Mindset  Finish your timed write from yesterday.  What you did over Spring Break.  When done turn in your work then get out a new piece of paper for your Mindsets over the next two weeks.  Mindset Check on  Use front for Week 1 then back for Week 2.  Please include appropriate Header on the front and dates for every day.  On your Mindset Paper:  Draw a Schema Map.  Describe each element.  Yes, I am aware you may not have EVER heard of a Schema Map.  12 minutes until we discuss.

House Keeping  No need to take AZMerit practice test we are going to do it in class.  All assignments related to Frankenstein have been posted.  Vocabulary is also posted.

Objective explore demonstrating creating  The student will explore components of a Schema Map demonstrating knowledge by creating Schema Map.

Schema Map  Graphic map to analyze a piece of literature by looking at relationships of various elements.  Please remember we approach this tool much like eating an elephant.  Let’s take a look at the whole map.

Schema Map

Schema Map Chunk 1  For this chunk we will focus on:  Persona: Looking to identify the voice of the author and how the characters chosen are for an artistic purpose.  Look at emotions, expressions, and prejudice to determine the role taken by the author.  Exigence: Analysis of importance of conversations to the development of the narrative.  Invention: Analysis of what the author is doing that hasn’t been done before in the context of time and place.  Consider discovery, creation, and originality demonstrated.

Schema Map Chunk 1  In your group discuss:  How would you, as a reader, identify the above components of the Schema Map in a text?  How could gathering this information assist in developing a deeper understanding of the text?  Discuss as a class in five minutes.

Chunk 1 Application  Access “Hills Like White Elephants” by Ernest Hemingway on the teacher page.  Read the text without taking notes.  Reflect on the text and what the Persona, Exigence, and Invention is for the text.  Create three boxes label the left box: Persona, the middle box: Exigence, and the right box: Invention on a sheet of paper and then re-read the text.  Leave room on your paper to add to your Schema Map  As you read take notes on each of those elements.  Reflect then edit your responses after you finish reading the second time.

Mindset  Finish reading “Hills Like White Elephants” by Hemingway and creating Schema Map Chunk 1.  When completed, answer the following on your Mindset paper:  What is a HOT question?  What benefit does developing HOT questions have on analyzing a selected text?  Discuss in 15 minutes.

Objective explore demonstrating creating  The student will explore components of a Schema Map demonstrating knowledge by creating Schema Map.

Developing HOT Questions  HOT: Higher Order Thinking Questions.  In analyzing a text it is important to develop questions about the text to assist with reaching a deeper analysis.  Use of notes from a Schema Map will assist in developing HOT Questions.

HOT Question Examples  Knowledge  What happened after…?  Who spoke to…?  Comprehension  What do you think could happen next…?  What was the main idea…?  Application  Could this have happened in…?  What questions would you ask of…?  Analysis  If…happened, what might the ending have been?  What was the underlying theme of…?  Synthesis  Can you see a possible… to…?  What would happen if…?  Evaluation  Do you believe?  How would you feel if…?

HOT Questions Application  In a Google Doc, shared with your group, Develop three HOT questions per person in the group related to the Knowledge, Comprehension, Application domains for “Hills Like White Elephants” by Hemingway.  Once your group has created these questions respond individually to three questions  At least one from each member and domain.  Be prepared to share your questions and responses in 18 to 20 minutes.

Mindset  Complete the development of three HOT questions related to the Knowledge, Comprehension, Application domains and the responding to your group members questions for “Hills Like White Elephants” by Hemingway.  When completed, answer the following on your Mindset paper: 1. What are the different domains of HOT questions? 2. What differences do you notice in the different domains of HOT question?  Discuss in 15 minutes.

Objective explore demonstrating creating  The student will explore components of a Schema Map demonstrating knowledge by creating Schema Map.

HOT Questions Application  In a Google Doc, shared with your group, Develop three HOT questions related to the Analyze, Synthesize, and Evaluation domains for “Hills Like White Elephants” by Hemingway.  Once your group has created these questions respond to three, at least one from each member.  Be prepared to share your questions and responses in 20 minutes.

Mindset  Answer the following questions on your Mindset paper: 1. How would you describe the purpose of the first chunk of the Schema Map? 2. Identify and describe the Thinking Map that could be used in place of the first chunk of the Schema Map.

Objective explore demonstrating creating  The student will explore components of a Schema Map demonstrating knowledge by creating Schema Map.

Schema Map Chunk 2  For this chunk we will focus on:  Purpose  Audience  Intention  Speaker  Topic  Use the triangle to identify Audience, Speaker, Topic of the text.

 On you Mindset Paper answer the following: 1. What class activity is occurring Monday, 03/30/15? 2. What two ways/methods can you prepare for this activity?  Once answered, put away your Mindset Paper and get out notes related to Schema Maps to review.  Discuss in 8 minutes. Mindset

Schema Map Chunk 2  Audience: Identify who the intended audience is at the time and place of the publication.  Include a minimum of one piece of evidence that demonstrates/supports your claim about the audience.  Purpose: Consider and identify why the author has selected this group, what did the author hope to gain, and what did the author want the audience to take away from the text.  Include a minimum of one piece of evidence that demonstrates the reason for the piece.  Intention: Identify how the author intended to reach their audience, analyze the intended effect on the audience.  Include a minimum of one piece of evidence that indicates the author’s underlying desire, plan, or intended outcome.

Schema Map Chunk 2  Speaker: Analyze which character(s) is the narrator of the text and why the author would select this voice to tell the story.  Identify the narrative device.  Topic: Consider what is the main focus of the text, is there a purpose to the story, and what archetypes are present.

Schema Map Chunk 2  In your group discuss:  How would you, as a reader, identify the above components of the Schema Map in a text?  How could gathering this information assist in developing a deeper understanding of the text?  Discuss as a class in five minutes.

Chunk 2 Application  Get out your Schema Map and Access “Hills Like White Elephants” by Ernest Hemingway on the teacher page.  Read the text without taking notes.  Reflect on the text and what the Purpose, Audience, Intention, Speaker, and Topic is for the text.  Below the boxes: Persona, Exigence, and Invention create the Schema Map Chunk 2 then re-read the text.  As you read take notes on each of the Schema Map Chunk 2 elements.  Reflect then edit your responses after you finish reading the second time.

Mindset  Answer the following on your Mindset paper:  Which element of Schema Map Chunk 2 is the most difficult to analyze and develop?  How would you describe the literary elements of the text analyzed by Schema Map Chunk 2?  Discuss in 5 minutes.

Chunk 2 Application  Access “A&P” by John Updike on the teacher page.  Read the text without taking notes.  Reflect on the text and what the Purpose, Audience, Intention, Invention, Speaker, and Topic is for the text.  Next, create Schema Map Chunk 1 & 2 for “A&P” by John Updike.  As you read take notes on each of the Schema Map Chunk 1 & 2 elements.  Reflect then edit your responses after you finish reading the second time.

Mindset  Pick up an Ipad to access “A&P” by Updike from the teacher page.  Get out Schema Map Chunk 2.  On your Mindset paper write:  Finished Schema Map Chunk 2 for “A&P” by Updike.  Then put away your Mindset paper.  Complete the Schema Map Chunk 2 for “A&P” by Updike.  Discuss in minutes.

Housekeeping  Make sure to review the Frankenstein assignments posted on the teacher page.  Review StudentVue to make sure everything is submitted.  Remember AZMerit continues tomorrow for the remainder of the week.  Normal schedule today.  Periods 0, 1, 3, 5 on Tuesday, Thursday  Periods 0, 2, 4, 6 on Wednesday, Friday

HOT Questions  In a Google Doc shared with your group, Develop three HOT questions for Analysis, Synthesis, and Evaluation domains for “A&P” by Updike.  Once your group has created these questions respond to three, at least one from each member.  Be prepared to share your questions and responses in 15 minutes.

Mindset  On your Mindset Paper:  What information must be gathered as part of chunk 2 of a Schema Map?  How would you describe the importance of the information gathered for chunk 2 of a Schema Map?  8 minutes until we discuss.

Objective explore demonstrating creatinganalyzing  The student will explore components of a Schema Map demonstrating knowledge by creating Schema Map after analyzing a selected text.

Schema Map

Schema Map Chunk 3  For this chunk we will focus on:  Ethos: Establishing credibility and trust with the intended audience.  Why is the author reliable?  Consider: Evidence of education, experience, as well as historical, literary, or religious references.  Logos: Use arrangement to lead the audience to understand and/or accept an idea.  How is the information presented so a reader can make sense of it?  Analyze the arrangement of the plot.

Schema Map Chunk 3  For this chunk we will focus on:  Pathos: An appeal to the intended audience’s emotions.  How does author connect/relate with their intended audience?  Analyze use of connotations, historical/religious references.  Organization, Structure, Form: Analysis of the author’s pattern of development.  Is the author showing cause/effect, compare/contrast, presenting arguments, calling to action, or outlining a problem w/a solution?

Schema Map Chunk 3  In your group discuss:  How would you, as a reader, identify the above components of the Schema Map in a text?  How could gathering this information assist in developing a deeper understanding of the text?  Discuss as a class in five minutes.

Mindset  On your Mindset paper:  Summarize the information gathered for chunk 3 of a Schema Map.  Discuss in 5 minutes.

Chunk 3 Application  Access “Hills Like White Elephants” by Ernest Hemingway on the teacher page.  Read the text without taking notes.  Reflect on the text and what the Ethos, Logos, Pathos, and Organization-Structure-Form are in the text.  Create chunk 3 of a Schema Map

Chunk 3 Application Setup  Get out your textbook and open to page 665 for the story “After the Ball” by Leo Tolstoy.  Get out a piece of paper to create chunk 3 of the Schema Map.  3 minutes until we move on.

Chunk 3 Application  Read the text without taking notes.  Reflect on the text and the elements of chunk 3 of the Schema Map.  Next, create Schema Map Chunk 1, 2, & 3 for “After the Ball” by Leo Tolstoy.  As you read take notes on each of the Schema Map Chunk 1 & 2 elements.  Reflect then edit your responses after you finish reading the second time.

HOT Questions  In a Google Doc shared with your group, Develop three HOT questions for Analysis, Synthesis, and Evaluation domains for “A&P” by Updike.  Once your group has created these questions respond to three, at least one from each member.  Be prepared to share your questions and responses in 15 minutes.

Mindset  On your Mindset Paper:  What information must be gathered as part of chunk 3 of a Schema Map?  How would you describe the importance of the information gathered for chunk 3 of a Schema Map?  8 minutes until we discuss.

Objective explore demonstrating creatinganalyzing  The student will explore components of a Schema Map demonstrating knowledge by creating Schema Map after analyzing a selected text.

Schema Map

Schema Map Chunk 4  For this chunk we will focus on:  Diction: Reflect on how the author uses words to elicit emotions as well as present opinions related to characters and topic.  Find examples of the use of connotative words by the author.  Examples of Connotative: Childish, Steely, Cheap.  Syntax: The arrangement of words to create well structured sentences.

 Syntax continued:  Periodic Sentence: has the main clause or predicate at the end.  Used for emphasis and can be persuasive.  Loose Sentence: A sentence with a main clause, followed by a dependent clause.  It was obvious a storm was coming because of the lightning, thunder and calm in the air.

Schema Map Chunk 4  For this chunk we will focus on:  Imagery: Think about the use of vivid language and the relationship to our senses.  Figurative Language: Analyze how the author uses words to imply a deeper meaning.  Types of Figurative Language:  Alliteration, Hyperbole, Imagery, Irony, Metaphor, Onomatopoeia, Oxymoron, Personification, Simile.

Schema Map Chunk 4  In your group discuss:  How would you, as a reader, identify the above components of the Schema Map in a text?  How could gathering this information assist in developing a deeper understanding of the text?  Discuss as a class in five minutes.

Chunk 4 Application  Access “Hills Like White Elephants” by Ernest Hemingway on the teacher page.  Read the text without taking notes.  Reflect on the text and how Hemingway utilizes Diction, Syntax, Imagery and Figurative Language in the text.  Create chunk 4 of a Schema Map.

Mindset  On your Mindset Paper:  What information must be gathered as part of chunk 4 of a Schema Map?  How would you describe the importance of the information gathered for chunk 4 of a Schema Map?  5 minutes until we discuss.

Chunk 4 Application Setup  Access from the teacher’s page “A Rose for Emily” by William Faulkner.  Get out a piece of paper to create an entire Schema Map.  3 minutes until we move on.

Schema Map Application  Read the text without taking notes.  Reflect on the text and the elements of a Schema Map.  Next, create a Schema Map for “A Rose for Emily” by William Faulkner.  Reflect then edit your data collection after you finish reading the second time.