Ms. Szilage Plato Academy, Quarter 2 Week 1-2 – Learning Objectives ANALYZE how an author develops and contrasts the points of view of different characters or narrators in a text. ANALYZE how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. Ms. Szilage Plato Academy, Quarter 2

BELL WORK 10.30.18 Read your text strip. Determine which part of the essay best matches. - Depending upon which part of the essay you have, please identify the thesis, the supporting detail/s, and/ or the elaboration. Be prepared to share out and explain how you know your responses are correct.

BELL WORK 11.01.18 Read your text strip. Identify all of the transition words by listing them in your journal. Refer to your transition chart in your journal. Find, at minimum, two more transitions that could replace the ones you found in your text strip.

ESSAY OUTLINE Introduction Body Paragraph/s Conclusion Glue your mini-foldable in your journal.

ELA 8: EDGAR ALAN POE Analyze how the main character's http://www.cpalms.org/Public/PreviewResourceLesson/Preview/69769#.W6az/ www.youtube.com/watch?v=Z_utA6j3Oc8 https://safeshare.tv/x/YSSuNnJZIu Analyze how the main character's word choice and actions lead to his motivation for killing the old man and then confessing to the murder (Think Aloud –Close Read)

To Break Down a Writing Prompt (Steps 1 – 4) https://drive.google.com/drive/u/1/folders/1Ni9VtpjAF7nBMGlbOSAE9O-JBnpGpVzp Break down the prompt Read and take notes to meet the purpose. If comparing or synthesizing, identify and group related ideas. Draft a plan or outline of the response.

Read and Take Notes How does the difference in point of view create suspense? Paragraphs Difference in point of view between the narrator and reader Suspense created (questions that come to mind as the narrator tells the story)   Your purpose for reading is…. To determine your own POV of the narrator and the events in the story as the story is told. To find the suspense that is created (the questions you have about the narrator or about what is going to happen.

Let’s read! Read, Write, and Discuss At the end of each section of the story, you and your group members will share notes, and answer text-dependent questions. Be prepared to share with whole group. Let’s read! (Section 1: Paragraph 1 – 3) (Section 2: Paragraph 4-12) (Section 3: Paragraph 13-19)

How does the difference in point of view create suspense? Paragraphs Difference in point of view between the narrator and reader Suspense created (questions that come to mind as the narrator tells the story) 1-3 (lines 1-20)   The narrator thinks he is clever and sane. The reader knows he is crazy (dramatic irony). Will he actually kill the old man? How can he “wisely” proceed to kill someone? What is such crazy character capable of? 4-12 (lines 21-129) The narrator knows what happens, but he is retelling the events so slowly. This slow-retelling is suspenseful because the reader doesn’t know what is going to happen. Why is he so slow about killing the old man? Will he actually kill him? Does he ever do it? What sound is he hearing? Is he really hearing the old man’s heart? Is he getting more crazy? 13-19 (lines 130-194) The narrator seems so confident at first, but then starts to become frantic. The reader knows the narrator is crazy, but doesn’t know what will happen. Can he really be so calm and confident? Will he get away with murder? Will he not get caught? Is he hearing the heart, but the officers cannot? Is going to give himself away?

Outline Checklist Before moving to the essay, students should revise their outlines to ensure that: Thesis statements are clear and answer all parts of the prompt. All main ideas make clear points that directly support the thesis. All evidence pulled from the story directly supports the points in the main ideas.

Peer Review “One thing you did well was…” “I like how…” “Have you thought about…?” “Have you considered…?” “One thing that you might add is …”

Draft the Essay With such careful attention to the planning process, students should find drafting successful essays to be much easier. Drafting should include attention to the structure of a strong formal essay and all of its parts. Purpose Focus Organization Evidence Elaboration Conventions

To Break Down a Writing Prompt (Steps 1 – 4) https://www.youtube.com/watch?v=c-WQkARkIUo Break down the prompt Read and take notes to meet the purpose. If comparing or synthesizing, identify and group related ideas. Draft a plan or outline of the response.

ELA 7: DICKINSON & TEASDALE (Close Read) Read both poems. https://www.youtube.com/watch?v=c-WQkARkIUo Text-mark poems. Underline key words and phrases Write thoughts and questions in the margins Use the graphic organizers to help you analyze each poem.

Time can help us grow wiser.   Dickinson Teasdale Key words and phrases Dickinson – “I had been hungry all the years” (1) Dickinson – “looked in windows for wealth” (7) Teasdale – “bleary window” (9) Teasdale – “Wildly desired” (26) Possible Themes Time can help us grow wiser.  Too much longing for something may result in a waste of time.  Literary elements or how the theme develops  Extended metaphor Word Choice Shift in point of view Tone 

Writing Goals Clear thesis statements that answer all parts of the prompt. Supporting main ideas that make clear points and directly support the thesis. Strong evidence pulled from the texts that directly supports the points in the main ideas.