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Design Slide Title. Design Slide Subtitle. Monday, November 29 th. Essential Question

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design slide title

Design Slide Title

Design Slide Subtitle

monday november 29 th
Monday, November 29th

Essential Question

  • Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation.
    • ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
      • The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;
        • a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
          • Similes and Metaphors
          • Hyperbole and Personification
    • ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.
      • a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.
slide3

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • DCP: Fudge-a-mania by Judy Blume #1
    • AVID strategies
    • Identify and highlight supporting

text

  • Journal Book: Nouns p. 14
    • Noun: a person, place, thing,
      • or idea
slide4

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

SCOPE

  • Preview issue
  • Grammar: pp. 2, 3
      • Spelling, apostrophe, capitalization, homophone, punctuation
  • “The Voyage of the Dawn Treader”: pp. 4 – 9
    • Vocabulary (handout)
    • Preview, choose roles, highlight parts, and practice
    • Movie trailer: Voyage of the Dawn Treader
      • Fantasy genre often contains
        • A setting in an imaginary and magical world
        • Heroic characters
        • A theme of good versus evil
        • A plot about an epic quest
tuesday november 30th
Tuesday, November 30th

Essential Question

  • Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation.
    • ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
      • The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;
        • a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
          • Similes and Metaphors
          • Hyperbole and Personification
    • ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.
      • a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.
slide6

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • DCP: Mr. Popper’s Penguins #2
    • AVID strategies
    • Identify and highlight supporting text
  • Journal Book: Sundae Afternoon p. 15
slide7

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • “The Voyage of the Dawn Treader”:

pp. 4 – 9

    • Perform play
    • Sequencing story (handout)
    • Vocabulary acquisition

(see next slide)

    • Summative assessment on
      • Vocabulary: read orally
      • Comprehension: read orally
vocabulary acquisition
Vocabulary Acquisition

Directions: Each student chooses one vocabulary word. On your paper include the following in any way you choose:

  • 1. dictionary definition
  • 2. definition in my own words or silly hint
  • 3. example sentence
  • 4. illustration (Draw a simple picture that shows the word’s meaning.)
wednesday december 1st
Wednesday, December 1st

Essential Question

  • Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation.
    • ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
      • The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;
        • a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
          • Similes and Metaphors
          • Hyperbole and Personification
    • ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.
      • a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.
slide10

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • DCP: Maniac Mc Gee #3
    • AVID strategies
    • Identify and highlight supporting text
  • Journal Book: Color a Critter p. 16
slide11

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • Editing Written Word: pp. 10, 11
    • Pronouns/antecedents
    • Capitalization/punctuation
    • Word usage: together
  • Debate: “Does Michael Vick

Deserve His Comeback?

Pp. 12, 13

    • Persuasion
thursday december 2nd
Thursday, December 2nd

Essential Question

  • Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation.
    • ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
      • The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;
        • a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
          • Similes and Metaphors
          • Hyperbole and Personification
    • ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.
      • a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.
slide13

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • DCP: Owls in the Family by Farley Mowat #4
    • AVID strategies
    • Identify and highlight

supporting text

  • Journal Book: Troll Turnabout p. 19
slide14

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • “ Open Up and Say Ahhhhh”: pp. 14, 15
    • Compare/contrast (handout)
    • Reading for information
    • Crossword Puzzle: comprehension
  • Moving Along: p. 16
    • Wretched Writing: editing work
friday december 3rd
Friday, December 3rd

Essential Question

  • Focusing on a study of literary genres, the student develops initial understanding of both the structure and the meaning of a work of literature. The student develops initial understanding of the way the form of a work of literature affects the meaning of the work and of the process of interpretation of a text. The student reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to determine a sound interpretation.
    • ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
      • The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets;
        • a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
          • Similes and Metaphors
          • Hyperbole and Personification
    • ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.
      • a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.
slide16

ELA9RL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation

  • DCP: Iggy by Cheryl Brock #11
    • AVID strategies
    • Identify and highlight supporting text
  • Journal Book: Another Word For It (Synonyms) p. 25
  • Computer Lab: 214 SkillsTutor