Thursday, January 22,2015
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
The Dog That Bit People part 1
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
The Dog That Bit People part 1
The Dog That Bit People part 2If time allows, listen to Thurber story,
Answer the following questions:
1. Respond: Which of Muggs’s escapades did you find the most amusing? Why?
2. (a) Recall: Which event does Thurber refer to as his “foolhardy” experience with Muggs? (b) Analyze: List reactions you might expect the family to have to this experience, and explain which are missing in the essay.
3. Hypothesize: Why do you think the family never does anything to get rid of Muggs?
4. (a) Find an example of satire in each essay. (b) Identify the type of person that is satirized in each example, and explain whether you think satirizing such people is justified.
5. Which of the following best characterizes the portrait of Muggs that the author paints?
6. How would the author characterize his relationship with Muggs?
7. How does Thuber feel about Mugs? Find three examples of contextual evidence and explain. USe page numbers
8.Describe Mother.Find three examples of contextual evidence and explain. USe page numbers
9. List the excuses Mother makes for MUGGS
9. List the excuses Mother makes for MUGGS
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: 1/14/14
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:
2. Students will read about Frank Deford on page 356 of their textbook as a class.
Frank Deford OVER TIME - Interview with Deford
Frank Deford OVER TIME - Interview with Deford
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!
Students will review nonfiction terms and structure usingwww.studyisland.com
The assignment is marked in study island
Monday, 1/27/15
Monday, 1/27/15
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:
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
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