March 13, 2017 - March 17, 2017
Post date: Mar 13, 2017 11:19:07 AM
Current Assignment
Students will read "The Drummer Boy of Shiloh" from their textbooks quietly.
Students will then reread the text using Google Classroom and highlight the Drummer Boy of Shiloh:
Color Coding
Hear (light red berry 3)
See (light orange 3)
Feel (light green 3)
Smell (light yellow 1)
Taste (light cornflower blue 3)
Metaphor or simile (magenta)
Metaphor- "He is a lion."
Simile- "He is LIKE a lion."
Personification (light purple 2)
Human qualities are given to something not human.
"The angry sun beat down upon the players."
Underline important ideas.
Things that will allow me to just look at the underlining and remember what that section was about.
Themes or important ideas the writer is trying to convey.
Things repeated in the story or from our lessons.
SAMPLE
In the April night, more than once, blossoms fell from the orchard trees and lit with rustling taps on the drumskin. At midnight a peach stone left miraculously on a branch
through winter, flicked by a bird, fell swift and unseen, struck once, like panic, which jerked the boy upright. In silence he listened to his own heart ruffle away, away, at last gone from his ears and back in his chest again.
After that, he turned the drum on its side, where its great lunar1 face peered at him whenever he opened his eyes.
His face, alert or at rest, was solemn. It was indeed a solemn time and a solemn night for a boy just turned fourteen in the peach field near the Owl Creek not far from the church at Shiloh.
“. . . thirty-one, thirty-two, thirty-three . . .”
Monday 3/13 (Day: C)
Warm-up
Inferencing 11-2
Read Drummer Boy aloud, stopping frequently to discuss the writer's use of
-Setting
-Imagery
-Symbol
-Allusion
Finish the drawings
Work on the crossword puzzle or word search for extra credit.
Tuesday 3/14 (Day: E)
Snow Day
Wednesday 3/15 (Day: A)
Warm-up: Inferencing 11-3
MOOD STUDY:
We are going to explore the way that mood is established in The Drummer Boy of Shiloh-
-Setting
-Imagery
-Symbol
-Allusion
Students will work in groups to do two things:
1. Complete the sheet on how Bradbury created the mood in each section of the story.
2. Create another comic strip, but this time they will make it about the night AFTER his first battle.
Requirements:
Imagery- the five senses
Personification
Metaphor or simile
Allusion
The mood must change from beginning to end.
The groups will present their strips to the class.
Thursday 3/16 (Day: B)
Warm-up: Inferencing 11-4
Finish up the mood assignment from Thursday.
I had to lecture on mood.
Friday 3/17 (Day: C )
TEST ON DRUMMER BOY OF SHILOH
Work time on Drummer Boy Rewrite?
Requirements for Lesson Planning
Small Groups: There will be opportunities for small groups or pairs to answer and discuss the close reading questions. I would like the students to discuss how the author crafted this story and determine what the author would like us to know.
Literary Vocabulary: Autobiography, Biography, Historical Fiction, Setting, Symbol, Allusion
CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
CC.8.R.I.6 Craft and Structure: Determine an author’s purpose in a text