The Necklace

10/10- 10/16

Bell Ringer
10/13
Circle the context clues in the sentence.  Select the correct answer
1. At Denver there was an INFLUX of passengers into the coaches on the eastbound B & M expr4ess.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

10/14
2.Framtom labored under the tolerably wide-spread DELUSION that strangers are hungry for the details of one's aliments and sicknesses.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

10/15
3. A cyclist coming along the road had to run into a hedge to avoid an IMMINENT collision.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

10/16
4. The two men SIDLED down the aisle into the last car of the train.  

A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon
 10/17
As the young woman looked terrified, Mr Easton, with a little laugh, as if amused, was about to speak when the other man FORESTALLED him by interrupting their conversation.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

Procedure:
Monday:
Part 1: Students will read and discuss page 292 in their textbook

Literary Analysis

A character is a person, an animal, or even an object that participates in the action and experiences the events of a literary work. Writers communicate what characters are like through characterization:

• Direct characterization: The writer explains a character.
• Indirect characterization: The writer gives clues to a character by describing the character’s behavior, words and thoughts, physical appearance, or how others react to the character.

Use a chart like this one to track characterization as you read.

Reading Skill

An inference is an insight you reach based on stated details about information that is not stated. To make inferences, relate characters and events to your own experience.

For instance, when reading the story of a space captain on her first voyage, you might compare the captain to leaders whom you have known. Use a chart like the one shown to relate your reading to your experiences.

A. Students will review strategies for constructing meaning 
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

Pre-reading introduction to author on page 534-535

1. Students will read "The Necklace" on page 536  of their text. 
2. Students will be introduced to IRONY and SURPRISE endings

3. Students will make predictions about the story 
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 on page 541

7. STUDENTS WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters   (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.

1

0. Students will complete structure worksheet

Monday Homework:  Finish reading the story....there will be a short quiz

Tuesday- Vocab 3

Wednesday
- Finish working pm ""The Necklace" 

Students will complete a writing assignment and turn it in to www.turnitin.com

Write a Diary entry:

Write a diary entry from Madame Loisel's point of view, describing Madame Louisel's reactions to the loss.  (You are the voice of the Narrator's mind / inner thoughts)

Thursday, - Finish prompt activity

Friday - vocab test 3

Thursday- Assessment
1. Students will review essay structure and methods to answer an essay question.

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?

Be specific and use examples.

Friday, Students will finish their essays and submit their work to www.turnitin.com

Friday- Students will receive their first vocabulary unit 3.
*There will be a vocab test every Friday.  It will include the bell ringer terms as well as the terms in the lesson.

Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Friday - vocab test 3
Friday Homework:
Vocab unit 3 - due on Tuesday,10/14
**This includes the unit, highlighted context clues AND 15 original sentences with the context clues highlighted

Looking Ahead:
3-Ring binder check on Friday,10/17 -Graded Check
**Please make sure to include four plot structure sheets and vocab packet
Assessment:  There will be a WRITTEN JOURNAL ASSIGNMENT ON Thursdayinformal ASSESSMENT WILL BE CONTINUALLY APPLIED THROUGH DISCUSSION AND Q/A SESSIONS
Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

The Necklace

• rueful   adj.  feeling sorrow or regret Her thoughtless comment soon made her rueful .
• resplendent   adj.  shining brightly The winner’s face was resplendent as he accepted the prize.
• disheveled   adj.  untidy Val’s disheveled hair showed he had overslept.
• profoundly   adv.  deeply We were all profoundly moved by the long-lost brothers’ reunion.

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

Expository Writing

Bell Ringers: Select the correct answer and circle the context clues.
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


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

Expository and Descriptive Writing Assignment

A. The Assignment

B. Blank Template

C. Rubric

D. Example

Due:  Friday, 10/11

Test:  Friday, 10/11 - Short Story section test

“The Gift of the Magi”’;  “Sonata for Harp and Bicycle”; “The Cask of Amontillado”’ “The Secret Life of Walter Mitty” 

Cask of Amontillado

Bell Ringers: Select the correct answer and circle the context clues.
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
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

"Cask of AMontillado"

1. Students will open their packets - read footnotes and vocabulary words

2. Students will make predictions

3. As a class, students and teacher will discuss the concept of "trust"

4. Students will read the story

5. Students will answer questions following the story

6. Students will complete a plot structure

7. Complete the questions following the story

Assessment: Plot structure worksheet

(to review key elements of the story)

Friday, 10/4 - "Missing Person's Report"

To assess comprehension of the story and review writing concepts, students will complete a "Missing Person's Report"

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

5 Paragraph essay format LINK
5 Paragraph Outline LINK

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

Week of 9/30

Monday- 

Bell Ringers:  Select the correct answer and circle the context clues.
9/30
1. James is a STAUNCH supporter of his family
A. Impossible to recover   B. Producing wealth  C. Steadfast; loyal D. a stock of works  E. first public appearance

10/1
2. After loosing $10,000 last year, he closed the business when it was no longer LUCRATIVE..
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

10/2
3. Terrified of this new experience, the singer was nervous before her DEBUT..
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

10/3
4. The singer's REPERTOIRE was limited to show tunes.
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance



10/4
5. After the computer crashed, the files were IRRETRIEVABLE.
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

Monday, 9/30- Tuesday, 10/1
1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/

Applying the organizational strategies discussed in today's lesson, students will write a response on the following:
Prompt 1:
Imagine you were given one thousand dollars and told to use the money to help someone. Who would you choose to help? How would you spend the money?

Prompt 2:
Think about a person from history that you would consider a hero. What were some of that person's achievements? Why do you consider that person a hero? How have that person's accomplishments affected modern history? Be specific and use examples.

Students will finish their responses and submit their work to www.turnitin.com
Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.

-Clearly restate the question or topic 
-SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
-PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
-USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY
-CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION

REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY!!

Wednesday, 10/2- Thursday, 10/3

Students will read the short story "Cask of Amontillado"

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

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 

Now it is your turn: List as many symbols as you can and indicate their meaning

Allegory -

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.  

1. Students will open their packets - read footnotes and vocabulary words

2. Students will make predictions

3. As a class, students and teacher will discuss the concept of "trust"

4. Students will read the story

5. Students will answer questions following the story

6. Students will complete a plot structure

Assessment: Plot structure worksheet

(to review key elements of the story)

Friday, 10/4 - "Missing Person's Report"

To assess comprehension of the story and review writing concepts, students will complete a "Missing Person's Report"

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

5 Paragraph essay format LINK
5 Paragraph Outline LINK

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

Sonata For Harp and Bicycle /Answering Essay Questions

Sonata For Harp and Bicycle /Answering Essay Questions

Bell Ringer:
9/ 16 -
What is situational irony?

9/17-
Define Foreshadowing

9/18-

9/19-

9/20-

Goal: Students will read Sonata for Harp and Bicycle

Monday/ Tuesday-

Goals: Students will read, comprehend and interpret a short story

2. Students make personal connections to the story

3. Students will explore foreshadowing

4. Students will respond to the story through writing, speaking and listening 
Procedure:

1. Students will read "Sonata" in their packet
2. Students will review key points of the essay
3. Students will make predictions about the "Sonata" 
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 after the story and complete a worksheet

7. Students will complete a plot structure worksheet

Assessment:  There will be a short quiz following the reading

Closure:
9/16- Find an example of situational irony in the story

9/17 -  Find an example of foreshadowing 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

Wednesday/ Thursday- 

Goal: Students will be able to understand how to answer a prompt/ essay question

http://www.bhsworldlit.blogspot.com/2013/07/tips-to-write-essay-response.html

1. Students will review steps to writing an essay question

Wednesday- Assessment
1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
Everyone has the ability to change his/ her fate.  How does this saying apply to the main characters in "Hearts and Hands" and "The Secret Life of Walter Mitty"? Be specific and use examples.

Thursday -  Students will finish their essays and submit their work to www.turnitin.com
Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.

5 Paragraph essay format LINK
5 Paragraph Outline LINK

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

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.

The Gift of the Magi Day 2

9/12 BELL RINGER
Use the following terms in an original sentence
COUNTERFEITING
WARRENS
TITANIC
TREMULOUS
PSYCHOPATHIC

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.

PROCEDURE:

1.  Students will finish reading "Gift of the Magi"

2. Students will complete a plot structure

3. Students will complete questions 1-6 on page 464

4. Students will complete questions 1-6 on page 465

Assessment:

1. Teacher and students will orally review the completed questions

2. Graded written response (see below)

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:  Your journals will count as closure

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

Gift of the Magi

9/11 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. 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

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.

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

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

B.      1. Money was what Mr. White first wished for.

2.   200 pounds was a lot of money to him.

A. Skillfulness      B. Unnoticeable    C. Twisted facial expression
9/10
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

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

9/11
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

REMINDER: 

Vocab Unit 2 Test - Friday, 9/13
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: 

The Secret Life of Walter Mitty

Wednesday, 9/4

Bell Ringer
9/4 - What is a series of events in a story?

9/5 - Name the protagonist in "Contents of a Dead Man's Pockets"

REMINDER: 
Short Story Terms Test - Thursday, 9/5
Vocab Unit 1 Test - Friday, 9/6
1. Students will learn to make conclusions using clues/ context clues
A. Each student will get a sheet of paper
B. Students will review "evidence: from a crime scene
C. Students will evaluate the circumstances and reasons for the victim's death
D. After reviewing the evidence, the students will write a short paragraph discussing the cause of the person's death.  Students will also list "character traits"  that are evident from the evidence.

Students will offer their opinions of other "popular mysteries"

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 the "Contents" 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

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: 

Vocab Review/ Test Prep

Bell Ringer:  Define Fate.  Use complete sentences.

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 review vocab unit 1
2. Teacher will check for completion


II. . Students will sign-on to a new account 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 sentences

-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 1 ;  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 1  Terms

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