Gift of the Magi

Gift of the Magi

10/5  Bell Ringer
1. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

2. Combine the following sentences:

She enjoys reading books.  On weekends, Kelly can be found at the public library.
10/6 Vocab 5 is due

O Henry - William Sydney Porter 
began writing career under difficult circumstances:  He was in prison
Great short story writer
Born: North Carolina
Embezzled money and fled to Honduras
Returned to Texas to learn his wife was dying
She died, he was arrested and sent to prison in Ohio
1902 - Moved to NYC
Jobs: Worked in drug store, reporter, banker

Situational Irony - Occurs when the outcome is the opposite of what a character or reader expects.

Surprise Ending - A literary device that creates sudden irony.  A good reader will find clues throughout  the story.

Inferences- Based on details that an author provides and the reader interprets based on his/ her knowledge or experience.  
Procedure:
1. Students will be introduced to the author - O Henry
2. Students will discuss plot structure
3. Students will read and analyze the story
4. Students will make personal reflections
5. Students will complete a plot structure

Goals:

1. Students will read the introduction to "Gift of the Magi" in their text.

2. Students will comprehend and interpret a short story

3. Students will relate the story to personal experiences:  A person may strive toward a goal with the best of intentions, only to find that his efforts were misdirected.  

4. Students will analyze plot

5. Students will respond to the story through speaking and writing.

Prior to assessment, students will review essay format:

Assessment:

Turnitin.com

Write a short essay - real or imaginary- in which someone tried to do something nice but had his/her plans go awry.  Explain what, if anything the person did to fix the problems resulting from  his/her actions.

materials:  text, highlighter/ pen, paper

Terms: Plot structure - introduction, rising action, climax, falling action, resolution; theme; situational irony, surprise ending and inference

Closure:  Discuss one transitional element used in the story
Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

The Secret Life of Walter Mitty

Bell Ringer
Correct the following sentences:

Monday

A.      Mr. White examined the monkey’s paw. Asked why it was special.

2. Morris said, It had a spell put on it by a old magical man.

 Tuesday

1. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


2. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!
A.Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

Wednesday
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


Thursday
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

REMINDER: 
We will go over Vocab 4 on Wednesday, 9/23

Vocab Unit 4 Test - Friday, 9/25
1. Students will learn to make conclusions using clues/ context clues
A. Each student will get a sheet of paper
B. Students will review turning points in their lives
C. Students will evaluate the circumstances of Mitty's daydreams
D. After reviewing the story, the students will write a short paragraph discussing the  reasons for Mitty's actions.  Students will also list "character traits"  that are evident from the experience.

Procedure:

1. Students will read the introduction to "The Secret Life of Walter Mitty " in their text.

2. Students will discuss why people take risks

3. Students will make predictions about  "Mitty" and begin reading

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions following story and complete a worksheet

7. Students will complete structure worksheet

Assessment:  There will be a short quiz following the reading

Closure:  Discuss one transitional element used in the story
Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Materials: Packets, Smart Board, highlighters, pens
Standards: 

Intro to Secret Life of Walter Mitty

Vocab Review/ Test Prep

Monday - Bell Ringer:  Define Fate.  Use complete sentences.
Tuesday - Bell Ringer:  Why do people judge others based on a first impression?  Explain

Wednesday: Short Story Test:  No Bell Ringer
Thursday:  Use 5 vocabulary words in original sentences.  Indicate your context clues.
-VOCAB TEST 3 TOMORROW

Goals:
Students will review vocabulary and examine context clues
Students will complete a pre-reading strategy by writing a response as a prediction to story outcomes.
Students will be introduced to TURNITIN.COM
I. 

1. Students will complete a pre-reading strategy.
1. Students will review vocab unit 2(Tuesday)
2. Teacher will check for completion

THURSDAY:
II. . Students will sign-on to  to www.turnitin.com

Once signed in, students will answer the following questions: 

1. Should people be content with his/ her life as it is? Why/ Why not?

2. Should people attempt to change fate?  Why?/ Why not?

-Please answer using complete paragraphs

-Remember to restate each question in your response

- Please remember to use specific example in your answer

**Each response paragraph must have an intro., middle and conclusion.

Closure: What List four forms of characterization

This week:

Wednesday - Short Story Terms Test

Thursday - Read in class

Friday - Vocab test - Unit 3 ;  Students will continue reading

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization

Terms:  See Vocab Unit 3 Terms

Materials:  Computer, Smart Board, Bell Ringer Sheets, Turnitin.com

Intro to short story

Tuesday, 9/7:  Of Mice and Men Test

 -Review Vocab 2 after test.

*Please make sure the entire lesson is completed along with your 10 original sentences.

**You had plenty of class time to complete this assignment

Wednesday, 9/8- Thursday, 9/9

Intro to Short Story

Short Story Intro

Goal:
Students will define words using context clues
Students will discuss and understand short story terms

The students will identify, recognize and recall literary terms and definitions.

Students will review and practice the note taking process

1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)

—Bell Ringer- For each bell ringer, you will write the correct answer and circle the relevant context clues in the sentence:

Wednesday, Thursday and Friday:

Each day, you will pick two vocabulary words and use them CORRECTLY in an original sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence

2. Students will practice taking essential notes from lecture/ PowerPoint

Terms:  See Short Story Terms on PowerPoint

Looking Ahead:

Friday, 9/10 - Vocab Unit TWO Test (Know all aspects of your vocab words

Materials:  
Literary Notes                                                                          

Literary Terms Power Point

 Pen/Pencil                                                        

Whiteboard

                                     

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

Intro to Short Story

Short Story Intro

Goal:
Students will define words using context clues
Students will discuss and understand short story terms

The students will identify, recognize and recall literary terms and definitions.

Students will review and practice the note taking process

1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)

—Bell Ringer- For each bell ringer, you will write the correct answer and circle the relevant context clues in the sentence:

Thursday, 9/3◦

—Write another sentence using the word adamant CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence

2. Students will practice taking essential notes from lecture/ PowerPoint

Terms:  See Short Story Terms on PowerPoint

Looking Ahead:

Friday, 9/4 - Vocab Unit One Test (Know all aspects of your vocab words

Tuesday, 9/8 - Of Mice and Men Review Quiz/ Also, Vocab 2 will be due immediately after the quiz

Materials:  
Literary Notes                                                                          

Literary Terms Power Point

 Pen/Pencil                                                        

Whiteboard

                                     

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

VOCAB PRACTICE

Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

Wednesday, 9/2 -Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.

–A. firm      B. uncertain      C. flexible

—Write a sentence using the word adamant CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence

Assignment:

-Students should work on Vocab Unit 2

-THERE WILL BE A VOCAB UNIT 1 TEST ON FRIDAY

**MONDAY, 9/7 OF MICE AND MEN TEST

Materials:  
Literary Notes                                                                            

Literary Terms 

Power Point

Pen/Pencil                                                        

Whiteboard                                      

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.