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TUTORING is THURSDAY this week.
Come in. Get your Chromebook Book. Sit down. Silently work on your assignment.
Monday
The Language of Literature (Green Lit Books)
“The Story of an Eyewitness” by Jack London page 160
http://grammar.about.com/od/60essays/a/erathqkessay.htm
BEFORE students read:
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Create a Venn Diagram. Writers may include factual statements along with opinions or reactions when writing about an actual event. Sometimes they have firsthand knowledge of an event because he or she witnessed what happened and sometimes they relate information from other sources. Often personal feelings shape the tone of the story. Students must distinguish between facts and personal reactions as they read this selection. Students will label the diagram with Facts and Personal Reactions. The overlapping area will be labeled Personally Observed Facts.
https://www.lucidchart.com/pages/examples/venn_diagram_maker
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Take turns reading aloud. Pages 160 – 165
On the back of the sheet with the Venn Diagram and answers complete the following assignment:
Connect to Literature
1. What do you think?
What are your impressions of the people who were affected by this tragedy?
Comprehension Check
What natural disaster caused the fire?
What firefighting techniques were used?
Why were soldiers in the city, and what were they doing?
Think Critically
2. How does London use descriptive language to convey what it is like during the fire? Cite a passage that helped you visualize the disaster.
3. London says, “Never in all San Francisco’s history, were her people so kind and courteous as on this night of terror.” Why do you suppose people behaved this way?
Extend – When in our history has something similar occurred? (9/11 is an example)
4. Does London's use of chronological order add to the effectiveness of the account? Why or why not?
5. Does this feature story support the statement "In the face of tragedy, all people are equal"? Why or why not?
If time permits students can complete the paired activity on page 166 of the text.
What am I collecting to grade? The Venn Diagram, and the 5 questions.
Tuesday
Hero’s Journey Narrative Due
Complete writing prompt.
Define the following words: connotation, tone, diction, denotation, synonym, antonym. Give an example, and illustrate.
Word Root Quiz- postponed until 12-3. Write a word for each root. Define it.
The Nuance of Tone
https://prezi.com/o-k4frqj_drb/copy-of-learning-connotation-and-denotation-the-fun-way/
http://www.storyboardthat.com/articles/education/grammar/denotation-vs-connotation
Springboard page 53
Complete questions 1-3.
1. What is the connection between tone and diction? Many words have a similar
denotation, but one must learn to distinguish among the connotations of these
words in order to accurately identify meaning and tone. Careful readers and
writers understand nuances (subtle differences) in word meanings. This means
that they recognize that words have varying levels of meaning.
Examples: house, home, abode, estate, shack, mansion, and hut all describe or
denotate a place to live, but each has a different connotation that determines
meaning and tone.
2. Create examples like the one above illustrating ranges of words that have
the same denotation but different connotations. Independently, write your
examples below, and then pair with another student to share your words.
3. Use one of the examples you just created to discuss how connotation connects
to tone.
Identifying Nuances in Diction
Use a dictionary to clarify each word’s precise meaning.
Rank the words from most intense to least intense.
Angry: upset, enraged, irritated, sharp, vexed, livid, infuriated, incensed
Happy: mirthful, joyful, jovial, ecstatic, light-hearted, exultant, jubilant, giddy
Sad: poignant, despondent, sentimental, lugubrious, morose, woeful, mournful,
desolate
Honest: sincere, candid, outspoken, forthright, frank, unbiased, blunt
Calm: placid, still, bored, composed, peaceful, tranquil, serene, soothing
Nervous: anxious, apprehensive, hesitant, fretful, agitated, jittery, afraid
Smart: wise, perceptive, quick-witted, clever, sagacious, intellectual, brainy,
bright, sharp
Prepare to present your findings. Use the outline below to prepare for your presentation.
I studied words that have the same denotation as ....
The most intense word is ..... , which means ......
One would feel ..........if / when ...........[specific situation].
The least intense word is.......... , which means .........
One would feel ..........if / when ...........[specific situation].
My favorite word is ......., which means ........
One would feel ..........if / when ...........[specific situation].
An example... (if the word odor was a choice)
I studied words that have the same denotation as ....ODOR.
The most intense word is reeking , which means to smell strongly and unpleasantly
One would feel sick and gross if / when moving around in rotten reeking garbage.
The least intense word is aromatic , which means having a fragrant or sweet scent
One would feel relaxed and calm if / when smelling an aromatic bouquet of flowers.
My favorite word is ......., which means ........
One would feel ..........if / when ...........[specific situation].
“A Man” revisited – Physical and Emotional Challenges
Springboard page 55
Complete the Before Reading section.
During Reading
Use highlighters or different marks to differentiate the narration and the speaker.
Revisit your TPCASTT of this poem. Complete the graphic organizer on pages 55-56.
What is the metaphorical meaning of the wing in the last stanza?
Review your notes. Write a brief paragraph to summarize the poem and state the meaning.
Read 30 minutes.
What am I collecting to grade? The definitions, questions 1-3, the word rank, and the outline.
Wednesday
Complete writing prompt.
“Soldier Home After Losing His Leg in Afghanistan”
Make a prediction about the above news article title. How do you think it will relate to Cassian’s poem “A Man”?
Physical and Emotional Challenges - “Soldier Home After Losing His Leg in Afghanistan”
Diffuse the text on pages 58-59.
Read the text together aloud. Create a panel system, and write two or three words and an illustration for every paragraph.
Summarize the story using ONLY your panels. Highlight the main idea.
Choose a statement made by Segers that expresses the central idea driving Segers’ life now. What facts in the story support this idea? (I will need page numbers.)
What am I collecting to grade? The panels with the words and illustrations, the summary of the story, and the main idea identified.
Read 30 minutes.
Thursday
No writing prompt today.
Find your benchmark code below, and log onto PowerSchool.
If you have testing accommodations, see me for directions.
Benchmarks
CODE: ela8wi
What should you do after the benchmark?
Be sure you have completed, labeled, and turned in the assignment requirements in pink.
Look at at missing assignments. Turn in what is needed to correct this.
Complete Vocabulary Scattergories. Try to use words that contain your vocabulary word roots.
Read 30 minutes.
Friday
Complete writing prompt.
FLEX Friday
Independent Research Assignment Team
You are required to complete a research based project on the topic of your choice. There will be two components of the project – written and visual. The written component consists of a 300-500 word expository essay that demonstrates knowledge of your topic. The visual component is negotiable, and should encompass what you would like an audience to know about your topic.
Topics must be approved before beginning. This is a process that will happen over a period of several weeks. Trying to do this in one evening will be counterproductive and result in a failing grade.
https://owl.english.purdue.edu/owl/resource/685/02/
http://www.time4writing.com/writing-resources/expository-essay/
Stage 1 - Choosing Your Topic
Consider the following when choosing a topic for research.
1. Do I understand the assignment? What are my teacher’s expectations? If you aren’t sure about what needs to be done, ask questions to clarify the assignment.
I will be completing…
2. Am I interested in the topic? Select a topic that you want to know more about. You will spend a lot of time with the topic, so choose one you will enjoy researching. A pleasurable topic will be reflected in the quality of your product and your grade.
My topic is…
3. Do I need to narrow my topic? You can’t possibly research everything written about most topics. Concentrate on one main idea. Narrow your topic by thinking big to small. For example, the broad topic of “Oceans” could be narrowed to “Ocean Life” to “Animal Ocean Life” to “Ocean Mammal Life” to “Dolphins” to “Bottle-Nose Dolphins”.
Now, my topic is…
4. Do I need to broaden my topic? If you have difficulty finding information on your topic, you may need to think on a larger scale. What other broad subjects would include your topic? For example your search for “Hurricane Alicia” resulted in little information. By expanding your topic to “Texas Hurricanes” to “Gulf Coast Hurricanes” to “North American Hurricanes”, you will increase your amount of information.
Now, my topic is…
5. What is the purpose of my research? Keep in mind what exactly you are assigned to do. Is the purpose to inform, to explain, to defend, or to entertain?
My research is to complete …
6. Do I have any questions about my topic? Before you begin, write down a list of questions you want to answer. This will help guide you in your research.
Questions about my topic….
https://owl.english.purdue.edu/owl/resource/747/01/
http://www.citationmachine.net/
Stage 2 - Become familiar with the topic before you begin!
After you have selected your topic, you will need to focus or make it more
specific. Ask yourself these questions:
Can the topic be limited to an event or place? Explain.
Can the topic be limited to a short period of time? Explain.
Can the topic be limited to one person, one group, or one example? Explain.
Can the topic be limited to one aspect of the general topic? Explain.
While you are trying to come up with a workable topic you will need to allow plenty of time for preliminary research. Read about your general topic in an effort to come up with a list of related terms and ideas. From these narrowed down key terms you will be able to create more meaningful compelling questions.
List resources (Cite the source.) you have found about your topic and questions that you would like answered about your topic during your research. You may look at as many as you wish, but you must evaluate and document at least six.
Resource:
Questions:
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Copy and paste the responses to an email to me labeled Stage 1 and 2, your class period #, and your name in the subject line.
Failure to meet deadlines may result in you losing your status and placement in the group.
Collaborative Remediation and Skill Review Team
Understanding Chronological Order
“The Story of an Eyewitness” by Jack London page 160
Chronological order means that events are listed in the order they happened. Use the guidelines below to create a chart to record the events, and list them in chronological order.
Wednesday morning
Wednesday afternoon and evening
Thursday morning
Thursday night
Friday daytime
Friday night
Understanding Chronological Text Structure
Authors sometimes organize their writing in chronological order. Chronological order is the order in which things happen. It is also called time order.
Read the paragraph below to help you understand chronological text structure.
My family and I went to the Kennedy Space Center in Florida. The first thing we did when we got there was to take a tour of a space shuttle that once flew into space.During our tour, an astronaut showed us her spacesuit. I even got to try on the space boots. Next, we tasted the food astronauts eat while they are in space. It was really different from other foods that I had eaten but it tasted pretty good.Finally, we got in a special booth that showed us what it is like to be weightless! It was an amazing day.
Signal words provide hints that help you make sense of what you are reading.
The words first, during, next and finally tell in what order the events happened. Therefore the text is structured chronologically.
To learn more about signal words, click the link below.
Signal Words
Signal words provide hints that help you make sense of what you are reading. For example, chronology signal words tell you there is an order to the events or ideas. Compare and contrast signal words tell you that two or more events or ideas are going to be compared. Certain signal words are associated with specific types of text structure.
Chronology Examples
after
before
during
earlier
first
first, second...
in the first place
initially
last
later
next
not long after
since
then
until
while
Find the chronological signal words in “The Story of an Eyewitness” by Jack London page 160-165.
NOTE: Understanding the Basic Patterns for Organizing Information
How do you normally go about explaining your ideas to someone? Most of us do pretty much the same thing: we use patterns of speech.
Although there are many ways to express ideas, writers usually use speech patterns and generally mix or combine them in paragraphs and passages. Once you begin to understand these patterns, you should be able to follow the writer’s sequence of ideas more readily and improve your comprehension. These patterns will further help to clarify topics, key ideas, and the relationship of supporting statements.
The writers’ purpose and the topic help determine how their material will be arranged. Terms writers use to signal to the reader which organizational method is being used should be familiar to you, since these are often the very words instructors use in exams and quizzes: for example, classify, define, list, describe, analyze. You have probably used these words unconsciously when writing responses in test-taking situations. Understanding patterns of organizations used by writers assists you in your reading/study tasks and better prepares you to take examinations. These patterns can also serve as models or examples for your own writing tasks.
Vocabulary Buildup
compel, conflagration, contrivance, dear, enumeration, flank, flotsam, menace, refugee, surmount
Complete an Own the Word graphic organizer for each word.
Complete the activities for this session. They are due NO LATER THAN MONDAY.
Read 30 minutes.
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