"Keep the Memory Alive" Thursday, 1/31

Thursday, 1/31/13

Thinking About Thinking: (must be completed in your notebook)
Eli Wiesel believes that harm to any single person's dignity harms all of humankind.  Agree or Disagree with this statement and give a reason for your answer.  (Maybe you have a specific example)
Bell ringer: Refer about a lesson you learned at one point in your life.  (Use a lesson that makes you choose right from wrong)
Objective: Read, comprehend, and analyze Elie Wiesel’s speech, “Keep the Memory Alive.” 

Activities:

1.       Students will watch a video of Elie Wiesel revisiting Auscwitz:

http://www.youtube.com/watch?v=slZMOkYJFO0

2.       Students will read about Elie Wiesel on page 580 of their textbook.

3.       Students will read the speech “Keep the Memory Alive” by Elie Wiesel on page 591 of their textbook together as a class.

4.       Students will answer the following questions individually:

a.       What right, or claim does Wiesel question?

b.      Why is the boy incredulous as he’s being deported?

c.       What does Wiesel call those who deliberately forget the Holocaust?

d.      Why does Wiesel use the term “the fiery altar”?

e.      What is Weisel’s purpose in having his boy self talk to his man self?

f.        At the end of the piece, of what crime does Wiesel accuse the world, and how did this crime affect his future actions?

g.       Describe a situation today in which silently witnessing might do harm.

h.      Explain a time when you reflected on the past in order to keep a lesson in your mind.

Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.

"A Christmas Memory"

Wednesday - Thursday
Thinking About Thinking: (Meta cognitive Thinking)
Bell Ringer:
-Reminisce about a childhood memory.  (One that you talk about frequently)
-Be ready to discuss what makes these types of tales (a person's reminiscence) interesting to others.

Thursday:
What aspects of you life do you often wonder about?  Can you control your future? 
Tuesday, 1/29/13:
What makes a memory memorable?  (Think of your memories...good or bad....or the memories of events that have occurred in our society.  Why will people always remember them?  How do they shape one's lives?
**These bell ringers will help Students will analyze the effectiveness of reminiscence in an autobiographical story

Objective: Students will iinterpret literary elements in nonfiction



I. Truman Capote:
-1924-1984
-Born in New Orleans, Louisiana
-Spent most of childhood in the care of relatives in the South. 
-One of these relatives was an elderly cousin.  Her name was Sook Faulk.  (She was the inspiration for "A Christmas Memory"
-Wrote In Cold Blood.


Reminiscence- An autobiographical account of an experience from the past.  Unlike a full-length autobiography, which usually recounts most, if not all of the writer's life.  A reminiscence focuses on an experience of particular significance.  It presents the events and the characters, as well as the special quality or meaning that keeps the memory alive and fresh in the writer's mind.

-Set in the past, the author makes the reader aware of another time and place.

2.  Read the story "A Christmas Memory"
-Copy the story on a Word document.

"A Christmas Memory" by Truman Capote

Questions:
1. Briefly describe Capote's cousin
2. What are some of the ways the two earn money?
3. What three tasks in preparation for Christmas  Capote and his cousin accomplish?
4. What gifts do Capote and his cousin exchange?
5. How does Capote feel about the members of the household?
6. Why do Capote and his cousin send the fruitcakes to people they hardly know?
7. What are Capote's feelings about leaving and being apart from his cousin?
8. Reread the final paragraph.  What does Capote mean by "a lost pair of kites hurrying toward heaven"?

9. Why does Capote use the present tense to describe events 20 years old?
10. Explain how the story is a reminiscence

Video link:
http://www.youtube.com/watch?v=G0vjTfVyZco

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Nonfiction Test

Tuesday, 1/22/13-
-Nonfiction Test
-Students will review nonfiction terms and structure using www.studyisland.com

-The assignment is marked in study island

CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.

CC.1.2.9-10.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

January 14 - 18

Monday: 1/14/13

Objective:Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language

1. students will be introduced to James Thurber

Thurber -1894-1961

-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (p475 purple book- p 232 yellow book)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( p 481 purple book ;p 234 yellow book )
3. Students will discuss the story
4. Students will complete the follow-up questions on page239-40

Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.

Tuesday: 1/15/13

Objective: Read and comprehend “NBA at Fifty: The Greatest Ever” by Frank Deford while evaluating persuasion. 

Standards:

CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.

CC.1.2.9-10.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

Activities:

1.       Students will watch a video on Kareem Abdul-Jabbar: http://www.youtube.com/watch?v=mlB8X101kME

2.       Students will read about Frank Deford on page 356 of their textbook as a class.

3.       Students will read “NBA at Fifty: The Greatest Ever” by Frank Deford on page 357 of their textbook individually. 

4.       Students will discuss the article as a class.

5.       Students will choose one of the following and write a one paragraph persuasive response:

a.       Do you agree or disagree that basketball develops and improves differently than any other sport in the way Frank Deford expresses in this article?  Why or why not?

b.      Weigh the importance of a single player or participant in any sport or group effort.  Do you agree that one player can be extraordinarily important?  Or is it the responsibility of all members of the group?  Why?

Persuade me!

Wednesday, 1/16/13- Students will review nonfiction terms and structure using www.studyisland.com

The assignment is marked in study island
Thursday, 1/17/13

Objective: Read, comprehend, and analyze Elie Wiesel’s speech, “Keep the Memory Alive.” 

Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.

Activities:

1.       Students will watch a video of Elie Wiesel revisiting Auscwitz:

http://www.youtube.com/watch?v=slZMOkYJFO0

2.       Students will read about Elie Wiesel on page 580 of their textbook.

3.       Students will read the speech “Keep the Memory Alive” by Elie Wiesel on page 591 of their textbook together as a class.

4.       Students will answer the following questions individually:

a.       What right, or claim does Wiesel question?

b.      Why is the boy incredulous as he’s being deported?

c.       What does Wiesel call those who deliberately forget the Holocaust?

d.      Why does Wiesel use the term “the fiery altar”?

e.      What is Weisel’s purpose in having his boy self talk to his man self?

f.        At the end of the piece, of what crime does Wiesel accuse the world, and how did this crime affect his future actions?

g.       Describe a situation today in which silently witnessing might do harm.

h.      Explain a time when you reflected on the past in order to keep a lesson in your mind.

Reflective essay

Goal: Students will write a reflective essay

Students will incorporate elements of nonfiction

Who is your Role Model?

In this REFLECTIVE ESSAY, you will write about a person who inspires you.  It is the person who has had the most influence on your life.  (**A role model is the type of person who not only influences your life, but helps  shape the person you are)

Paragraph 1

This paragraph must contain the following information:

-Motivator

- (Thesis:  Who is your role model & why –specific influence)

-4-5 sentences containing background information

-Transition sentence into second paragraph.

**Your thesis DOES NOT have to be the second sentence.  You can organize your paragraph as you please.  Just begin with a motivator and end with the transitional sentence. 

(This paragraph should be a minimum of 6-8 sentences)

Paragraph 2

This paragraph must contain the following information:

-          Topic sentence (Why is this person your role model)

-          AT LEAST 3 specific examples that explain why she/ he is your role model

-          (You can use anecdotes, facts, or specific incidents)

-          Next explain each example.

(This paragraph should be a minimum of 9-10 sentences)

                -Transition sentence into third paragraph

Paragraph 3

This paragraph must contain the following information:

-          Specifically reflect as to why this person is your role model/ greatest influence

-          Discuss how your life is better because of this person or how you truly feel about this person.  Reflect how these events changed your life / made a difference.

-          Summarize

-          Conclude

(This paragraph should be a minimum of 4-6 sentences)

SPECIFICS:
1. This paper must be typed in 12 pt Times New Roman
2. Double spaced
3. Meet the requirements stated above
4. All work must be submitted on Turnitin.com - www.turnitin.com

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

Introduction to Nonfiction

1/8-1/9

Nonfiction

 Goal: Students will be introduced to nonfiction

 1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

 

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

 

Exploring Essays and Speeches

Characteristics of Essays and Speeches

Essays are short works of nonfiction. Their authors are usually named and are always real people. Speeches are nonfiction literary works that a speaker delivers to an audience.

• An essay examines and discusses a topic, often presenting the writer’s personal viewpoints. Essays typically explore ideas and opinions.
  
• A speech presents a topic and often marks a specific occasion. There are many types of speeches, ranging from informal talks to formal lectures.

Essays or speeches offer more than ideas and facts; they also express a writer’s style, tone, perspective, and purpose.

• Style is the distinctive way in which an author uses language. Style reflects an author’s individuality and can be as unique as a fingerprint. Many factors contribute to an author’s style, including level of formality, use of figurative language, word choice, sentence patterns, and methods of organization.
  
• Tone is the author’s attitude toward both the subject and the audience. When you listen to a speech, you can hear the speaker’s tone just as you do when you engage in conversations. Authors of written works convey tone through word choice and details. Tone is often described with a single adjective: formal, ironic, amused, angry, and so on.
  
• Perspective is the viewpoint or opinion an author expresses. Bias occurs when the presentation of a viewpoint becomes so one-sided that a writer distorts facts or uses emotional language to unfairly influence the reader or listener.
  
• Purpose is the author’s reason for writing or speaking. Common purposes include the following: to inform, to entertain, to persuade, to praise, to celebrate, to warn.

Types of Essays

Essays can be categorized by the mode of composition, or author’s purpose.

• A narrative essay tells the story of real events or an individual’s personal experiences.
  
• A descriptive essay creates an impression about a person, an object, or an experience.
  
• An expository essay provides information, explores ideas, or explains a process.
  
• A persuasive essay attempts to convince readers to take a course of action or adopt the writer’s position on an issue.
  
• A reflective essay conveys the writer’s thoughts and feelings about a personal experience or an idea.

Types of Speeches

Speeches can be categorized by their levels of formality, which are determined by the speaker, occasion, and purpose.

• An address is a formal, prepared speech that is usually delivered by someone of importance.
  
• A talk is an informal speech delivered in a conversational style.
  
• An oration is an eloquent speech given on a formal occasion.
  
• A lecture is a prepared speech that informs or instructs an audience.

Check Your Understanding

Choose the letter of the answer that best matches each numbered item.

1. a writer’s unique use of language
   1. descriptive
      
   2. style

unfair presentation of facts

1. bias
   
2. address

a history of World War II

1. persuasive
   
2. expository

the story of an athletic triumph

1. expository
   
2. narrative

serious, playful, sarcastic

1. tone
   
2. perspective

II. Students will review a PowerPoint and take notes

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

A Christmas Memory

https://www.youtube.com/watch?v=G0vjTfVyZco

Quarterly Exam

Goal: Students will take the quarterly exam
I. Students will complete the poetry quarterly
2. After the exam, students will make sure their journals are turned in to www.turnitin.com
3. Students will turn in their extra credit assignment

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

Poetry Quiz

Goal: Students will analyze poetry

I. Brief intro to the author's of both poems

Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude  For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"

Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature

-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-Satchell Paige once said, "How old would you be if you didn't know how old you are?"  He had one of the longest professional baseball careers in history.

Quiz

After the quiz, students will write a journal:

Pick one of the poems from our packet, and discuss how you or your life relates to it.  Use specific examples from your life and the poem.
Turn your journal into www.turnitin.com

1 page minimum

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

Structure Poems

Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku

Thursday, 1/3 -
I. Bell Ringer - Define sonnet

Friday, 1/4 - Define Haiku

II. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time

III. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter

1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day?  Give a detail to support your opinion.
8. What makes the beloved immortal?

9. Find a metaphor
10. What is the rhyme scheme


IV. The Haiku
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object

Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)

The Haiku
-Can be read from line 1-3 and line 3-1

-The Camillia Flower

- Sumida River








-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)

1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time.  What two things do we see in these works?

Monday, 1/ 7 Quiz on 2 poems

Introduction to Nonfiction

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

Poetry with specific structure

Happy New Year!!

Goal: Students will analyze poetry
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry:  sonnet, haiku


Terms: Figurative language, simile, metaphor, personification

Wednesday, 1/2/2013
Students will read two poems that contain imagery, metaphoric comparisons,

I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.

II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."

III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)

1. Students will discuss imagery, personification and the overall metaphor discussed in the poem

IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable,  However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.

1. Discuss the following scene:  Imagine being home alone at night and it is very windy.  What do you hear?  What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem

V. Compare and contrast the attitudes of the two authors


11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony