1 What are the necessary literary tools to analyze literature?
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1 st Literature 1 What are the necessary literary tools to analyze literature? What happens when cultures collide? Main Idea Analyze conflict and characters Voice Make predictions Interpretation Synthesize Character Analysis information Sensory Detail Simile Irony Allusion Cause & Effect Draw conclusions Identify author s purpose Make inferences Read for details SHORT STORY Everyday Use by Alice Walker p. 70 NEWS FEATURE In Georgia s Swept Yards, a Dying Tradition p.77 WEB ACTIVITY Research early African- American Tradition SHORT STORY Two Kinds by Amy Tan p.95 NEWS FEATURE The Melting Pot Still Bubbles p.105 WEB ACTIVITY Research Chinese- American tradition LAA (pre-reading) LAA 1.4.2* (vocabulary strategies) LAA (refining vocabulary) LAA (response strategies) LAA 2.2.7* (compare and contrast) LAA (gathering and evaluating written information) LAA 2.4.6* (study and research skills) LAA 2.4.7* (validity and reliability of primary sources) LAA 2.4.8* (synthesis of information from multiple sources) LAC (listening strategies) s : Formal Book Individual and/or group presentations with written report and documentation Teacher selected assessments, including short and extended response questions Student portfolios: literary analysis Character Sketch Story Map Sequence Map Venn Diagram (Y diagram)/open Compare and Contrast (CRISS) 2 Column Notes (CRISS) Version 1 August/September
2 1 st SHORT STORY It Can t Be Helped from Farwell to Manzanar by Houston p. 355 WEB AVTIVITY Research Internment Camps POEM Nisei Daughter; The Second Generation by Hawkins p. 360 WEB ACTIVITY Research Japanese- American Traditions RESEARH ACTIVITY Famous, present-day Nisei Daughters LAC (strategies for informal and formal discussions) LAE (literary forms) LAE (understands classics) LAE (universal themes) LAE 2.4.1* (effectiveness of literary elements) LAE (relationships among elements of literature) LAE (poetry analysis) LAE (personal response/ connection to literature) s Version 1 August/September
3 1 st Writing What are the characteristics of an FCAT 4,5, and 6 essay? What elements are necessary to achieve a score of 4, 5, or 6? Elaboration Organization Ideas Word Choice Voice Review FCAT Writes rubric Compose and discuss coherent expository writing Utilize effective pre-writing strategies Examine and evaluate scored essays (model essays) Utilize advanced vocabulary in writing Utilize mature transition words and phrases FCAT Writes Rubric Sample FCAT essays Writer s Choice Transition Words and Phrases p.74 Expository Writing Unit 5 p. 215 teacher supplements Elaboration p p. 391 R.M.S. Titanic Spandel, Vicki. Books Lessons, Ideas for Teaching the 6 Traits Writing at the Middle and High School Level. Great Source Education Group: Wilmington, LAB (prewriting strategies) LAB (edited final documents) LAB (correct sentence formation) LAB (comprehension and synthesis of content) LAB (organization) s : Diagnostic Essay Teacher selected essay assessments Portfolio to include samples and rubric scores Student evaluation of selected essay(s) Spool Paper (CRISS) Writing! Magazine visit on the web: Version 1 August/September
4 1 st Grammar/Writing How do you effectively compose varied and smooth sentences following the conventions of standard written English? Conventions Prepositional Phrases Syntax Identify and classify words by part of speech according to their function within context Use correct punctuation Identify and correct common errors in sentence structure Writer s Choice Parts of Speech p.438 Parts of the Sentence p.496 Prepositional Phrases Writer s Choice Grammar & Language Workbook Lessons Spandel, Vicki. Books Lessons, Ideas for Teaching the 6 Traits Writing at the Middle and High School Level. Great Source Education Group: Wilmington, LAB (editing documents) LAB (correct sentence formation) s : Learning Log (CRISS) RAFT (CRISS) Pre/Post Test Sample Student Writing Daily Language Practice (Bell Ringers) Required: SRI Version 1 August/September
5 Literature s : 2 nd What are the necessary literary tools that apply to literature? How does literature express significant breakthroughs people encounter throughout their lives? Allusion Drawing Conclusions Omniscient Point of View Mood Imagery Setting Climax Resolution Internal and External Conflict Cause and Effect Interpret text Define and identify setting, mood, imagery, allusion, climax, and resolution Draw conclusions Identify internal and external conflict in text Construct meaning through cause and effect Recognize and distinguish omniscient point of view Analyze poetry SHORT STORY Trap of Gold p.248 By the Waters of Babylon p.264 Through the Tunnel p.276 The Pit and the Pendulum p.288 POETRY Senora X No More p.317 Mending Wall p.526 We Real Cool p.599 ESSAY The Man in the Water p.471 LAA (pre-reading) LAA 1.4.2* (vocabulary strategies) LAA (refining vocabulary) LAA (response strategies) LAA 2.2.7* (compare and contrast) LAA (gathering and evaluating written information) LAA 2.4.6* (study and research skills) LAA 2.4.7* (validity and reliability of primary sources) LAA 2.4.8* (synthesis of information from multiple sources) LAC (listening strategies) Formal Book Individual and/or group presentations with written report and documentation Teacher selected assessments, including short and extended response questions Student portfolios: literary analysis Character Sketch Story Map Plot Outline Sequence Map Venn Diagram(Y diagram)/open Compare and Contrast (CRISS) 2 Column Notes (CRISS) Cause and Effect Graphic Organizers Version 1 August/September
6 WEB ACTIVITY Research a person of interest and report on their personal breakthrough WEB RESOURCES unitedstreaming.com questia.com ADDITIONAL RESOURCES documentaries current events LAC (strategies for informal and formal discussions) LAE (literary forms) LAE (understands classics) LAE (universal themes) LAE 2.4.1* (effectiveness of literary elements) LAE (relationships among elements of literature) LAE (poetry analysis) LAE (personal response/ connection to literature) s Version 1 August/September
7 Writing s : 2 nd What is the essence of an effective expository composition? How do you effectively troubleshoot in composition and revision? How can sentence variety promote a better piece of writing? How do you effectively compose varied and smooth sentences in writing? Ideas Voice Sentence Fluency Develop through modeling and guided instruction an understanding of expository composition Provide opportunities for independent practice Self-assessment of writing Peer-assessment of writing Review Write Traits rubric for Ideas, Voice, and Sentence Fluency Sample Write Traits writing and rubrics for Ideas, Voice, and Sentence Fluency Writer s Choice Revising: Checking for Unity and Coherence p.76 Knowing Your Audience p.224 Unit 5: Expository Writing Spandel, Vicki. Books Lessons, Ideas for Teaching the 6 Traits Writing at the Middle and High School Level. Great Source Education Group: Wilmington, L.B (prewriting strategies) LAB (edited final documents) LAB (correct sentence formation) LAB (comprehension and synthesis of content) LAB (organization) Teacher selected essay assessments Portfolio to include samples and rubric scores Student evaluation of selected composition(s) Spool Paper (CRISS) Demonstrate fluency Version 1 August/September
8 Grammar/Writing s : 2 nd What grammatical skills are necessary to create a fluent sentence? How do strong verbs enhance voice? Voice Conventions Clauses Strong Verbs Subject-Verb Agreement Identify clauses and sentence structure Use verb tenses and voice correctly Construct correct subject-verb agreement Use pronouns correctly Writer s Choice Clauses p.542 Verb Tense & Voice p.584 Subject-Verb Agreement p.612 Using Pronouns Correctly p.636 LAB (editing documents) LAB (correct sentence formation) Learning Log (CRISS) RAFT (CRISS) Pre/Post Test Sample Student Writing Daily Language Practice (Bell Ringers) Required: SRI Version 1 August/September
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