Ms. Szilage Plato Academy, Quarter 1 Week 8-9 – Learning Objectives Analyze elements of story/drama Describe how characters change throughout a story or drama Describe how story elements influence the characters as the plot moves towards resolution Ms. Szilage Plato Academy, Quarter 1

Bell Work: Paragraph Practice Color Code and Label each of the paragraph elements. Main idea = topic or subject + the point (claim) cited and well-incorporated evidence from the text ** interpretation or explanation of how the evidence supports the point internal and external transition as necessary wrap-up sentence

Bell Work 3: Paragraph Elements The speaker’s perspective shifts from retelling what happened to his love to explaining that he has been searching for her for a long time. The shift emphasizes the speaker’s continued hope and optimism even though he is now “old with wondering” and this solidifies the positive tone of the poem. The reader doesn’t realize the speaker has been searching for a long time until line 17, “Though I am old with wondering.” Importantly, “Though” means “despite” or “even though” and signals to the reader that the speaker’s old age and long wandering have not dampened his optimism. He strongly emphasizes that he “will find out where she has gone.” When he suggests that he will “pluck till time and times are done” and the positive word choice continues, the reader understands the speaker’s undying belief that he will be with his love until the end of time.

The speaker’s perspective shifts from retelling what happened to his love to explaining that he has been searching for her for a long time. The shift emphasizes the speaker’s continued hope and optimism even though he is now “old with wondering” and this solidifies the positive tone of the poem. The reader doesn’t realize the speaker has been searching for a long time until line 17, “Though I am old with wondering.” Importantly, “Though” means “despite” or “even though” and signals to the reader that the speaker’s old age and long wandering have not dampened his optimism. He strongly emphasizes that he “will find out where she has gone.” When he suggests that he will “pluck till time and times are done” and the positive word choice continues, the reader understands the speaker’s undying belief that he will be with his love until the end of time.

Bell Work 4: Paragraph Elements The paradox at the beginning and end of the sonnet emphasizes the brightness of the love’s image or shadow even during dreams in the dead of night. The sonnet begins with the idea that when the speaker’s eyes are closed in sleep, “my eyes best see.” The speaker continues contrasting light and dark images -- “darkly bright,” “shadows doth make bright,” “shade shines,” – and the paradox is illustrated. It becomes clear that when the speaker’s eyes are closed in sleep, he can dream of his absent love, and in this way his night is bright. The speaker completes his message in the couplet by saying that “All days are nights” until I see you again, and my “nights bright days when dreams do show thee me.”

The paradox at the beginning and end of the sonnet emphasizes the brightness of the love’s image or shadow even during dreams in the dead of night. The sonnet begins with the idea that when the speaker’s eyes are closed in sleep, “my eyes best see.” The speaker continues contrasting light and dark images -- “darkly bright,” “shadows doth make bright,” “shade shines,” – and the paradox is illustrated. It becomes clear that when the speaker’s eyes are closed in sleep, he can dream of his absent love, and in this way his night is bright. The speaker completes his message in the couplet by saying that “All days are nights” until I see you again, and my “nights bright days when dreams do show thee me.”

Bell Work 5: Figurative Language Practice The baby’s hair was corn silk against her soft pink face. Simile or metaphor? Circle one and then write what two things are being compared: ____________ ____________ Write 3 of your own similes and 3 of your own metaphors. Be prepared to share out.

Bell Work 8: Paragraph Elements The couplet helps the reader understand that the speaker has found contentment, a resolution, within his situation. He is accustomed to things the way they are – his “days are nights” and his “nights bright days” when he sees his love in his dreams. The couplet ends on the positive message of the poem’s paradox and assures the reader of the speaker’s satisfaction with the image of his love.

The couplet helps the reader understand that the speaker has found contentment, a resolution, within his situation. He is accustomed to things the way they are – his “days are nights” and his “nights bright days” when he sees his love in his dreams. The couplet ends on the positive message of the poem’s paradox and assures the reader of the speaker’s satisfaction with the image of his love.

Bell Work 6: Figurative Language Practice Circle and label two types of figurative language in the sentence below:   The quiet surrounded her like a soft, downy comforter. Write your own sentence using two types of figurative language.

One Paragraph Outline Main Idea = Topic + Point___________________________________ Supporting Details #1:______________________ Supporting Detail #2:_______________________

Paragraph Rubric Elements of an analytic paragraph in response to a text-dependent question: Main idea = topic or subject + the point (claim) cited and well-incorporated evidence from the text interpretation or explanation of how the evidence supports the point internal and external transition as necessary wrap-up sentence

FIGURATIVE LANGUAGE Take Notes https://www.flocabulary.com/unit/figurative-language/

ELABORATION: Quick Write (2 minutes) What is elaboration?

Elaboration means…. to tell the reader more; to expand on and give more details; to explain the reasoning behind the evidence.

ELABORATION must be CCO: Clear: Does the reader understand what you are trying to convey? Convincing: Are your details directly related to the evidence or the point the author is making? Original: Have you reflected on how the evidence proves the point/claim you are making? Is the explanation in your own words? Did you avoid using a direct quote?

You Try It! Closely Read “The unsung Heroes of soccer” by Marilyn G. Salerno Number the paragraphs. Teacher read aloud (or partner/independent read). Note the evidence in bold print. Based on the evidence in bold, what is the point/claim that the author is trying to make?

Elaboration Warm Up—Example Text Point/Claim: : World Cup soccer referees must be highly trained for their jobs. Evidence: Officials for the World Cup have to be the best in the world. (Why?) Elaboration: They are refereeing games with expert players. The whole world is watching. (Paragraphs 5 and 8)

Is it CLEAR? Evidence: Officials for the World Cup have to be the best in the world. Elaboration: They are refereeing games with expert players. The whole world is watching. Does the reader understand what the author is saying? Does the reader understand the reason given for why the officials have to be the best in the world?

Is it CONVINCING? Evidence: Officials for the World Cup have to be the best in the world. Elaboration: They are refereeing games with expert players. The whole world is watching. Are the details related to referees training to be the best in the world?

Is it ORIGINAL? Evidence: Officials for the World Cup have to be the best in the world. Elaboration: They are refereeing games with expert players. The whole world is watching. Did the author use her own words when providing details? Did she convey her own thoughts, connections, or interpretations?

Let’s Practice Together… Read the next few paragraphs and note the evidence in bold print. Mark the details that elaborate on the evidence. What details tell more about the evidence? What details explain the reasoning behind the evidence? What details describe the evidence? Together, let’s fill in some of the Warm Up handout with the details that elaborate on the evidence.

Where Do You Find the Details? In the text! Near the evidence. In another paragraph, or in many paragraphs—for one piece of evidence.

On Your Own: Read the next few paragraphs and note the evidence in bold print. Underline the details that elaborate on the evidence. What details tell more about the evidence? What details explain the reasoning behind the evidence? What details describe the evidence? Complete the Warm Up handout with the details that elaborate on the evidence.

TRANSITIONS Glue your transition chart into your journal.

ELA 8: EDGAR ALLAN POE Quick Write (4 minutes)  Is there any justifiable reason to kill another person? Why or why not?

ELA 8: EDGAR ALLAN POE http://www.cpalms.org/Public/PreviewResourceLesson/Preview/69769#.W6azc185 5pM.email 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)

ELA 7: DICKINSON & TEASDALE Read both poems. 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.