1. Bell Ringer Take one poem and one newspaper home.

2. English Unit 2 Week 11 Monday Word Study: TEKS: E1.1A TEKS Ongoing E1.1E Reading: E1.Fig19A; E1.2A,B; E1.15Ci.ii Unit 2 Week 11 Monday Word Study: TEKS: E1.1A TEKS Ongoing E1.1E Reading: E1.Fig19A; E1.2A,B; E1.15Ci.ii

3. Turn in your homework or call your parents and fill out a D-Hall. Remember to get your vocabulary.

4. TAKE Notes Vocabulary Review: Perspective ConnectionsSensory language GenreParadox PerspectiveIrony PronounsSarcasm Author’s Purpose Denotation AdvertisingConnotation PersuasiveAuthoritative ConveyOmniscient Figurative language

5. Review: Quotation Marks 1. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Her comment of yeah, right indicated her attitude toward my suggestion. 2. Use single marks to enclose a quotation within a quotation. 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. 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. Her comment of yeah, right indicated her attitude toward my suggestion. 2. Use single marks to enclose a quotation within a quotation. 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. My mom said, I love you.

6. 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. 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. 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. 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. The article Money Management is in the last issue of Newsweek magazine.

7. Review: Supersized sunspot is largest in decades BY SCIENCE NEWS STAFF 5:07PM, OCTOBER 24, 2014SCIENCE NEWS STAFF Review: 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

12. 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.

13. 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.

14.  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.

15. 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  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  Write multiple reflections that include personal and world connections, thoughts, and responses to poetry.

16. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry Remember all poetry does not rhyme. Example: In Collaborative Groups, read and then analyze poetry using the displayed questions from Mini Lesson. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry Remember all poetry does not rhyme. Example: In Collaborative Groups, read and then analyze poetry using the displayed questions from Mini Lesson.

17. Homework  Take the newspaper and a poem home  Read the poem  Read 1 article per night  Use the steps you learned to analyze your reading Homework  Take the newspaper and a poem home  Read the poem  Read 1 article per night  Use the steps you learned to analyze your reading

18. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.  Individually, write a reflection in the Reader’s Notebook addressing  You will be analyzing poems. What are characteristics of this genre (poetry)?  Discuss responses and compile a class list of characteristics of the genre.  How does genre shape meaning by comparing and contrasting examples of fiction, literary nonfiction and poetry, providing textual evidence as appropriate.  Individually, write a reflection in the Reader’s Notebook addressing  You will be analyzing poems. What are characteristics of this genre (poetry)?  Discuss responses and compile a class list of characteristics of the genre.  How does genre shape meaning by comparing and contrasting examples of fiction, literary nonfiction and poetry, providing textual evidence as appropriate.

19. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry. Listen to the poem. 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? Listen to the poem. 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?

20. Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry In Collaborative Groups, read and then analyze poetry using the displayed questions from Mini Lesson. Individually you will 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. In Collaborative Groups, read and then analyze poetry using the displayed questions from Mini Lesson. Individually you will 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.

21. Homework Write it down! If you fail to do your homework, you will call your parents tomorrow and fill out a D-Hall.  Take one newspaper and one poem home and analyze them.

22. DEAR for 10 minutes then Work on Stations

23. Closure 30 Second Write Review: Which strategies can you use to create voice in your writing? How does genre shape meaning?

24. 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.

25. 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.

26. Content Objective: Students use strategies to determine word meanings Closure 1.Share completed graphics 2.Why is it important to continuously build your vocabulary? Discuss responses. 3. How is this strategy helpful in building vocabulary ? 1.Share completed graphics 2.Why is it important to continuously build your vocabulary? Discuss responses. 3. How is this strategy helpful in building vocabulary ?

27. 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.

28. 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.

29.  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.

30.  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.

31. 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.

32. 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.

33. 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.

34. 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.

36. Review: Quotation Marks