1. a. comparison and contrast c. setting b. flashback d.dialogue
Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
Do Now: Choose the best answer.
1. In example 1, the author describes Brille’s violent life using the writing strategy of ______
a. comparison and contrast c. setting
b. flashback d.dialogue

2. Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
2. The subject that makes Brille think philosophically about his past is… a. power c. his head wound b. food to steal d. tobacco

3. Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
3. What drives Brille to politics is _______ a.The hard life of a teacher c. the miserable life at home b. his violent kids d. all the above

4. Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
4. The cabbages, tobacco, and conversations display the _____ to reveal _______. a. events…the conflict’s development b. issues…the solution c. inner thinking….the initial conflict d. changes…climax

5. Mini assessment (1): After the multiple choices.
Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
Mini assessment (1): After the multiple choices.
Write two sentences about Brille, the prisoner who
wore glasses.
1.___________________________________________________________
2. ___________________________________________________________
Brille

6. Genres: Genre as structure chosen for a purpose
Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
Structure
Author’s purposes 1
Genres: Genre as structure chosen for a purpose
*Fantasy, to explore good and evil
*Historical fiction, to reflect on current ideas in a historical context
Purpose of that organization:
To set the stage
To reveal
To create suspense
To foreshadow

7. Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
Conflict mountain:
*Exposition: introducing character, setting, and backstory
*Rising Action: pressures and obstacles
*Climax: dramatic point, characters or problems come together
*Falling Action: characters or communities change, lessons learned
*Resolution: ending, some things wrap up, others might not
Types of patterns
*How are the parts similar?
*How are the parts different?
*What purpose do the parts serve?

8. *Setting *Inner thinking *Flashbacks *characterization *foreshadowing
Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
Techniques the author uses:
*Setting
*Inner thinking
*Flashbacks
*characterization
*foreshadowing
*diction
Types of understanding:
Character:
Character traits
Changes (dynamic character/static character)
Critical moments
Whole text:
Central ideas (Themes)
Issues
Lessons
Symbols/metaphors/motifs

9. Do you understand today’s chart?
Checkpoint # 1:
Do you understand today’s chart?
Raise your right hand if you clearly understand today’s vocabulary words of writing strategies and author’s purposes.
Raise your left hand if you do not clearly understand today’s vocabulary words of writing strategies and author’s purposes.

10. Your Task: Continue reading “For about two weeks…p
Your Task: Continue reading “For about two weeks…p. 237” to “…because we need a good warder p. 237”. Work as a group to fill out the following chart. For the writing strategies, refer to the left column and for the author’s purposes, refer to the right column of the above chart.
Quotations
The writing strategy used
The author’s purpose 1
“…good old comrade who wore glasses was looking rather pleased with himself p. 237” 2
“Hannetjie gave it to me,” said Brille. There was a long silence. Into it dropped a quite bombshell. p. 237 3
“I saw Hannetjie… I caught him in the act of steading five bags of fertilizer, and he bribed me to keep my mouth shut p. 237”

11. Do you understand today’s task?
Checkpoint # 2:
Do you understand today’s task?
Raise your right hand if you clearly understand today’s task.
Raise your left hand if you do not clearly understand today’s task.

12. Aim: How does the author develop the climax in “The Prisoner Who Wore Glasses” by Bessie Head?
Writing:
Mini Assessment (2)
Writing (everyone must complete this in the group) Give your opinion in the group discussion, using the following patterns to express your opinions (choose one of the above quotation):
I think/(I guess/ In my opinion/ From my point of view) that the author uses ________________(the literary
technique) in example ______because he wants to _________________________________________________.

13. Summary of today’s close reading of “The Prisoner Who Wore Glasses” p
Summary of today’s close reading of “The Prisoner Who Wore Glasses” p. 237by discussing and analyzing ONE literary technique and the author’s purpose in using it. Be sure to include the title of the fiction and today’s aim.
Also, make sure to explain the evidence clearly in your own words.
Today we learn ___________________________________(ref. to the aim). To
illustrate, from Bessie Head’s “Prisoner Who Wore Glasses” p 237, the author uses ________________(choose
one writing strategy or literary element) in the middle of this story to __________________________(author’s
purpose). The example of this technique is “_______________________________________________________”
(quote the evidence). This means ____________________________________________________________. Thus
(the writing strategy or the literary technique) is used to ______________________________________________
(repeat the author’s purpose in different words).

14. HW#1116 Finish reading the short story
HW#1116 Finish reading the short story. Then design a three quotation chart following the teacher’s example. Fill in the writing strategy and author’s purposes, too.
Quotations
The writing strategy used
The author’s purpose 1 2 3

15. Common Core Learning Standards:
CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
CCSS.ELA-LITERACY.SL
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.