1. Hook, Housekeeping, Homework Monday 1.Hold onto your homework (“Fish Cheeks” strategy imitation) until tomorrow), please. 2.Grab a sheet off the front table. 3.Write your proper heading (full name, Durland, Eng 8 Per --, 9/15/14) 4.Read through the sheet. Purpose: to identify novels that you (or someone else) may be interested in reading Tasks: 1.Listen actively to Mr. Stamp’s presentation on several books available form the Pikes Peak Public Library. 2.Fill in the sheet as you hear about interesting books. (You will have time tomorrow to add more books to the back.) Outcome: By Wednesday, have an independent, choice novel to read in and out of class - more on this later, as in tomorrow

2. Hook, Housekeeping & Homework Tuesday Turn in your typed, properly headed, originally titled, 300-500 word “Fish Checks” imitation to the front table. You must have a novel (fictional text) to read by tomorrow Fiction = written stories about people and events that are not real : literature that tells stories which are imagined by the writer What books did you find interesting yesterday? Have you already checked out a book? Do you know what you plan to read?

3. Past, Present, Future Tuesday PPLD Book Talk Presentation More ideas for choice fiction! “Fish Cheeks” – returns – moving on to summative imitation

4. Activities: Develop Tuesday How do you know when you are attracted to someone? When you go on a date, what do you pay attention to?

5. Activity: Speed Dating Tuesday 1.Check out his/her physical appearance 1.Look at the front cover and the back cover 2.Read the title and any additional information, look at graphics/artwork, etc. 2.Introduce yourself 1.Open and look through the first few pages: When was it published? Is there a dedication? Is there a table of contents? Any other features (critic reviews, art, tables, photos, etc.)? 3.Get to know him/her better 1.Flip through the book: How long is it? Are there chapters and/or chapter titles? How long are they? Open to a random page and read 4.Decide if you want to… 1.Hang out with him/her all for hours and days (go check it out from the library) 2.Get his/her number and all him/her for another date (write down the title & author for the future) 3.Pass him/her off to a friend (keep it in mind) 4.Pretend like you never met him/her

6. Assignment: In General You must have a novel (text of fiction) to read by tomorrow! Fiction = written stories about people and events that are not real : literature that tells stories which are imagined by the writer You must have your book with you every day in class! If you finish a book, you must be prepared to read another. (You must finish at least one book by December) You will complete some research about a your book (including the author) in order to present it to the class in December. You may choose to read the same book as a classmate. We are going to the library now; turn in your Book Talk Log at the END of class.

7. Hook, Housekeeping & Homework Wednesday Have out your novel (fictional text) to read Fiction = written stories about people and events that are not real : literature that tells stories which are imagined by the writer If you did not bring your book with you today, you must read one of the two creative non-fiction handouts - “Salvation” and/or “The Chase” - or borrow one of my novels to read from up front. Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

8. Past, Present, Future Wednesday Novel Speed Dating – Palmer Library = Book Talk Information Log Due! Start choice, independent novel – reading rate Return “Indian Education” imitation If time allows, identify “Fish Cheeks” strategies Moving on to summative imitation – common features and conventions

9. Independent, Choice Novel Wednesday Standard(s) 2.1 Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to engage in a fictional novel, identifying reading rate and timeline, and setting and characters in your story. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) How do our experiences shape us? What is the significance of this as a mentor text? What is the purpose of this mentor texts serve? What can I learn from this writer’s craft?

10. Activity: You Do Wednesday Purpose: to engage in a fictional novel, identifying reading rate and timeline. Tasks: 1.In your comp notebook, write your title (underlined) and author’s full name. 2.Then, write the page number where you will start reading today. 3.Read silently for 15 minutes. 4.Write your ending page. 5.Multiple the number of pages you read x 4 for how many pages you can read in an hour. Divide your number of pages by 60 to determine how many pages you are reading per minute Outcome: If you read 2 hours a week (approx. an hour in class and an hour or more out of class), how long will it take you to read this book? Share this information with Ms. Durland.

11. Activity: We Do Wednesday What is your book about so far? Setting – time and place? Characters – names, actions, personalities? Conflict? What is your opinion of your book so far? Easy to read? Interesting/intriguing? Confusing?

12. Activity: You Do Wednesday Return “Indian Education” imitation Please check Q for your current grade If time allows, identify “Fish Cheeks” strategies…

13. Activity: You Do Wednesday Purpose: to show what you know about some of the strategies Tan used and where you used them in your writing Tasks: 1.Re-read your imitation 2.Highlight (borrow if you needed) sentences were you used the following strategies 1.Transitions begin paragraphs to show time/sequence e.g. “When I found out...” “And then they arrived...” “At the end of the meal.. 2.Ending a sentence of paragraph with an emotional punch showing feelings e.g “... I cried.” “I wanted to disappear” “I was stunned...” 3.Rhetorical questions that compound/build up intensity of emotion or situation 4.Figurative language to compare and describe Personification Simile Metaphor Hyperbole 3.In the margin, label which strategy it is with the following labels: Trans (for beginning transitions) EP (for ending in emotional punch) R? (for rhetorical questions) Pers (for personification) Sim (for simile) Met (for metaphor) Hyp (for hyperbole) Outcome: turn in for a grade based on the number of strategies you used correctly & perceptively and labeled accurately

14. Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

15. Techniques That Will Hook Your Readers 1. Dialogue “ Hurry or you’ll be late!” called my mother from the bottom of the stairs. “Today of all days you want to be on time.” If I had only know what that day would bring, I would have stayed in bed. 2. A Question Have you ever had a day when you wished you had stayed in bed? As I rushed to catch the bus on what seemed to be a perfectly normal day I had no idea what was ahead of me. 3. A Vivid Description The sun was warm on my back as I raced toward the waiting yellow school bus. As I nestled into the worn leather seat I was greeted by the friendly voices of other excited children. The look on my face was one of confidence and contentment. With a jerk the bus rumbled down the road and I was on my way into one of the worst days of my life. 4. An Interesting Fact Shock has been known to kill ten year olds. It can cause their brains to explode and their heart to stop dead still. These facts raced through my mind as I stood dumbfounded in front of my fourth grade classmates. I wish I had stayed in bed! 5. Sound Effects “Buzzzzzz!” The sound of my alarm clock droned in my ears as I struggled to come awake. With a start I sat straight up in my bed. This was my big day and I had to be on time.