Masque of the Red Death

Bell Ringers: Select the correct answer and circle the context clues.
Monday
1. His odd behavior PERPLEXES them
A. Spread or flow   B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

2. Our reasonable request was treated as and ABSURDITY.  They treated us as if we were asking for a million dollars.
A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

Tuesday
3.It didn't take long for the odor to permeate the entire apartment.
A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

4. The troubled expression on her face revealed the ANGUISH she felt inside..
A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

5. His ALOOFNESS made him appear to be unfriendly.
A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

The unit test: Lessons 13-18 test will be Friday, 10/31
Study Link:  CLICK HERE

1. Students will open their packets - read footnotes and vocabulary words

2. Students will make predictions

3. As a class, students and teacher will discuss the concept of "trust"

4. Students will read the story

5. Students will answer questions following the story

6. Students will complete a plot structure

GOALS:
FRIDAY, 10/31s - VOCAB TEST AND CONTINUE READING "MASQUE OF THE RED DEATH"
1. MONDAY, 10/27- CONTINUE READING "MASQUE OF THE RED DEATH"CONTINUE READING "MASQUE OF THE RED DEATH"
-BEGIN TO DISCUSS QUESTIONS AT THE END OF THE CHAPTER

Assessment: Plot structure worksheet

(to review key elements of the story)

2. Students will read and take notes on "Masque of the Red Death" page 340

MONDAY, 10/27: Students will Complete the follow up questions on page 348

All answers will be written in the notebook and discussed

Students will complete the Plot Structure Worksheet

TUESDAY, 10/28 - "Castle/ Symbolism Map"

To assess comprehension of the story and review writing concepts, students will complete a "Castle/ Symbolism Map"

-Draw a blueprint of the castle including:
rooms
fire
halls
clock
windows
guests
Prince Prospero
Red Death
A. Label each/ color each
B. List the main symbol and then list seven to ten other symbols for each object
C. At the bottom, write the allegorical meaning of the entire story.

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Due Tuesday, 10/29
Vocab unit review 13-18

Due Friday, 10/31
Vocab Unit Test
Plot Structure

Assessment- Rubric

5 Paragraph essay format LINK
5 Paragraph Outline LINK

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Masque of the Red Death

Bell Ringers: Select the correct answer and circle the context clues.
Wednesday, 10/22

1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping    B. Poverty  C.Route; travel plan   D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

Thursday, 10/23
3 As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

Friday, 10/24
5  Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure

Study for your Vocabulary test on Friday:

cor, cour	Heart
di-, du-	Two, double
-dom	State of being; condition
-fy	Cause to become; make
il-, im-	Not
-ish	Resembling; like
magni-, magn-	Great; large
phob	Fear
pro-	Foward; forth
psych-, psycho-	Mental processes; mind

The unit test: Lessons 13-18 test will be next Friday, 10/31
Study Link:  CLICK HERE

1. Students will open their packets - read footnotes and vocabulary words

2. Students will make predictions

3. As a class, students and teacher will discuss the concept of "trust"

4. Students will read the story

5. Students will answer questions following the story

6. Students will complete a plot structure

GOALS:
FRIDAY, 10/24- VOCAB TEST AND CONTINUE READING "MASQUE OF THE RED DEATH"
1. MONDAY, 10/27- CONTINUE READING "MASQUE OF THE RED DEATH"CONTINUE READING "MASQUE OF THE RED DEATH"
-BEGIN TO DISCUSS QUESTIONS AT THE END OF THE CHAPTER

Assessment: Plot structure worksheet

(to review key elements of the story)

2. Students will read and take notes on "Masque of the Red Death" page 340

MONDAY, 10/27: Students will Complete the follow up questions on page 348

All answers will be written in the notebook and discussed

Students will complete the Plot Structure Worksheet

TUESDAY, 10/28 - "Castle/ Symbolism Map"

To assess comprehension of the story and review writing concepts, students will complete a "Castle/ Symbolism Map"

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

5 Paragraph essay format LINK
5 Paragraph Outline LINK

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Academic Content Standards:15.1.11A- Write with a distinctive focus.1.5.11B- Write using well-developed content appropriate for the topic.1.5.11C- Write with controlled organization.

Bell ringer: Create 2 words for each of your vocab antonyms and synonyms

Today we are going over Vocab lesson 18
(Homework check - graded)

After vocab, we are going to complete our essays and turn them in to www.turnitin.com

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

essay check

Today we are going to turn in our rough drafts to www.turnitin.com

Next, we are going to peer edit our essays.

1. You read your essay aloud to 1 person.....have them sign your paper...and mark it oral check
2. Have 3 people read your essay...have them mark their names and the word peer check
3. Have one person read your essay to you...have them mark it ....2nd oral read.

Check turnitin.com for proof marks


Now fix your essay and turn it in as final copy

Monkey's Paw Essay

5 paragraph essay

The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.Sample essay format:
Goals:
1. Students will review the form and technique for writing a Multi- paragraph essay.
2. Students will become familiar with the various parts of the essay
3. Students will learn to write sentences using parallel structure

4. Students will review Vocab 17 (Homework and sentences will be checked)

5. Voc 17 test on Friday

Writing Assessment 1:  Journal:

Outline form:

http://bhsworldlit.blogspot.com/2014/09/5-paragraph-outline.html

Topic #1

"Be careful what you wish for," is a common adage.  How can this saying be incorporated as the theme in the story, "The Monkey's Paw" by WW Jacobs?

Topic #2

Were the wishes in the story a result of fate or coincidence?Type 2 Quiz/ Essay

1. Must use at least three points of contextual evidence.....Underline contextual evidence.

2. Contextual evidence must be explained

3. Use complete sentences.

4. Essay must be organized.

 Students will finish their essays and submit their work to www.turnitin.com

Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance
Make sure you justify each of your key points with support

We will be exploring more structured responses throughout the week.  

Essay Instructions (Link to main blog)

http://bhsworldlit.blogspot.com/2014/10/essay.html

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.


Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Essay

5 paragraph essay

Monkey's Paw /Answering Essay Questions 

Bell Ringer:
10/6
Create 2 complex sentences using your new writing rules

10/7
What elements belong in the first paragraph
 10/8-List the elements for the second paragraph

 10/9- List the elements included in the final paragraph
 10/10 vocab test

Goal: Students will review writing rules

 Students will respond to the story through writing, speaking and listening 

-Students will turn in and discuss the plot structure worksheet

- Student will be introduced to the John Collin's form of assessment.

- Students will be introduced to the topic of "Answering Essay Questions"

- Students will integrate writing rules and the John Collin's Method as they complete a journal.

Responding to Literature

Goal: Students will be able to understand how to answer a prompt/ essay question

http://www.bhsworldlit.blogspot.com/2013/07/tips-to-write-essay-response.html

1. Students will review steps to writing an essay question

 Assessment
1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:http://owl.english.purdue.edu/owl/resource/737/1/

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:

Writing Assessment 1:  Journal:

"Be careful what you wish for," is a common adage.  How can this saying be incorporated as the theme in the story, "The Monkey's Paw" by WW Jacobs?

Type 2 Quiz/ Essay

1. Must use at least three points of contextual evidence.....Underline contextual evidence.

2. Contextual evidence must be explained

3. Use complete sentences.

4. Essay must be organized.

 Students will finish their essays and submit their work to www.turnitin.com

Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance
Make sure you justify each of your key points with support

We will be exploring more structured responses throughout the week.  



5 paragraph essay instructions

Example:  STEP BY STEP 

Students will identify all components of a 5 paragraph essay

(Students will outline and highlight a 5 paragraph essay)
Sample to use an initial example:

http://www.gc.maricopa.edu/English/essay/

Assignment:
Students will identify all components of a 5 paragraph essay

(Students will outline and highlight a 5 paragraph essay)
Sample to use an initial example:

http://www.gc.maricopa.edu/English/essay/

 Links:

5 Paragraph essay format LINK
5 Paragraph Outline LINK

Students will Explore the Purdue owl link.

1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
journal prompt

 Be specific and use examples.

3. Students will review steps to writing an essay question
4. Students will complete their essays and have them proofed by 5 people onwww.turnitin.com

Closure:

10/6- List your 3 blueprints

10/7 -  Use 3 vocab words in orginal complete sentences.  Underline your context clues.

10/8-Select 5 vocab words and write 5 synonyms

10/9- Select 5 vocab words and write 5 antonyms.

10/10-vocab test