Literature with Leonetti - CW Daily

October 23, 2019

10/23/2019

Objective: I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters I imagine while looking at the painting and listening to the music “Isle of the Dead” (W11-12.3d).
Agenda:

Entry Task: Turn to a new page in your notebook, take a close look at the painting. Jot down a few ideas about what you think might be going on there in your notebook.
- Sergei Rachmaninoff composed “Isle of the Dead” as a musical representation of the painting “Isle of the Dead” by Arnold Bocklin
While we listen to the composition, develop your ideas about what is going on in the painting and the music using as descriptive of language as possible.
Title this page in your journal “Isle of the Dead”
- As you listen to the music, approximately 20 minutes, write the story you think is being represented.
- If you get stuck, look back at the painting or your list of ideas; you should be writing as long as the music is playing.
- You will be given a 5 min. warning when the song is coming to an end. You should try to give your story a resolution during that time.
After time is called get a new colored pen(cil) and follow the directions to STAR your writing
Exit Task: If time, consider your Isle of the Dead draft while reviewing Horror brainstorm

October 22, 2019

10/22/2019

Objective: I can cite strong and thorough textual evidence to support analysis of what the text as a horror by drawing inferences from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: If you have not finished your reading/characteristics yet, you have 15-20 min. to do so (depending on class need); if you have finished, take a blank piece of paper, copy a quote from the reading and do you best to illustrate it fully with appropriate use of color--fill the page.
Meet with others who read the same story as you--compare your examples of the popular definition components and add to the poster(s) for the two characteristics you found. Determine who will share out for one of the characteristics from the story to the class.
- During share out, make note in your notebook of which other story you would like to read next.
Exit Task: Highlight the story that you would like to read next in your notebook and turn in your characteristics handout.

October 21, 2019

10/21/2019

Objective: I can cite strong and thorough textual evidence to support analysis as a horror by drawing inferences from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: 5 min. Take a walk around the room and look at all of the characteristics of horror from the posters you created before we did our Dystopia work. Talk with someone who is looking with you about which characteristics you are most intrigued by and why. Did article “Why is Horror So Popular” resonate with you?
- 3 students to share out back at your seats; pick up a Chromebook on the way back--do not sign in yet
Follow along as the beginning of the Horror presentation is shared with you and how it is laid out.
- Take notes in your notebook about the popular definition,
- Log in and open your copy of the slideshow and copy the titles and authors of each story, and ideas about which you would most like to read, narrowing it down to one.
Once we have gone through the slideshow, you will select which story you want to read and begin reading it.
While reading, you should be looking for the Horror characteristics from the popular definition and two of the characteristics from the class.

Exit Task: Last 5 min. stop your reading and complete the characteristics handout as much as you can, keeping track of where you are at in your reading (time or page).

October 18, 2019

10/18/2019

Objective: I can read from the unfamiliar genre I selected for a sustained time and begin to develop an understanding of the traits of the genre.
Agenda:

Entry Task: Get out your selected reading and sit somewhere you are comfortable to read. Devices need to be put away and set to airplane mode during reading time to avoid distraction.
Check what you need to add to for the Unfamiliar Genre Brochure
- Character Names (or speaker/audience)
- Plot points (or poem descriptions)
- Settings or symbols
Read and enjoy your selection for a total of 25 minutes
After reading, review the rubrics for the Anatomy-Of and Writing-In Genre and select which project you would prefer to complete.
- Make sure you learn about your author as well. This could lead to a deeper understanding of the genre as well. Do they only write in this genre? Do they have unique elements to their writing that other writers of that genre do not employ?
- You may begin to develop your project from the information in your brochure at this point.
Exit Task: Consider that you have 25 min. of in-class reading time left. How much will you need to read outside of class to complete your reading selection? Make sure to develop your reading plan and stick to it!

LitwithLeo Lesson Plans:
Unfamiliar Genre Project

October 17, 2019

10/17/2019

Objective: I can engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events to develop a Dystopian story (W11-12.3a).
Agenda:

Entry Task: Read the online poem Dystopia by Josh Gibbens and underline/label any of the characteristics from our article or the popular definition of Dystopia that are included.
- Based on your preference, use the period to type or write a Dystopian poem or story using your brainstorm handout and Character Creation handout
  - If you are developing a story from your brainstorm or character creation, you may want to complete the plot diagram to organize your ideas in order to be sure you meet all of the criteria in the short story rubric.

Exit Task: If it is something you are proud of and finished with, you may turn it in; otherwise, our next class will begin the horror exploration. You will be expected to turn in one finalized story or poem that utilizes the criteria of either popular read and will be scored with the short story rubric.

LitwithLeo Lesson Plans:
Popular Reads: Dystopia & Horror

October 16, 2019

10/16/2019

Objective: I can write narratives to develop real or Dystopian experiences or events using effective technique, well-chosen characterization, and well-structured event sequences (W11-12.3).
Agenda:

Entry Task: Get out your brainstorm handout and review your details or take a few minutes to finish up your ideas.
Review the character questions:
- Who will be your main character? How will(s)he/it feel trapped and struggle to escape?
- How will the main character help the negative aspects of the dystopian world through his/her/its perspective?
Use the Character Creation handout to help develop well-chosen characterization for your protagonist
- 5 min. per person with the baby name books!
- Use the class to complete the character traits and questions as thoroughly as possible
If necessary, take a 5 min. break to share out your ideas with a neighbor
Exit Task: Share your character’s name and your favorite detail so far

LitwithLeo Lesson Plans:
Popular Reads: Dystopia & Horror

October 15, 2019

10/15/2019

Objective: I can cite strong and thorough textual evidence to support analysis of a dystopia by drawing inferences from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: Grab a Chromebook and start the writing topic in your notebook.
- Writing Topic: “A dystopian government oppresses its people by silencing the voice in their heads at birth, so everyone must literally think out loud. After a horrific motor vehicle accident and months in a coma, you wake to find that you are now the only individual whose thoughts are private” (JolyGram-Instagram).
While you are writing your assessment folder and Claim, Cite, Clarify rubric will be returned to you. Follow along to the slideshow to assess:
- How did you do?
- How can you improve?
- Staple your rubric to your new dystopia characteristics sheet when finished reading.
Go back to the Dystopia presentation and open (or pick up a copy of) the story you would like to read next
- Read or listen to the story
Complete the characteristics handout after you have finished the reading.
- If you have time, after you read, you may watch the video(s) for any stories you have read that include one
Exit Task: Add details to the posters--they should be filled by now.

LitwithLeo Lesson Plans:
Popular Reads: Dystopia & Horror

October 14, 2019

10/14/2019

Objective: I can use the dice game to come up with ways to engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of dystopian experiences or events (W11-12.3a).
Agenda:

Entry Task: Start the Writing Topic in your notebook after your dystopia definition.
- Writing Topic: What is one issue that you see in our world that bothers you immensely. Describe it in as much detail as possible, giving a specific example of when you have encountered the issue.
Go over the directions for the Dystopia Dice Game
- Take your first roll! Using the perspective you rolled, write 1 line of dialogue:
  - I screamed, “_____________________________.”
  - He whined, “______________________________.”
  - They whispered, “__________________________.”
  - You yelled, “______________________________.”
- Continue to roll and write for the next 15 min. Don’t be tempted to cheat--you never know where inspiration might be hiding!
- When finished, complete the questions at the bottom of the Dystopia Dice Game
Review the components of the brainstorm handout
- Use the class to complete the brainstorm as thoroughly as possible; you may use any of the ideas you came up with from the dice game, or start fresh--consider using your social issue from your Writing Topic!
Exit Task: Share your opening sentence for your story with the class

LitwithLeo Lesson Plans:
Popular Reads: Dystopia & Horror

October 11, 2019

10/11/2019

Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (W11-12.1).
Agenda:

Entry Task: Grab your Chromebook and sit where you are comfortable to type.
Review Creative Writing Extensions in Google Classroom
- If you are interested in one of the extensions, write me an email telling me which and when you will work on it.
  - You may only work on it in class on Writer's Workshop days when you are finished with what is assigned!
Review your feedback on your first poem. If you need to make significant edits, do so and resubmit; otherwise, print and add to your anthology OVER the original draft.
Exit Task: Get out your anthology rubric and tally for having completed one poetry assignment IF you printed it and added it. Otherwise, this should be on your "to do" list (post-it provided) to keep attached to your rubric.

October 10, 2019

10/10/2019

Objective: I can cite strong and thorough textual evidence to support analysis of what the text as a dystopia by drawing inferences from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: If you have not finished your reading/characteristics yet, you have 15-20 min. to do so (depending on class need); if you have finished, take a blank piece of paper, copy a quote from the reading and do you best to illustrate it fully with appropriate use of color--fill the page, or if you read a story with a video, you may watch it now.
Meet with others who read the same story as you--compare your examples of the popular definition components and add to the poster(s) for the two characteristics you found. Determine who will share out for one of the characteristics from the story to the class.
- During share out, make note in your notebook of which other story you would like to read next.

Exit Task: Highlight the story that you would like to read next in your notebook and turn in your characteristics handout.

LitwithLeo Lesson Plans:
Popular Reads: Dystopia & Horror