Part 1
Bell Ringers: Select the correct answer and circle the context clues.
Tuesday, 9/4
Tuesday, 9/4
1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Wednesday, 9/5
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
5 Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
5 Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure
9/4
- Students will turn in their sentences for vocab lesson 2
-REMINDER - all 5 paragraph essays should have been turned in today.
-We will finish discussing "Contents"
-Students will complete their first plot structure during class
9/5
1. Review vocab lesson 2
-The test will be Friday, 9/7 during period 7
2. Introduce Edgar Allan Poe and "Masque of the Red Death"
9/6
-Finish discussion of "Masque"
-Complete symbolism activity
-Discuss comprehension quesionts
-Pass out 451 books and Packets.
-Finish discussion of "Masque"
-Complete symbolism activity
-Discuss comprehension quesionts
-Pass out 451 books and Packets.
Ray Bradbury introduction
451 Webquest - We will begin working on the webquest in class on Monday, 9/10
-I will give you time to start it/ work on it in class on Monday and Tuesday next week.
-It will be due on Friday, 9/14 -www.turnitin.com
451 Webquest - We will begin working on the webquest in class on Monday, 9/10
-I will give you time to start it/ work on it in class on Monday and Tuesday next week.
-It will be due on Friday, 9/14 -www.turnitin.com
9/7
Period 7
-Vocab 2 Test
Period 8 - Library
9/10- Vocab 3 due with sentences
9/12 - Short Story Terms Test
_____________________________________________________________
Part 2
"Masque of the Red Death"
Students will be introduced to the story, "Masque of the Red Death"
Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)
Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)
Edgar Allan Poe- Born 1809
One of the first great American storytellers
His work helped define the term "Short Story"
Lived a tragic life
-orphaned at the age of 3
-Lived with a foster family -The Allans (his middle name)
-They paid for his college - However, they stopped paying when Edgar ran up gambling debts
--Married Virginia Clemm- died from tuberculous in 1887
-Poe became antisocial and depressed
-Was found delirious on a Baltimore street and died three days later- 1849
2. Students will discuss the Red Death: Text pg. 339
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?
-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html
3.Students will learn about Symbolism-
Students will read page 338 in their text
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?
-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html
3.Students will learn about Symbolism-
Students will read page 338 in their text
- Symbols around us; In pairs, students should make a list of symbols encountered in everyday life...for example: A green light tells you that it is your turn to go; A red light tells you that it is your turn to stop; A bell may signal the beginning of the school day
An allegory is a story intended to be read on a symbolic level. In an allegorical story, the characters, settings and events are intended to have meanings independent of the actions in the surface story. For example, a story may stand for the entire world. In fact, the entire story can be seen as a symbol representing a truth about a condition of life.
Now it is your turn: List as many symbols as you can and indicate their meaning
- Students will open their packets - read footnotes and vocabulary words
- Students will make predictions
- As a class, students and teacher will discuss the concept of "trust"
- Students will read the story
- Students will answer questions following the story
- Students will complete a plot struct
Students will Complete the follow up questions on page 348
All answers will be written in the notebook and discussed
Students will complete the Plot Structure Worksheet
5. Students will list and explain the following symbols/ allegorical concepts in the story:
-7 rooms
-Colors in each room
-Prince Prospero
-Overall allegory
-Masqued figure
-Clock
-The masquerade ball
-The Castle
-The story itself
-The Brazier of Fire
-The Revelers
-The Band
5. Students will list and explain the following symbols/ allegorical concepts in the story:
-7 rooms
-Colors in each room
-Prince Prospero
-Overall allegory
-Masqued figure
-Clock
-The masquerade ball
-The Castle
-The story itself
-The Brazier of Fire
-The Revelers
-The Band
Assessment: Assessment/ Comprehension questions and Plot structure worksheet
(to review key elements of the story)
Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen
Assessment- Rubric
CC.1.2.9-10.A: Determine a central idea of a text and analyze 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.
