What do you notice about this sentence?
Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar.
List at least three grammar findings:
1.
2.
3.
What’s the connection to the parts/types of sentences?
Do Now: Invitation to Notice
English II
“Désirée’s Baby”
By Kate Chopin
GRAMMAR
INSTRUCTION
Do Now: Invitation to Notice
What do you notice about this sentence?
“Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar.”
List at least three grammar findings:
1.
2.
3.
What’s the connection to the parts/types of sentences?
Learning Goal
I am learning how to edit sentences and drafts using standard English conventions including semicolons.
A/B Day 2: Grammar
Focus TEKS: 9Dv
Success Criteria
A/B Day 1
Grammar Instruction
Mini-Lesson for 10.9Dv
Etymology | Latin | Greek | |
Semi-half Colon-part of a verse | Hemi-half Colon-part of a verse or a clause of a sentence | ||
Structural Analysis | Semi-part Colon-a punctuation mark that indicates a clause of a sentence. | ||
Purpose of a Semicolon |
| ||
Sometimes, when we have several compound sentences, we can improve sentence variety by omitting the conjunction in a two-clause sentence and replacing it with a semicolon. | |||
Grammar Instruction
Mini-Lesson
I DO | |
1. | “Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar.” |
Grammar Instruction
Mini-Lesson
WE DO | |
2. | “The wonder was that he had not loved her before; for he had known her since his father brought him home from Paris, a boy of eight, after his mother died there.” |
READING & WRITING
INSTRUCTION
by Kate Chopin
A/B Day 1
Kate Chopin wrote the short story, ''Désirée's Baby,'' in 1892, 27 years after slavery in America was abolished. This story is set during the time of slavery on a Louisiana plantation.
BACKGROUND KNOWLEDGE
What does it mean to be French Creole?
Learning Goal
I am learning how to segment text, monitor my comprehension and make adjustments; to learn how authors develop characters through historical and cultural settings.
I will explain how character develops, interact, and change and I will support my explanation with textual evidence.
A/B Day 2
Demonstration of Learning
Success Criteria
I can:
FOCUS BUNDLED TEKS: 4F &I, 6A-D
BUNDLED TEKS: 2A, 2B, 4A, 5B-I
A/B Day 1
Anchor Charts & Graphic Organizers
Character Catcher
Character’s Name | Character Analysis | Conclusion |
Monsieur Valmondé | Désirée’s father… | |
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IFL TASK SHEET
Purpose (10.4A)
Today you will read the short story “Désirée’s Baby” by Kate Chopin. The purposes of this task are for you to get the gist of what’s happening in this story and who the characters are. This work will provide the foundation for you to engage in exploring the themes in Chopin’s story during the next task.
Step 1: Please read “Désirée’s Baby.” Read like this:
• Read the short story section by section. Please use the line numbers for each section. While you read, please annotate the text using the questions listed for each section above. You’ll also want to mark, underline, or circle sentences or ideas that seem important to understanding the characters.
Student-Centered Routine: Please be prepared to share your responses to the above questions for each section with a partner.
Step 2: Take some time to share your responses to the text questions with a partner. As you share, notice where you agree and where you disagree with each other what’s happening in the story.
Work together to compose a shared quick write in response to the following prompts:
Student-Centered Routine: Please post your responses on a piece of chart paper in preparation for a gallery walk.
Tips
Quick writes are times for you to use writing to think on the page. Most people write them quickly, in 3 to 5 minutes, and they don’t need to have correct sentences or even be complete sentences. They don’t need to have correct spellings. They are your thinking on the page in writing to get your ideas down as quickly as you can. Before you do the quick write, glance back at the passages you marked when you read. Refer to those as much as you can when you compose your quick write. When you write this quick write, try it this way: When you’re ready to write, put your pen or pencil to the paper and write out your thoughts without stopping until you feel like you’ve said everything that’s on your mind. The idea here is to push yourself to keep the writing flowing. Think about filling a page.
Step 3: After our whole group discussion, please complete a quick write to reflect on your thinking using the following question:
How has your thinking about Chopin’s story been changed or confirmed after our discussion? What did you hear from your peers that confirmed or changed your thinking?
Step 4: Metacognitive Stepback
Finally, please create a list of what you did as a reader to understand Chopin’s story when you read this text. This list will make visible what you did as a reader to understand the story, and it will help your peers to see how others work to understand ideas in a text.
A/B Day 1: DOL