Pre AP English 9

Monday, October 31, 2011-(1A, 2A)

We will go to the library today to check out The House on Mango Street by Sandra Cisneros.

Warm up- Pre-reading Activity Guide

SOL-9.4-Students will read, analyze, and comprehend various literary texts.

SOL-9.6-Students will write expository, narrative, and persuasive writings.

Objectives- Students will create their own vignettes.

Students will write responses to pre-reading questions.

Handouts- Pre reading Activity Guide

Pre-reading writing activities

Final Assignment/vignettes

Teacher Input-Teacher will introduce Sandra Cisneros via PowerPoint. We will discuss the writing and reading activities and due dates. Rubric will also be discussed.

Have students look at the table of contents of HOM and have students to write down 10 titles that they create that relates only to their lives. Students will have to pick 4 of their titles to create vignettes. Final Project will be due on November 18 for B Day students and November 17 for A Day students.

Vignette is a sketch story, a short descriptive piece of literary writing.

Out of the 7 pre reading questions-you will be responsible for completing 5. They will be worth twenty points each. They will all be turned in at the end of the reading of the entire book for a total grade of 100. Make sure all questions are answered, grammar is correct, word process, and label your entries.

Guided Practice- I will read some of the previous year’s examples of the pre-reading samples so students will have an idea of what is to be expected.

Individual Practice-Students will create their own vignettes at the end of the reading of the novella.

Closure-Exit ticket- What is a vignette? Why do you think authors use this style of writing?

SSR last 10-15 minutes of class

Homework-Pre reading questions need to be done prior to class. Read pages 3-11 to discuss on Wednesday.

Parent/Guardian Analysis of student work

Pre AP English 9

Tuesday, November 1, 2011-(1B, 2B)

We will go to the library today to check out The House on Mango Street by Sandra Cisneros.

LTF-Analyzing a Visual Text-Landscape with the Fall of Icarus

Warm up- Why are pictures important? What makes pictures important? Share your picture with someone close----Have them write something about your picture that focuses on a literary aspect…tone, mood, imagery, etc….

SOL-9.4-Students will read, analyze, and comprehend various literary texts.

SOL-9.6-Students will develop expository, narrative, and persuasive writings.

Objectives- Students will analyze a painting and identify the theme of the painting.

Students will create their own vignettes.

Pre reading Activity Guide

Pre-reading writing activities

Final Assignment/vignettes

Handouts- Copy of Activities 1-6

Teacher Input-Teacher will project the painting in order for students to complete the first 6 activities.

Activity I Students will observe the painting and then teacher will ask students to complete this activity.

Activity II Students will be asked to observe the painting, but this time they will have a purpose for observing the painting.

Activity III-Students will write a brief description of the scene.

Activity V-Theme of the painting Activity VI-What details in the painting effectively conveys the theme? Justify your answer. Make sure students understand what theme means.

HOM- Teacher will introduce Sandra Cisneros via PowerPoint. We will discuss the writing and reading activities and due dates. Rubric will also be discussed.

Have students look at the table of contents of HOM and have students to write down 10 titles that they create that relates only to their lives. Students will have to pick 4 of their titles to create vignettes. Final Project will be due on November 18 for B Day students and November 17 for A Day students.

Vignette is a sketch story, vi·gnette [ vin yét ]   

1. short essay: a short descriptive piece of literary writing2. brief scene: a brief scene from a movie or play3. design on book page: a small decorative design printed at the beginning or end of

a book or chapter of a book, or in the margin of a page (BING.COM)

Out of the 7 pre reading questions-you will be responsible for completing 5. They will be worth twenty points each. They will all be turned in at the end of the reading of the entire book for a total grade of 100. Make sure all questions are answered, grammar is correct, word process, and label your entries.

Guided Practice- I will read the myth of Icarus.

HOM- I will read some of the previous year’s examples of the pre-reading samples so students will have an idea of what is to be expected.

Individual Practice-Students will complete a Graphic organizer from the visual focusing on mood, sound, touch, smell, taste, and touch. Share with a partner.

HOM- Students will create their own vignettes at the end of the reading of the novella and students will write responses to pre reading questions.

Closure-Exit ticket-What is one of the differences associated with analyzing text and analyzing a visual?

HOM- Exit ticket-What is a vignette? Why do you think authors use this style of writing?

SSR last 10-15 minutes of class

Homework- Pre reading questions need to be done prior to class. Begin reading novella.

Parent/Guardian Analysis of student work

Pre AP English 9

Wednesday, November 2, 2011-(1A, 2A)

Thursday, November 3, 2011-(1B, 2B)

Focus and Review-Students will annotate the poem “Root Cellar” by Roethke

SOL-9. 4 - Students will read, analyze, and comprehend literature.

SOL-9.6-The student will develop narrative, expository, and persuasive writings.

Objective-Students will annotate and paraphrase a poem using the TP-FASTT model.

Teacher Input-The teacher will be present a lesson Peeling Back the Layers of a Poem from Laying the Foundation. Students will also be responsible for defining the following terms:

Sonnet-fourteen line poem Metaphor-compare/contrast two things without like or as Syntax-the way words are put together Simile-compare/contrast two things using like or as Allusion-reference to a well known literary, historical, or pop culture icon Repetition-repeating the same word or phrase Hyperbole-purposeful exaggeration Assonance-repetition of vowel sounds Parallelism-repetition of grammatical structure Alliteration-repetition of consonant sounds Rhythm-musical quality in poetry (comes from the alteration of stressed and

unstressed sounds that make the voice rise and fall. Meter-pattern of stressed and unstressed sounds. Extended metaphor-a metaphor that continues through several lines of a work Direct metaphor-Two parts of the comparison generally lined by a form of the

verb to be: “The old man was a dinosaur.” Implied Metaphor-the comparison is suggested. The leftover cereal had all the

crunch of wet cardboard.” Personification –special kind of metaphor in which an object, animal, or idea is

described as if it were a person Rhyme-The repetition of the accented (stressed) vowel sound and all remaining

sounds in a word End rhyme-rhyme at occurs at the end of lines Internal rhyme-rhyme that occurs within a line Approximate rhyme-repetition of sound is not exact (now, know) Onomatopoeia-the use of words that sound like what they mean (buzzing of

bees and the croaking of frogs)Students will be reminded of handout on annotations. We are looking at the poem for the following:

Make brief notes to mark important plot events

Circle/highlight unfamiliar or unusual words –dictionary

Highlight phrases that describe characters

Highlight words, images, and details that form patterns throughout

Highlight passages you think might be symbolic

Mark key ideas and note your reflections about them

Highlight figurative language

If an idea comes to your mind while reading note it

Don’t mark too much

The teacher will read the poem aloud to the class. After reading the poem silently to themselves, students will be asked to annotate.

Guided Practice-Teacher will ask students to read “Root Cellar” by Theodore Roethke again to themselves begin annotating. Students will use annotation notes to guide them through their annotations. Students will paraphrase the poem.

Students will be asked to complete the analysis template in class/or homework depending on class time and student progress.

Individual Practice/Activity- Students will pair with one other student to compare annotations and their paraphrased version of the poem. (TP-CASTT)

Closure-Teacher will use transparency of the poem and document annotations that students have found. Teacher will add to their annotations.

Homework-Continue to read The House on Mango-remember you have to do 5 of the pre reading questions along with creating your own vignettes.

Pre-AP English 9

Friday, November 4, 2011-(1A, 2A)

Focus - Students will be given teacher evaluation forms today.

Today we will focus on writing an analysis of a poem.

SOL-9.4-Students will read, analyze, comprehend, and analyze a variety of literary texts,

SOL-9. 7 -The student will develop narrative, expository and persuasive writings.

Objectives-Students will annotate and begin writing an analysis of the poem “Boy at the Window” by Richard Wilbur.

Teacher Input-We will analyze a poem and begin writing a full analysis paper.

Points to remember when writing analysis:

Write in present tense

Must include the title of work and the author in the first sentence

Remember AP Verb sheet and tone list

What is the overall poem about-qualify your statement in your opening-“in order to . . .

Annotate poem first, then paraphrase the poem, then create opening paragraph.

Guided Practice- We will annotate “Boy at the Window” by Richard Wilbur and create an opening paragraph as a class.

Individual Practice-Students will begin writing their analysis paper.

We will work on this assignment in class today. Students will continue writing as part of homework.

Closure- Students will use notes taken today as a model for their paper.

SSR for 15-20 minutes

Homework- Work on analysis paper (poem). House on Mango( continue to read and work on vignettes and pre-reading questions.)