Sheltered English Teacher, High School

Sheltered English Teacher, High School

C5M1.mp4

Sarah Russell

Sheltered English Teacher, High School

Good morning, guys! Today we're going to start reading a new short story called "The Cask of Amontillado," by Edgar Allan Poe. Here are the content and language objectives of everything we're going to learn today while we read "The Cask of Amontillado." Can I get someone to volunteer to please read our content objective? Thank you, Jessica.

Evaluate the actions and words of the characters in "The Cask of Amontillado" to infer their motivations.

Thank you very much. Infer--who can show me where the definition of the word "infer" is? Thank you, Maria.Thank you, Ana. That's right, it's on the back wall, on our word wall there. "Infer: to figure out new information from the information you have." The cute one with the hearts over there. All right, and motivation, where do you see motivation on our walls? Over there--thank you girls! Motivation.

So then I go through and I think of what language my students need, how I need them to practice the four functions of language: reading, writing, listening, speaking.

And our first language objectives, can I get a volunteer to read this? Thank you, Andrea.

It says, “Write and evaluate questions, and make predictions using SQPRRS and QAR.”

Thank you very much. All right, and we know what "evaluate" means because it's where? That's right. Thank you, Anton and Jessica. On our word wall. All right, and we know what SQPRRS is because it's where? Right there. Good! And we know what QAR is because it's where? Right there. Good! And the last language objective, can I get someone to read that for us? Thank you.

“Use Compare and Contrast Signal Words to show how the narrator is unavailable.” Unreliable.

Good job. Unreliable. That's a tough word, huh? And it's our key word for today. We're gonna talk about Reliable and Unreliable. What do you think is an unreliable narrator? I'd like to ask Person B to get up again and get whiteboards for the rest of the group.

A lot of the time I like to do it with the personal whiteboards, where they can just write down little phrases or ideas. It's good for a couple of reasons. One, I can monitor more of what's happening in the room because they have this written record of what they've been doing while I've been with another group. Another thing is, is the personal whiteboard's so temporary. They're gonna erase it, they'll guess, they'll put weaker ideas, or ideas they're less confident in, on the whiteboards.

On your whiteboards, please write down three questions--list our second step of SQPRRS as you look at your handout--three questions you think the story will answer before we are done.

When you have your predictions done, what is the next thing to do?

Read.

Read.

"You are joking," he said, drawing back. "But let's go on."

“As I expected, the servants [LA1]had all gone to the carnival[LA2]. Carrying torches, we went down many stairs to the..." I don't know what that is. Right here.

Ancestors?

Huh?

Ancestors.

[LA1]Student mispronounces the word—use that, or keep the correct spelling?

[LA2]The student says this as “kervinal.” Change or keep the correct spelling?