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February 28, 2019

2/28/2019

Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (W11-12.5).
Agenda:

Entry Task: Get out your Chromebook
Anthology Workshop Today:
- You need to turn in a final copy of a story or poem TODAY!
- Current Choices:
  - Poetry Poem
  - “A Rose for Emily” New Point of View
  - “Missed Chances” New Point of View
  - Freewrite
  - Travel Story
  - Tongue Twister
  - Twisted Fairy Tale
- Practice Quizlet
  - Retake test(s) when you are ready
Exit Task: “Turn In” a draft of either a story or poem by the end of the period and return your Chromebook to the cart

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February 27, 2019

2/27/2019

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Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing plot development (W11-12.5).
Agenda:

Entry Task: Get out your annotated fairy tale and make sure you have added the story to your short story bracket--remember to use pencil, so you can move them as we read more.
Complete the definition in the handout from the slideshow
- Review the fairy tale you read and identify the characteristics of a fairy tale from it
Select what you want to keep and what you don’t for your Twisted Fairy Tale
- Draft your version of the tale in your story
Exit Task: Cut and paste the definition and characteristics into your notebook alongside your draft and raise your hand to share your draft with your teacher.

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Objective: I can cite strong and thorough textual evidence to support analysis of character archetypes both to be able to define them as well as identify them in my reading through making inferences (RI/RL11-12.1).
Agenda:

Entry Task: Write the title of your favorite fairy tale from childhood on the board--consider: Cinderella, Sleeping Beauty, Rapunzel, Snow White, or Red Riding Hood, but any will do!
Discuss: What do the stories on the board have in common?
Read the paragraphs at the top of the handout on Fairy Tales and Archetypes and answer the question
Review the definition of archetypes then read the article and define each archetypal character with an example then answer the question.
Select one of the Grimm’s Fairy Tales, read, and annotate any of the characters as you find them.
Make sure everyone has time to read, if you finish early, you may color your corresponding picture to include in your notebook with your copy of the story.
- Add title to your short story bracket
Exit Task: Share with your neighbor which archetypal characters you identified in your reading and any surprises you found in the Grimm version of this tale.

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February 25, 2019

2/25/2019

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Objective: I can review the definitions of alliteration, assonance, and consonance (L11-12.4) in order to utilize them in creating my own tongue twister (W11-12.4).
Agenda:

Entry Task: Review definitions of alliteration, assonance, and consonance
From those provided, choose one of the Alphabet Coloring Pages and color it neatly and completely.
Cut it out and paste it into your journal on the next blank page.
See the example Tongue Twister created following these steps:
- At the top of that page, give your animal a name that begins with the same letter you colored.
- Write down 5-7 adjectives (descriptive words) around your picture about your animal that either begin with or have the letter you colored inside of them.
- Choose a city, state, or country where your animal lives that begins with the same letter you colored and write it underneath the picture.
On the next page, choose a time (day/night/specific era/month) that your animal likes and describe it using a word that either begins with or contains the letter you colored and write it next to your picture.
Describe 3 things that your animal likes to do using words that either begin with the letter you colored and/or contain it at the top of the next page in your journal.
- Put all of the elements from the two pages together to create a tongue twister of at least 6 lines.
Read your tongue twister out loud to a partner.
Exit Task: Review your definitions of alliteration, assonance, and consonance.
- Circle every time you used alliteration and write the number at the top right of the page.
- Underline every time you used consonance and write the number at the bottom right of the page.
- Put a box around every time you used assonance and write the number at the bottom left of the page.
- Raise your hand to share your finished product with your teacher

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February 22, 2019

2/22/2019

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Objective: I can analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact (RL11-12.5).
Agenda:

Entry Task: Get out your reading book and your returned Why This Book along with the copy of the Seven Basic Plots you think your book will be.
- Overcoming the Monster Tragedy
- Rags to Riches Rebirth
- Comedy The Quest
- Voyage and Return
Review the definition of aesthetic
- A particular taste for or approach to what is pleasing to the senses
If this is the definition, what does that mean about your reading?
- Discuss how it is a preference, but we must pay close attention to be able to say what it is that we like about it
Review expectations for sustained silent reading
Read for 25 min.
Exit Task: Work to complete what you can in the chart you selected at the beginning of class.
- If you don’t think you have the correct chart, you can switch at anytime!

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February 21, 2019

2/21/2019

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Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (W11-12.5).
Agenda:

Entry Task: Get out your Chromebook
Anthology Workshop Today:
- You need to turn in a final copy of a story or poem on our next Anthology Workshop day
- Current Choices:
  - Poetry Poem
  - “A Rose for Emily” New Point of View
  - “Missed Chances” New Point of View
  - Freewrite
  - Travel Story
- Practice Quizlet
  - Retake test(s) when you are ready
Exit Task: “Turn In” a draft of either a story or poem by the end of the period and return your Chromebook to the cart

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February 20, 2019

2/20/2019

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Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing plot development (W11-12.5).
Agenda:

Entry Task: Get a Chromebook and log in to Google Classroom then review the travel story you read yesterday. What characteristics did you like best about it? What didn’t you like? What would you do differently in telling your own travel story?
Popcorn Read “5 Powerful Tips to Write Travel Stories Only You Can Tell”
- Share out how each was shown throughout the travel stories you read
Review the definitions of plot from your literary terms list--exposition, rising action, climax, falling action, and resolution and how they connect to the stories you read as shown in the draft handout for today
Complete your draft of a travel story--it can be a true story or fictional!
- If there’s a place you would like to travel but never have, this is also an opportunity to do a little research and explore where you would go then pretend as if you have.
Exit Task: Drag and drop an image of your travel destination in the last box on the handout and “Turn In” to Google Classroom.

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February 19, 2019

2/19/2019

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Objective: I can analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact (RL11-12.5).
Agenda:

Entry Task: Get a Chromebook and answer in your journal--If you could travel anywhere in the world, where would you go? Why?
Review the Travel Story Characteristics
Look at the story options from “8 Amazing Travel Stories You’ll Fall in Love With”
- Select one and read on your own during 15-20 min. reading time
- After reading, complete the Travel Story Characteristics
  - Add to your short story bracket
Exit Task: If you complete your reading and characteristics with extra time, outline your travel story from the Entry Task using the characteristics as a guide.

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February 13, 2019

2/14/2019

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Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing point of view (W11-12.5).
Agenda:

Entry Task: Chat with a neighbor, which did you prefer “Missed Chances” or “A Rose for Emily?” Why?
- Be prepared to share out to the whole class!
Review the definitions of the different types of points of view and the directions on the handout
Select your preferred title and point of view
Write your draft without interruption for 20-30 min.
Share your ideas with your neighbor and give one piece of constructive criticism:
- My favorite part is ______________, but you could work on ___________________.
- I like the point of view you selected because ________________________ did you consider____________________________________.
- The line ___________________________ is a great example of ____________________; you could use ____________________ to give more detail to _____________________________.
Exit Task: How has changing the point of view influenced your thinking of the original poem or story?

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February 12, 2019

2/12/2019

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Objective: I can cite strong and thorough textual evidence to support analysis of “A Rose for Emily” by William Faulkner as a Southern Gothic and how the perspective from which it is told influences the impact of the story (RL11-12.1).
Agenda:

Entry Task: Take a copy of the story and the handout as you come in; review the definition of first-person-plural
- Share out definition; why would an author use first-person-plural?
Review the directions on the Southern Gothic Characteristics
Watch the video and describe the characteristics in the box in which they appear
Review the characteristics and discuss what we can expect from the story
- Follow along to “A Rose for Emily” (21:33 min.)
- Annotate the story for any of the characteristics you identify
After reading, share out what we have found for the characteristics.
- Copy quotes and explain how they meet them
On your own, consider what the story would have been like had it been written from another perspective
Select a character and rewrite one short scene from the story from his/her perspective; you may use first or third person.
Exit Task: What do you think of the story as a whole? Is it a story you would recommend to others?Why or why not?

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