Module 2, Unit 3 Week 3

Bellwork: 4/16/18

Get ready to begin your last day of your test. You have to finish today.

I will ask you today individually for your workbook, to quickly check/read/grade your LOG from Thursday.

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Pick up the 2 papers on the side. HW/Fig. Lang

Learning Targets: Assessment

• I can compare the experience of reading the poem “Skateboard” to listening to its audio version.
• I can compare how similar themes are communicated in the poem “Skateboard” and a news article.
• I can answer reading comprehension questions specifically targeted on points of view, figurative language, and author’s purpose on poetry.

• Put the slideshow in PRESENT and click the AUDIO symbol to hear the poem.

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• Read the poem to yourself.
• Read the poem again to yourself.
• Listen to the audio version.
• Complete the graphic organizer - compare/contrast the audio version to your personal reading.

Mid-Unit Assessment

Go to google classroom and add this code.

Class Code: g0wr8au

Mid-Unit Assessment: Part 2/3

Reread “The Skateboard”

Read “Councilman: Ban Skateboarding in Downtown Columbia” news article

Complete the Comparing and Contrasting Genres Graphic Organizer

Answer the multiple choice questions 1-10 about the poem and the news article.

• Review FIGURATIVE LANGUAGE HANDOUT and WKBK figurative language pages 41-43. We will have another quiz this week with examples of figurative languages [Thursday]
• You will have HW Tues-Thursday. If you want to start on it early, you can.
• We will be reading our independent novels on: Tuesday and Friday of this week for 10-15 minutes each. We will log on Friday.

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BellWork: 4/17/18, Tuesday

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Grab your novel. We will read for 10 minutes. Before reading, think about a reading goal of how much you want to read in the 10 minutes.

You will also need to grab a

Good Masters! Sweet Ladies!

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Independent Reading

Each member should take turns sharing what they read for 2-3 minutes. Listen to the responses.

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After listening to a member’s review, ask probing questions about their reading.

Quick Review of Figurative Language

• If I had a chance to hold her, I would never let her go.
• My mind is like a clamorous market-place.
• Wisdom gently whispers to us to part from evil.
• Fear lurks, watching me, waiting for the moment to pounce.
• The sound of your breath is a music of which I will not soon tire.

Unit 3: Lesson 5

Introduction:

Writing a Narrative of Diversity

Targets:

• I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W. 6.3)
• I can use correct grammar and usage when writing or speaking. (L.6.1)

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Learning Targets

• I can describe the criteria for writing a narrative about a theme of adversity.
• I can identify first-person pronouns to use for a narrator’s voice in a narrative.

Who will be telling the story in your narrative?

What pronouns could you use to refer to yourself?

Pronouns: are words that you use to take the place of nouns

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Ex: I, me, you, mine, their, him, they

Narrative of Adversity (Performance Task)

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• You will be writing your own narrative on adversity
• You may choose between either a Monologue or a Concrete Poem
• When writing/creating your poem/monologue, you will put that experience/event in context.
• Context: a situation in which something happens or the

Conditions that take place of where it is at or when it happens

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What does the word context mean?

Battle of Gettysburg

• Gettysburg was the place of a battle during the American Civil War
• This was a battle over slavery

“Remember The Titans”

Turn and Talk

What is the main purpose of the monologue?

How did the information about the Gettysburg battleground contribute to the monologue?

Assessing Structure and Content

“Remember the Titans”

• Content was structured or built in a particular order; the team stopped in the battlefield, then background information about the setting was shared. Finally, the coach presented the challenge the team faced at that moment.

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• By putting things in that sequence, or order, the coach was able to deliver a strong and critical message about the challenge the team faced.

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Assessing Structure and Content in Poems

TyrannosaurBus Rex

“Jack, the Half-Wit”

VS

• What is the format for each text?
• What do you notice about the structure of “TyrannosaurBus Rex” and how the arrangement conveys a message or theme?

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• What do you notice about the structure of “Jack, the Half-Wit?”

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(Both have introductions and conclusions, go through an experience, how the narrative ends or concludes)

SW Pages 129-130

Narrative of Adversity

Graphic Organizer

Review these two checklists to determine the similarities and the differences.

SW Pages

138-139

Selecting Theme and Partner Feedback

• Think about Themes of Adversity Graphic Organizers and Modern Voices Graphic Organizers
• Select a theme based off of what you have read on your graphic organizers
• Choose at least two experiences that they have had that represent that theme

Modern Day Adversities: Complicated families; Dealing with not getting what you want; bullied; friendships; self-image; existence of after-life; school issues- school bus

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Middle Age Adversities: Complicated families;Bullied; Self-Image; Love; Friendship; Jealousy; Envy; Death; Poverty-Poor; Abandonment; Abuse- domestic/physical; pride; becoming a “man”

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Reflection

SW Page 132

Exit Slip

• Complete the Exit Ticket: Narrative of Adversity Plan Part 1
• This is a beginning plan for your narrative
• Use your graphic organizers to help you consider the theme of adversity and how you will convey your story.

• Finish your EXIT TICKET- Narrative of Adversity Plan Part I-pgs. 132-133
• Concrete Poem or Monologue

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Bellwork: 4/17/18

Wednesday

Get out your Plan 1 HW: Go over it and share with your table what format you are going to create. (pg. 132 in WKBK)

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We are going to review our figurative language and work on the last part of class yesterday.

Good Things?

Selecting Theme

• Think about Themes of Adversity Graphic Organizers and Modern Voices Graphic Organizers
• Select a theme based off of what you have read on your graphic organizers

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Finishing: My Theme of Adversity, Format- M or C, Concrete Poem Section, Whose voice is sharing the adversity, language, experiences/events

Modern Day Adversities: Complicated families; Dealing with not getting what you want; bullied; friendships; self-image; existence of after-life; school issues- school bus

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Middle Age Adversities: Complicated families;Bullied; Self-Image; Love; Friendship; Jealousy; Envy; Death; Poverty-Poor; Abandonment; Abuse- domestic/physical; pride; becoming a “man”

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Quick Review of Figurative Language

6. Their thoughts were like golden birds.

7. The night sky was a loom threaded with darkness.

8. Their trumpets crying, their white plumes flying, and their sabers flashing in the sun.

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SW Pages 129-130

Narrative of Adversity

Graphic Organizer

Review these two checklists to determine the similarities and the differences.

SW Pages

138-139

Unit 3: Lesson 6

Writing and Sharing:

A Narrative of Adversity Plan

Targets:

• I can use correct grammar and usage when writing or speaking. (L. 6.1)
• I can use the proper case of pronouns in my writing. (L.6.1)
• I can establish a context for my narrative. (W.6.3a)
• I can organize events in a logical sequence. (W.6.2a)
• I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.6.3b)

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Learning Targets

• I can describe events and details in the experience of “Jack, the Half-Wit” and “TyrannosaurBus Rex.”
• I can develop a plan for writing a narrative that includes a context, a narrator, sequenced events, and details.
• I can use pronouns to establish a narrator’s voice in a narrative.

Let’s Think: Narrative

You are the narrator in YOUR narrative.

A narrative can be written in first person and uses pronouns such as I, me, my and myself.

A narrative has a context or setting.

The main character has an objective or a reason for speaking. The objective explains what the main character wants or something that has happened. It is the main character’s goal.

Analyzing the Event

• I can describe events and details in the experience of “Jack, the Half-Wit” and “TyrannosaurBus Rex.”

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Turn to page 30 in Good Masters! Sweet Ladies!

Find your copy of TyrannosaurBus Rex

What is one thing you learned in lesson 5 that you think is important about how a narrative is organized?

SW Pages 134-135

With your partner, complete 1st section of your graphic organizer.

“Jack, the Half-Wit”

Bullying

Jack

The Village

Other boys and girls and bullying Jack and his father

Mogg, Jack’s sister, Jack’s mother, his deceased father, and Otho, the miller’s son

Find the stanza that transitions the reader to the event of experience.

What are the details that describe the events in this stanza?

What are the events that support the theme of being bullied?

Analyzing the Event

Sensory Details:

• Portray a mental picture of the character or scenario.
• Help the reader or audience understand what is happening, and the language is more engaging.

Look for important details in “Jack, the Half-Wit” with your partner.

SW Pages 134-135

With your partner, complete the next section, using pages 32 and 33 in your book.

Narrative of Adversity Criteria Checklist

SW Page 138

E; Event= Red

D; Detail= Blue

Pg. 101: wkBK

Narrative of Adversity Criteria Checklist

SW Page 139

WHAT ARE MAJOR DIFFERENCES BETWEEN CONCRETE POEMS & MONOLOGUES?

Drafting a Narrative:

• Read your Star and Step from your Graphic Organizer 1
• Complete the first 7 items in Graphic Organizer 2
• Partners should share their plan AFTER WRITTEN
• Partners should share a star and step

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• Study Figurative Language Handout and in WKBK
• Finish your own OUTLINE DRAFT GRAPHIC ORGANIZER 2-pgs.136-137-change
• Only: first 6 areas and Experience- All 3 events/experiences with 3 sensory details
• The events-begins with a transition- for example
• “Jack, the Half Wit”- One day last winter
• “TyrannosaurBus Rex” - Early in the morning

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BW: Thursday 4/18

Turn to page 136-137. Make sure you have started your outline draft- first 6 areas at the top.

We will shortly begin writing and thinking about our “experiences” deeply with lined paper.

Review of yesterday

SW Pages 134-135

With your partner, complete 1st section of your graphic organizer.

“Jack, the Half-Wit”

Bullying

Jack

The Village

Other boys and girls and bullying Jack and his father

Mogg, Jack’s sister, Jack’s mother, his deceased father, and Otho, the miller’s son

Find the stanza that transitions the reader to the event of experience.

What are the details that describe the events in this stanza?

What are the events that support the theme of being bullied?

Analyzing the Event

Sensory Details:

• Portray a mental picture of the character or scenario.
• Help the reader or audience understand what is happening, and the language is more engaging.

Independent Writing: Drafting the Experience of the Narrative

Use the lined paper to begin drafting your “experience.”

Things to think about:

• What action or events convey the theme of adversity?

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• Where can you add descriptive details to create an image for the reader or audience?

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• How will you begin the ‘moment’?

BW: Continue 4/18

Sharing the Experience and Partner Feedback

Write a star and a step for their narrative and then place them on our board.

SW Page 138

QUIZ: Figurative Language Review

10 Examples of figurative language to identify

Turn into to Mrs. Claxton when finished.

If you have extra time, you may read your novel during class or work on your narrative poem/monologue

• None. Make sure you have finished the first part of your narrative concrete poem/monologue draft and are ready to work on more details/parts tomorrow.
• You will be reading your novel for 10-15 minutes and logging for a formative grade.

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BW: Friday 4/20

Pick up your novel. Turn to your reading log chart. Make sure you add the date and starting page. We will read for 15 minutes shortly. We will add 10 minutes to our time from Monday- TOTAL 25 Minutes.

Prep your READING LOG.

Independent Reading

*At your desk, silently read your new novel!

*Use pg. 98 at the top for the 4th or 5th LOG to log your time, summary-reviewer’s tracker, and Reviewer’s notes AFTER 15 minutes.

Setting the Tone

What feelings, attitude, or quality are conveyed in each photo?

Setting the Tone

Feelings, attitudes, or qualities captured in photos are called tone.

Setting the Tone

Make sure you consider the following writing your details/events/experiences:

• Action words or verbs
• Descriptive words or phrases (adjectives and adverbs)
• Sensory words or phrases (sight, sound, touch, taste, smell)
• Dialogue or words spoken
• Sentence Structure

Setting the Tone

What is the tone?

What are some ways that John Grandits expressed tone?

Thesaurus

• Just like the dictionary, words are arranged in alphabetical order.

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Independent Writing: Drafting the Experience of the Narrative

Use the lined paper to begin drafting your “experience.”

Things to think about:

• What action or events convey the theme of adversity?

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• Where can you add descriptive details to create an image for the reader or audience?

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• How will you begin the ‘moment’?

If your draft outline

Is finished

Sharing the Experience and Partner Feedback

Write a star and a step for their narrative and then place them on our board.

SW Page 138

Unit 3: Lesson 7

End of Unit Assessment, Part 1: Drafting the Experience or Event of the Narrative

Targets:

• I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W. 6.3)
• I can use correct grammar and usage when writing or speaking. (L.6.1)
• I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3)
• I can maintain consistency in style and tone when writing and speaking. (L.6.3)

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Learning Targets

• I can draft the experience or event that conveys the modern-day adversity of my narrative.
• I can use correct grammar and word usage when writing my narrative draft.
• I can use a variety of sentence structures to create my narrative.
• I can select and use words and phrases to create tone in my narrative.

Based on these learning targets, what

will you be working on today?

End of Unit 3 Assessment

Part 1: Drafting the Experience or Event

What do you need to know to tell her story?

What do you need to know to tell his story?

You will receive the correct Criteria Checklist for your chosen piece of work.

Self-Assessment

Review your narrative drafts and complete the checklists.

SW Pages 138 & 139

• None.

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Unit 3: Lesson 8

End of Unit Assessment, Part 2: Drafting the Introduction and Conclusion of a Narrative

Targets:

• I can establish a context for my narrative. (W. 6.3a)
• I can use transitional words, phrases, and clauses to show passage of time in a narrative text. (W.6.3d)
• I can use precise words and phrases and sensory language to convey experiences and events to my reader. (W.6.3e)
• I can write a conclusion to my narrative that makes sense to a reader. (L.6.3)
• I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3)
• I can maintain consistency in style and tone when writing and speaking. (L.6.3)

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Learning Targets

• I can establish a context and draft the introduction of my narrative.
• I can draft the conclusion of my narrative.

What does establish context mean?

Why do you think it is important to build background for your narrative?

Establishing Context: The Pride of the Yankees

SW Page 140

Lou Gehrig

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Studying the Model and Drafting an Introduction

Drafting your Introduction and Conclusion

• Turn back to page 30 in Good Masters! Sweet Ladies!
• Take out TyrannasaursBus

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What does the reader “see” and “hear?”

What information does Laura Amy Schlitz and John Grantis include in their introductions?

How do the authors establish context?

Questions to remember as you write your introduction

• How can you begin your introduction?
• Who is the main character and what is important for the reader to know right at the beginning?
• Where will the narrative take place?
• What is the setting?
• What is the objective of the main character?
• What is the situation or problem?

“Pride of the Yankees”

Drafting a Conclusion

• How did the writers and movie director build tone and mood?
• How did the monologue end?
• What was the final line?

Drafting Your Conclusion

• How can you bring closure to the main character’s situation or problem?
• How did the author’s conclusion conclude in the model narrative?
• What is the final line that completes the arc?

Self-Assessment

• Complete your new copy of the Narrative of Adversity Criteria checklist
• Be honest with yourself in identifying any problems in your work that will help you improve it.
• When you finish, you may begin revising your narrative (you will also have time during Lesson 9)

• Read independently and track your reading on your Reading Tracker and Reviewer’s Notes.
• Finish narrative, if necessary.

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Unit 3: Lesson 9

Writing the Final Narrative: Monologue or Concrete Poem

Targets:

• I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W. 6.3)
• I can use correct grammar and usage when writing or speaking. (L.6.1)
• I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3)
• I can present evidence and details in logical order. (SL.6.4)
• I can support my evidence with descriptive details. (SL.6.4)
• I can use effective speaking techniques, appropriate eye contact, adequate volume, and clear pronunciation. (SL.6.4)
• I can adapt my speech for a variety of context and tasks, using formal English when indicated or appropriate. (SL.6.6)

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Learning Targets

• I can use correct grammar and word usage when writing my narrative.
• I can use a variety of sentence structures to create my narrative.
• I can present evidence and details in a logical order in my narrative performance.
• I can use descriptive details to create an image of the evidence in my narrative.
• I can use appropriate eye contact, adequate volume, and clear pronunciation to convey the message in my narrative.
• I can adapt my speech to fit the context of my narrative.

Common Errors and Revisions

• In our narratives we need to look at the following errors:
• Capitalization
• Pronoun Usage
• Incorrect Punctuation

Writing the Final Narrative

• Look over the comments on your paper and make changes
• On a new piece of lined paper, revise your narrative
• You will perform your piece in our next lesson

Performance Practice with a Partner

• Practice performing your narrative with a partner
• Partners should provide feedback in the form of one star and one step.

SW Page 138

• Read independently and track your reading on your Reading Tracker and Reviewer’s Notes.
• Practice your performance.

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Unit 3: Lesson 10

Performance Task:

Performing A Narrative

Targets:

• I can present evidence and details in logical order. (SL.6.4)
• I can support my evidence with descriptive details. (SL.6.4)
• I can use effective speaking techniques, appropriate eye contact, adequate volume, and clear pronunciation. (SL.6.4)
• I can adapt my speech for a variety of context and tasks, using formal English when indicated or appropriate. (SL.6.6)

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Learning Targets

• I can present evidence and details in a logical order in my narrative performance.
• I can use descriptive details to create an image of the evidence in my narrative.
• I can use appropriate eye contact, adequate volume, and clear pronunciation to convey the message in my narrative.

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Preparing to Perform My Narrative

You will have 5 minutes to practice your narrative with your partner.

Performance Narratives: An Audience Note Sheet

Please complete this notes sheet while listening to your classmates.

Narrative of Adversity Writing Rubric

Read columns 3 and 4

Self-Reflection

• Complete a self-reflection on your performance today and your written narrative.
• Write a step on the back of the rubric
• Turn in your Narrative of Adversity Writing Rubric, Performance Narratives: An Audience Note Sheets, and final draft.

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• Read independently and track your reading on your Reading Tracker and Reviewer’s Notes.

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