1. Welcome to English Wednesday Week (18) Word Study: E1.1D,E Reading: E1.Fig19A E1.2A,B E1.6A

2. Wednesday Bellringer  Invitation to Imitate.  What do you notice about this sentence?  “Daniel’s room smelled of paper, animals, and loneliness.” –Ms. Sebesta’s writer’s notebook.

3.  As students notice, fill out the underlying pattern of the sentence on the board.  _________ (place) smells of _________, ____________, and _____________. (list of at least three things)  Mention the difference between imitating— using the same structure and making it your own—and copying.  Then ask students to write their own imitation in their notebooks adding in their own voice.

4. Invitation to Imitate  Try your own sentence in your writer’s notebook.

5. Invitation to Celebrate  If you would like to share, write your sentence on a sentence strip for us to display.

6. Key Understandings Understanding new words, concepts, and relationships enhances comprehension and oral and written communication. Literary analysis of genres improves the reader’s ability to determine author’s purpose and message. Literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message. Vocabulary of Instruction  Foreign word Nonfiction  Literary essay

7. Guiding Questions How does understanding of a genre help to determine the author’s purpose and message? How does an understanding of foreign words help my comprehension of written text? How do authors of nonfiction convey a message?

8. Advance Preparation Materials:  List of 4 foreign words/phrases (1)  Literary nonfiction text (class set)  English 1 Unit 01 Writing Appetizer Directions:  Locate an example of a literary essay in which the author uses personal examples to explain, present a perspective, or describe a situation or event.  Prepare background knowledge as necessary. Many foreign words that are commonly used in the English language can be found in the classroom dictionary and online.

9. Word Study: Main Focus: Write multiple entries that demonstrate knowledge of new words, their meanings, and origins.

10. Objective: Students describe the origins and meanings of foreign words or phrases used frequently in written English. Caveat emptor Carte blanche Tête-à-tête Pas de deux Bon appetite Quid pro quo

11. Objective: Students describe the origins and meanings of foreign words or phrases used frequently in written English.  Have you seen or heard these words before?  What do you think they mean?  Share ideas in partners and record predicted meanings in the Vocabulary Notebook.  Take the handout with the foreign words on it.

12. Objective: Students describe the origins and meanings of foreign words or phrases used frequently in written English. Caveat emptor Carte blanche Tête-à-tête Pas de deux Bon appetite Quid pro quo

13. Objective: Students describe the origins and meanings of foreign words or phrases used frequently in written English. 1. Share the visual representations. 2. Add words to the class Word Wall.

14. Reading: Content Objective: Students analyze the similarities and differences between literary devices used in fiction and those used in a literary essay. How many of you remember: The Wizard of OZ? We will be looking at a Literary essay - an essay that relates an actual experience, event, or perspective on a topic using the techniques and elements of literary writing.

15. Content Objective: Students analyze the similarities and differences between literary devices used in fiction and those used in a literary essay. Get out the Writing Appetizer Let’s review the literary devices and techniques you examined while reading fictional text. This should include plot development, characterization, point of view, figurative language, etc.

16. Content Objective: Students analyze the similarities and differences between literary devices used in fiction and those used in a literary essay. We will be examining a different genre:  literary nonfiction,  read it and  analyze literary essays. These essays will contain many of the same elements and literary devices as fiction.

17. Content Objective: Students analyze the similarities and differences between literary devices used in fiction and those used in a literary essay. Look at the Literary Essay Create a Venn diagram in the Reader’s Notebook with the labels Fiction and Literary Nonfiction. We will read the paper aloud. What is the author’s purpose in this selection? Discuss responses.

18. Fiction Non-Fiction

19. Content Objective: Students analyze the similarities and differences between literary devices used in fiction and those used in a literary essay. Is this similar or different from the author’s purpose in a fictional text? Discuss responses and add information to the Venn diagrams. Continue reading, pausing periodically to Think Aloud to identify either a similarity or difference in literary nonfiction and fiction.

20. Learning Applications 1. With a partner, students confirm their definitions using a dictionary (printed or electronic) and create visual representations of the words/phrases in the Vocabulary Notebook. 1. In Collaborative Groups, students continue to read the literary essay, pausing to reflect, discuss and add information to their Venn diagrams.

21. Share your Venn diagram and add information as needed to the one you created in the Reader’s Notebook

22. Closure: 30 Second Write Answer the following questions: How does understanding of a genre help to determine the author’s purpose and message? How does an understanding of foreign words help my comprehension of written text? How do authors of nonfiction convey a message?