1. 10/1-10/5 Literary terms test next week! (10/10)

2. 10/1 1. Bellringer 2. READ AR books
3. Finish discussing Story of an Hour
4. Discuss how irony creates humor and suspense by talking about previous stories
5. VIEW short Pixar videos and IDENTIFY the point of view, perspective, and irony and then determine how it creates suspense
6. READ picture books and IDENTIFY the point of view, perspective, and irony in the books and then determine how it creates suspense
7. READ Something in Between and IDENTIFY the perspective/point of view and irony in the story DETERMINE how they create suspense
Bellringer: current grammar and grammar review
Students will read their AR books for 15 minutes.
The teacher will guide students in finishing discussing Story of an Hour.
The teacher will guide students in discussing how irony create humor and suspense in previous stories.
Students will view pixar videos and identify the point of view, perspective, and irony. They will then determine how these things work together to create suspense.
Students will read picture books with their groups and identify the point of view, perspective, and irony. They will then determine how these things work together to create suspense.
Students will read Something in Between and identify the point of view, perspective, and irony in the story. They will then determine how these things create suspense.

3. Pixar
Oktapodi
Cloud

4. Perspective Paragraph Frame
The story is told from the perspective of ______________. The author uses _________ point of view to tell the story. In the story _____________________________________ happens, which is ironic because _________________. ____________________ helps to create suspense in the story.

5. How did the irony in the story help to create suspense?
Consider the above question for the following stories:
1. Story of an Hour
2. The Most Dangerous Game
3. Thank You Ma'am
4. All Summer in a Day

6. How does irony create humor in the story?
1. Eat My Fine Coat

7. 1st Block Vocabulary
Dispel-v. force to go away; used both with concrete and metaphoric meanings
Disproportionate-adj. not corresponding in size or degree or extent
Discrepancies-n. a difference between conflicting facts or claims or opinions
Insufferable-adj. incapable of being put up with
Ineffectually-adv. without producing the desired results
Inarticulate-adj. unable to express oneself
Consensus-n agreement in the judgment or opinion reached by a group as a whole
Conspire-v act in unison or agreement and in secret towards a deceitful or illegal purpose
Converge-v be adjacent or come together
Congregate-v come together, usually for a purpose

8. 1st Block Vocabulary
Malice-n. the intention or desire to do evil; ill will
Malevolent-adj. Wishing evil or bad will for others; mean
Malignant-adj. Very bad or harmful; likely to cause death
Malady-n. A sickness or illness; bad health
Valiant-adj. Brave; courageous
Valor-n. Noble courage
Avail-v. To help to be of use
Fortitude-n. Strength of mind; bravery
Forte-n. A strong point; a skill
Fortify-v. strengthen (a place) with defensive works so as to protect it against attack.

9. 2nd and 3rd Block Vocabulary
Evocative(adj): evoking strong memories, images, or feelings
Exacerbate (v): make (something bad) worse
Exasperate (v): irritate intensely
Exemplary (adj): serving as a desirable model; very good
Exhaustive (adj): leaving nothing out; fully comprehensive
Exonerate (v): officially absolve from blame
Exorbitant (adj): unreasonably high (regarding price or amount)
Expedient (adj): Advantageous; convenient
Extol (v):To praise highly
Extraneous (adj): Irrelevant or unrelated to the subject

10. 2nd and 3rd Block Epitome (n) a perfect example of Equanimity (n):
calmness, composure
Equivocal (adj):
having two or more meanings; purposely ambiguous
Eradicate (v):
remove or completely destroy
Erudite (adj):
having or showing knowledge or learning
Evanescent (adj):
quickly fading from sight, memory, or existence

11. 2nd and 3rd Block Eschew (v): to abstain from; to shun; to avoid
Esoteric (adj):
intended for or understood by only a small number of people with a specialized knowledge
Euphemism (n):
a mild or less direct word substituted for one that is harsh or blunt when referring to something unpleasant or embarrassing
Evasive (adj):
directed towards avoidance or escape

12. 10/2 1. Bellringer 2. READ AR books
3. VIEW a Powtoon about denotation and connotation
4. PRACTICE sorting words by negative, neutral, and positive connotations
5. FIND denotations and connotations for words
6. Begin READING A Monster Calls IDENTIFY words with negative, neutral, and positive connotations
Bellringer:
Students will read their AR books for 15 minutes.
The teacher will guide students in viewing a Powtoon about denotation and connotation.
Students will practice sorting words by negative, neutral, and positive connotations.
Students will use dictionaries to find denotations of words and then will identify the connotations of the words as well.
The teacher will guide students in beginning reading A Monster Calls and identifying words with negative, neutral, and positive connoations.

13. 2nd Set of Literary Terms

14. Connotation vs. Denotation
connotation-what the word makes you think of
example-money makes you think of the color green
denotation-the dictionary definition for a word
example-money is currency

15. Which is the connotation and which the denotation?
Connotation and Denotation Powtoon
Connotation and Denotation
more practice

16. Anticipation Guide A Monster Calls
Agree/Disagree Statements
Audiobook

17. 10/3 1. Bellringer 2. READ AR books
3. COMPLETE research for banned book project
4. I-Ready
5. READ A Monster Calls
Bellringer
Students will read AR books for 15 minutes.
Students will complete 45 minutes of I-Ready.
Students will complete research for their banned book project.
The teacher will guide students in reading A Monster Calls.

18. Anticipation Guide A Monster Calls
Agree/Disagree Statements
Audiobook

19. 10/4 1. Bellringer 2. READ AR books 3. REVIEW vocabulary words
4. COMPLETE vocabulary test
5. UPLOAD work onto Seesaw
6. LEARN about tone and mood
7. IDENTIFY tone in songs
Bellringer:
Students will read AR books for 15 minutes.
The teacher will guide students in reviewing their vocabulary words.
Students will complete a vocabulary test.
The teacher will guide students in learning about tone and mood.
Students will identify the tone of various songs.

20. Kahoot
2nd and 3rd Block
1st Block

21. Mood/Tone mood-how a story makes you feel
tone-how the author/narrator feels about something
The mood/tone are created by the author's word choice.

22. Mood/Tone Mood/Tone Examples More Examples Tone/Mood Practice
Tone/Mood Analysis Excerpts

23. Name that Tone go to kahoot.it put in the game pin
choose your team name
Click here to play

24. 10/5
1. READ passages in the textbook and answer the questions and complete the story analysis chart for the stories.
2. READ your AR books
Students will read passages from their textbooks and answer questions.
If a student finishes early, they will read their AR books.