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Previewing the Unit. Unit 1 Activity 1.1. To contextualize prior knowledge To Analyze the skills necessary for success in the unit. Highlight important words on page 4 Add unknown words to vocab journal [subcultures, diction, syntax, imagery, symbol, tone]
1.1To contextualize prior knowledgeTo Analyze the skills necessary for success in the unit
1.2To examine culture as a thematic conceptTo analyze poem and generate response to literature
1.6To examine and respond to the unit’s essential questionTo analyze and apply academic vocabulary
1.9To analyze a poem for theme and author’s craftTo create poetic emulation incorporating theme and style
Tone: attitude about subject
Word Choice: specific words, connotations
Imagery: senses (sight, sound, smell, etc)
Style: Use of language, poetic devices
Theme: insight about life, big picture
Activities 1.1 (q1, 2, 3) - 1.3
1.5 (pg 14) - 1.8 (T.W.I.)
Go over Vocab journal (notebook)
Review Embedded Assessment (Pg 24)
Neighborhood: parks, schools, landmarks, businesses
School: friends, classmates, teachers, teams
City: major streets, unique buildings, stadiums
State: capital, state parks, tourist destinations
Country: national identity and pride
1.9To explore and categorize the influences on personal cultureTo analyze imagery, structure, and technique of poem.
Added to journal: images, connotation, denotation, diction, voice, symbol, eloquent, subculture, anaphora
DUE MONDAY OCTOBER 14, 2013
(including 10 artifacts from 5 categories)
At the start of class:
Staple your rubric (from Friday) to the back of your explanatory two paragraph text (typed)–you will turn that in at the end of class today
Set up your 3-D display
Take art home. Pieces left by Tuesday will be thrown away
If you did not complete this assignment, use the reflection space to explain WHY.
Also include your process: how did you create this? How did you make decisions? How do you feel with the final product?
49To represent voice in writing using tone, diction, and punctuation
Write two original texts that reflect two distinctive voices you possess. You will share one of the two in an oral presentation. Each text should demonstrate how you present yourself in two different contexts, roles, or subcultures.
1.10-1.11To develop awareness of voice in speaking and writingTo analyze personal voice in writing
Voice ActivityPage 31, Questions 1-2 Options“writing” portion of notebook
Complete questions on page 30. Use your scenario for
#1 and 2, then answer questions 3 and 4
Page 31, Questions 1-2, about a paragraph each:
vs. to your friends telling them why you want it
1.12To write in a variety of voice and tonesTo examine text for stylistic components such as syntax, diction, and tone
Present orally (or *record yourself) one of these voices to the class.
1.11To develop awareness of voice in speaking and writingTo analyze personal voice in writing
To build tone word vocabularyTo analyze tone in a literary textTo create text that demonstrates tone
Each group will get a monologue from pages 35-41.
Do a close reading of the text. Mark the punctuation and explain how it affects the reader’s interpretation and oral delivery of the text.
As a group, with your monologue, complete the SOAPSTone graphic organizer on page 42.
Identify intriguing lines within the text and discuss the function and use of Lameman’s punctuation.
Practice oral delivery of your monologue, using the punctuation marks to guide your delivery.
You will perform this for the class. You and your group will decide the best way to do this (one, take turns).
36-42To build tone word vocabularyTo analyze tone in a literary textTo create text that demonstrates tone
Write an original monologue on a topic of your choice. Imagine that you are on the phone discussing a topic of significance to you. Write the dialogue of the conversation, highlight your feelings and thoughts on the subject. Punctuation much be a key element of the expression of voice. Add enough detail so that the reader can keep track of the topic as it is revealed. Have a clear beginning, middle, and end. You’ll need at least ½ page to do this.
Review your monologue with your partner and revise by adding in appropriate punctuation marks and engaging details. Rehearse your monologue with your partner. Use pauses, facial expressions and vocal tone to convey the meaning and emotions of the text.
You will be turning in your monologue at the end of class, but it’s ok to mark on it, make revisions throughout class. Be sure your name is on it.
Your own monologue
1.15To write in a variety of voice and tonesTo examine text for stylistic components such as syntax, diction, and tone
With a partner, revise your monologue. Add engaging details. Include responses to the “unheard” side of the conversation. Coach your partner so they can present your monologue to your table group. After each presentation, the group will provide feedback on what verbal and non-verbal features of the delivery best conveyed the voice of the speaker.
1.16define stereotypeinterpret and analyze a poem using SOAPSTonegenerate a poem emulating the style of the published writer