuracy and adequacy of information Evaluate proposed solutions

Don’t forget to ALWAYS hit those POWER Objectives!

PO #1 Objective 3. Apply during reading strategies to monitor comprehension:

Visualize Infer Question the text Paraphrase Summarize

PO #2 Objective 4. Apply post reading skills to comprehend, interpret, analyze and evaluate text:

Identify and explain the relationship between the main idea and supporting details Question to clarify Reflect Draw conclusions Paraphrase Summarize

PO #3 Objective 14. Apply the Six Traits of Writing (Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions) and the steps of the writing process (pre-writing, drafting, revising, editing, publishing) to compose a variety of multi-paragraph texts, including:

Narrative* Expository* Literary analysis (emphasis on characterization)* Persuasive Summary Reflections

o Forms with an asterisk are required pieces, one of which must utilize MLA

PO #4 Objective 17. Revise written work for VOICE:

Awareness of audience

Purpose Point of view

PO #5 Objective 18. Revise written work for SENTENCE FLUENCY:

A variety of sentence structures including simple, compound, complex and compound-complex

A variety of sentence beginnings, i.e. appositives, infinitives, adverb clauses, gerunds

Essential Questions:

1. Who creates truth?2. Are there certain truths that can be considered universal or absolute?3. What are the consequences of examining “all the shades of gray”?4. How does one’s perspective shape or alter truth?

Topical Questions:

1. When is “truth” not 100% true?2. Is “fair” always the same for everyone?3. How do we face unfairness in life?4. What are consequences you face for your own actions?5. When can consequences be internal as oppose to being an external “punishment?”

Learning Targets:

I can identify and effectively use literary terms. I can use text to analyze character motivation and character types. I can recognize and analyze plot, foreshadowing, and setting I can analyze point of view. I can connect our theme to all texts studied. I can explain author’s tone. I can analyze informational texts. I can read with a purpose and annotate what I read. I can write using effective Six Trait writing skills. I can write what I feel/think/believe and share my opinions. I can apply during reading strategies to monitor comprehension. I can apply post reading skills to comprehend, interpret, analyze and evaluate text. I can revise written work for VOICE. I can revise written work for SENTENCE FLUENCY.

Assessment:

Students will be able to show their knowledge and understanding of literary terms, literary elements, characterization, point of view, author’s tone, and theme through successful completion of an end of unit test.

Students will be able to effectively “take on” a character already explored in a story and continue a story from that character’s perspective. They will use Six Trait writing skills and effective characterization and tone.

Texts to Study:

From Elements of Literature:

“The Sniper” pages 262-265

“The Necklace” pages 198-206

“The Scarlet Ibis” pages 415-426

“The Lady, or the Tiger?” pages 360-366

“Marigolds” pages 141-148

“The Most Dangerous Game” pages 17-34

“The Cask of Amontillado” pages 211-217

Other Resources:

“The Lottery” by Shirley Jackson

“Hunters vs. Vegetarians: Who’s Greener?” (article)

Skeleton Outline of Unit

Length: Days

Period Time: 55 minutes

Day 1: “The Sniper”-unit intro, lit. terms

Day 2: “The Sniper”

Day 3: “The Lady or the Tiger”

Day 4: “The Lady or the Tiger”-writing

Day 5: Plot elements, practice, diagram “Lady…”

Day 6 and 7: How are we doing so far? Reviewing what we know using another text.

Day 8: Continuing to review what we know using the lit circle jigsaw

Day 9: Checking our understanding, making connections, and getting ready to move on

Day 10: Time to write with a focus!

Day 11: Pre-reading using Hunters Vs. Vegitarians

Day 12-15: Annotating the Most Dangerous Game

Day 16: Pre-reading and predicting with the Scarlet Ibis

Day 17: Continuing our Reading of the Story

Day 18: Completing the story and Somebody Wanted but So

Day 19: Brainstorming ideas in our WN

Day 20: Working on symbolism and writing

Unit: Truth and Consequences

Day: 1


7. Analyze and evaluate an author’s use of literary techniques in poetry, fiction and non fiction

Irony Theme


Plot (conflict)

Materials:

Revenge and Crime Opinionnaire Literary Terms paper Textbook, “The Sniper,” pages 261-265

Student Assessment:

Students will read “The Sniper” and complete a reading guide asking them to make inferences, make predictions, identify conflict, and analyze character and theme.

Students will, after reading the story, examine conflict by writing about the internal conflict the sniper faces.

Opening Structure:

ON BOARD: What qualities enable people to perform well when facing heart-pounding fear or stress? Think about your own experiences or those of someone you know, as well as news stories or fiction you’ve read. Then, jot down your thoughts about people taking action when the stakes are high.

Discuss.

Mini Lesson:

Today we will start our new theme, “Truth and Consequences.” Before we talk though, let’s take an “opinionnaire.” This is simply asking your opinion on some statements.

Distribute the opinionnaire and read directions to students. Tell them they will have 5 minutes to complete it.

Discuss it when students finish. Ok, we are starting a unit called, “Truth and Consequences.” Why would I have given

you this paper? How does this tie into the theme? Discuss with students.

We will use short stories all throughout this unit and not only will we discuss and analyze our theme, we will also analyze literary elements and short story elements.

Distribute Literary Terms sheet to students and explain to them that they need to keep this paper FOREVER. We will fill in many terms during this unit, but we will continue to reference the terms in everything we read. These terms also apply to our writing. We want to be both good readers and writers, so everything overlaps. Today we discuss:

o Irony-contrast between expectations and reality, what is said and what it meant, what happens and what is supposed or expected to happen

Situational-when there is a contrast between what would seem appropriate and what really happens

Dramatic-when the audience or reader knows something important that a character in a play or story does not know

o Theme-central idea in a work of literature Not the same as the subject, not stated in the text Example: “Love is more powerful than hatred.”

o Conflict-struggle or clash between opposing characters or opposing forces External-a character struggles against an outside source (another character,

society, something in nature Internal-takes place entirely within a character’s own mind

As we read today and tomorrow, we will look at irony, theme and conflict in the story “The Sniper.

Reading Time:

Turn to page 261. Read the background of the story to students, and read the Literary Focus if you choose.

Read “The Sniper” aloud to students. Stop at every letter and allow students to fill in the reading guide. It will ask students to make inferences, identify conflict, discuss theme, and analyze character.

There will be 12 “stops” total. You will SKIP letter F on page 265. You probably will NOT finish reading today, so this lesson will continue into tomorrow.

Debrief:

Today we started reading “The Sniper” and learned about theme, irony, and conflict. We will finish the story tomorrow and continue our study.

Purpose for tomorrow’s reading:

Tomorrow we will read “The Sniper” and finish our reading guide.

REFLECTION

How did it go? What would I do differently next time?

1 2 3 4Needs major

overhaul.OK but not as strong as this needs to be.

Overall lesson concept solid but

some kinks to work out.

Powerful teaching and learning happened

today!

Revenge and Crime Opinionnaire

Directions: Read each of the following statements. Write A if you agree with the statement and D if you disagree.

_____ 1. There is no such thing as a perfect crime.

_____ 2. Villains do not always meet with punishment in life.

_____ 3. If someone does something wrong to you, it is right to do something bad to him or her in return.

_____ 4. Some people are able to hide crimes and never feel sorrow for what they did.

_____ 5. Victims of crimes usually do something to cause the crime to occur.

_____ 6. When someone offends you, you must forgive and forget what that person did.

_____ 7. In this world, good is rewarded and evil punished.

_____ 8. Almost all crimes happen on the spur of the moment.

_____ 9. If a person performs an evil deed, that person will suffer pangs of conscience until he or she confesses it.

_____ 10. Many times crimes happen to people who happen to be in the wrong place at the wrong time.

_____ 11. People should be flattered when others praise them and ask them for advice about their areas of talent.

_____ 12. Many evil deeds are the result of carefully laid plans.

_____ 13. If a person has a talent for something, he or she should be very proud of it and let other people know about it.

_____ 14. No person could stand by and watch another person die needlessly.

Literary Terms

Hi! I am your sheet of literary terms. Please keep me forever.

Irony:

Imagery:

Rhyme Scheme:

Simile:

Metaphor:

Onomatopoeia:

Alliteration:

Personification:

Hyperbole:

Idiom:

Symbolism:

Jargon:

Dialect:

Slang:

Plot:

Foreshadowing:

Setting:

Direct Characterization:

Indirect Characterization:

Conflict:

Exposition:

Theme:

Name _________________________

The Sniper

Reading Guide

Directions: Fill out this guide as we read the story. This reading guide will ask you to make predictions, make inferences, analyze conflict, analyze character, and identify theme. It is very important that you fill in the guide as we read. We will stop to allow time for you to write.

Stop #1: Where does the word “sniper” come from?

Stop #2: What do you think will happen when the sniper lights the cigarette?

Stop #3: What conflict does the old woman cause for the sniper? How do you think the sniper will resolve this conflict?

Stop #4: Were you surprised to learn that the sniper kills the old woman as well as the soldier? What do the sniper’s actions tell you about him?

Stop #5: What traits does the sniper exhibit after being wounded?

Stop #6: Why must the sniper leave by morning? Why can’t he use his rifle?

Stop #7: What do you think the sniper will do next to avoid being trapped on the rooftop?

Stop #8: Explain the purpose of the sniper’s actions in the paragraph that begins, “Taking off his cap…”

Stop #9: What do you think the sniper will do now that his trick has succeeded?

Stop #10: How does the sniper’s reaction to the death of his enemy change your view of him and his situation?

Stop #11: Do you think the sniper may have killed someone he knows? Why or why not?

Stop #12: How does this final revelation contribute to the message or theme that the author wants to convey about war?


Day: 2



Irony Theme


Plot (conflict)

Materials:

Textbook Reading Guide sheet (from yesterday) Reading Questions sheet

Student Assessment:

Students will finish reading “The Sniper” and complete a reading guide asking them to make inferences, make predictions, identify conflict, and analyze character and theme.

Students will, after reading the story, examine conflict by writing about the internal conflict the sniper faces. They will also examine irony and theme.

Opening Structure:

ON BOARD: What are your impressions of “The Sniper” so far? What do you think will happen in our reading today? Make those predictions!

Discuss.

Mini Lesson:

Before we read today, let’s review our literary terms from yesterday. We talked about irony, theme, and conflict.

Ask students to explain the three terms and run a small “review” of them. o Irony-contrast between expectations and reality, what is said and what it meant,

what happens and what is supposed or expected to happen Situational-when there is a contrast between what would seem appropriate

and what really happens Dramatic-when the audience or reader knows something important that a

character in a play or story does not knowo Theme-central idea in a work of literature

Not the same as the subject, not stated in the text Example: “Love is more powerful than hatred.”

o Conflict-struggle or clash between opposing characters or opposing forces External-a character struggles against an outside source (another character,

society, something in nature Internal-takes place entirely within a character’s own mind

Reading/work Time:

We are going to return to the reading. Start from whatever page you stopped on. Remind students to fill in the reading guide and continue making “stops” to allow

students time to fill in the questions. When you finish reading the story, allow a few minutes for questions and discussion.

Discuss the reading guides, if you want to. Now we will examine the conflict, irony, and theme from the story. Distribute “The

Sniper” reading questions to students and give instructions. Students have time to work on the reading questions.

Debrief:

Today we finished reading “The Sniper” and explored conflict, theme, irony and characterization even more. These elements will also be in other stories we read, so we will continue to study them.

Homework:

Finish the reading guide for “The Sniper.”


Tomorrow we will read “The Lady or the Tiger” and continue our introduction to literary terms.

REFLECTION


1 2 3 4Needs major





today!

Name ____________________________

The Sniper

Reading Questions

1. Explain the irony in the story’s last sentence.

2. This story revolves around an external conflict, the sniper’s life-or-death struggle. Explain the internal conflict the sniper also faces.

How is his internal conflict resolved?

3. How would you state the theme of this story—that is, the point the writer is making about war, especially civil war, and friends and enemies?

How do the resolutions of the story’s conflicts help reveal the theme?


Day: 3


8. Use details from text to analyze character motivation and identify character types using direct and indirect characterization:

Round Flat Dynamic Static

10. Use details from text to analyze point of view


Materials:

Textbook “The Lady or the Tiger” Reading Questions

Student Assessment:

Students will be assessed on successful completion of the reading questions. They will then use these questions as a “springboard” for writing a sequel for “The Lady or the Tiger” from a character of their choices perspective.

Opening Structure:

ON BOARD: Did you ever have to make a choice between something that was good for you and something that was good for someone you cared about? Are you glad that you chose as you did? Jot down your thoughts about making this choice.

Discuss.

Mini Lesson:

Before we read today we want to talk about two things: ambiguity and character motivation.

Ambiguity-o A quality that allows something to be interpreted in several different wayso Makes fiction more like real life

o “The Lady or the Tiger” is a perfect example Character motivation-remember when we made inferences in Tuesdays With Morrie?

We do the same thing with character motivation. o When we make an inference about character motivation, we make an educated

guess about the character’s reasons for behaving in a certain way.

Reading/work Time:

Start on page 359 and read the Background box. It talks about how people were punished during the Middle Ages.

Read “The Lady or the Tiger” with students. Stop at the yellow boxes to infer character motivation. Discuss.

This reading will probably take most of the rest of the class hour.

Debrief:

Okay, this is a story that people often remember for the rest of their lives. They are left wondering…which one was it??? The lady or the tiger????

Allow students to share their thoughts on the story aloud.

Homework:

Complete “The Lady or the Tiger” Reading Questions.


Tomorrow will be a writing day, and we will write using “The Lady or the Tiger.”

REFLECTION


1 2 3 4Needs major





today!

Name _______________________________

“The Lady or The Tiger”

Reading Questions

1. In this kingdom, how are people punished or rewarded?

2. Explain how this trial system is considered fair.

3. How does the author describe the princess’ nature?

4. Of what crime is the young man accused?

5. Why is the public so fascinated by this trial?

6. What do you think is behind the door the young man opens? Why did you make your choice?


Day: 4


10. Use details from text to analyze point of view


Materials:

Textbook “The Lady or the Tiger” writing assignment

Student Assessment:

Students will be assessed based on using their reading questions to successfully write a sequel to “The Lady or the Tiger.”

Opening Structure:

ON BOARD: In your opinion, what is the best sequel of all time? What makes a great sequel? Why do people like sequels?

Discuss.

Mini Lesson:

Okay, let’s talk about sequels. What are some great sequels? Allow students to throw out ideas and write them on the board. Now that we have all of these sequels, let’s really dissect them.

o What is necessary for a good sequel?o Why do we want sequels?o Why do sequels sometimes go awry?

Today you will write a sequel to “The Lady or the Tiger.” You want to make sure you are always using your Six Traits when you write.

o Voice-remember, we talked about this in Tuesdays and we looked for Mitch Albom’s voice

o Sentence Fluency-we want to vary our sentence lengths, beginnings, etc. Remember our roller coaster writing?

o Ideas-your ideas should be focused

o Organization-how is your writing organized? We should be paying attention to that

o Word Choice-are you using the best and most descriptive/appropriate word you possibly can? Example: The dog looked mean. Mean??? What is mean? How about: The dog, teeth bared, snarled from deep in his throat and I knew I shouldn’t approach him.

o Conventions-this is all of our grammar, spelling, punctuation, etc.

Writing/work Time:

Distribute the writing assignment to students and they will begin working on writing a sequel to “The Lady or the Tiger.”

TELL THEM NOT TO PUT THIS IN THEIR WRITER’S NOTEBOOKS!! Circulate while students work and help as needed.

Debrief:

How did the writing go today? How do you feel about your sequel. Tomorrow you will turn in your completed sequel.

Homework:

Complete “The Lady or the Tiger” sequel.


Tomorrow we will work on more literary terms and learn plot of a story.

REFLECTION


1 2 3 4Needs major





today!

“The Lady or the Tiger”

Writing Assignment

You will write a sequel to “The Lady or the Tiger.” You will choose ONE character’s perspective from which to write. You must understand character motivation to complete this. Use everything you know about your character to create a sequel that:

Is a minimum of one page in length (handwritten) Is interesting and continues the story Uses the Six Traits of writing to the best of your ability Is free of grammatical and spelling errors

This is your chance to make the decision…what really happened?


Writing Assignment





Writing Assignment





Day: 5



Plot (focus on conflict) Foreshadowing Setting (place and mood)

Materials:

Textbook Plot: Time and Sequence handout Cinderella plot outline activity Plot Diagram poster boards Blank plot diagram for Lady…

Student Assessment:

Students will be assessed on group participation in plot line activity.

Opening Structure:

ON BOARD: In your opinion, what is the best/most important part of a story? Is it the beginning, the events in the middle or the ending? Why? Explain your answers. Use an example story if you choose.

Discuss.

Mini Lesson:

Today we are going to really examine stories and how they are organized. Stories can almost be thought of like a formula in math. We see different elements in many stories, and the only variables are the specific storylines.

Distribute the “Plot: Time and Sequence” handout to students. Discuss the handout with students and give them the notes to “fill in.” All of the

information comes from pages 2-3 in the textbook.

Writing/work Time:

Now that we have discussed the elements in a plot, it is our turn to practice. In groups, you are going to use a well known story, and put the individual elements on a plot diagram.

Do we all remember the story of Cinderella? Okay, well, that will be the story we use today. You will have exposition, complications, events, a climax, possible flashback, and resolution.

Form groups of 5. (If your class is larger than 25, you may have a few groups of 6.) Each group will get a plot diagram and events. You all must work together to figure out

where everything belongs. Don’t help other groups! Distribute Plot Diagram Posters and envelopes. Allow groups to work. When all groups finish, each group can share what they agreed upon, why, etc. Any

discrepancies can be discussed as well.

Debrief:

Do we understand plot sequence, time and plot diagrams? Hopefully using a story like Cinderella helped.

Homework:

Let’s think back to The Lady or the Tiger. Now that we know what a plot diagram is, you are going to fill in a plot diagram for the story.

Distribute blank plot diagrams.


Tomorrow we will continue reading short stories.

REFLECTION


1 2 3 4Needs major





today!

PLOT: Time and Sequence

Hooking Your CuriosityPLOT is the element we start with when talking about short stories. PLOT is a series of related events, like links in a chain. Each event hooks our curiosity and pulls us forward to the next event.

Conflict: The Fuel of NarrativeMost stories “hook” us because of CONFLICT, or struggle. *EXTERNAL CONFLICT-

*INTERNAL CONFLICT-

The Bare Bones of a Plot1. Basic Situation or EXPOSITION-

2. COMPLICATION-

3. CLIMAX-

4. RESOLUTION or DENOUEMENT-

It’s All in the Timing…In real life, events can go on and on, but in stories they cannot. There has to be an end. A story may cover 50 years, or 5 minutes. Most stories are told in CHRONOLOGICAL ORDER, the order in which events unfold in real time.

Writers can manipulate time if they so choose. They can slow it down or speed it up.

Playing with TimeFLASHBACK-

FLASH-FORWARD-

FORESHADOWING-

Cinderella is mistreated by her stepmother and two stepsisters.

They are all invited to a ball.

The stepsisters keep Cinderella busy all day.

Cinderella has no proper clothes to wear to the ball and no time to get ready.

Her fairy godmother magically creates a gown and carriage for her but warns her to be home by midnight.

The prince and Cinderella dance all night until the stroke of midnight, when Cinderella runs away, leaving a glass slipper behind.

The prince goes around the countryside asking every maiden to try on the slipper.

The slipper fits Cinderella.

The prince and Cinderella marry and live happily ever after.

After her stepsisters and stepmother leave for the ball, there is a flashback to Cinderella’s childhood. In the flashback, Cinderella’s mother tells her about a fairy godmother who will give her help when she needs it most.


Day 6: How are we doing so far? Reviewing what we know using another text. (this will take two days for sure)

Unit Specific Objectives Met: 7.Analyze and evaluate an author’s use of literary techniques in poetry, fiction and non-

fiction (irony, imagery, repeated sound, simile, metaphor, onomatopoeia, alliteration, personification, hyperbole, idiom, symbolism, jargon, dialect, slang)

8. Use details from text to analyze character motivation and identify character types using direct and indirect characterization (round, flat, dynamic, static)

9. Use details from text to analyze plot, foreshadowing, and setting 11. Use details from text to analyze the development of a theme across genres 3. Apply during reading strategies to monitor comprehension (Visualize, Infer, Question

the text, Paraphrase, Summarize)

Materials: Annotation strips (ones for character motivation—blue, plot—red, theme—orange,

connections—green, and character types—purple) Textbooks Color group label stickers (kids can put them on their IDs and then we can re-use the

colors for other groupings)

Essential Question(s): Who creates truth? Are there certain truths that can be considered universal or absolute? What are the consequences of examining “all the shades of gray”? How does one’s perspective shape or alter truth?

Student Assessment: Students will be assessed based on their completion of the annotation bookmarks and lit

circle log.

Opening Structure: As students enter classroom, distribute color stickers. ON BOARD: What fears and conflicts do most young people deal with as they move

into adult life? Is there any way these can be avoided? Why do these conflicts arise? What can people do about these?

Discuss

Mini Lesson: We have done so much already this year. Sometimes it may just seem like we’re floating

from one activity to the next, but we are actually accomplishing something. Remember when we just annotated for the sake of annotating? Now we read with a purpose and annotate specifically.

With this unit, we are working on a lot of literary details and ideas. Today we will be seeing how that has soaked in so far. We’re going to try something called a jigsaw lit circle. This is going to take a lot of work and listening and time, but it will be worth it!

First I want to talk about something important that we’ve discussed before: pre-reading. For something to work well, you have to be ready to do it. For our activity to work well today, you’ll have to pre-read to get ready. Today, our pre-reading is going to be a chance for us to not only take a look at what we’ll be reading, but to also a chance to plan places where we will stop our reading and slow down enough to track our thinking. Let’s do that now. I want us to look at the text and plan 9 stopping points (go ahead and do this organically if you want and it can be very fun, but some good spots are: page 142 “We children,” page 143 “One day returns,” page 144 “In front of the house,” page 144 “Miss Lottie,” page 145 “Y’all git some stones,” page 146 “I did not join the merriment,” page 147 “Long after the sobbing,” and page 148 “And then I was sitting in the ruined little garden.”).

Okay, now that we know when and how we’re going to stop our thinking, we need to get ready to set our purpose. Today we’re going to have different purposes. Check the color sticker you got from me. Move into small circles by color.

Each color group is going to tackle the story with a different purpose in mind. As a group, you are going to read quietly together and annotate using your specific annotation bookmark. Let’s look at these. Have students look at bookmarks. Facilitate questions. That’s all we’re going to do today. We’ll talk about the next step tomorrow!

Work Time: Make sure students are on-task and diligently completing the appropriate annotation

bookmark. They should be stopping together and discussing their annotations.

Debrief: So how did that go? Your small group you were in is something like what’s called a “lit

circle.” Lit circles are reading groups of a sort. We will be trying this out more as time goes on so I hope you liked the experience! They will be more involved and change over time.

Tomorrow’s Preview/Purpose: We’ll continue our annotating!

Homework: None

REFLECTIONHow did it go? What would I do differently next time?

1 2 3 4Needs major





today!

Name: _________________________Hr: ____

Annotation Bookmark for Character MotivationAs we read, we need to annotate or track our

thinking. Throughout our time together our annotation has consisted of many things. For the story “Marigolds” you will be annotating using two of the processes we’ve practiced already: visualization and inferring.

In the boxes below create a visual that fits each chunk of reading. The visual doesn’t have to be a cohesive picture; it can be a combination of images that come to mind for you. Do this annotation WHILE you read. (Turn strip on side).

Chu

nk 1

Chu

nk 2

Chu

nk 3

Chu

nk 4

Chu

nk 5

Chu

nk 6

Chu

nk 7

Chu

nk 8

Chu

nk 9

Name: _________________________Hr: ____

Annotation Bookmark for Character MotivationAs we read, we need to annotate or track our

thinking. Throughout our time together our annotation has consisted of many things. For the story “Marigolds” you will be annotating using two

of the processes we’ve practiced already: visualization and inferring.


Chu

nk 1

How does the narrator feel about her hometown?C

hunk

2

Did the narrator enjoy her childhood?

Chu

nk 3

What type of relationship does the narrator have to her brother?

Chu

nk 4

Why is it fun to torment Miss Lottie?

Chu

nk 5

Why does Miss Lottie plant marigolds?

Chu

nk 6

How do the children feel about Lottie?

Chu

nk 7

Why is Lizabeth’s dad crying?

Chu

nk 8

Why does Lizabeth pull up the marigolds?

Chu

nk 9

What message did Lizabeth learn that day?

Inferring Character MotivationAt the end of each chunk of text, be sure to make

an inference regarding character motivation. Use the prompts and the boxes below. Remember, inferences are like a simple math equation: the text + schema = inference.

Chu

nk 1

How does the narrator feel about her hometown?C

hunk

2

Did the narrator enjoy her childhood?

Chu

nk 3

What type of relationship does the narrator have to her brother?

Chu

nk 4

Why is it fun to torment Miss Lottie?

Chu

nk 5

Why does Miss Lottie plant marigolds?

Chu

nk 6

How do the children feel about Lottie?

Chu

nk 7

Why is Lizabeth’s dad crying?

Chu

nk 8

Why does Lizabeth pull up the marigolds?

Chu

nk 9

What message did Lizabeth learn that day?

Name: _________________________Hr: ____

Annotation Bookmark for PlotAs we read, we need to annotate or track our



Chu

nk 1

Chu

nk 2

Chu

nk 3

Chu

nk 4

Chu

nk 5

Chu

nk 6

Chu

nk 7

Chu

nk 8

Chu

nk 9

Name: _________________________Hr: ____

Annotation Bookmark for PlotAs we read, we need to annotate or track our




boxes below. Make sure to use the text to find your answers.

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Inte

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Con

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Exp

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Clim

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g

Tracking the parts of PlotAt the end of each chunk of text, stop

your reading and discuss the plot. Fill in the boxes below. Make sure to use the text to find your answers.

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Annotation Bookmark for ThemeAs we read, we need to annotate or track our



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Annotation Bookmark for ThemeAs we read, we need to annotate or track our




examples and instances of the theme from the text. Be sure to explain how the instances connect to the theme.

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Tracking our ThemeAt the end of each chunk of text, stop

your reading and discuss the theme. Find

examples and instances of the theme from the text. Be sure to explain how the instances connect to the theme.

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Name: _________________________Hr: ____

Annotation Bookmark for Literary Term Identification

As we read, we need to annotate or track our thinking. Throughout our time together our annotation has consisted of many things. For the story “Marigolds” you will be annotating using two of the processes we’ve practiced already: visualization and inferring.


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Name: _________________________Hr: ____

Annotation Bookmark for Literary Term Identification

As we read, we need to annotate or track our thinking. Throughout our time together our annotation has consisted of many things. For the

story “Marigolds” you will be annotating using two of the processes we’ve practiced already: visualization and inferring.


Tracking Connections At the end of each chunk of text, stop your reading and make some connections.

Be sure to make a CONNECTION, not a COINCIDENCE.

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Tracking ConnectionsAt the end of each chunk of text, stop

your reading and make some connections. Be sure to make a CONNECTION, not a COINCIDENCE.

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Make a text-to-self connection:C

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Name: _________________________Hr: ____

Annotation Bookmark for Character TypesAs we read, we need to annotate or track our



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Annotation Bookmark for Character TypesAs we read, we need to annotate or track our




Noting Types of Character At the end of each chunk of text, stop your reading and discuss the characters. Fill

in the chart below.

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List a round character.

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Prove that the above character is round.

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List three flat characters.

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Prove that one of the above characters is flat.

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List two static characters.

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Prove that one of the above characters is static.

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List one dynamic character.

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Prove that the above character is dynamic.

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Note any patterns you see with character types.

Noting Types of Character At the end of each chunk of text, stop your reading and discuss the characters. Fill in the chart below.

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List a round character.C

hunk

2

Prove that the above character is round.

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List three flat characters.

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Prove that one of the above characters is flat.

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List two static characters.

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Prove that one of the above characters is static.

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Prove that the above character is dynamic.

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Note any patterns you see with character types.


Day 7: How are we doing so far? Reviewing what we know using another text. (this will take two days for sure)




9. Use details from text to analyze plot, foreshadowing, and setting 11. Use details from text to analyze the development of a theme across genres 3. Apply during reading strategies to monitor comprehension (Visualize, Infer, Question

the text, Paraphrase, Summarize)

Materials: Annotation strips (ones for character motivation—blue, plot—red, theme—orange,

connections—green, and character types—purple) Textbooks


Student Assessment: Students will be assessed based on their completion of the annotation bookmarks and lit

circle log.

Opening Structure: ON BOARD: Do we want people to be happy when we’re not? Why or why not? Do

we tend to surround ourselves with people who are happier than we are, like we are, or less happy than we are? Why do you think that is?

Discuss

Mini Lesson: Yesterday was a real challenge! So what questions do you have? Today our mini-lesson

will be focused on fixing up your reading and any problems you have had. Solicit questions from the class and make sure to “catch” any problems.

Work Time: Make sure students are on-task and diligently completing the appropriate annotation

bookmark. They should be stopping together and discussing their annotations.

Debrief: After today you should be finished and ready to move on! How are you doing? Any

questions I can still answer?

Tomorrow’s Preview/Purpose: We’ll continue our study of “Marigolds” and try another type of lit circle!

Homework: Make sure the story is finished along with the annotation bookmark.


1 2 3 4Needs major





today!


Day 8: Continuing to review what we know using the lit circle jigsaw.




9. Use details from text to analyze plot, foreshadowing, and setting 11. Use details from text to analyze the development of a theme across genres 4. Apply post reading skills to comprehend, interpret, analyze and evaluate text (Identify

and explain the relationship between the main idea and supporting details, Question to clarify, Reflect, Draw conclusions, Paraphrase, Summarize)

Materials: Textbooks Lit Circle Protocol Jigsaw Lit Circle Log and Example Annotation Bookmarks


Student Assessment: Students will be assessed based on their successful completion of the jigsaw lit circle log.

Opening Structure: ON BOARD: Complete this sentence ten different ways: Hope is… Popcorn share answers Break into groups using color. Make sure each color is present in each group so groups

should be five people full, one blue, one red, one orange, one green, and one purple.

Mini Lesson: Today we’re going to try the concept of the lit circle again. But it’s called a jigsaw lit

circle because you each represent a different piece of the overall puzzle. Each person in the group completed a different reading task. For the rest of the hour, I

want you to complete the lit circle log. But first, let’s talk about what a good lit circle does. Look at the sheet and go over.

Now, let’s look at the model sheet. Go over and explain. Okay! It’s time to try it! Get to work!

Work Time: Students need to complete the jigsaw lit circle handout.

Debrief: You guys are doing great! That was A LOT of work! What kinds of questions do you

still have? Are we ready to move on? Tomorrow you will have a quick quiz over the text we just read. Then we’ll move on to more learning and more literary terms!

Tomorrow’s Preview/Purpose: We’ll do some quizzing and some beginning on our writing.

Homework: None.


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today!

Lit Circle Protocol (post these reminders inside your WN)

Every time you have a lit circle, follow the following steps in order to have success and gain all of your points!

1. Greet each other. Take about five minutes to go around the circle. Make sure you’ve each introduced each other so you can call each other by name. Have something fun to discuss. Ex. Topic—favorite food.

a. Member 1: I’ll go first! My name is Carla and my favorite food is fried chicken.b. Member 2: Oh, I love fried chicken! What’s your favorite place to get it from? I

like Lee’s. I’m Jamye by the way. My favorite food is sushi.c. Carla: I like the chicken my mom makes the most, but I also like Popeye’s. I’ve

never had sushi, isn’t that raw fish?d. Jamye: No, it’s called sushi because of the rice. The stuff with raw fish is

sashimi, but I like that, too. What about the rest of the group?e. Member 3: Well, my favorite food is a little boring, I love donuts. I especially

like the French cruellers from Paul’s Donuts. I’m Doug.f. Member 4: I’m Dustin and I like barbecue.g. Member 5: Man, this is hard because I like a lot of food! I like everything you

guys have said, but I’m going to go with Spaghetti-Os because that’s what I have for lunch today. I’m Jessie.

2. Assign a note-taker. This person will be in charge of recording the group’s discussion on the “Lit Circle Log Sheet.” This person needs to be able to listen, talk, and write at the same time. You CAN take turns if you’d like.

3. Check with the teacher for the discussion assignment. Sometimes the lit circle’s job will be to generally discuss the book, other times you’ll have a specific task or question to deal with. Your job is to find out and begin!

4. Begin discussion while keeping in mind your proper lit circle behavior (taking turns, respecting all voices, avoiding side conversations, etc.).

5. Be aware of the time and wrap up discussion before time is up.6. Check the “Lit Circle Log Sheet” and sign it. Feel free to add to it. See the example of a

perfect sheet to remind your group of what’s needed for max points.

Lit Circle Log for Tuesdays with Morrie

Names of Group Members (first and last!): Doug Peters, Jessie McGlaughlin, Jamye Fitzgerald, Carla Austin, Dustin Gruber _

Topics Discussed Summary of the DiscussionIntroduction topic: let’s talk about your pets! (Doug’s suggestion)

Why does Morrie want to talk to so many people instead of just his family? (Jamye’s question)

I think Mitch is a real jerk. I don’t know why his wife stays with him. (Carla’s comment)

I’m not sure I get these aphorisms. (Jessie)

Our dogs:o Doug’s—Neo, a black labo Jamye’s—Lucky, a cocker spanielo Jessie—no dog, but a fish named Kitteno Carla—allergic to animals, loves turtleso Dustin—has a kitten named Fish

Morrie wants to talk to so many people because:o Because he’s weird (Doug)o Because he needs to teach, it’s what he

does (Dustin)o Because he feels like he can help people

(Carla)o I don’t know, but I like hearing his voice

(Jamye)o I think he needs to talk so he doesn’t get

too down on himself or his situation (Jessie)

Is Mitch a jerk? Should his wife have left him?o YES! I guess she stays with him for his

money. (Carla)o No, he’s just struggling with the right way

to act. (Doug)o Yes, she should have left him so she could

have kids. (Jamye)o Not really, he’s a typical guy. I don’t know

if she should have left him, it depends. (Dustin)

o I kind of think he’s okay and that he’s only showing us the negative sides of himself because he feels guilty about what he’s done. (Jessie)

What we think about aphorisms:o They’re stupid! (Jessie)o They’re really just little life lessons.

(Dustin)o They help me make sense of all the

philosophy. (Doug)o They’re catchy! (Jamye)o They make me feel good. I like some of

them so much I’m going to write them down! (Carla)

Final thoughts or plan for next discussion: _______________________________________________________

__________________________________________________________________________________________

Signatures of approval: Doug Peters, Jessie McGlaughlin, Jamye Fitzgerald, Carla Austin, Dustin Gruber

Lit Circle Log

Names of Group Members (first and last!): ______________________________________________________

__________________________________________________________________________________________

Topics Discussed Summary of the Discussion1. What motivates Miss Lottie to plant the marigolds

and then to stop planting them? (__________’s question)

2. What is the climax of the story? What events cause the climax? Why is it a point of no return? (__________’s question)

3. What is the theme of the story and what proof from the text do you have? (__________’s question)

4. What kinds of connections do we have to the text?

(__________’s question)

5. Describe the major characters in the story. (__________’s question)

Final thoughts or plan for next discussion: _______________________________________________________

__________________________________________________________________________________________

Signatures of approval: ______________________________________________________________________


Day 9: Checking our understanding, making connections, and getting ready to move on.




11. Use details from text to analyze the development of a theme across genres 3. Apply during reading strategies to monitor comprehension (Visualize, Infer, Question

the text, Paraphrase, Summarize) 4. Apply post reading skills to comprehend, interpret, analyze and evaluate text (Identify

and explain the relationship between the main idea and supporting details, Question to clarify, Reflect, Draw conclusions, Paraphrase, Summarize)

Materials: Reading Check: “Quiz” over Marigolds


Topical Question(s): When is “truth” not 100% true? Is “fair” always the same for everyone? How do we face unfairness in life? What are consequences you face for your own actions? When can consequences be internal as opposed to being an external “punishment”?

Student Assessment: Students will be assessed based on their successful completion of the Marigold/ Forgive

My Guilt WS

Opening Structure: ON BOARD: What do you think motivated the children to go to Miss Lottie’s House to

annoy her? What reason can you give to explain why Miss Lottie works so hard in her garden? Why dos Lizbeth’s father break down and cry?

Discuss and share.

Mini Lesson:

Today we are going to take an assessment over the story we’ve worked so hard on understanding as a team. Today you will complete the assessment in teams as well. Get back into your jigsaw lit circles and complete the assessment. You will have the entire hour to do this.

Work Time: Complete the Reading Questions Assessment for Marigolds.

Debrief: Who knew what work just reading one little story could be! It takes a lot of thinking to

get everything. No one is an expert the first time through. With each group member’s help, you basically read this story five times! Keep this in mind as we continue reading.

Tomorrow’s Preview/Purpose: Tomorrow we are going to do a bit of writing!

Homework: None.


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today!

Names: _______________________________________________________________________

Reading Check: “Quiz” over Marigolds

Directions: Complete the following items using COMPLETE sentences unless otherwise indicated.

1. When and where does this story take place?

2. Who is Miss Lottie and why are the children afraid of her?

3. Describe the children’s confrontation with Miss Lottie.

4. What does Lizabeth discover about her parents that night?

5. Years later, what things about Miss Lottie and herself is the narrator able to express?

First Thoughts

6. Why do you think Lizabeth hated the marigolds? Are the reasons for her feelings common?

7. What are Lizabeth’s internal conflicts—what personal “monsters” are troubling her?

8. Draw a thought bubble. Fill it with words that represent Lizabeth’s thoughts as she commits her act of cruel destruction. Be prepared to explain why you chose the words you did.

9. Lizabeth says that destroying the marigolds was her last act of childhood. Why does she think of herself as an adult from that moment on?

10. What does Lizabeth mean at the end when she says that she too has planted marigolds? What do you think the marigolds have come to mean in the story? Consider the feelings that the characters have had about the marigolds throughout the story:

11. What do you think is the key passage in this story—the passage that says something very important about our lives? If you haven’t chosen a passage yet, skim the story now and find one.

Extending the Text

Directions: Read and annotate the following poem and then answer the question asking you to connect text to text.

Forgive My Guilt

----Robert P. Tristram Coffin

Not always sure what things called sins may be,

I am sure of one sin I have done.

It was years ago, and I was a boy,

I lay in the frostflowers with a gun,

The air ran blue as the flowers, I held my breath,

Two birds on golden legs slim as dream things

Ran like quicksilver on the golden sand,

My gun went off, they ran with broken wings

Into the sea, I ran to fetch them in,

But they swam with their heads high out to sea,

They cried like two sorrowful high flutes,

With jagged ivory bones where wings should be.

For days I heard them when I walked that headland

Crying out to their kind in the blue,

The other plovers were going over south

On silver wings leaving these broken two.

The cries went out one day; but I still hear them

Over all the sounds of sorrow in war or peace

I ever have heard, time cannot drown them,

Those slender flutes of sorrow never cease.

Two airy things forever denied the air!

I never knew how their lives at last were spilt,

But I have hoped for years all that is wild,

Airy, and beautiful will forgive my guilt.

12. Compare Lizabeth’s feelings at the end of the story with the feelings of the speaker of

“Forgive My Guilt”. What did both children discover?

13. The narrator doesn’t tell us much about the effect of the destruction on Miss Lottie. From what she does tell us, how do you think Miss Lottie was affected?

14. “The world had lost its boundary lines,” Lizabeth writes about her parents’ conversation that night. What does she mean? What situations might make a child feel that boundaries have been lost?


Day 10: Time to write with a focus!

Unit Specific Objectives Met:

4. Apply post reading skills to comprehend, interpret, analyze and evaluate text (Identify and explain the relationship between the main idea and supporting details, Question to clarify, Reflect, Draw conclusions, Paraphrase, Summarize)

10. Use details from text to analyze point of view. 14. Apply the Six Traits of Writing (Ideas, Organization, Voice, Word Choice, Sentence

Fluency, Conventions) and the steps of the writing process (pre-writing, drafting, revising, editing, publishing) to compose a variety of multi-paragraph texts.

17. Revise written work for VOICE (Awareness of audience, Purpose, Point of view) 18. Revise written work for SENTENCE FLUENCY (A variety of sentence structures

including simple, compound, complex and compound-complex; A variety of sentence beginnings, i.e. appositives, infinitives, adverb clauses, gerunds)

Materials: Textbooks “Heartbroken” piece Notebooks


Topical Question(s): When is “truth” not 100% true? Is “fair” always the same for everyone? How do we face unfairness in life? What are consequences you face for your own actions? When can consequences be internal as opposed to being an external “punishment”?

Student Assessment: Students will be assessed on their completion of a character analysis reflection.

Opening Structure: ON BOARD: Are we responsible for figuring out the consequences to our actions before

we act? How do the consequences of your actions affect your choices? Discuss and share.

Mini Lesson:

So far we have done a lot of literary term discovery and very little writing. For some of you that has been a welcome reality. But the fact is, we need to practice our writing, too.

Today we are going to look at pairing understanding of one of our literary terms, point of view, with the understanding of one of the traits of writing, ideas.

Let’s review point of view: the perspective the narrator writes from.o First person—uses I and tells the story from one character’s perspective as if they

are living through it.o Third person limited—uses he, she, it, they, etc. and tells the story from one

character’s vantage point, but not through his/her eyes. We can know and see everything about just one character.

o Third person omniscient—uses he, she, it, they, etc. and tells the story from several character’s vantage points, but not through their eyes. We can know and see everything about everyone.

Now let’s look at what the trait of ideas means:o Ideas are the main focus of the paper. It is what the writing is about.

Knowing both of these terms, let’s discuss: How does a story’s point of view affect the ideas that are shared?

In our Marigolds story, what is the point of view? What ideas are shared because of that point of view?

Today we are going to write another piece of the Marigold’s story using a different character perspective and a different point of view. We’ll brainstorm the ideas we believe would be present and then write a one page piece of the story from one of those different perspectives.

Use the piece from “Heartbroken” and brainstorm Michael’s perspective. Then try to write a bit from “his” perspective.

Work Time: Now it’s your turn! Practice using first person point of view, just like our story, but use a

different character perspective. Remember to brainstorm what different ideas will be present and then write three paragraphs of that person’s version of the story.

Debrief: Which perspective or point of view an author chooses is truly important! What kinds of

questions do you still have?

Tomorrow’s Preview/Purpose: Tomorrow we’ll move on to a new story. Don’t worry, you’ll love it, too!

Homework: Finish writing piece.


1 2 3 4Needs major OK but not as strong Overall lesson Powerful teaching and

overhaul. as this needs to be. concept solid but some kinks to work

out.

learning happened today!

From “Heartbroken” by Sarah MitchellTaken from English Workshop Activities for Grades 6-12

I had to admit that my heart did skip a beat when I first met

him. But Now I don’t like him, not in the least for what he did. It

wasn’t because he was the most popular boy in school, president of

the student council, “A+” student, and captain of the basketball

team. It wasn’t because he had this hot smile that would melt me

like a popsicle. It wasn’t because he was oh so cute or because he

looked like one of those body builders on TV. It was because of

his compassionate ways and those adorable hazel eyes that I

dreamily looked into before it happened.

That day still bites my every nerve like one of those pieces

of meat that you keep chewing and chewing, but it just doesn’t

seem to get chewy enough to swallow. It all started when my

seventh-grade language arts teacher, Mrs. Hilton, announced that

we were expecting a new student.

“Calm down, class,” she said in her soft voice. She was

really a quiet person and a very kind one to me and everyone who

listened to her, but whenever Mrs. Hilton got mad, it was like she

had been beaten with an ugly stick. Her eyes would pop out like

big gumballs, and she was the gumball machine. Her hair would

frizz up as her small, timid voice turned into an obnoxious yell.

She came and stood in front of the class. She was kind of

chubby, so it did take some time. “Listen, everyone, this is

Michael James.”

She pulled someone out from behind the classroom door. I

gazed in total astonishment. My mouth was the Grand Canyon,

wide open.

A fairly tall, handsome boy stood in front of the class. He

had this rich-boy-proper look. I could tell he was shy when he put

his hands in the pockets of his nicely fashioned Old Navy big

pocket jeans and began swinging his feet in front of him so fast

that he knocked the teacher right in her shin.


Day: 11



Apply during reading strategies to monitor comprehensiono Visualizeo Infero Question the texto Paraphraseo Summarize

Materials:

“Hunters vs. Vegetarians: Who is more green?” article Literary Terms sheet

Student Assessment:

Students will read and annotate the article in order to help facilitate group discussion.

Opening Structure:

ON BOARD: What does it mean when people say, “That’s a gray area”? If something is “clear” it is “black and white.” So…what is a “gray area”? Can you think of some examples? Explain

Discuss.

Mini Lesson:

Today we will add definitions to our literary terms sheet. o Simile-a comparison of two unlike things using “like” or “as”o Metaphor-a comparison of two unlike things without using “like” or “as”

Let’s use our Quack words to create an example of a simile and a metaphor! Let’s get into those color groups and create a simile and metaphor using our Quack

words. Remember to note the part of speech of each word. Record your simile and metaphor in your writer’s notebook.

Students spend no more than 10 minutes in groups. After 10 minutes, bring students back to their assigned seats. Ask groups to share a few.

Reading Time:

Today we are going to read and annotate an article. Let’s look at the title and do some pre-reading using only our title.

Put the title on the board:o Hunters vs. Vegetarians: Who’s greener?

What will the article be about? How could both sides be argued? What are our personal thoughts?

.Brainstorm on the whiteboard for students as they respond. Distribute article to students and remind them that they should annotate as they read. Students read and annotate for the remainder of the class hour.

Debrief:

Today we talked about similes and metaphors. We also have started to annotate an article. We will discuss the article tomorrow.


Tomorrow we will discuss our annotated article and we will begin reading and annotating “The Most Dangerous Game.”

Homework:

Finish reading and annotating Hunters vs. Vegetarians article.

REFLECTION


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today!

Hunters vs. Vegetarians: Who’s Greener?

Posted by Robin Wheeler-Barber

May 22, 2008

Last Friday night I found myself literally stuck in the middle of one of those conversations most

people never want to be stuck in the middle of.

While waiting for a concert to begin, I introduced two of my friends, one who has spent time in

Michigan’s Upper Peninsula - my husband’s homeplace and one of the biggest hunting areas in

the United States. My husband and his fellow Michigander instantly starting making jokes about

deer camp and hunting, to the absolute horror of my other friend, a pesce-vegetarian.

Friend #1 - What’s wrong with hunting?

Friend #2 - It’s taking a life!

Friend #1 - Then I took a life with the hamburger I ate this morning, but that was from a cow

with a miserable life.

Friend #2 - That’s not right, either!

Friend #1 - Are you a vegetarian?

At which point my fight-or-flight instinct kicked in and I had the overwhelming urge to run as

far away from both of them as my short little legs would take me.

Friend #2 - I don’t eat anything that had legs. I eat fish.

Friend #1 - That’s bad for the environment. Mass fishing’s depleting the oceans. Hunting’s more

environmentally friendly than fishing.

Friend #2 - Go on. Justify yourself all you want.

Here’s where I completely tuned out and changed the subject to bourbon, which I sorely wanted

at this point.

Had both parties not immediately gone into defense mode, I would have loved to have heard

them engage in a respectful, rational discussion on the topic. It’s a topic in which I have strong,

conflicting emotions on both sides, but not one that gets much rational discussion.

On one hand, I hate the idea of animals being shot. On the other, it seems much more humane

than the corporate meat-farming conditions as long as the animal’s being treated with respect and

not as a trophy.

On one hand, I recognize that wildlife populations are becoming a bigger nuisance and danger to

human populations. On the other, I know it’s because our desire for sprawling new building

developments is stealing habitats. If we’d use the buildings we already have, those habitats could

be spared and there wouldn’t be a nuisance issue.

Hunting, when done where one lives, is the ultimate in locavorism. But then, there are the guns,

which is another bucket of chum I don’t want to visit.

Vegetarianism spares a lot of lives. But what about the carbon footprint of the massive amounts

of land and transportation used to make protein substitutes like textured vegetable protein widely

available? There’s a chapter in Barbara Kingsolver’s locavore bible, “Animal, Vegetable,

Miracle” that goes into far greater detail on this issue.

Hunting has a long social history in the U.S. of giving a means for families to spend time

together and pass a tradition on to the next generation. But again, there’s the gun issue.

Sometimes, family bonding probably shouldn’t be done in the presence of firearms.

Not everyone hunts for conservation, and there are plenty of vegetarians driving gas guzzlers.

Ultimately, this all comes down to the fact that we’re a society with the luxury of being able to

choose our food morality. We have such an abundance of food options that we can sit in comfort,

well-protected from the elements, confident that our next meal, be it hunted, imported, local, or

from a drive-thru window, is a given.

The fact is, both of my friends are right and it’s a shame they couldn’t see that because of the

stereotypes that surround both hunters and vegetarians.

In “Life is a Risky Process” from the September/October 2007 issue of Sierra magazine, Mary

Zeiss Stange, a women’s studies professor at Skidmore College and avid hunter, said:

We are a death-denying society. We don’t like death to happen publicly–whether it’s the death of

a loved one or of whatever animal that is going to be feeding us. If they understood what goes on

in a factory farm or a feedlot or a slaughterhouse, most people would think seriously, if not about

eating meat, at least about whether they want to buy meat at such cost to animals and human

health. Those animals can only survive the feedlot to get to the slaughterhouse by being heavily

medicated, eating an unnatural diet, and living in miserable conditions. We’re shielded from that

in this society.

It’s often said that hunting is an intellectually honest way to be a meat eater. I began hunting in

part because I thought if I can’t at least imagine being actively involved in creating meat, then I

don’t have any business eating it. Because of industrial agriculture’s impacts on wildlife, you

can’t opt out of your responsibility for the death of sentient beings by simply declaring yourself a

vegetarian or vegan.

Around the same time, Alex Roth posted a commentary at Grist refuting a claim by People for

the Ethical Treatment of Animals that it’s impossible to be an environmentalist without being a

vegetarian, a point the group attempted to make with several environmentally-unfriendly tactics,

like driving a Hummer across the country and erecting billboards. Huffington Post blogger and

vegetarian David Roberts attempted to even the playing field:

The term “environmentalist” is socially contingent and highly contested. Environmentalism has

no metaphysical essence. “You aren’t an environmentalist” is moral judgment masquerading as

an assertion of fact.

Every discussion I’ve ever witnessed about who is or isn’t an environmentalist, or what does or

doesn’t count as environmentalism — and believe me, at this point I’ve seen plenty — contains

vastly more heat than light. Feelings are hurt, umbrage is taken, but nothing is ever learned, no

consensus is ever reached. It’s a peacock show through which everyone parades their biases and

preconceptions.

What makes an environmentalist? Is it enough to care about (write about, advocate for)

environmental policy, or must you also engage in activism? Must you take action to green your

own life? If so, how much? Drive less, or not at all? Turn off lights, or go off grid? Eat less meat,

or go vegetarian?

I don’t know, or much care. There are lots and lots of things decent human beings should do.

Nobody’s able to do them all. We all do a little; we should all do more. Those of us on more or

less the same side gain very little by furiously judging each other’s personal choices in a futile

attempt to define the tribal boundaries of environmentalism.

I could have used logic like that last Friday night.


Day: 12




Use details from text to analyze:o Ploto Foreshadowingo Setting

Materials:

“Hunters vs. Vegetarians: Who is more green?” article “The Most Dangerous Game” story packet Students will also complete individual success sheets to begin second quarter Individual grade printouts for each student Sample Grade Sheet

Student Assessment:

Students will participate in article discussion. Students will begin reading and annotating “The Most Dangerous Game” using the story

packets provided.

Opening Structure:

ON BOARD: Write a descriptive paragraph about a villain (bad guy) you really like. Then tell why you like this particular villain.

Mini Lesson:

Okay, get out those lit. terms papers, and let’s add to them. Today we will add foreshadowing and plot. You should be familiar with plot already from our notes after “The Lady or the Tiger.”

o Foreshadowing-the use of clues that hint at later events in the story; it makes the reader curious and keeps them turning pages

o Plot-a series of related events that make up a story; it is like links in a chain (kind of like SPIRIT CHAINS!) haha…

Remember too, we have our plot diagram. Remember, it looks like a mountain and it documents the different parts in a story.

Discussion Time:

Okay, what did we think of the article from last night? Turn to a shoulder partner and EACH of you share 3 annotations you made.

o Give students time to share annotations Come back together as a whole class and discuss the article. Allow students to voice

their opinions, and allow the discussion to get heated if it happens naturally. Facilitate the discussion.

Reading Time:

Today we are going to begin reading a story called “The Most Dangerous Game.” It is an adventure story and many people really enjoy it. It is like “The Lady or the Tiger” where people often remember it long after they have read it.

Distribute the packets to students. Explain to them the concept of the packet. They will infer, visualize, predict, etc. They will be prompted for some of the responses, but they should still be annotating on their own.

Read pages 6-8 with students via the document camera and stop to annotate and answer the side questions. Model exactly what you want them to do.

This is all we will read for today, but bring this pack tomorrow to continue our reading.

Success Sheet:

We have a few minutes left, but I want to look at our first quarter grades and start setting some goals for second quarter.

I will distribute a gradesheet to you along with a success sheet. Show the success sheet on the doc. cam. and explain it to students.

Distribute grade sheets and success sheets to students. They should complete the success sheets before leaving class. They will serve as an exit pass.

Debrief:

We did a lot today! Finish those success sheets and they will be your exit pass out the door!


Tomorrow we will continue reading and annotating “The Most Dangerous Game.”

REFLECTION


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Day: 13





Materials:

“The Most Dangerous Game” story packet Visual scaffolding sheet for compound sentences Document Camera teaching sheet

Student Assessment:

Students will continue reading and successfully annotating “The Most Dangerous Game.”

Opening Structure:

Is murder ever justified? Explain. Discuss

Mini Lesson:

Review from yesterday:o What is foreshadowing?o What is plot?o What have we read so far?

Today we are going to review our quack words and review compound sentence patterns. Okay, so tell me, what does every sentence need to have? (use your doc. cam. teaching

sheet)o A subject and a verb (hopefully they say this…)

o Look at this simple sentence and tell me what the subject is and what the verb is. Lindsey forgot her homework.

Lindsey is the subject, and forgot is the verb. The sentence we just wrote is a simple sentence. It is correct, but it is simple. As readers

and writers we are always looking for and writing good, interesting sentences. We should be using many compound sentences.

Look at these two simple sentences. o Lindsey forgot her homework.o She will have to stay inside at recess.

Again, both sentences are correct, but let’s combine them to be a compound sentence.

Lindsey forgot her homework, so she will have to stay inside at recess.

Does anyone know how to make a compound sentence?o Students will share their ideas, then introduce FANBOYS

Have students look at the visual scaffold sheet and explain. You may want to have them put it in their writer’s notebook to keep it safe.

Let’s use one of our quack words from this week to create a compound sentence.o Let students create the sentence as you write on the board.

Now we will continue reading “The Most Dangerous Game.” As readers, let’s look for some good compound sentences as we read.

Reading Time:

Read pages 9-18 with students, stopping to allow time for students to annotate and fill in side responses.

Discuss reading with students.

Debrief:

Now we are really starting to get into the story. What do you think so far? How do you think it will continue from here?


Tomorrow we will continue reading and annotating “The Most Dangerous Game.”

REFLECTION


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Compound Sentences

Coordinating Conjunctions(FANBOYS)

RelationshipExpressed

for, so Shows a cause-effect relationship

andJoins things or ideas that are alike or

similar, implies a continuation of thought

but, yet Shows a contrasting relationshipor Indicates a choice between things or

ideasnor Continues a negative thought

for

and

nor

but

or

yet

so

SentenceSentence

Doc. Cam. Teaching Sheet

Lindsey forgot her homework.

She will have to stay inside at recess.

Combine: Lindsey forgot her homework, so she will have to stay inside at recess.

FANBOYS! For, and, nor, but, or, yet, so


Day: 14





Materials:

“The Most Dangerous Game” story packet

Student Assessment:

Students will continue reading and successfully annotating “The Most Dangerous Game.”

Opening Structure:

What are your impressions of the story so far? What are your predictions for the rest of the reading?

Mini Lesson:

Get out those lit. term sheets and we are going to ADD a term today. o Mood-A story’s atmosphere or the feeling it evokes

Mood is often created by the story’s setting. Wild forest+night+wolves howling=mood of terror or uneasiness

Okay, before we start reading again, let’s use another quack word to create a compound sentence!

o Write on the board…same as yesterday

Reading Time:

Okay, remember our colored circle reading groups from last week? We are going to work in those groups again to read “The Most Dangerous Game.”

Remember that we need to focus and continue annotating as we read today. You have your group members to help you, so work together.

Read as much as you can of the story, and anything you do not finish is homework for tomorrow.

Debrief:

We are getting close to finishing the story, and if you haven’t already, you will finish reading and annotating tonight at home.

Tomorrow we will complete a “quiz” over this story. Be ready!


Tomorrow we will take our quiz over “The Most Dangerous Game.”

REFLECTION


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today!


Day: 15



Apply post reading skills to comprehend, interpret, analyze and evaluate text:o Identify and explain the relationship between the main idea and supporting detailso Question to clarifyo Reflecto Draw conclusionso Paraphraseo Summarize


Materials:

“The Most Dangerous Game” story packet “The Most Dangerous Game” quiz

Student Assessment:

Students will successfully complete “The Most Dangerous Game” quiz using plot diagramming and adjective character analysis.

Opening Structure:

After reading the end of the story, what are your final impressions? Did you like the ending? Why or why not?

Mini Lesson:

Let’s review plot diagramming before we take our quiz.o Take a few minutes to draw a plot outline on the board and remind students how

we outline a plot using the diagram. Also, this quiz will use adjectives. What are adjectives?

o Describing wordso Zaroff is an insane, and seemingly unstable human being.

Adjectives are insane and unstable. Who/what are they describing?

Zaroff

Work Time:

Distribute quizzes to students. Your quiz today asks you to create a plot diagram for “The Most Dangerous Game.”

You must fill in every area listed. You may use your story packet and all of your annotations.

You must also create an alphabet of adjectives for each character. You will use one color for Zaroff and one for Rainsford. You will think of one adjective for each letter of the alphabet to describe both characters. This is a form of character analysis; you should really tell us about the characters through your adjectives.

Students have the hour to work. If they finish, they may leave the quiz. They may take it home to finish, but it is due the next day. If they forget it, they must accept the penalty of a zero.

Debrief:

Turn in those quizzes if you are finished. If you need more time, take them and bring them back tomorrow.


Tomorrow we will continue reading and we will do more writing.

REFLECTION


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today!


Day 16: Pre-reading and Predicting with the Scarlet Ibis (pg. 414-426)

Unit Specific Objectives Met: Apply during reading strategies to monitor comprehension: Apply post reading skills to comprehend, interpret, analyze and evaluate text: Use details from text to analyze character motivation and identify character types using

direct and indirect characterization. Use details from text to analyze plot, foreshadowing, and setting.

Materials: Textbooks Index cards with passages from the story for the Open House Handouts for Open House Handouts for Somebody Wanted but So


Topical Question(s): How does a character’s motivation guide his/her actions?

Student Assessment: Students will be assessed based on their completion of the Open House handout and on

the successful completion of the Somebody Wanted but So handout.

Opening Structure: ON BOARD: What are the duties of an older sibling? What kinds of responsibilities

should he or she have? Is life different for the oldest child? Elaborate. Complete Quack work.

Mini Lesson: And now it’s time to…add…another…TERM! Today we’re going to talk a bit about

symbolism.o Symbolism: a symbol is an object, person, animal, or event that stands for

something more than itself. Think of how the American Flag symbolizes freedom.

Today we’re going to work on pre-reading. We’re going to work on predicting, inferring, and previewing our text. We’ll be doing that using something called an open house.

Explain the Open House process/format. Tell students that Open House is a predicting/pre-reading activity where they will share information and get some sneak previews from the story. They should be ready to work quickly and to listen carefully.

Distribute the cards to the students. Explain that these are phrases from the story that they are going to read (“The Scarlet Ibis.”)

Collectively, they have some key ideas from the story but not all of it. Make sure the students understand the words of their card.

Students have 10 minutes to “meet and greet” the other members of the class. During that time they are to connect one on one with as many people as possible. Students read their passages to each other without comments. They should take notes on what they learn.

Following the meet and greet, divide students into their color groups. They should first read their passages to each other and then try to share as many of the other passages as they can.

Distribute the “Open House Discovery Sheet.” Have the students work as a group to make predictions about the different components of the story. Together they should come up with a “We predict” statement.

After students have had time to complete the form, ask each group to share their “We predict” statements. Ask them to back up their predictions with the phrases they have heard. Do not give them additional information from the story.

Work Time: Have groups begin reading the story. As they read, in a different color, they should fill in

the “right” answers to their Open House Sheet. Students will continue reading tomorrow.

Debrief: Great job, guys! How did previewing the text help you read better? Were you faster,

were you better at inferring?

Tomorrow’s Preview/Purpose: Tomorrow we will continue the story!

Homework: None.


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Phrases for index cards (may have to repeat some)

the summer has long since fledthe names of our deadcrawled backwardssomeone called Doodlehaving to lug himcling to me foreverOld Woman Swampbeyond the touch of an every day worlda cruelty born by the stream of lovelike a mournful songawkwardness at digginga feather dropped awaysick sweet smell of bay flowerspride is a terrible thingkeeping a nice secrethis go-cart

Name: _____________________________________ Hour: ____ Date: ________

Open House Discovery SheetIn the boxes below you need to note what your group INFERS after reading the open house statements. You should then read “The Scarlet Ibis” on pages 415-426. Using a different color, your group should add in the correct information on the story.Characters

Point of View

Setting

Mood/Tone

Plot/Action

Conflict

We predict…


Day 17: Continuing our Reading of the story

Unit Specific Objectives Met: Apply during reading strategies to monitor comprehension: Apply post reading skills to comprehend, interpret, analyze and evaluate text: Analyze and evaluate an author’s use of literary techniques in poetry, fiction and non-

fiction (as applicable to unit selections): Use details from text to analyze character motivation and identify character types using

direct and indirect characterization. Use details from text to analyze plot, foreshadowing, and setting. Use details from text to analyze point of view:

Materials: Textbooks Open House sheet


Student Assessment: Students will be assessed based on their completion of the Open House sheet.

Opening Structure: ON BOARD: What lengths would you go through to keep from being different? How

hard would you work to fit in? Is it hard to fit in? How do you fit in? Quack time.

Mini Lesson: Today we are going to continue working on our inferring and reading in groups. Before I

let you go to read, I want you to share some of your inferences. Solicit inferences and comment.

We’ve worked on inferencing before and we know it’s a good skill. In fact, it’s a tough skill, too. Today, as we read, we’re going to continue with our discovery sheet, but as individuals we’re also going to annotate some inferences. As you read, stop as a group and make five inferences. Remember our format from last time: the text says, I know, so. Make your group’s five inferences on the back of your discovery sheet.

Model this process for students on the doc. Cam.

Work Time: Students should continue to read the story. They must get to page 422 at letter B on that

page they can stop.

Debrief: How are those inferences going? Anyone want to share?

Tomorrow’s Preview/Purpose: Tomorrow we will finish the story!

Homework: Make sure you have read to page 422.


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Day 18: Completing the story and “Somebody Wanted But So”

Unit Specific Objectives Met: Apply during reading strategies to monitor comprehension: Apply post reading skills to comprehend, interpret, analyze and evaluate text: Analyze and evaluate an author’s use of literary techniques in poetry, fiction and non-

fiction (as applicable to unit selections): Use details from text to analyze character motivation and identify character types using

direct and indirect characterization. Use details from text to analyze plot, foreshadowing, and setting. Use details from text to analyze point of view: Use details from text to identify and explain and author’s tone.

Materials: Textbooks Open house sheets Somebody Wanted But So sheets


Topical Question(s): none

Student Assessment: Students will be assessed based on their completion of the Somebody Wanted But Show

sheet.

Opening Structure: ON BOARD: Describe a time when you made a mistake and couldn’t take it back. Quack time.

Mini Lesson: Get mini white boards Challenge students to start searching for symbols from the story. On the white boards

they should list any symbols they’ve seen. Go around room sharing and showing. Now ask students to erase and write down quick connections to the text. Now have students write down one question they have. Go around the room and let

students share and answer their questions. Now have students get back into the reading.

Work Time: Students should complete the reading and open house sheet today. They should then get

a Somebody Wanted But So Sheet. Have students complete the “Somebody Wanted But So” handout individually or in small

groups. You may need to model. Encourage variations starting with different characters for the “somebody.”

Debrief: This was a pretty intense story! We’re going to be moving on to sharing a piece of our

lives that was like our narrator. So get ready to write and share!

Tomorrow’s Preview/Purpose: Tomorrow we will start doing a bit of writing in response to our readings!

Homework: Finish the Somebody Wanted But So sheet.


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Name: _____________________________________ Hour: ____ Date: ________

Somebody Wanted But So SheetIn the boxes below you need to track the actions and character motivations. I will model this for you and then you will complete the sheet.

Somebody

Wanted

But

So

Somebody

Wanted

But

So

Somebody

Wanted

But

So


Day 19: Brainstorming ideas in our WNs

Unit Specific Objectives Met: Use details from text to analyze the development of a theme across genres. Apply the Six Traits of Writing (Ideas, Organization, Voice, Word Choice, Sentence


Materials: WNs


Topical Question(s): When have I learned lessons about consequences?

Student Assessment: Students will be informally assessed on their attention to the lesson and their completion

of the WN activities

Opening Structure: ON BOARD: What consequences did our narrator from “The Scarlet Ibis” receive? Was

that enough? What do you think should have happened? Do you think he is totally at fault? How might an epilogue for the story look?

Mini Lesson: Explain the learning targets for the day: to get going on our writing! Have everyone get

out their writer's notebooks. Today we'll be investigating our past and more. We'll start this by using an activity

called looping. Looping is when you start freewriting to a topic. After a small period of time you stop, re-read your writing, and circle one line or word. This circled idea becomes your next topic. Don’t worry if this is a little confusing, I’ll be modeling and writing with you.

Have students loop for fifteen minutes overall (stopping at least 3 times to have them loop). The starter topic is "what are the worst consequences you’ve ever received?"

After the third or fourth loop, have students take a highlighter and search for themes in their consequences and the writing (punishment, feelings of guilt,etc.).

Transition to next activity by having students do a quick share of their ideas and thoughts. Model what this sharing should look like with a partner making sure to highlight that we are going to acknowledge individual feelings and thoughts, but not evaluate them.

After some quick sharing, have students get back into the writing focus. This time they will be writing responses to a serious of value statements (our EQs). Who creates truth? Are there certain truths that can be considered universal or absolute? What are the consequences of examining “all the shades of gray”? How does one’s perspective shape or alter truth?

Work Time: Have students work on the writing in their WNs. Have students take the highlighter again and look for themes that emerge from their

writing. What ideas do they seem to have a lot of?

Debrief: Today was a great writing day! We built up a lot of ideas and now we’re ready to put

that to the side and use it a bit later. Keep these entries safe and be ready to use them!

Tomorrow’s Preview/Purpose: Tomorrow we’ll work with writing a little bit more!

Homework: None.


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Day 20: Working on symbolism and writing

Unit Specific Objectives Met: Apply post reading skills to comprehend, interpret, analyze and evaluate text: Use details from text to analyze the development of a theme across genres. Apply the Six Traits of Writing (Ideas, Organization, Voice, Word Choice, Sentence


Materials: Textbooks Character Map handouts Character Map Model for doc cam Symbolism Hunting Sheet for doc cam Character Object Poem handout Character Object Poem model for doc cam


Topical Question(s): What items do we associate with Doodle, Brother, Daddy, Mama or Aunt Nicey?

Student Assessment: Students will be assessed based on the completion of two interactive maps and a

character poem.

Opening Structure: ON BOARD: What do you still want to understand about symbolism? If you totally get

it, then tell me all about symbolism and how you find it in a story? Remember to reflect on this entry and shoot for a ½ page.

Quack quiz

Mini Lesson: Today we’re going to reflect again on symbolism.

o Symbolism: a symbol is an object, person, animal, or event that stands for something more than itself. Think of how the American Flag symbolizes freedom.

Symbolism is something teachers talk about a lot, but something that doesn’t necessarily make sense. How do we teachers know what to look for and what certain symbols mean?

Well, today, using our story from the week “The Scarlet Ibis” we are going to unlock some of the secrets of symbolism.

“The Scarlet Ibis” is one of those stories that teachers love to use because it has LOTS of symbolism. What did you think? What can you remember?

So here’s the secret: Teachers and people know about symbolism because of REPITITON and because of ITEMS. So we’re going to be looking at the story for time when items were repeated and for items that characters have.

So get out your texts and start looking for items and repetition. Let’s make a quick list on the board of these things.

Do you have any ideas on what these things might mean? Today, I’m not going to give you the answers. I am going to ask that you follow a

process and then we will reflect on this process later on in order to come to an understanding about symbolism.

The process we’re going to follow will start with discovering character. Take one of our character discovery maps and complete the front and back for two different characters from the story (show model to students on doc cam).

After some work time, model the character object poem and discuss with kids how they have so far discovered repetition, items, and now character. They will put all objects together and create a poem that will showcase symbolism.

Work Time: Have students complete the character maps. Have students pair share their maps with a partner and then grab a poem sheet. Talk about how all of our ideas are going to come together with this poem so that

symbolism is apparent. Now they’ve figured it out without us! Have students begin developing their character object poem.

Debrief: Symbolism is simple and all around us. It does not have to be something that is

complicated and confusing! Can you believe you figured it out? And you know what else, the more practice you get, the more often you’re going to find stuff that other’s don’t. Sometimes my students pull out symbolism that I don’t see. So take on the challenge and keep digging!

Tomorrow’s Preview/Purpose: We will continue to develop our understanding of literary elements and finish up!

Homework: Finish poems and be ready to share on Monday!

Notes: I got the idea of this lesson from an awesome website:

http://www.readwritethink.org/lessons/lesson_view.asp?id=272 and I tried to adapt it. It was built for more days. Tell me what you think and maybe you can extend a few minutes of talk about it in your days?

http://www.readwritethink.org/lessons/lesson_view.asp?id=272


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Symbolism Hunting

What REPETITION did we see?

What ITEMS are focused on?

Character Object Poem Model

Line 1 State the item’s name Rainsford’s hunting knifeLine 2 Give a literal description of it gleamed a sharpened silver in the darkness, cold steel

ready to killLine 3 Give a figurative description of it impersonal and awaiting judgment, it will kill without

feelingLine 4 Give one adjective for it murderousLine 5 Give another adjective for it uncaringLine 6 State what the thing does for the person it saves Rainsford’s lifeLine 7 Give a final description (adjective then noun) cold comfort

After you’ve created the poem, make an inference about symbolism in the story. Be prepared to share your poem and your inference! The text had Rainsford using his knife at every chance to try and save his life so I believe that the knife was a symbol for Rainsford’s life. As long as he had it and used it, he would/could live.

Character Object Poem Rules

Line 1 State the item’s name Line 2 Give a literal description of itLine 3 Give a figurative description of itLine 4 Give one adjective for itLine 5 Give another adjective for itLine 6 State what the thing does for the personLine 7 Give a final description (adjective then noun)

After you’ve created the poem, make an inference about symbolism in the story. Be prepared to share your poem and your inference!







Documents

fzeenglishdept.pbworks.comfzeenglishdept.pbworks.com/f/Truth+and+Consequences+Unit+LPs.docx · Web view14. Apply the Six Traits of Writing (Ideas, Organization, Voice, Word Choice,