9/24-9/28

9/24 1. Bellringer 2. READ AR books 3. DEFINE vocabulary 4. COMPLETE a finding evidence assessment 5. RECEIVE banned book project 6. EXPLORE banned book hyperdoc and COMPLETE questions sheet Bellringer: analogy and reference text. Students will read their AR books for 15 minutes. The teacher will conference with students about their reading. The teacher will guide students in defining their vocabulary words. Students will complete a finding evidence assessment to show that they know how to find and use evidence to answer questions. The teacher will go over the banned book project. Students will explore the banned book hyperdoc and complete the questions sheet.

Finding Evidence Quiz Excerpt From the Peerless Four-read the passage and color code the evidence for the questions. Color coding Evidence

Banned Books Banned Book Hyperdoc Banned Book Project

Idiom of the Week take on a commitment one cannot fulfill bite off more than you can chew take on a commitment one cannot fulfill

Pun of the Week I’m reading a book about anti-gravity, I can’t put it down. Gravity helps keep things down. If a book was experiencing antigravity, it would presumably float and would not want to go down. Also if you are reading a book and you really like it and do not want to stop reading it you might say you are unable to put it down.

Words in Another Language magnum opus-great work from Latin

Word Roots Mal-from Latin means bad or badly, wrong, ill Val, vail-from Latin means to be strong Fort-from Latin means strong

1st Block Vocabulary Malice-n. the intention or desire to do evil; ill will Malevolent-adj. Wishing evil or bad will for others; mean Malignant-adj. Very bad or harmful; likely to cause death Malady-n. A sickness or illness; bad health Valiant-adj. Brave; courageous Valor-n. Noble courage Avail-v. To help to be of use Fortitude-n. Strength of mind; bravery Forte-n. A strong point; a skill Fortify-v. strengthen (a place) with defensive works so as to protect it against attack.

2nd and 3rd Block Vocabulary Evocative(adj): evoking strong memories, images, or feelings Exacerbate (v): make (something bad) worse Exasperate (v): irritate intensely Exemplary (adj): serving as a desirable model; very good Exhaustive (adj): leaving nothing out; fully comprehensive Exonerate (v): officially absolve from blame Exorbitant (adj): unreasonably high (regarding price or amount) Expedient (adj): Advantageous; convenient Extol (v):To praise highly Extraneous (adj): Irrelevant or unrelated to the subject

9/25 1. Bellringer 2. READ AR books 3. CREATE visuals for vocabulary words 4. WATCH and DISCUSS short videos about irony 5. DISCUSS the importance of irony in past stories we have read 6. COMPLETE an irony maze 7. Who are you? Activity creating 6 word memoirs 8. Start reading "The White Umbrella" Bellringer: vocabulary square Students will read their AR books for 15 minutes. The teacher will conference with students about their reading. Students will create visuals for their vocabulary words. The teacher will guide students in watching and discussing videos on irony and in discussing the importance of irony in story we have read thus far. Students will complete an irony maze. Students will think about who they are and their perspective by creating a 6 word memoir. The teacher will guide students in reading "The White Umbrella".

Example: My netflix is stuck in 1989. Six word memoir What is a memoir? A memoir is a special kind of autobiography, usually involving a public portion of the author’s life as it relates to a person, historic event, or thing. The text is about the personal knowledge and/or experiences of the author. You will write a six word memoir about yourself and write an explanation about why you chose those words for your memoir. Example: My netflix is stuck in 1989.

Six Word Memoir Now pick one of those words and write a paragraph about that word in reference to yourself. Now go through the paragraph and circle six words and use those words to create your six word memoir. First you need to brainstorm. Write down any word, topic, memories, or personality traits about yourself, activities you do, places you go as you can Circle the two or three words that stand out to you.

Three Kinds of Irony Dramatic Irony Verbal Irony Situational Irony

Verbal irony-mean the opposite of what you say Three Kinds of Irony Irony Maze Verbal irony-mean the opposite of what you say Dramatic irony-you know something the character does not Situational-the opposite of what you expect to happen happens

How has irony been important in the stories we have read? Consider the following stories: The Most Dangerous Game Who Are you Today Maria? The Feather Pillow Shame Eat My Fine Coat

Anticipation Activity Consider the following question: Have you ever wanted to be someone else? Why? What was your motivation?

The White Umbrella 1. What is a possible theme in the story? Explain 2. Is the narrator a reliable narrator? Explain. 3. Who is the protagonist? Who or what is the antagonist? 4. Provide an objective summary of the plot. 5. What kind of conflict do we see in the story (internal or external)? What are the conflicts in the story? 6. How do we learn about the main character (through direct characterization or through indirect characterization)? What do we learn about the main character? 7. How does the author create suspense in the story? 8. What can you infer about the family in The White Umbrella?

9/26 1. Bellringer 2. READ AR books 3. Read "The White Umbrella" and ANSWER questions on The White Umbrella and IDENTIFY examples of irony in the story 4. READ "They all Saw the Cat" and DISCUSS how perspective can affect how you view the world 5. READ a story from a certain perspective to understand perspective better 6. READ and ANSWER questions on "All Summer in a Day" 7. COMPARE/Contrast the events in the story from the perspective of different characters 8. IDENTIFY examples of irony from the story and suspense Bellringer: everyday edit and prefix & suffix Students will read AR books for 15 minutes and the teacher will conference with students about their reading. The teacher will guide students in finishing reading and discussing "The White Umbrella". The teacher will guide "They all Saw the Cat" and discussing how perspective affects how we see things. Students will read the story "The House" from different perspectives and discuss what in the story would be important based on their perspective. The teacher will guide students in reading "All Summer in a Day" and discussing the events in the story from the perspective of different characters. Students will identify examples of irony and suspense in the story.

Point of View and Perspective Definitions and Explanations Perspective Activity Point of View/Flocabulary They All Saw The Cat

All Summer in a Day Anticipation Guide Story

Consider the Perspective of Each Character Teacher Margot Other Children What is Margot like? What is water like? What is sunlight like? What are the other children like?

All Summer in A Day Questions 1. How is the feeling of seeing an eclipse similar to the feeling the children in the story feel upon seeing the sun for the first time? 2. The setting of a story is the time in which it takes place and where it takes place. Describe the setting of the passage. 3. How is Margot different from the other children? 4. How does Margot treat the other children? How do they treat her? 5. If you were going to sum up the plot of the story in a three sentence summary, how would you explain it? 6. A theme is a life lesson to be learned from a passage. What could be a possible theme for this passage? What evidence from the text leads you to believe that this could be a possible theme?

9/27 1. Bellringer 2. READ AR books 3. WRITE sentences using the vocabulary words 4. VIEW a Ted-Talk on the danger of seeing a single story and ANSWER questions 5. COMPLETE "They Lottery" anticipation guide 6. READ "The Lottery" and ANSWER questions on the story 7. DETERMINE how your perspective about what a lottery is compares to that in the story Bellringer: literary terminology Students will read their AR books for 10 minutes while the teacher conferences with students about their reading. The teacher will guide students in writing sentences for their vocabulary words. The teacher will guide students in viewing a Ted-Talk and discussing the danger of seeing a single story. Students will complete "The Lottery" anticipation guide. The teacher will guide students in reading "The Lottery" and answering questions on the story. Students will determine how their definition of a lottery differs from that in the story.

Questions on TED Talk 1. Why is it bad to only see a single story? 2. How was the presenter stereotyped? 3. How is your perception influenced by the world around you? 4. As we think about what influences us in daily life what stories are you told in books, movies, pictures, music, the news, or by friends and family that change our perceptions? 5. How do you project single stories on others? 6. When she said “our lives, our cultures, are composed of many overlapping stories”. What do you think this means?

TED Talk http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en

The Lottery Anticipation Guide Questions

9/28 1. Bellringer 2. READ AR books 3. REVIEW vocabulary words 4. COMPLETE a vocabulary quiz 5. UPLOAD quiz answers and bellringer 6. COMPLETE 45 minutes of I-Ready Bellringer: idiom Students will read AR books. The teacher will conference with students about their reading. Students will review their vocabulary words using quizlet and quizlet live. Students will complete a vocabulary quiz. Students will upload their bellringer and quiz onto Seesaw. Students will complete 45 minutes of I-Ready.

After Your Quiz Get a Chromebook go to https://web.seesaw.me/ Upload Bellringer 4 Upload your quiz

Quizlet 1st Block Go to the Link: https://quizlet.com/_59j3hi

Quizlet 2nd and 3rd Block Go to the link: https://quizlet.com/_59j3p5