1. Bell Ringer

2. English Unit 2 Week 10 Tuesday Word Study: TEKS: E1.1A TEKS Ongoing E1.1E Reading: E1.Fig19A; E1.2A,B; E1.15Ci.ii Unit 2 Week 10 Tuesday Word Study: TEKS: E1.1A TEKS Ongoing E1.1E Reading: E1.Fig19A; E1.2A,B; E1.15Ci.ii

3. Get out your homework. Pass it in. Remember the class rules: Some reminders: You have two warnings before you get d-hall. We will try writing your name on the board, then adding two strikes to show a d-hall. Every Thursday or Friday, there will be test or quiz (like last 9 weeks) No more corrections: we will have a review and go over the material. It’s your job to study on your own and ask questions about what you don’t understand.

4. Key Concepts/Guiding Questions Word Study Understanding new words, concepts, and relationships enhances comprehension and oral and written communication Why is it important to continuously build your vocabulary? Understanding new words, concepts, and relationships enhances comprehension and oral and written communication Why is it important to continuously build your vocabulary?

5. Quick Review: How does making a personal connection to a text help us understand an author’s message and ‘or perspective? How does it help you connect with the reading?

6. Assignment Read a literary nonfiction text, create a simple graphic organizer and write examples of the literary devices you notice in the story. Briefly connect and examine how figurative and sensory language support the author’s perspective and message. Make a personal connection to the text and write a vignette exploring the theme in your personal life.

7. Vocabulary Review: Paradox Diction Genre Imagery Theme Irony Graphic organizer Sarcasm Review: Paradox Diction Genre Imagery Theme Irony Graphic organizer Sarcasm

8. Elements of a Vignette What is it? It is a very well described, detail filled, MOMENT in time, not a three or four day event. Unlike a narrative essay, it is not necessary to have an introduction or conclusion; just jump right in. What is it? It is a very well described, detail filled, MOMENT in time, not a three or four day event. Unlike a narrative essay, it is not necessary to have an introduction or conclusion; just jump right in.

9. Vignette The beginning of your text should make the reader want to read more. The ending of your vignette should leave your reader with a definitively strong feeling of some kind: excitement, sadness, fear etc. Theme of your vignette may be implied. The beginning of your text should make the reader want to read more. The ending of your vignette should leave your reader with a definitively strong feeling of some kind: excitement, sadness, fear etc. Theme of your vignette may be implied.

10. How do you make a Vignette? Use strong sensory images to make a vignette unique. Let your characters scream at the top of their lungs or whisper sadly. Show: Julio’s eyes were the window to his soul; the pain that he had endured had settled upon him like a heavy fog. Use strong sensory images to make a vignette unique. Let your characters scream at the top of their lungs or whisper sadly. Show: Julio’s eyes were the window to his soul; the pain that he had endured had settled upon him like a heavy fog.

11. Don’t say it. Imply it! Don’t: Julio was sad. Decide on a narration type and stick to it. Consider the verb tense: present, past, future. Make sure each verb is appropriate in the text. Don’t: Julio was sad. Decide on a narration type and stick to it. Consider the verb tense: present, past, future. Make sure each verb is appropriate in the text.

12. Character’s Names Make the names of your characters count; you wouldn’t want your handsome hero named Dork Dog. Take the opportunity to make the name count. Make the names of your characters count; you wouldn’t want your handsome hero named Dork Dog. Take the opportunity to make the name count.

13. Supersized sunspot is largest in decades BY SCIENCE NEWS STAFF 5:07PM, OCTOBER 24, 2014SCIENCE NEWS STAFF Supersized sunspot is largest in decades BY SCIENCE NEWS STAFF 5:07PM, OCTOBER 24, 2014SCIENCE NEWS STAFF A gigantic sunspot – almost 80,000 miles across --can be seen on the lower center of the sun in this image from NASA’s Solar Dynamic Observatory captured on Oct. 23, 2014. This active region is the largest of the current solar cycle. Image Credit: NASA/SDO http://www.nas a.gov/content/ goddard/sdo- observes- largest- sunspot-of- the-solar- cycle/#.VEsBw vnF_kV

14. Guest post by Thomas Sumner  A colossal sunspot large enough to be seen with the naked eye now blemishes the nearside of the sun, covering an area wide enough to comfortably fit 10 Earths side by side. The new sunspot, dubbed AR 12192, is the largest observed since 1990.  Sunspots are cooler regions on the sun where powerful, twisted magnetic fields poke through the solar surface. According to NASA, the enormous sunspot has already sparked several solar flares, which can create auroras and disrupt satellites around Earth.According to NASA Guest post by Thomas Sumner  A colossal sunspot large enough to be seen with the naked eye now blemishes the nearside of the sun, covering an area wide enough to comfortably fit 10 Earths side by side. The new sunspot, dubbed AR 12192, is the largest observed since 1990.  Sunspots are cooler regions on the sun where powerful, twisted magnetic fields poke through the solar surface. According to NASA, the enormous sunspot has already sparked several solar flares, which can create auroras and disrupt satellites around Earth.According to NASA

15. On Oct. 18, 2014, a sunspot rotated over the left side of the sun, and soon grew to be the largest active region seen in the current solar cycle, which began in 2008. Currently, the sunspot is almost 80,000 miles across -- ten Earth's could be laid across its diameter. The largest sunspot of the current solar cycle rotated into view on Oct. 18, 2014. It is seen here as captured by the Helioseismic Magnetic Imager on NASA's SDO. Image Credit: NASA/SDO Karen C. Fox NASA's Goddard Space Flight Center, Greenbelt, MarylandKaren C. FoxNASA's Goddard Space Flight Center On Oct. 18, 2014, a sunspot rotated over the left side of the sun, and soon grew to be the largest active region seen in the current solar cycle, which began in 2008. Currently, the sunspot is almost 80,000 miles across -- ten Earth's could be laid across its diameter. The largest sunspot of the current solar cycle rotated into view on Oct. 18, 2014. It is seen here as captured by the Helioseismic Magnetic Imager on NASA's SDO. Image Credit: NASA/SDO Karen C. Fox NASA's Goddard Space Flight Center, Greenbelt, MarylandKaren C. FoxNASA's Goddard Space Flight Center

16. In the top left quadrant, write the word along with a number on a scale of 1-5 that represents how well you know the word. Disrupt 5 In the top right quadrant, write the definition of the word in your own words. (an event, activity, or process) by causing a disturbance or problem. In the bottom left quadrant, include the following information as applicable: Origin of word Root word Prefix Suffix Rupt is better thought of as a word root than as a prefix or a suffix. It comes from Latin. Rumpere is a Latin stem meaning "to break". From that comes the Latin ruptura, meaning "fracture". In the bottom right quadrant, draw a visual representation that will help you remember the term.

17. Write this down: Homework: Use the directions you practiced earlier and choose two of you words to practice this strategy.

18. Work on Stations

19. Closure Share completed graphics Why is it important to continuously build your vocabulary? How was this strategy helpful in building vocabulary? Share completed graphics Why is it important to continuously build your vocabulary? How was this strategy helpful in building vocabulary?

20. Disrupt Rupt is better thought of as a word root than as a prefix or a suffix. It comes from Latin. Rumpere is a Latin stem meaning "to break". From that comes the Latin ruptura, meaning "fracture". Disrupt Rupt is better thought of as a word root than as a prefix or a suffix. It comes from Latin. Rumpere is a Latin stem meaning "to break". From that comes the Latin ruptura, meaning "fracture".

21. Advanced Prep  Select a brief section from a content area textbook (science, social studies, mathematics) or other similar resource.  Select one term with a Latin or Greek root that contains a common prefix to use to as a model for completing the graphic organizer.  Select a brief section from a content area textbook (science, social studies, mathematics) or other similar resource.  Select one term with a Latin or Greek root that contains a common prefix to use to as a model for completing the graphic organizer.

22.  Teaching students about word parts is essential for comprehension.  Students do not learn about words and how to use words simply by memorizing definitions. Students should be given the opportunity to discuss the words they are learning and represent their knowledge of words in linguistic and non- linguistic ways.  “Write multiple notebook entries that demonstrate knowledge of new words, their meanings, and origins.”  In this Instructional Routine, students use a graphic organizer to better learn new words and their origins. Students may apply this strategy to unknown words found in their Reading texts or for learning new academic concepts and terms.  Teaching students about word parts is essential for comprehension.  Students do not learn about words and how to use words simply by memorizing definitions. Students should be given the opportunity to discuss the words they are learning and represent their knowledge of words in linguistic and non- linguistic ways.  “Write multiple notebook entries that demonstrate knowledge of new words, their meanings, and origins.”  In this Instructional Routine, students use a graphic organizer to better learn new words and their origins. Students may apply this strategy to unknown words found in their Reading texts or for learning new academic concepts and terms.

25. Content Objective: Students use strategies to determine word meanings 1. What types of activities help improve your vocabulary? One of the best ways to build their vocabularies is by reading. 2. Begin with a quick review of word parts, using the class Word Wall as a reference. 3. Display the selected words for students and add it to the class Word Wall. 4. On chart paper or other display space, create a 4-square graphic organizer. 1. What types of activities help improve your vocabulary? One of the best ways to build their vocabularies is by reading. 2. Begin with a quick review of word parts, using the class Word Wall as a reference. 3. Display the selected words for students and add it to the class Word Wall. 4. On chart paper or other display space, create a 4-square graphic organizer.

26. 5. Model completing the graphic organizer using the selected word: In the top left quadrant, write the word along with a number on a scale of 1-5 that represents how well you know the word. 5. Model completing the graphic organizer using the selected word: In the top left quadrant, write the word along with a number on a scale of 1-5 that represents how well you know the word. Content Objective: Students use strategies to determine word meanings

27. If necessary, locate the word in a dictionary and Think Aloud to determine a way to remember what the word means. In the top right quadrant, write the definition of the word in your own words. If necessary, locate the word in a dictionary and Think Aloud to determine a way to remember what the word means. In the top right quadrant, write the definition of the word in your own words.

28. Content Objective: Students use strategies to determine word meanings In the bottom left quadrant, include the following information as applicable: Origin of word Root word Prefix Suffix In the bottom right quadrant, draw a visual representation that will help you remember the term. In the bottom left quadrant, include the following information as applicable: Origin of word Root word Prefix Suffix In the bottom right quadrant, draw a visual representation that will help you remember the term.

29. Content Objective: Students use strategies to determine word meanings Share that 4-square is a strategy to help determine the meaning and remember unknown words encountered in text or as a method for learning new words before instruction.

30. Content Objective: Students use strategies to determine word meanings Learning Applications: 1. Working in groups, students skim the pre-selected text and complete the graphic organizer for an unfamiliar term.

31. Discuss responses with students. When we make connections (paraphrasing/visual representation) with new ideas and concepts, we are able to remember and comprehend more information. Discuss responses with students. When we make connections (paraphrasing/visual representation) with new ideas and concepts, we are able to remember and comprehend more information.

32. Reading Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres. How does genre shape meaning? Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres. How does genre shape meaning? Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.

33. Materials Background  Variety of grade-appropriate, high-interest poems which reflect topics/themes from Units.  Collect 20th and 21st century poetry which reflects a theme or themes explored during Unit 01. For each selected theme, include a variety of poetry from different eras. This collection will be used throughout this unit.  Select two poems from the collection for small groups to examine.  If multiple themes are selected, organize the collected selections by theme. If one theme is selected, arrange for multiple copies of the selections. Determine procedures for reading and analyzing poetry in a collaborative setting.  Select a short poem from the collection to use in the Mini Lesson.  Some students believe that all poetry must rhyme. In fact, many poems do not rhyme and are still considered to be good poems.  This Instructional Routine may take more than one day to complete.  Variety of grade-appropriate, high-interest poems which reflect topics/themes from Units.  Collect 20th and 21st century poetry which reflects a theme or themes explored during Unit 01. For each selected theme, include a variety of poetry from different eras. This collection will be used throughout this unit.  Select two poems from the collection for small groups to examine.  If multiple themes are selected, organize the collected selections by theme. If one theme is selected, arrange for multiple copies of the selections. Determine procedures for reading and analyzing poetry in a collaborative setting.  Select a short poem from the collection to use in the Mini Lesson.  Some students believe that all poetry must rhyme. In fact, many poems do not rhyme and are still considered to be good poems.  This Instructional Routine may take more than one day to complete.

34.  Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.  Genre – the type or class of a work, usually categorized by form, technique, or content. Some examples of literary genres are epic, tragedy, comedy, poetry, novel, short story, and creative nonfiction.  Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay.  Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.  Genre – the type or class of a work, usually categorized by form, technique, or content. Some examples of literary genres are epic, tragedy, comedy, poetry, novel, short story, and creative nonfiction.  Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay.

35. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. Steps in analysis:  Identify the genre of each text  Identify the similar theme(s) in each text  Explain how genre shapes meaning  This Instructional Routine partially assesses Performance Indicator:  “Write multiple reflections that include personal and world connections, thoughts, and responses to poetry.”  Identify the genre of each text  Identify the similar theme(s) in each text  Explain how genre shapes meaning  This Instructional Routine partially assesses Performance Indicator:  “Write multiple reflections that include personal and world connections, thoughts, and responses to poetry.”

36. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. 1. Review the terms genre and theme as necessary. 2. Remind students that during Unit 01 they studied works of fiction and literary nonfiction. Review and list the themes explored during the unit. Ask: How does genre shape meaning in literary text? Discuss answers. 1. Review the terms genre and theme as necessary. 2. Remind students that during Unit 01 they studied works of fiction and literary nonfiction. Review and list the themes explored during the unit. Ask: How does genre shape meaning in literary text? Discuss answers.

37. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. 3. Explain that during this unit, students will read and analyze poetry with themes similar to those studied in Unit 01. Ask: What are characteristics of this genre (poetry)? Students Quick Write in the Reader’s Notebook. Discuss responses and compile a class list of characteristics of the genre. Address the misconception that all poetry must rhyme. 3. Explain that during this unit, students will read and analyze poetry with themes similar to those studied in Unit 01. Ask: What are characteristics of this genre (poetry)? Students Quick Write in the Reader’s Notebook. Discuss responses and compile a class list of characteristics of the genre. Address the misconception that all poetry must rhyme.

38. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. 4. Display the selected short poem. Read it aloud. What is the theme of this piece? Have you read other texts with a similar theme? How does the genre of poetry shape the meaning of this piece? Is this piece influenced by mythic, classical, or traditional literature? Explain the influence. 4. Display the selected short poem. Read it aloud. What is the theme of this piece? Have you read other texts with a similar theme? How does the genre of poetry shape the meaning of this piece? Is this piece influenced by mythic, classical, or traditional literature? Explain the influence.

39. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. 5. Explain that each small group will have a collection of poetry to read and analyze. Provide background information about the pieces. Explain procedures for reading and analyzing poetry in a collaborative setting. 5. Explain that each small group will have a collection of poetry to read and analyze. Provide background information about the pieces. Explain procedures for reading and analyzing poetry in a collaborative setting.

40. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry 1.In Collaborative Groups, students read and then analyze poetry using the displayed questions from Mini Lesson. 2. Individually, students write a reflection in the Reader’s Notebook addressing how genre shapes meaning by comparing and contrasting examples of fiction, literary nonfiction and poetry, providing textual evidence as appropriate. 1.In Collaborative Groups, students read and then analyze poetry using the displayed questions from Mini Lesson. 2. Individually, students write a reflection in the Reader’s Notebook addressing how genre shapes meaning by comparing and contrasting examples of fiction, literary nonfiction and poetry, providing textual evidence as appropriate.

41. Review: Quotation Marks 1. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’” 3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.” 1. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’” 3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.”

42. Quotation Marks 4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation. 5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”? 6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine. 4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation. 5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”? 6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine.

43. Closure 30 Second Write Which strategies did you use to create voice in your writing? How does genre shape meaning?