Design Slide Subtitle. Essential Question  Focusing on a study of literary genres, the student develops initial understanding of both the structure and.

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Presentation transcript:

Design Slide Subtitle

Essential Question  Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation. ◦ ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.  The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;  a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.  Similes and Metaphors  Hyperbole and Personification ◦ ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.  a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

 DCP: Fudge-a-mania by Judy Blume #1 ◦ AVID strategies ◦ Identify and highlight supporting text  Journal Book: Nouns p. 14 ◦ Noun: a person, place, thing,  or idea

SCOPE  Preview issue  Grammar: pp. 2, 3  Spelling, apostrophe, capitalization, homophone, punctuation  “The Voyage of the Dawn Treader”: pp. 4 – 9 ◦ Vocabulary (handout) ◦ Preview, choose roles, highlight parts, and practice ◦ Movie trailer: Voyage of the Dawn TreaderVoyage of the Dawn Treader  Fantasy genre often contains  A setting in an imaginary and magical world  Heroic characters  A theme of good versus evil  A plot about an epic quest

Essential Question  Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation. ◦ ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.  The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;  a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.  Similes and Metaphors  Hyperbole and Personification ◦ ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.  a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

 DCP: Mr. Popper’s Penguins #2 ◦ AVID strategies ◦ Identify and highlight supporting text  Journal Book: Sundae Afternoon p. 15

 “The Voyage of the Dawn Treader”: pp. 4 – 9 ◦ Perform play ◦ Sequencing story (handout) ◦ Vocabulary acquisition (see next slide) ◦ Summative assessment on  Vocabulary: read orally  Comprehension: read orally

Directions: Each student chooses one vocabulary word. On your paper include the following in any way you choose:  1. dictionary definition  2. definition in my own words or silly hint  3. example sentence  4. illustration (Draw a simple picture that shows the word’s meaning.)

Essential Question  Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation. ◦ ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.  The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;  a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.  Similes and Metaphors  Hyperbole and Personification ◦ ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.  a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

 DCP: Maniac Mc Gee #3 ◦ AVID strategies ◦ Identify and highlight supporting text  Journal Book: Color a Critter p. 16

 Editing Written Word: pp. 10, 11 ◦ Pronouns/antecedents ◦ Capitalization/punctuation ◦ Word usage: together  Debate: “Does Michael Vick Deserve His Comeback? Pp. 12, 13 ◦ Persuasion

Essential Question  Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation. ◦ ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.  The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;  a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.  Similes and Metaphors  Hyperbole and Personification ◦ ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.  a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

 DCP: Owls in the Family by Farley Mowat #4 ◦ AVID strategies ◦ Identify and highlight supporting text  Journal Book: Troll Turnabout p. 19

 “ Open Up and Say Ahhhhh”: pp. 14, 15 ◦ Compare/contrast (handout) ◦ Reading for information ◦ Crossword Puzzle: comprehension  Moving Along: p. 16 ◦ Wretched Writing: editing work

Essential Question  Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation. ◦ ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.  The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;  a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.  Similes and Metaphors  Hyperbole and Personification ◦ ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.  a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

 DCP: Iggy by Cheryl Brock #11 ◦ AVID strategies ◦ Identify and highlight supporting text  Journal Book: Another Word For It (Synonyms) p. 25  Computer Lab: 214SkillsTutor