--Engage in some last-minute studying quietly and independently.
--When Mr. Martin directs you to do so, pick up the Unit #5 vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
*When finished, begin preparing for today's initial "The Masque of the Red Death" share out by looking through your "Short Story Analysis Sheet" and purposeful reading notes with this question in mind: When reading "The Masque of the Red Death" for the first time, what resonated? Mr. Martin has written his example on the front board--if you have time, write an item on the board yourself and put your initials next to your contribution (which will save us time later!).
S. the C.
--As part of today's vocabulary quiz, Mr. Martin is assessing your ability to:
- determine the meaning of a word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word.
- use accurately domain-specific words, sufficient for reading and writing at the college and career readiness level.
--agenda/HW
--trade and grade--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in your vocabulary book--Mr. Martin collects quizzes
--FYI: Scored re-quizzes for restrictive vs. nonrestrictive elements are located in your manila folders.
Story #1 -- “The Masque of the Red Death”
--Block 4: note-taking FIRST (Short Story as a Literary Form, Allegory as a Literary Term, and Romanticism as a Literary Movement)--date the page in your notebook (12/6/2013)
--share out as per the "Jump Off"--create a bulleted list on the front board of items that resonated when conducting a first reading
--distinguish between an initial purposeful reading and a true close reading
--set our purpose for our second reading of "The Masque of the Red Death" via an exemplar (think-aloud)/sample tried and true annotation method/modeling (close reading)
--when close reading, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":
English 10 students:
--Mr. Martin assigns a section of the story to each student for close reading/annotating
--independent work time--close reading/annotating of assigned section of the story--slide projected for students desiring a tried and true method (copies also located on the front table)
--FYI: Smart phones are allowed, and dictionaries are available on the back shelf!
--Transition--form a circle
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.
Brain Break -- Mum Ball
HW
--when close reading, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":
English 10 students:
- RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
- RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
- Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.
--Mr. Martin assigns a section of the story to each student for close reading/annotating
--independent work time--close reading/annotating of assigned section of the story--slide projected for students desiring a tried and true method (copies also located on the front table)
--FYI: Smart phones are allowed, and dictionaries are available on the back shelf!
--Transition--form a circle
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.
Brain Break -- Mum Ball
HW
--Enjoy the weekend--you only get so many of 'em.
--Close read your assigned section of "The Masque of the Red Death" prior to next class. If necessary, use the "Annotating Text--A Tried and True Method" document, and keep the list of standards above in mind.
--Begin/continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Bring your copy of "The Masque of the Red Death" again next class. We're still not done yet!
--Close read your assigned section of "The Masque of the Red Death" prior to next class. If necessary, use the "Annotating Text--A Tried and True Method" document, and keep the list of standards above in mind.
--Begin/continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Bring your copy of "The Masque of the Red Death" again next class. We're still not done yet!
