Garaux’s 9 C.P.Week Two9/3-7 Fall ‘12
Objectives/Goals: Students Will…- Apply reading comprehension strategies to understand grade-appropriate texts
- Demonstrate comprehension of text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
- Analyze interactions between characters in literary text and how the interactions affect plot.
- Identify the structural elements of plot
- Identify and analyze how an author uses figurative language, sound, devices and literary techniques to shape plot, set meaning and develop tone.
Major assignments due this week:
Students turn in binder, class syllabus, tissue paper,
Class Activities/Assessments:
Monday, 9/3
No School
Tuesday, 9/4
Check binders
Distribute books and begin listening to the first chapter of the novel Of Mice and Men.
While listening to the chapter, I will stop the C.D. to have students draw and write dialogue/thoughts of the characters- they will try to capture as much as they can in their drawings. Focus on the loneliness either character must be feeling with the thought/dialogue bubbles.
This is the guided reading assignment for the chapters in this novel.
Watch the opening scene of the movie Of Mice and Men to discuss the mood of the novel, which is set by the music, the fire, the sun on the mountains. The dreams of G+L are like the mountain in the background. The sun is shinning on it and they are traveling, getting a new start and are hopeful. When G. talks about Lennie getting into trouble, the setting grows dark around him.
Wednesday, 9/5
- Read “My Papa’s Waltz” and analyze for imagery and theme
- Look for examples of imagery and sensory details in the first chapter Of Mice and Men
- Assign the “Imagery” page in poetry flipbook as homework
- Discuss chapter 1 as an exposition (Lennies childishness and abandonment, George as a parent and his fears)
- Begin reading Chapter 2 and continue with the guided reading assignment- Each quarter of guided reading will focus on a character
Thursday, 9/6
- Check and go over the “Imagery” page in the flipbook
- Continue reading Chapter 2 and guided reading assignment
- Discuss the rising action and the conflicts that are introduced
- Notes on personification, metaphor, simile
- Watch this section in the accompanying movie- Mood in this film, picturing the bunkhouse, symbols in it
Friday,, 9/7
- P,M,S page in flipbooks
-Read the build background and show pics of the grim reaper
-Complete the guided reading with a partner
-Post reading on own: Students compare their vision with that of the poet’s
-Discussion: What is the poet’s perspective? Students show pics of theirs, view some art slides (what accounts for the differences? Why do some of us have similar views?
- Read Chapter 3 and continue with the guided reading assignment.
- AS we are reading, stop to discuss old pets and what happens to them. Continue reading to the middle of page 55 (just before G describes the dream ranch). After students draw their second picture, pick back up with the reading to the bottom of page 57, where Candy asks, “You know where there’s a place like that?”
- Play game
-Students pass the baton (chalk) to the next person in their row who will add to the picture(teacher will tell each team when it is time to pass the baton on)
-Students continue with this until no one in the row can think of anymore details.
-Round 2: What can go wrong?
- Discuss how Steinbeck develops a rise in complications- We start to see how things are getting in the way of the character’s achieving their dreams
- Begin reading Chapter 3 to Candy rolling over in bed (top of page 49 in my book) and complete the guided reading. Then, discuss the issues of putting animals down
- Continue reading to just before George describes the dream ranch (middle of page 55) and then complete the guided reading for this section
- Continue reading to where Candy says, “You know where there’s a place like that?” (bottom of page 57 in my book)
- Play game
- Round 1:Rows are teams. Each team sends a student up to the board who will draw one thing from the George’s description of the dream ranch and add a word/phrase to go with it.
- Students pass the baton (chalk) to the next person in their row who will add to the picture(teacher will tell each team when it is time to pass the baton on)
- Students continue with this until no one in the row can think of anymore details.
- Round 2: What can go wrong?
- Finish reading the chapter
- Define Personification
Tuesday, 9/11
- Check and go over the personification page
- In poetry flipbooks- students define metaphor and simile- give examples of these
- Students look for 3 example of each from Chapter 3 and write them in the fourth quadrant of their guided reading
- Go over similes in metaphors in chapter 3
- Notes on climax and chapter 3
- Begin reading chapter 4