Monday, October 19, 2015
ELACC9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text
Essential Question/Learning Targets:
• How does analysis deepen the reader's understanding of poetry?
- allusion
- theme
- imagery
Activator (opener):
• Word association- on the board, a picture will be displayed. Students will be asked to write a list of words that come to mind when they see this picture. Students will share answers with the class.
Teaching and Learning Strategies:
•Direct instruction- discussion of imagery, theme, allusion as needed.
•With a partner, students will read "Scottsboro, Too, Is Worth Its Song" and will locate pictures (creating a pic collage) that describe the historical allusion of the poem (researching with iPad or instagrok), the theme, as well as imagery or other poetic elements.
•If time permits, students will air play pic collages and make very brief presentations
Summarizer:
• Students will email pic collages to teacher.
Tuesday, Oct. 20, 2015
ELACC9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text
Essential Question/Learning Targets:
• How does analysis deepen the reader's understanding of poetry?
- haiku
- imagery
- syllable
Activator (opener):
• KWL- haiku poems; what do you know, want to know about haiku poems
Teaching and Learning Strategies:
• Direct instruction- definition and some samples of haiku; focus on imagery and syllable count
•Individually- students will locate pictures of nature (at least three) and write three haiku poems.
•Students will air play pictures of nature as they read haikus
•Update KWL chart with what students have learned
Summarizer:
• Ticket out the door- Write a haiku about your experience today! Example: I love haiku stuff/ it is hard to focus, though/ learning can be fun!
Differentiation:
• Students may write more than one haiku if they wish
Wednesday, October 21, 2015
ELACC9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text
Essential Question/Learning Targets:
• How does analysis deepen the reader's understanding of poetry?
- euphemism
- idioms
Activator (opener):
• Frayer model to help define/understand euphemism and idiom
Teaching and Learning Strategies:
• Youtube video- "Monty Python and the Dead Parrot." Students will watch the first three minutes of this video and list all euphemisms for the word "dead" that are used.
•Students will then write meanings for the following words: wardrobe malfunction, detention facility, restroom, motion discomfort, senior citizen, disadvantaged, underprivileged.
•Youtube video- "Amelia Bedelia" Students will watch some (not all) of this video to help them see and understand idioms.
•Students will then illustrate and/or write meanings of the following idioms: bark up the wrong tree, in a pickle, get on one's high horse.
•Finally, students will be free to come up with their own euphemisms and idioms (3 of each)
Summarizer:
• TSP- partner up with someone and have students share their best euphemism and best idiom.
Thursday, October 22, 2015
ELACC9-10RL10: By the end of grade 10, read and comprehend literature, including stories,dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffoldingas needed at the high end of the range.
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text
Essential Question/Learning Targets:
• How does analysis deepen the reader's understanding of poetry?
- ballads
- narrrative
Activator (opener):
• Entrance ticket- students will use instagrok to find the characteristics of a ballad. Then, they will watch a Youtube video- The Ballad of Jed Clampett
Teaching and Learning Strategies:
• Inmetamoji, students will open the lyrics of The Ballad of Jed Clampett and with a partner, they will scan the poem.
•Students will air play the results of their scansion and discuss the poetic elements they found.
Summarizer:
• 3-2-1: List three things that you have learned about today about ballads, two things ballads have in common with other types of poetry, and one question that you may have
Friday, October 23, 2015
ELACC9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffoldingas needed at the high end of the range.
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text
Essential Question/Learning Targets:
• How does analysis deepen the reader's understanding of poetry?
- ballad
- narrative
Activator (opener):
• frayer model- definition and characteristics of a ballad and/or narrative poem
Teaching and Learning Strategies:
• Individually, students will scan "The Ballad of Birmingham."
•In 2-3 paragraphs, students will prove their analysis of the poem through the use of textual evidence and poetic elements.
Summarizer:
• TPW- students will work with a partner to review their written responses. Students will revise and edit peer papers and, in turn, review their own work as well.
•Students will turn in their written responses.