Unit Two: Fantasy and Dystopia Week 4: November 7 - November 11
Monday Day 2 of writing a GREAT long-write. On Thursday, students had to take their strong theme and find an event(s) that best support the theme from the text. They looked at the words in their theme and then tried to write a summary that touched upon same points Today we will be looking for a great direct quote(s) that highlights a key element from the event and further build upon your theme. (see example on "Copies of Assignments" page under STEP ONE: writing about a theme and STEP TWO: quotes in writing about a theme). HOMEWORK: (due 11/9) reading log 5 (blue) (due 11/9) theme, event summary and direct quote typed into a paragraph (no analysis yet!)
Tuesday no school for students today! HOMEWORK: (due 11/9) reading log 5 (blue) (due 11/9) theme, event summary and direct quote typed into a paragraph (no analysis yet!) (due 11/10) 3-5 quick-jots: What are you noticing while you read? Why is that event/word/thought note-worthy?
Wednesday Day 3 of writing a GREAT long-write. Today students will open up their typed paragraphs that have a sophisticated theme, summary of event(s) that prove your theme, and thoughtfully chosen direct quote(s) from the text. They will work on the ANALYSIS section (weakest skill for most students). They will explain in detail HOW the event(s) they've chosen prove their theme. (students will get feedback from classmates on their analysis Thursday) (due 11/10) Add analysis into theme, event summary and direct quote paragraph. (due 11/10) 3-5 quick-jots: What are you noticing while you read? Why is that event/word/thought note-worthy?
Thursday Students will give written peer-feedback on one another's long-writes. book share - students will meet in small groups and share their quick-jots
Friday No School: Veteran's Day Week 3: October 31 - November 4
Monday Today we will be looking at an author's use of tone and how it can drastically impact the themes/messages the author is sharing about the world (society) or people in general. HOMEWORK: (tonight) Trick-or-Treating (due 11/4) - optional rewrite on "The Necklace" post-assessment (due 11/8) reading log 5 (blue)
Tuesday Using the character brainstorm from last week, students will choose one of their themes and make sure it clearly describes what they think the fantasy/dystopian/sci-fi author is saying about people in general. Find one event from the text that clearly highlights the theme and we'll discuss how to paraphrase the event and choose a "just right" event that supports the theme
HOMEWORK: (due 11/4) - optional rewrite of "The Necklace" post-assessment (due 11/8) reading log 5 (blue)
Wednesday Read and quick-jot. What are you noticing while you're reading your fantasy/dystopian/science-fiction? Why are you noticing it? 3-5 quick-jots for tomorrow. 3 good quick-jots = 80%; 4 = 90%; 5 = 100% (teacher will also meet with students about themes generated yesterday) Focusing on strengthening ANALYSIS in long-writes. Students will talk to group about their theme and explain HOW the event they chose in the text shows the theme. (due 11/3) - 3-5 quick-jots if not completed during class (due 11/4) optional rewrite of "The Necklace" post-assessment (due 11/8) reading log 5 (blue)
Thursday Today I want to focus on the fact that readers trace multiple themes in a story. You might note one, jot it down, and then keep your mind ready for another one. Also, good readers talk about what their reading and lean on those discussions to help them look at a text in different ways. HOMEWORK (due 11/4) optional rewrite of "The Necklace" post-assessment (due 11/8) reading log 5 (blue)
Friday * pass in "The Necklace" rewrite * go over "Every-Day Edit" * complete new Every-Day Edit * SSR _______________________________________________________________________ Week 2: OCTOBER 24 - 28
Monday: periods 2 and 3: Modeling paying close attention to characters, setting, and conflicts using I am Henry Finch by Alexis Deacon. book fair: periods 5, 6 and 7 (25 minutes) reading and working on character, setting, conflict homework HOMEWORK: (due 10/25) a list and brief description of characters, setting and conflict in reading journal
Tuesday: periods 5, 6 and 8 Modeling paying close attention to characters, setting, and conflicts using I am Henry Finch by Alexis Deacon periods 2 and 3 - SSR and teacher goes over "The Necklace" post assessment one-on-one HOMEWORK: (due 10/27) reading log 4
Wednesday (half day) period 2, 3, 5, 6, and 7 - focusing on a character and archetypes in your SSR book to figure out what the author is saying about people in general (theme tracking) HOMEWORK: (due 10/27) reading log 4 Homework: (due 10/28) identify a character, describe him/her, find 2-3 archetypes he/she fills, brainstorm 2-4 themes (what is the author saying about people in general through his/her description of this character?)
Thursday (half day) period 2 and 3 - book fair period 5, 6 and 7 SSR and go over post-assessment "The Necklace" one-on-one conferences Homework: (due 10/28) identify a character, describe him/her, find 2-3 archetypes he/she fills, brainstorm 2-4 themes (what is the author saying about people in general through his/her description of this character?)
Friday All periods 1. Every-day Edit grammar work 2. all students get "The Necklace" post-assessment back; personal reflection sheet (How did you do? What were your strengths? What do you need to keep working on? How can the teachers help you?) Homework: Reading log 5 (October 28 - November 8) 10 day reading log with 2 extra "free days" due to Halloween and dance night! 11/3 - "The Necklace" rewrites (Rewrite ONE paragraph. Paragraph should include an event, at least one quote, and a clear explanation HOW the event supports the theme) Rewrite MUST be attached to original long-write so teacher can assess growth
Unit Two: Fantasy and Dystopia Week 1: October 17 - 23 BEND 1: Readers make sense of strange worlds in order to develop a deeper understanding of the text and the real world.
Monday, October 17, 2016 Read Mentor text 1 “All Summer in a Day” and model TP one.
Today I want to teach you that when readers are reading dystopian and fantasy stories, stories where the world of the story is specifically created to help show a theme or message, they read through the beginning of the story carefully, looking for what the characters, setting and conflicts say about people and the world in general.
Strategies for the reader. Ask yourself… What is the setting? Who are these characters? Why are the setting and the characters significant? What do they teach the reader about the world and people in general?
HOMEWORK: Due Thursday, October 27: Reading Log 4 (October 17 – 26) Your reading log should reflect 10 days of reading and you should have read no less than 300 pages or 30 pages a day. Remember, you can read more on one day and skip a day if it better meets your schedule, but you should have at least 300 pages worth of plot read by today. (note: Look at Friday, October 21 homework too give you ample time to get a book by Monday, October 24)
Tuesday, October 18, 2016 Watch “Twilight Zone: Monsters are Due on Maple Street” and then work in groups (or alone) to work on skills modeled yesterday. Strategies for the reader. Ask yourself…
What is the setting?
Who are these characters?
Why are the setting and the characters significant?
What do they teach the reader about the world and people in general?
HOMEWORK - finish answering questions in reading journal if necessary (copy of screenplay can be found on "Copy of Assignments" page)
Wednesday, October 19 (half day) Go over “Monsters are Due on Maple Street” work from Tuesday and add two more strategies Strategies for the reader. Ask yourself… What is the narrator’s voice like and how does it set the reader up to feel a certain way? What is the mood of the story? What emotions are shared by the author through the characters’ actions and the conflicts presented?
Thursday, October 20
Today I want to teach you that readers look out for parts of the story that feel as if they have a spotlight on them, left by the author because he/she is pointing at something bigger.
Strategies for the reader. Ask yourself… What could this part be about really? Why did the author make the choice to include this spotlighted event here? What message is the author trying to send the reader?
Friday, October 21 students should choose a fantasy or dystopian (opposite of Utopian world) novel and a partner or two who will read the same novel. Some popular choices in the past have included: