May the Phrase be With You

Goal: Socratic seminar on issues of privacy and responsibility while practicing paraphrasing and extending the conversation.

Agenda:
Read
Book check outs
Seminar 1
Seminar 2
Debrief

Phrases to help with paraphrasing: 
So you are saying that...
I heard you say... Was that right? 
So basically you think...because...
In other words I mean that...

Phrases to help with extending the conversation:
Say more about that...
How does that relate to...
How do you know...
What makes you think that...
Can you explain more about...
I'm still wondering about...
Will you elaborate on the part about...

Have a wonderful break! Relax, Reflect and Read!

On the Thursday before winter break

Goal: Write a rhetorical precis for your 3rd article.

Agenda:
Read
Precis assessment
Socratic prep

Precis assessment:

• You have unscrambled a precis about "Undercover Parent." 
• You wrote one about "Big Brother Meets Big Mother."
• Now it is time to write a precis based on the third article you chose to prepare for our socratic seminar. 

The rules:

1. You will write your precis today. (You can not copy one you wrote last night for practice.)
2. You can have the article on your screen to refer to. (Remember, paraphrase, don't quote the article.)
3. You can have this picture of the precis chart on your screen. 
4. All other tabs should be closed, please. 
5. I'm giving you paper (gasp). Write as neatly as you can. 
6. RHETORICAL PRECIS SCORING GUIDE. 

Socratic preparation: 

• Tomorrow we have a socratic seminar. 
• Be prepared to talk about the two questions on your preparation document. 
• Be sure your document is completed. 
• If you chose to do your preparation digitally make sure you bring a print out. 
• You earn TWO grades tomorrow. One for your contributions to the discussion, and one for your completed preparation document. 
• If you are absent you will have a 0 in power school until you attend (and participate in) the make up at 2:30 on 1/9/18. (The 0 is temporary. Don't panic.)

Socratic Prep Day 2

Goal: Make progress on your socratic seminar preparation.

Agenda:
Read
Prepare for Socratic

Have you?

• Picked your third article? 
• Read it carefully? 
• Do you know what you need to about it to write a precis? 

Socratic Seminar Friday: 

• Bring your preparation doc (completed) on paper. 
• If you worked on it on the computer you are responsible for printing it out on your own. 
• I offered you a paper copy on Monday. You can also get a digital copy HERE. 
• I will print it for you if you ask me to on THURSDAY, but not Friday. Friday we will be busy getting started with our discussion. 

Reminders: 
Check out a good book to read over break. 
Return your group book to the library. 
Finish your Socratic prep. 

Visiting the Counselors

Goal: Visit the counseling office.

Agenda:
Visit the counselors
Read while you wait

• Today we will be in the counseling office. They want to be sure they meet each of you.
• Bring your book so you can read while you wait your turn.

Back in class?
If you make it back to class before the end of the period you should:

• Work on your socratic seminar preparation.
• Keep reading. 

Reminders:

Be prepared to write a precis on Thursday about your third article.

Keep reading. We will be doing book reviews 1/5/18.

Preparing for a socratic seminar

Goal: Beginning to prepare for a socratic seminar on Friday.

Agenda:
Read
Socratic Seminar Preparation
Pick a third article
Reminders

Socratic Seminar Preparation: 

• On Friday 12/15 we will be having a Socratic Seminar discussion in class.
• To prepare for the discussion you need to know "Undercover Parent" and "Big Brother Meets Big Mother," and a third article very well.
• I am giving you paper to organize your thinking. You can also get a digital copy HERE, but you must bring a hard copy to class on Friday 12/15. (If you choose to use the Google Doc, you are responsible for printing it.)
• On Thursday you will be writing a rhetorical precis about your third article in class. be sure you have read it before then. 

Possible Sources for your Third Article:
SOURCE A: IS IT EVER OK FOR PARENTS TO CYBER-SPY ON THEIR KIDS?

SOURCE C: BIG MOTHER IS WATCHING YOU

SOURCE D: A PARENT'S GUIDE TO INTERNET SAFETY

SOURCE E: SEXTING TEENS CAN FACE LIFELONG CONSEQUENCES

SOURCE F: GENERATION LIKE (PBS VIDEO) 

SOURCE G: EYE ON THE CITY: DO CAMERAS REDUCE CRIME?

SOURCE H: WHEN IS IT LEGAL TO FILM PEOPLE WITHOUT THEIR PERMISSION?

SOURCE I: SWEEPING AWAY A SEARCH HISTORY

SOURCE J: I'M BEING FOLLOWED: HOW GOOGLE-AND 104 OTHER COMPANIES-ARE TRACKING ME ON THE WEB

SOURCE K: IS YOUR SMARTPHONE TRACKING WHERE YOU GO?

SOURCE L: AMERICANS SHARPLY SPLIT ON PRIVACY ISSUES

Reminders: 
Friday we will be having a socratic seminar.
What are you reading over break? Make a book plan.
Tomorrow we are visiting the counselors. Make sure you have a book to read while we are there.
Thursday, rhetorical precis in class about your third article. Be ready.

Making Connections and Improvements

"I find your culture of surveillance disturbing."

Goal: Reflecting on the issues in our reading and/or improving your rhetorical precis.

Agenda: 
Read
Making Connections
Rhetorical Precis

Making Connections: 

• The "elf of on a shelf" has become a popular holiday tradition, but what does it say about a culture of surveillance? 
• Open your English Journal and respond to the prompt below. 
• How does the picture on the blog today relate to the concepts we have been reading about in Undercover Parent and Big Brother Meets Big Mother? 

Share and select:

Who had an excellent explanation of the image? 

Select a great explanation from your table and submit it here. 

Improve your precis: 

1. Open your English Journal 
2. Review the precis you started yesterday. 
3. How can you improve it? 
4. Is it four sentences that follow the structure on the chart? 
5. Does the fourth sentence mention her tone? (Lots of you forgot that part.)

Reminders: 

Read your book

Finish your precis if you needed more time. 

Writing a Rhetorical Précis

Goal: Reflecting on the issues in our reading and making a first attempt at a rhetorical précis.

Agenda: 
Read
Rhetorical Precis

Write your own precis: 

1. Open your English Journal.
2. Open your copy of "Big Brother Meets Big Mother." 
3. Write a rhetorical précis of "Big Brother Meets Big Mother" by Ellen Goodman in your English Journal. 
4. Just FOUR sentences. Use the one you have about Undercover Parent as a model. 

Peer review: 

Go to https://b.socrative.com/login/student/

I will post the room code in class. 

Paste in your rhetorical précis for "Big Brother Meets Big Mother."

Reminders: 

Read your book

Finish and/or revise your précis if you needed more time. 

Article Analysis for "Big Brother Meets Big Mother"

Goals: Analysis by charting the text and starting on SOAPSTone

Agenda: 
Read
Science project survey
Charting "Big Brother Meets Big Mother"
SOAPSTone

Complete THIS SURVEY and help a student with her science project. 

Charting "Big Brother Meets Big Mother"

• Open your copy of the article. 
• You should have 14 numbered paragraphs. 
• Work with your group to complete the SAYING and DOING columns on your chart. (Put your name on it.)
• Remember to use our list of rhetorically active verbs on the wall. 
• When you are done turn it over and remind yourself what SOAPSTone is about, but don't fill it out. 
• Then...

SOAPSTone:

• Work with your partner to complete the SOAPSTone activity for "Big Brother Meets Big Mother." (The entry code is the last word of our class motto. You know this, don't you?)
• Remember, I am expecting high quality, accurate answers. 
• Choose your words carefully and proofread closely. 
• Your answers are only 2-3 sentences, so you have time to make sure they are excellent. 
• Focus on Occassion, Audience and Purpose. 
• If you don't finish you can submit what you have. 

Reminders: 

Keep reading. 

Look for books you need to return or donate. 

Turn in your group novel. 

Do something tonight that will help you do better tomorrow. 

Précis check and a first read

Goals: Checking in on your précis from yesterday and a first read of a new text.

Agenda: 
Read
Check your précis
First reading of Big Brother Meets Big Mother

Precis Check:
Open your English Journal.
Do you have a précis at the top dated 12/4?
If not how can you fix that?
Is your précis correct? Let's check.

First read of a new text:
I think you're going to like Big Brother Meets Big Mother.
It is shared with you in your Google Drive.
Use the "Say Something" protocol with your partner.

Reminders: 

Keep reading. 

Look for books you need to return or donate. 

Turn in your group novel. 

Do something tonight that will help you do better tomorrow. 

Unscrambling a précis

Goal: Learn how to create a rhetorical précis.

Agenda:
Read
Reading Progress Update
Learn what a rhetorical precis is.
Play unscramble the précis

1. Complete your READING PROGRESS UPDATE.

2. Rhetorical Precis:
"A Rhetorical Précis, pronounced (pray-see), is a summary or abstract of a work. The Rhetorical Précis has a rigidly specific format.... It is important that you follow the format carefully. This is not an easy task. But it is a crucial step towards building critical reading ability...." (Oregonstate.edu)

Unscrambling a Precis: 

1. Use THIS LINK to get a copy of a doc with a rhetorical précis. (Do not share it.)
2. The sentences on this doc are out of order. 
3. Rearrange them until you have a correct précis. 
4. Note: Our example chart has FOUR sentences, but the précis you will unscramble has FIVE. Decide which two sentences should be combined and re-write them into one sentence. 
5. Copy and paste your CORRECTED précis into your English Journal. (You will need it as an example for writing one on your own soon.)

Reminders: 

Check out your new book if you haven't already. 

Return your group novel to the library.
Read. It is your homework. 

Charting the Text of Undercover Parent

Goal: Close analysis of Undercover Parent using the Charting the Text strategy for the first time.

Agenda: 
Read
Learn about charting a text
Charting Undercover Parent with your group

2. Charting the Text: 

• Charting a text helps us understand the text better and shows us the structure of the argument.
• Well educated readers can separate what the author is saying from what the author is doing.
• This will not be easy at first. The struggle is worth it.

1. Open your copy of Undercover Parent in Google Drive. 
2. I'll give your group your charting organizers on paper. (Yes, I said the P word.)
3. Work together on each section. You need to talk it out. 
4. For each section determine what the author is saying first, then what he is doing. (Do not move on to the next chunk until you have finished saying and doing for the one before it.)
5. Since you are new at this I filled in some of the boxes for you to help you figure it out. Read them. 
6. We are doing this one on paper, so if you are absent you will need to see Mrs. R for instructions and materials. 
7. Yes, you are turning this in today before you leave. Write your name and period on it. 

Reminders: 

You should return your group novel to the library. 

All regrade requests must be submitted by 2:30.
Your homework is to read daily, even if you are "ahead."

SOAPSTone for Undercover Parent

Goal: Our first Soapstone, learning a piece of rhetorical analysis.

Agenda:
Read
Be sure your book is checked out to you.
SOAPSTONE Preview
SOAPSTONE with a partner

SOAPSTone:
S - Subject / topic / issue of the text
O - Occasion - what is the context of the text? Consider time period, relevant events, and issues current to the text.
A - Audience who is this written for? How do you know?
P - Purpose - why did the author write this? What is his/her goal?
S - Speaker - who is Coben? How do you know? What else can you find out?
T- Tone - sarcastic, humble, bitter, convinced, unsure, reasonable, angry, immature, educated?

SOAPSTone:
Open the Undercover Parent article I shared with you on Tuesday.
With your partner complete the SOAPSTone FORM.  (If you are absent you'll have to work on it on your own.)

Reminders: 

• If you donate a can of food for the food drive you get an extra day to work on your book review before I grade it. 
• Grading period ends Friday. I'll be grading all weekend, poor me. 

Review of Book #4

Goal: Complete your review of your independent reading book, for book #4.

Agenda: 
Read
Review of Book #4

Review of Book #4:

1. Open the "Book Review 17-18" doc shared with you in Google Drive. (This is the same doc you used to write your review of book #3.)
2. Put your cursor ABOVE your review of book #3 and add a new entry for Review of Book #4. 
3. Write your review. Finish for homework tonight. 
4. Tips: When you write about how the book ended be sure to include what you thought about the way it ended. 
5. Make sure this is in your book review doc and NOT in your English Journal. 

Reminders: 

• Food Drive. We have a box for JROTC where you can drop off non-perishable, canned food. 
• If you know of a PLHS family who needs additional food for the winter break let me know. 
• This grading period ends on Friday. All regrade requests are due by 2:30PM Friday. (Some of you may want to work on your memoir or your visual memoir.)
• Group novels are due back to the library. If you still have yours return it asap. 

First read of Undercover Parent

Goals: First reading of Undercover Parent article using the "Say Something" protocol.

Agenda:
Read
Learn about the "Say Something" protocol.
First read of Undercover Parent

First Read of Undercover Parent: 

• This text is shared with you in Google Drive. 
• You will read it with a partner and use the say something protocol to check your thinking and understanding with each other as you go. 

English Journal:

Write a response about "Undercover Parent" using the same TWO paragraph structure you use for an article of the week. 

Reminders: 

• Food Drive. We have a box for JROTC where you can drop off non-perishable, canned food. 
• Book reviews are happening in class on WEDNESDAY. You can pre-write them if you want to. 
• This grading period ends on Friday. All regrade requests are due by 2:30PM Friday. (Some of you may want to work on your memoir or your visual memoir.)

Welcome Back: Lets Get Started

Goal: Exploring our initial thoughts and opinions related to teens and the internet.

Agenda:
Read
Quick Survey
Four Corners Discussion

Quick Survey: 

• To prepare for our next unit I would like you to think briefly about your opinions related to these topics. Please be as honest and accurate as possible. 
• Take the SURVEY

Four Corners Discussion:

Move to the corner of the room that best represents your thoughts about the statement. 

Reminders: 

• Book reviews are happening in class on WEDNESDAY. You can pre-write them if you want to. 
• This grading period ends on Friday. All regrade requests are due by 2:30 Friday. (Some of you may want to work on your memoir, or your visual memoir. If you are waiting on a regrade we will get to it.)
• Keep reading. You need to read book #5 and book #6 before the end of January. 
• Add books you read to your list in your planner.
• Remember to check out your books and return books you have finished. 

Finishing, progressing, assessing

This one's for you Amy. 

Goals: Update your progress, evaluate your skills, give and get feedback.

Agenda: 
Reading
Reading Progress Update
Formative Assessment
Finish AOW from yesterday

1. Complete your READING PROGRESS UPDATE.

2. Complete this FORMATIVE ASSESSMENT for our next unit. 

3. Finish your AOW paragraphs from yesterday. 

4. Something fun (I think):

1. Go to https://classroom.google.com and read the announcement about peergrade. 
2. Join peergrade and paste your AOW paragraphs from yesterday into the assignment. 
3. Review the work of three classmates and see the feedback your classmates gave you. 

Fabulous Summary Skills

Goal: Mastering the art of summary.

Agenda: 
Read
Self Score English Journal
Summary Example
Read and Write

1. Self Score your English Journal (5 minutes)

1. Open your English Journal
2. Review the English Journal Scoring Guide. 
3. Determine how you would score your English Journal. 
4. PASTE this sentence below into the TOP of your English Journal and be sure it is complete. 

November 16, 2017 Self Score:        

I believe I have earned a ______ <<(Your score 1-5) on my English Journal because_______________________ _______________ <<(Your reasons you think you earned that score.) 

2. Summary Example:

• We noticed in your previous AOW assignments that most of you could use some help writing better summaries. 
• Review the example below and see how it fits with the summary frame pictured below. 

3.  Read a new AOW and write about it: 

1. Read THIS ARTICLE assigned to you in Newsela. (sign in with Google.) 
2. Time yourself. It should take you 3-7 minutes to read this article. (I timed myself reading it carefully and it took me two minutes and three seconds.)
3. Open your EJ and use the summary frame in this picture to write a paragraph about what you just read. 
4. Write a second paragraph about what you think about the article. Would you want to try something like this with your family members? 

Something new, Lets try this:

Go to www.peergrade.io/join

Enter the code I give you. 

Paste in your summary. 

Unit Test

Goal: Taking a unit test about the things we learned while reading novels.

Agenda: 
Take the test
Finish your review of your group novel.
Read while others finish

Unit Test: 

• This TEST is designed to assess your ability to apply the concepts from this unit.
• It has an entry code. You will definitely have to be in class to take the test. 
• Answer every question the best you can. 
• If you would like a paper copy of the story on the test ask me for one. 
• If you are absent you will have a 0 until you make up this test. 

Finish your book review:

• Your review of your group novel should be done by now. 
• It's the one on that yellow Google Doc I sent you. 
• You had almost the whole period yesterday to work on it. 

Read: 

• Make sure you have a very good book. Don't like your book? Ask for help finding a better one. 
• Be sure to CHECK OUT every book you take home. Yes, you can borrow more than one at a time. 

Reminders:

• Finish your review of your group novel. I begin grading those tonight.
• Finish the work in your English Journal. We grade those tomorrow. 
• Be sure you have a good book to read for Book #4 (or #5)

Catch up day

Goals: Catch up on any missing work and make sure you are ready for the test on Wednesday.

Agenda: 
Read
Catch Up

Things to be SURE you are done with:

1. Review of Book #3: You started this in your Book Review Doc on Wednesday last week. Tip: look at the blog post below from Wednesday if you need help on this review. It is due today. 
2. English Journal: Have you completed all of your entries in your EJ? The chart picture lists all the work you should have there for this unit. Making sure this work is complete will help you prepare for the test tomorrow. 

Prepare for your test: 

The test Wednesday will ask you to read a short story (less than 2 pages) and then answer questions about:

• Characterization
• Internal and external conflict
• Setting and imagery
• Sensory Details 
• Diction (word choice)
• Connotation and Denotation
• Plot
• Theme

Example question types: 

What does the setting tell you about the character? 

Which word from the story has the most positive connotation?

Which of the following is part of the exposition of the story? 

Which of these is an internal conflict for the character? 

There are 10-20 questions on the test. 

Review and Catch Up

You checked out your book right? 

Goal: Review and catch up.

Read:

• You are reading book #4 (or more).
• You have a good book that you want to read ready for Thanksgiving break.
• You have checked out these books if you borrowed them from our classroom. 

Concepts to Review: 
During our Reading the Novel unit we covered a lot of concepts. Today we will review those concepts and Wednesday you will show that you can apply them.

The test Wednesday will ask you to read a short story and then answer questions about:

• Characterization
• Internal and external conflict
• Setting and imagery
• Sensory Details 
• Diction (word choice)
• Connotation and Denotation
• Plot



WEDNESDAY. The test is WEDNESDAY. 

• Theme

Let's Review: 

1. Go to https://join.quizizz.com and I'll give you the code to join our practice session.
2. If you want to play again at home click the link above and use code (460074). 

Catch Up: 

1. Is your book review of the group novel finished? 
2. It should be done or almost done. 
3. Check your English Journal. Are ALL of your assignments complete? 

End of Novel Test and Book Review Time

Goal: Novel test and finish your book review.

1. Novel Test: 

• Click HERE to access your novel test. 
• Complete the test using everything you know about the book. 
• The test includes short answer questions. Remember your expectations for short answer questions. 
• The test has an "entry code." You have to be in class to take the test. 
• (If you are absent see me asap to make up the test.)

2. Book Review

• Yesterday, you started your book review in the Google Doc I shared with you. 
• Finish your book review. (Yes, all four paragraphs.)
• Your review of Book #3 (your group novel) is due Tuesday.

Reminders: 
Finish your review of book #3 (your group novel.)

Be sure your English Journal is up to date. 

Be ready for our UNIT TEST next week.

Book Review Structure

Goal: Learn how to structure a book review.

Agenda: 
Read
Reading Progress Update
Book Review Structure
Starting a book review

1. Complete your READING PROGRESS UPDATE.

2. Learn about the structure of a book review. 

• This is a copy of a book review written by one of my former students. 
• Enrique uses a solid structure for his review.
• Read his review carefully and analyze what he is DOING in each paragraph. 
• Click HERE to get a copy and get started. 

3. Start your own book review. 

I shared a new document with you in Google Drive called Book Reviews 17-18.

You will use this doc to write your review today and to write another one on 11/29 about the other book you read for this grading period. 

Reminders: 

TEST on your group novel TOMORROW. Be sure you have finished reading the book. 

Unit test next Wednesday 11/15. (Study by reviewing material in your English Journal and on the blog since 10/12.)

Writing about conflict

Remember internal and external conflicts? 

Goal: Solidify our understanding of conflict.

Agenda:
Read
Conflict in your group novels
Writing about conflict

Identifying conflict in your group novels: 

1. Using two sticky notes write down one internal and one external conflict the protagonist of your group novel faces. (Add your initials to your sticky notes.)
2. As a group share the conflicts you found. 
3. Group them by internal and external conflicts. 
4. TALK: How did those conflicts change the character of your group novel? 

Writing about conflict: 
Open your English Journal
Use the paragraph frame below to write about the conflicts the character faces in your group novel.

In (book title) by (author) the main character, (protagonist), faces internal and external conflicts that cause him/her to...(describe the ways the protagonist changes.) An example of the internal conflict the character faces is (describe internal conflict). This causes (character) to....(describe effect of this internal conflict)... (Character) is also facing an external conflict (from/because/as a result of...describe external conflict.) The impact of this external conflict is that..... As a result of these conflicts... (describe how the character changes as a result of experiencing these conflicts)...

Reminders: 

• You should be done with your group novel by now. We will be writing about it tomorrow. 
• You also have a test this Thursday about your group novel.  
• You have another test later next week about the concepts from this unit. We will review for that next week. If you want to start studying try reviewing your English Journal entries since 10/12. 

Plot and Conflict Vocabulary.

Goal: Mastering the vocabulary of Plot and Conflict

Agenda: 
Read (Finish group novel by tomorrow.)
Update Novel Reading Chart
Plot Vocabulary
Writing Revision
Conflict Vocabulary

Plot Vocabulary: 
I think many of you already know these words, but lets make sure.

Writing Revision:

• On Friday you wrote a six sentence summary of the plot of your group novel. 
• Open your English Journal. 
• Revise your summary from Friday so that it includes the plot vocabulary we just reviewed. 
• Here is an example one of you wrote. 

Conflict Vocabulary: 

There are lots of different kinds of conflicts characters can have. 

You don't have to memorize them all. 

You do need to know the difference between INTERNAL and EXTERNAL conflicts. 

Lets PRACTICE. 

Writing About Plot

Goal: Writing about plot.

Agenda: 
Read
Update Novel Reading Chart
Writing about Plot

Six Sentence Plot:  

1. Open your English Journal
2. Write a PLOT summary of your group novel in exactly six sentences. 
3. Proofread it carefully. (Count to six.) 
4. You will read your summary to your group. 
5. As a group you will pick your favorite and submit it HERE. 

Items to catch up on: 
Check your English journal.
Have you completed your theme, character and diction paragraphs?
If you have, you get to read some more, you lucky duck.

Writing About Diction

Goal: Finding and writing about examples of diction with purpose in our group novels.

Agenda: 
Read
Update Novel Reading Chart
Selecting and writing about diction

#1 Choose: (The hard part) 
Find a passage in your group novel that has a lot of description and sensory detail.
Figure out what the author is DOING in that passage. Why is it there? What is the purpose?

#2 Talk: (The easier part) 
Pick out three words that you think the author chose specifically because of the purpose of the paragraph.
Agree on those words with your group. If you disagree talk about why.
Don't pick boring words. These should be words with a connotation that fits the purpose of the passage.

#3 Write: (The easiest part) 
Open your English Journal and use the frame below to write a paragraph about the diction (word choices) the author uses in your chosen passage.

Frame: (Copy into your English Journal)

On page ___, of (book title) the author, (author) uses words such as “_____,” “_____,” and “_____” in order to (author’s purpose for choosing those words). The first word "_____" (shows/implies/demonstrates/give the impression) that ......... Then the author uses "_____" to....... The third word, "______" also supports the author's purpose because.........The use of this diction in this passage allows the author to....(specific impact on that part of the text).

Example:

• This example uses the story we read this week. 
• You are writing about your GROUP novel. 
• Note that the words here have been changed slightly from the frame above to make the writing work for this specific example. You can make adjustments too. 

In paragraph 2, of "A Very Old Man With Enormous Wings" the author, Gabriel Garcia Marquez, uses words such as “pitiful,” “dirty,” and “entangled,” to illustrate how vulnerable the angel is. When he calls him "pitiful" the reader gets the sense that we should feel sorry for the angel. The word "dirty" lets us know that the angel is not clean and maybe in need of care. The third word, "entangled," implies that the angel is trapped and vulnerable. The use of this diction in the passage allows the author to portray the angel as suffering, neglected, and in need of sympathy.

Reminders:

Keep reading your group novel to finish by TUESDAY 11/7.

Finish the work from today for HW if you didn't finish in class

Check your English Journal for any work you need to finish.

Check the blog when you are absent.

Connotation and Denotation

Goals: Understanding connotation and denotation and then applying that knowledge to some excerpts from the story we read yesterday. 

Agenda: 
Read
Novel Reading Chart
Connotation and Denotation Lesson
Application with a partner. 

Update Novel Reading Chart: 

Open your chart and add what you read today. Don't forget to explain what it means. Implications matter.

Connotation and Denotation Lesson: 
DICTION refers to the specific word choices that authors make.
Often, authors choose specific words because of their CONNOTATION.
Words can be interpreted three different ways.

1. DENOTATION - This is the literal, dictionary definition of a word.

2. CONNOTATION (emotional charge) - Every word has a positive, neutral, or negative connotation or association. 

• "Youth" = positive connotation (or association); "Juvenile" = negative connotation; "Adolescent" = neutral connotation.
• "Request" or "Remind" = positive connotation; "Whine" or "Nag" = negative connotation; "Ask" = neutral connotation.
• "Assertive" = positive; "Bossy" = negative; "Dominant" = neutral.

3. CONNOTATION (symbolic meaning) - Some words have a secondary figurative or cultural association with them. In this case, the word can take on a whole new meaning.

• Snake: An evil, devious or immoral person.
• Chicken: A coward.
• Pig: A vulgar person or slob.
• Sweet: Cool, awesome or fun.

With your partner: 
Complete THIS GOOGLE FORM to look more closely at some of the language from the story we read yesterday. (It's okay if you didn't finish reading it. There are paragraphs on the form of the parts you really need.)
Absent? You are still responsible for the work. You can do it on your own. 

Reminders: 

Finish reading your group novel by 11/7. 

Reading a new text

Goal: First read of A Very Old Man With Enormous Wings

Agenda:
Read
Update Novel Reading Chart
First read of a new text

Update Novel Reading Chart: 
Open your chart and add what you read today. Don't forget to explain what it means. Implications matter.

Reading: 

• A new text has been assigned to you in GoFormative. 
• You can find the text HERE. 
• Choose "Sign in with Google."
• Read and answer the questions as you read. 

Reminders: 

• Keep reading. You need to finish your group novel by Tuesday 11/7.
• Be sure all your work is up to date in your English Journal.
• Got some extra time? Check your attention. 

Direct and Indirect Characterization

Goal: Understanding and applying direct and indirect characterization

Agenda:
Read
Reading Progress Form
Theme Paragraph Form
Direct and Indirect Characterization

Reading Progress Update: 
Complete the READING PROGRESS FORM.

Theme Paragraph Form: 
Use the form below to answer some questions about the paragraph you wrote on Friday.
These are yes or no questions. You should be saying YES to all of them, but if you need to fix something in your paragraph you can do that quickly.
THEME PARAGRAPH FORM

Direct and Indirect Characterization: 
Authors use direct and indirect characterization to tell readers about the character's in the book.

Consider your group novel. Where does the author tell you about characters?
This could include information about:
-appearance
-personality
-motivation
-their setting

Writing: 
Open your English Journal
Use this paragraph frame to write about direct and indirect characterization in your group novel.

The author of (book title), (author name), shows that  (character name) is  (character description)  using both direct and indirect characterization. For example on page (#) (the author) writes that (evidence from the text). Which shows that.... This is an example of (direct characterization) The reader also knows that (character name) is (character description) because (author) writes...(text evidence)...(page #). In this case the author is using (indirect characterization) because.... Through this evidence we can see that (character name) is....

Example:

The author of Lord of the Flies, William Golding, shows that Ralph is fair haired, agile and selfish using both direct and indirect characterization. For example on page 7 Golding writes that, "The boy with the fair hair lowered himself down the last few feet of rock..." Which states directly that Ralph has blonde hair and he is able to climb rocks. The reader can see that Ralph is selfish because he leaves Piggy behind when they first arrive on the island. "Ralph disentangled himself cautiously and stole away through the branches. In a few seconds the fat boys grunts were behind him and he was hurrying toward the screen that still lay between him and the lagoon." (9) This is an example of indirect characterization because the reader must interpret Ralph's actions and decide for themselves what leaving Piggy behind says about Ralph. Through direct evidence we know that Ralph has light hair and is athletic, and through indirect evidence we can surmise that he is selfish, or at least uninterested in the struggles of others. 

Writing About Theme with Support

Goal: Explain how evidence supports the theme.

Agenda:
Read
Update Novel Reading Chart
Explain how your evidence supports the theme

Update Novel Reading Chart: 
Open your chart and add what you read today. Don't forget to explain what it means. Implications matter.

Explain your Evidence: 

1. Open your English Journal, add today's date at the top. 
2. Open the Theme Organizer document your team was working with on Thursday. 
3. Copy and paste in ONE theme and one set of quotes from your book. 
4. Write a paragraph in which you explain/defend how this theme is relevant to your book. Use the evidence/quotes you found on Thursday to support your points. Explain how that evidence supports the theme. 

Theme Paragraph Frame: (You can change this to fit what you are trying to say.)
An important theme in ...(book title)... is that (....................theme..............) The events of the novel support this theme because............ For example on page ..... it says that ".......(quote from the book)......" This shows that....... because....... Another moment from the book that reveals the theme is when....... Which is why ...... says/does....  ".....(quote)....." All of this means that.... 

Example of a theme paragraph:

An important theme in Lord of the Flies is that betrayal is a part of human nature. The events of the novel support this theme because trust begins to erode between the characters in small ways from the moment they arrive on the island, and eventually this lack of trust reaches a homicidal level. For example on page (10) Ralph betrays Piggy and tells the other kids his nickname which Ralph wasn't supposed to share. It says that “"His real name isn't fatty” cried Ralph “it's Piggy.”” This shows that from the beginning of the book the other boys were betraying each other's trust and that is when things started to go down hill.  Another moment from the book that reveals the theme is when Jack turns on Ralph saying, “There isn’t a tribe for you anymore,” and then throws a spear at him with vicious intent (165).  All of this means that when you can't trust each other you can't live together and that is why the boys’ society fell apart.

Homework: 
Finish reading your group novel before Tuesday the November 7th.
Check the calendar at the bottom of the blog for upcoming assessments.

Be sure all your work is up to date in your English Journal.