“The Scarlet Ibis” Teacher Annotations

Activity Compare the Cornell Notes you took last night with a shoulder partner What did you write down (connections & figurative language When going back through what did you circle, underline, put a question mark next to or put an * next to? Chunk your notes (Front & Back Side) Come up with questions for EACH chunk of notes – what would I ask you on a quiz/test?

CLASS DISCUSSION & TEACHER NOTES (Guided Practice) Together as a class we are going to generate effective Cornell notes & use the 4 strategies for the first repetition that we learned yesterday Circling Key Words Underlining/Highlighting main ideas ? Next to points of confusion * next to possible test questions

Learning Target We can understand how figurative language affects a piece of literature (why it’s important, what it tells us about characters, setting, mood, tone, etc.)

CFS (product or task that will demonstrate your learning) I can read the remainder of “The Scarlet Ibis” and take effective Cornell Notes where I “think like a teacher” and try to pick out and explain the affect of different figurative language.

Activity – With a partner Get out a sheet of paper and make your own Cornell Notes Begin reading the rest of “The Scarlet Ibis” pg 598-604 (6 pages) Like you practiced last night & today, take effective Cornell Notes where you “hunt” for Figurative Language in the text. Under the figurative language (on Cornell Notes) YOU MUST EXPLAIN WHY IT’S IMPORTANT. THIS SHOULD NOT JUST BE A SUMMARY.

Directions: Read through first page once Look for connections Text to text Text to world Text to self

Teacher Annotations Underline or circle teacher notes on your text Then write an explanatory note in the margin

Summer was dead but autumn had not yet been born Margin Note Personification/Setting Season was dying – sounds sad – plants were rotting

…all this is still so clear to me... - and I remember Doodle Margin Note Indicates a flashback

He was small and weak, so it was odd to give him such a powerful name. They named him William Armstrong, which is like tying a big tail on a small kite Margin Note Simile He was small and weak, so it was odd to give him such a powerful name.

His brother couldn’t walk or move – they thought he would die soon invalid brother Margin Note Vocabulary word His brother couldn’t walk or move – they thought he would die soon

I began to make plans to kill him Margin Note Characterization Selfish - He was unhappy that his brother couldn’t play rough with him.

Personification of fronds (leaves) I pulled the go-cart…down into thee green dimness where the palmetto fronds whispered by the stream Margin Note Personification of fronds (leaves) Seems like a magical setting with the leaves whispering

at times I was mean to Doodle Margin Note Characterization The narrator knows he was mean to his brother (lesson)

sick-sweet smell of bay flowers hung everywhere like a mournful song Margin Note Simile Mournful = sad Sounds like a sad setting; sad that Doodle can’t walk here in the story