Scarlet Ibis Webquest

Directions:

Follow the directions below.

To get started:

A.   Open up the WEBQUEST WORKSHEET. You will save this in your school home drive - title it “Scarlet Ibis.”

B.   You will use Times New Roman size 12 font and one inch margins for this assignment.

PART 1  

A. Pre-Reading Focus:

• Respond the following:

FOCUS QUESTION

For each of the following groups of people, assign a number from 1-6 (1 being the highest) to indicate the level of expectation they have for you:

parents        siblings        friends           teachers      coaches        yourself

Then, in a paragraph or two, explain who you think expects the most from you and why?

B. About the author:

Authors have an uncanny way of presenting information to the reader that is often hidden behind rich language and literary devices.  In discovering the "mysteries" of the literature, readers gain insights into human experiences and develop a broader understanding of one's self.  James Hurst, author of "The Scarlet Ibis," is one who provides "mystery and meaning" through his short story.  You will use the web to find information that will help you complete this assignment.

• Title this section “About the Author.” Using the following link, find your information to answer the following questions. Be certain to cite the source.

http://www.classzone.com/lol_demo/authors/09/9hurst.htm

QUESTIONS:

1. Where did/does James Hurst live?

2. What careers did James Hurst have?

3. What seemed to be James Hurst’s passion?

C. Symbolism:

What is a symbol?  

Instead of going to the textbook for the answer, link to 
the following sites to find the definition of a symbol:

Online Literary Terms Dictionary

This  site gives you a sampling of categories that provide a wide 
range of symbols.  Click on at least FIVE letters of the alphabet, choose ONE 
item for each letter,  and record the symbolic meaning of each item. Record 
your findings on your worksheet.

Symbolism

This next link, gives some of the symbolic meanings of tomb items: 

Pick one symbol and record it on your worksheet
Tomb Symbolism



Trees also have symbolism.  Click on this next link to uncover the 
meanings of trees that you may know. Then on the back of your paper, write a 
list 3 trees you may have seen or heard of and their symbolic meanings 

Tree Symbolism

D. The Scarlet Ibis:

What is a Scarlet Ibis?


You'll be reading a story about a scarlet ibis, and you 
have probably guessed that it will involve some symbolism.  Wouldn't 
you agree that it would help to understand the story if you knew what a 
scarlet ibis was?  

The following site has a picture of the scarlet ibis.  

Click the link below to see a scarlet ibis.

Photograph of the scarlet ibis


What's so special about the scarlet ibis?  Click on this site and be ready to 
answer some questions. 

The Scarlet Ibis - INFO SITE ONE




The Scarlet Ibis - INFO SITE TWO




Record your answers to the following questions on your worksheet: 

1)  What is a scarlet ibis?  Describe in detail -

     A.  Provide a physical description

     B.  List any significant character traits

2)  Describe the environment in which the scarlet ibis lives.  
3)  How is environment important to the bird's survival?

E. Symbolism Check:

Before you begin reading the short story "The Scarlet Ibis", let's see if you can  unlock 

the "mystery" and find the "meaning" in the following poem: 


1.  Read the poem carefully. 
2.  Write the specific clues that will aid in identifying the symbol. 
3.  Identify the symbol. 
4.  Provide a brief explanation or justification for your choice. 
5.  Submit your analysis to your teacher. 


 "First Lesson" by Philip Booth

Lie back, daughter, let your head 
be tipped back in the cup of my hand. 
Gently, and I will hold you.  Spread  
your arms wide, lie out on the stream 
and look high at the gulls.  A dead- 
man's - float is face down.  You will dive 
and swim soon enough where this tidewater 
ebbs to the sea.  Daughter, believe 
me, when you tire on the long thrash  
to your island, lie up, and survive. 
As you float now, where I held you 
and let go, remember when fear 
cramps your heart what I told you: 
Lie gently and wide to the light-year 
stars, lie back, and the sea will hold you.

 


Answer the following questions on your paper:

1.  The father is giving his daughter advice about floating.  This first swim 
lesson dealing with floating also has a symbolic meaning.  Not only is the 
father giving his daughter advice about floating, but he is also giving his 
daughter advice about ____________________. 

2.  Provide a brief explanation for your choice.





Part 2

A. Literary Check:





Title this section “Literary Terms;” then make a table with three columns.


Type in the literary terms below in the far left column.


In the second column, type in the definition of the literary devices.


Your last column will remain blank

Literary Terms Link

 

LITERARY TERMS

Foreshadowing            symbol           theme          point of view

Dynamic character       climax            conflict           mood

Allusion                     simile             metaphor







B. Vocabulary Development:







Title this section “Vocabulary” and fill in the table with three columns.


Locate the vocabulary words in the far left column.


In the second column, find and type the definition of the vocabulary words. Make sure you are finding the correct definition of word using the part of speech given (if it has more than one entry).


In the third column, find and type in at least two synonyms for the vocabulary word.



 

VOCABULARY WORDS:

Caul           Nettles

Invalid        Vermilion

Reiterate       Exotic

Imminent        Heresy

Infallibility   Careen
              Precariously    Evanescence



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

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

Finish Essay

Monday, 11/18 -
Students will finish essay

1. Finalize www.grammarly.com
2. Finalize peer editing
- You must read your essay aloud to another student
-Another student must read your essay aloud to you...sign your paper
-2 students must complete peer editing
 (4 reads total)

Goals:
Review: Problem/ Solution  5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Practice Exercise #1
Remember to  Add Details.....Be specific

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Below are three words. Take a few minutes and write as many details as you can about each subject.

Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself

ASSIGNMENT:
1. Overview of paper

2. Possible Topics

3. Essay Outline Overview

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format
Deadlines:

Monday - Final day for writing.  All papers are due
Papers must be turned in to www.turnitin.com




Closure:  We will reflect/ comment on one element of our paper/ writing each day.

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition

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

Essay

Bell Ringer:
Students will discuss one aspect of their paper with their neighbor.

Goals:
Review: Problem/ Solution  5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution

**Tuesday, Vocab unit 3 will be due with 15 original sentences.
10 words from the unit
Bell Ringer words:
August
Doughty
Credulity
Prosaic
Avaricious

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Practice Exercise #1
Remember to  Add Details.....Be specific

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Below are three words. Take a few minutes and write as many details as you can about each subject.

Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself

ASSIGNMENT:
1. Overview of paper

2. Possible Topics

3. Essay Outline Overview

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format
Deadlines:
Monday/ Tuesday:  Rough Draft
Wednesday- Check papers on www.grammarly
Thursday- Fix errors/ peer edit (all papers must be read aloud to one student and one student must read your paper to you.   Two people must proof your paper)
Friday - Vocab 3 Test - Continue paper after test

Monday - Final day for writing.  All papers are due


Closure:  We will reflect/ comment on one element of our paper/ writing each day.

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition

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

 Get Homework Updates via Text or email

Text: 4845772249
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Email:
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Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.

DO NOT GIVE YOUR ENTIRE LAST NAME

**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES

PROBLEM/ SOLUTION ESSAY

Monday  and Tuesday Bell Ringer: 
Transitions
Bell Ringers:  Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent


Monday and Tuesday:
Goal:  Students will review parallel structure
Students will be able to identify and correct sentences using proper parallel structure
Students will be able to write original sentences using parallel structure:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES

Parallel Structure
Links:

https://owl.english.purdue.edu/owl/resource/623/1/
After the review, students will take a quiz on parallel structure

Quiz:
http://bhscomp1.blogspot.com/2013/11/parallel-structure.html

After quiz, students will explore writing complete sentences by avoiding fragments and run-ons
Students will review commas, semicolons and colon rules
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES

Fragments, Run-ons, and Sentences....OH MY!

More resources:
Extra Help: There are several practice exercises below that will help students review sentence structure:

Online Practice
Fragments, Run-ons, and Sentences....OH MY!

http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
http://www.chompchomp.com/exercises.htm http://wps.prenhall.com/hss_harris_phrefguide_1/56/14508/3714243.cw/content/index.html

Wednesday- Friday Bell Ringer:

3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

Tuesday/ Friday:
Goals:
Introduction: Problem/ Solution  5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will begin their 5 paragraph essay- Problem/ Solution

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Practice Exercise #1
Remember to  Add Details.....Be specific

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Below are three words. Take a few minutes and write as many details as you can about each subject.

Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself

ASSIGNMENT:
1. Overview of paper

2. Possible Topics

3. Essay Outline Overview

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition

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

 Get Homework Updates via Text or email

Text: 4845772249
@aae66

Email:
aae66@mail.remind101.com

**You will be required to give your name to enroll in the updates

Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.

DO NOT GIVE YOUR ENTIRE LAST NAME

**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES

Quiz:

Period 3:

Period 8

Parallel Structure

A. In the four sentences below, circle the correct word or phrase that gives the sentence correct

parallel structure.

1. Justin was excited about inviting friends over, eating a good meal, and ___ .

a. …a game of cards.

b. …to play cards.

c. ...playing a game of cards.

2. I have always enjoyed reading the book more than _____________________.

a. …I watched the movie version.

b. …watching the movie.

c. …to watch the movie.

3. When the weather outside is cold and ________, I like to be indoors.

a. …starting to get windy…

b. …windy…

c. …getting windy…

4. Running, lifting, and ____________ are three of Ashley’s favorite exercises.

a. …racquetball…

b. …a spinning class…

c. …bicycling…

B. In the sentences below, write a word or phrase in the blank that gives the sentence Parallel

Structure.

1. The little girl liked eating cookies better than _____________________________ at her

grandmother’s house.

2. Students like to sleep, relax and _______________________________________ during

the summer.

3. He went to the store to pick up a carton of milk and two ____________________.

4. Food, shelter, and ___________________________________________________ are all

I need to survive on a deserted island.

5. ______________________________________ is much better than a visit to the dentist.

 

Practice:

Write two original sentences using parallel structure.  Underline the parallel structure in your sentences.

 

 

 

 

5 Paragraph Essay Structure

Essay structure

10/30-11/1
 Bell Ringers:  Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent


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

Wednesday:  Students will review Essay structure. 

Students will identify all components of a 5 paragraph essay

(Students will outline and highlight a 5 paragraph essay)
Sample to use an initial example:

http://www.gc.maricopa.edu/English/essay/

 Links:
5 Paragraph essay format LINK
5 Paragraph Outline LINK

Students will Explore the Purdue owl link.

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:
They say you can't judge a book by its cover.  How does this saying apply to one of the five main characters in "Hearts and Hands" and "The Open Window"? Be specific and use examples.

3. Students will review steps to writing an essay question
4. Students will complete their essays and have them proofed by 5 people on www.turnitin.com

Wednesday:  Parallel Structure Quiz
Study Island activities are due for 00 pts

Thursday:
  Continue working on 5 paragraph essay

Get Homework Updates via Text or email

Text: 4845772249
@aae66

Email:
aae66@mail.remind101.com

**You will be required to give your name to enroll in the updates

Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.

DO NOT GIVE YOUR ENTIRE LAST NAME

**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES
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 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