Objectives: Students will analyze and evaluate setting, character development, and figurative language in "How It Feels to Be Colored Me."
SWBAT: Analyze how setting relates to conflict, character development, and the effectiveness of figurative language in a nonfiction essay. Students will be able to use specific examples from the essay to answer questions about the essay.
Do Now:
Take an index card.
On the index card, answer the following question in 2-3 sentences:
Where are you from? What does this say about who you are as a person?
Class activity:
"How It Feels to Be Colored Me” question part 2
Tuesday, March 19, 2013
Objectives: Students will continue to use active reading strategies to annotate an informational text. Students will also analyze the use of metaphors, tone, mood, theme, setting, conflict, and character development in an informational text.
SWBAT: Write a detailed summary highlighting key points from the first two pages of Zora Neale Hurston's essay "“How It Feels to Be Colored Me.”
Do Now:
Take a 3X5 card.
Write a 3-5 sentence summary of the first page (what you read for homework) of Zora Neale Hurston's essay "How It Feels To Be Colored Me."
START LIKE THIS:
The first part of Zora Neale Hurston's essay “How It Feels to Be Colored Me” takes place in _____________________, an exclusively ___________________. On the first page, the little girl...
Class Activities:
1. Review of figurative language - metaphors
2. Guided practice - analyze the metaphor in the 3rd paragraph of Hurston's essay "How It Feels to Be Colored Me."
3. Group work - analyze another metaphor from this essay and to answer guided reading questions.
SWBAT: Write a detailed summary highlighting key points from the first two pages of Zora Neale Hurston's essay "“How It Feels to Be Colored Me.”
Do Now:
Take a 3X5 card.
Write a 3-5 sentence summary of the first page (what you read for homework) of Zora Neale Hurston's essay "How It Feels To Be Colored Me."
START LIKE THIS:
The first part of Zora Neale Hurston's essay “How It Feels to Be Colored Me” takes place in _____________________, an exclusively ___________________. On the first page, the little girl...
Class Activities:
1. Review of figurative language - metaphors
2. Guided practice - analyze the metaphor in the 3rd paragraph of Hurston's essay "How It Feels to Be Colored Me."
3. Group work - analyze another metaphor from this essay and to answer guided reading questions.
Monday, March 17, 2013
Objectives: Demonstrate understanding of new vocabulary terms relating to mood and tone. Also, students will use active reading strategies to read and synthesize the main points of a nonfiction essay.
SWBAT: Analyze and apply knowledge of new vocabulary terms. Demonstrate understanding of active reading strategies by reading and annotating Zora Neale Hurston's essay "How It Feels To Be Colored Me."
Do Now:
Take a Vocabulary Review handout.
Read each sentence.
Use the word bank of vocabulary words to fill-in the blanks.
Class Activities:
1) Review of how to annotate an essay.
2) Read "How It Feels to Be Colored Me" and apply active reading stategies.
SWBAT: Analyze and apply knowledge of new vocabulary terms. Demonstrate understanding of active reading strategies by reading and annotating Zora Neale Hurston's essay "How It Feels To Be Colored Me."
Do Now:
Take a Vocabulary Review handout.
Read each sentence.
Use the word bank of vocabulary words to fill-in the blanks.
Class Activities:
1) Review of how to annotate an essay.
2) Read "How It Feels to Be Colored Me" and apply active reading stategies.
Friday, March 15, 2013
Objectives: Students will demonstrate their ability to analyze mood across genres.
SWBAT: Identify and analyze mood in poetry, prose, and paintings. Students will also evaluate an author's word choice in poetry and prose to determine mood. Furthermore, students will review historical information about the Harlem Renaissance to analyze essential questions about this movement.
Do Now: Review your notes to prepare for the TEST.
Harlem Renaissance Test:
SWBAT: Identify and analyze mood in poetry, prose, and paintings. Students will also evaluate an author's word choice in poetry and prose to determine mood. Furthermore, students will review historical information about the Harlem Renaissance to analyze essential questions about this movement.
Do Now: Review your notes to prepare for the TEST.
Harlem Renaissance Test:
- Background information on the Harlem Renaissance (Who, What, Why, Where, and When)
- Analyzing mood in specific poems
- Analyzing mood in a prose passage
- Analyzing mood in a painting
- Comparing and contrasting mood in two poems
Wednesday, March 13, 2013
Objectives: Students will evaluate mood, metaphor, and themes in poetry using evidence to support reasoning. Students select the most relevant facts and details to explain their reasoning.
SWBAT: Evaluate mood in different genres of poetry and in art using specific evidence from the text to support their reasoning. Students will also be able to evaluate metaphor and themes in poetry.
Do Now:
In Edgar Allan Poe's poem, "The Raven," the mood is ____________________. It is evident that
Each group will receive a painting. In your groups, analyze the painting for mood and find three details from it that support your choice of mood.
Analyzing mood in paintings:
Exit pass: Do question 4 of the Understanding Mood handout.
SWBAT: Evaluate mood in different genres of poetry and in art using specific evidence from the text to support their reasoning. Students will also be able to evaluate metaphor and themes in poetry.
Do Now:
Directions: Read the first stanza Edgar Allan Poe's poem "The Raven." Circle words and
phrases that help you determine the mood of the passage. Then, complete all blanks
below. You may use the tone/mood word list to find a word that describes the mood.
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
"'Tis some visitor," I muttered, "tapping at my chamber door-
Only this, and nothing more."
In Edgar Allan Poe's poem, "The Raven," the mood is ____________________. It is evident that
the mood is __________________ because of the words (or phrases) ________________,
__________________, and _________________.Each group will receive a painting. In your groups, analyze the painting for mood and find three details from it that support your choice of mood.
Analyzing mood in paintings:
In _______________________'s painting "__________________," the mood is ______________________. It is evident that the mood is ______________________ because of ___________________, _______________________, and _______________________.
Exit pass: Do question 4 of the Understanding Mood handout.
Monday, March 11, 2013
Objectives: Evaluate poetry for tone, mood, themes, poetic techniques, and author purpose. Students will also identify and define unknown vocabulary words.
SWBAT: Students will be able to evaluate poetry by several authors for tone, mood, themes, poetic devices, rhetorical devices, and author purpose.
Do Now:
Take a sheet of paper.
In "Elements of Literature," turn to p. 745 and read "Tableau" by Countee Cullen.
Answering the following questions:
1. What is the tone of the poem?
2. What is the mood?
3. What are the themes in the poem?
4. List an example of alliteration?
5. What is the author's purpose?
Review "Tableau"
Bio of Langston Hughes - write down three facts, then write a short bio on Hughes
Begin analysis of "A Dream Deferred."
SWBAT: Students will be able to evaluate poetry by several authors for tone, mood, themes, poetic devices, rhetorical devices, and author purpose.
Do Now:
Take a sheet of paper.
In "Elements of Literature," turn to p. 745 and read "Tableau" by Countee Cullen.
Answering the following questions:
1. What is the tone of the poem?
2. What is the mood?
3. What are the themes in the poem?
4. List an example of alliteration?
5. What is the author's purpose?
Review "Tableau"
Bio of Langston Hughes - write down three facts, then write a short bio on Hughes
Begin analysis of "A Dream Deferred."
Friday, March 8, 2013
March 8, 2013
Object: Students will learn how to synthesize information from a film using transitions.
Do Now:
Pick up the Video
Response Sheet
Finish the two sentences below to start the 6 sentence video summary.
In “Chapter 27,” Jared Leto portrays Mark David Chapman, the
man who…
In the beginning of the film, Chapman…
Complete the last four sentences of the summary and the other two sections for homework.
Tuesday, March 5, 2013
Objectives: Evaluate the role of theme, mood, tone, setting, speaker, and author's purpose in poetry.
SWBAT: Evaluate mood, theme, speaker, tone, and themes in poems by several authors. Students will be able to evaluate how words, phrases, and author purpose shape the meaning of literature.
DO NOW:
Take an index card.
Describe a time when you, or someone you know, dealt with racism. What happened and how did you (or he/she) respond?
Next: introduction to the Harlem Renaissance
Complete a graphic organizer using information from "Elements of Literature" and a short video about the Harlem Renaissance.
SWBAT: Evaluate mood, theme, speaker, tone, and themes in poems by several authors. Students will be able to evaluate how words, phrases, and author purpose shape the meaning of literature.
DO NOW:
Take an index card.
Describe a time when you, or someone you know, dealt with racism. What happened and how did you (or he/she) respond?
Next: introduction to the Harlem Renaissance
Complete a graphic organizer using information from "Elements of Literature" and a short video about the Harlem Renaissance.
Monday, March 4, 2013
Objectives: Teach students to evaluate words and phrases for the correct placement of punctuation, especially apostrophes. Use images, poetry, and videos to evaluate how themes and symbols occur across generations of people and literary genres. Students will also evaluate how words and phrases shape the meaning and tone of poetry and images.
SWBAT: Evaluate words and phrases for the correct use of apostrophes. Evaluate images, poetry, and videos to determine how themes and symbols develop across genres.
Class activities:
1) Look at Norman Rockwell's painting, "The Problem We All Live With."
Write down 10 things you see in this painting.
Also, answer the question: what theme (message) does this painting address?
2) Watch the video of Ruby Bridges' (the girl in the painting) meeting with President Obama.
3) Read Countee Cullen's poem, "Incident."
Answer the questions about analyzing a poem.
SWBAT: Evaluate words and phrases for the correct use of apostrophes. Evaluate images, poetry, and videos to determine how themes and symbols develop across genres.
Class activities:
1) Look at Norman Rockwell's painting, "The Problem We All Live With."
Write down 10 things you see in this painting.
Also, answer the question: what theme (message) does this painting address?
2) Watch the video of Ruby Bridges' (the girl in the painting) meeting with President Obama.
3) Read Countee Cullen's poem, "Incident."
Answer the questions about analyzing a poem.
Thursday, February 27, 2013/Friday, February 28, 2013
CC.1.4.11-12.O ,
CC.1.4.11-12.R
Objective: Teach students how to evaluate writing for the correct usage of grammar and punctuation. Also, students will write poetry from the narrator's point of view and create a visual aid that reflect themes, symbols, characterization, setting, and mood.
SWBAT: Evaluate sentences for proper grammar and punctuation. Also, students will be able to write poetry from a specific point of a view using specific details from the text (themes, symbols, tone, setting, characterization) and grade appropriate grammar and punctuation.
Do Now:
Take the handout.
Do 1-10.
Place the apostrophes where needed.
Work on the "I Am" poem/poster project. Poems must be proofread then typed.
PROJECTS DUE FRIDAY!
Apostrophe Handout
Handout from yesterday
Objective: Teach students how to evaluate writing for the correct usage of grammar and punctuation. Also, students will write poetry from the narrator's point of view and create a visual aid that reflect themes, symbols, characterization, setting, and mood.
SWBAT: Evaluate sentences for proper grammar and punctuation. Also, students will be able to write poetry from a specific point of a view using specific details from the text (themes, symbols, tone, setting, characterization) and grade appropriate grammar and punctuation.
Do Now:
Take the handout.
Do 1-10.
Place the apostrophes where needed.
Work on the "I Am" poem/poster project. Poems must be proofread then typed.
PROJECTS DUE FRIDAY!
Apostrophe Handout
Handout from yesterday
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