Writing with specific word choices...

Goal: Using diction to describe a scene.

Agenda:
Read
Describing a scene using specific diction.



Submit your winning description HERE.

Novel Quiz and Practice with Connotation Denotation

Scrantrons are scary looking.  (We won't use them.)

Goal: Take a quiz about your group novel and practice your knowledge of connotation and denotation.

Agenda: 
Read
Novel Quiz
Practice

Novel Quiz: 
This quiz will assess your knowledge of the first 3/4 of your book.
You should be finished with your group novel by Friday.
Ready? Take the QUIZ.

Practice with Connotation and Denotation: 
Even though you wrote about this yesterday we still think you need a little more practice.
Click HERE and wait for the code we will give you.

Reminders: 
Finish reading your group novel.
Make sure your English Journal is up to date.

Writing About Diction

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

Agenda: 
Read
Selecting and writing about diction (We learned about diction on Thursday.)

#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 last 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 11/2, Friday.

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.

Article of the week: Would you do that?

Goal: Mastering the art of summary.

Agenda: 
Read
Summary Example
Read and Write


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 three minutes and twenty-eight 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. Do you know people who would do this? 

Reminders: 
If you didn't finish reading "A Very Old Man With Enormous Wings" you should finish that.
Finish your group novel by the end of next week.
Choose a book you'll be reading after that. 

Connotation and Denotation

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

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


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 11/2. 

Reading a new text

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

Agenda:
Read
First read of a new text

You know about these things:

• Direct and indirect characterization
• Theme
• Setting
• Using text evidence

Periods 1-2-3: 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. 
• Not seeing the story? Check to see that you are in our Google Classroom for this period. Then ask for assistance. 

Periods 4 & 6: Reading: 

• I'll give you the join code in class. 
• Go to goformative.com and click "Join Class"
• Enter the class code I give you. 
• Read the story and answer the questions as you read. 

Reminders: 

• Keep reading. You need to finish your group novel by 11/2/18.
• Be sure all your work is up to date in your English Journal.

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
Explain how your evidence supports the theme

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 Friday. 
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 Friday 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)....." This also shows the theme because..... 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 November 2nd.

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

Getting motivated about theme

Goal: Learn a bit about character motivation and apply what you learned in your last lesson on theme to the book you are reading as a group.

Agenda:
Read
Character Motivation
Review Theme
Theme work with your group

Character motivation: 
Get motivated to learn more about character motivation.

Theme work with your group:

• Have ONE person in your group get a copy of your theme organizer. 
• That person needs to rename it correctly, share it with everyone in the group, and share it with Ms. Daniel and Mrs. Roberts. Periods 1 and 2, please add Ms. Love as well. 
• Work as a group to complete the organizer. Divide the work evenly. 
• Remember you need evidence to go with your themes. (Quotes from your book.) 
• We will look at the revision history to see who completed what.

Reminders: 

Keep reading. 

Look for what your character wants and see how he/she is/or is not achieving those short and long term goals. 

Keep thinking about how all of this supports the theme(s) you worked on today. 

Your LAST Lesson on Theme

Goal: Finally understanding theme so well you will never forget it again.

Agenda:
Read
Last lesson on theme.

Low tech day:
You will not need your computer today. Get out a pen.

Your last lesson on THEME:
This lesson is so good you will never need another lesson about what THEME is or how to figure out the theme of a book. Most teachers instruct about theme slowly, one boring story at a time. Today we are going to learn about THEME by going FAST and in REVERSE!

You will never forget this lesson and if you should somehow happen to forget what THEME is you will remember that you should come back to this post and relearn it from the slides I will post below later today.



Reminders: 
Keep reading your group book.

Setting, Character, Tests, Mood

Goal: Looking closely at how setting tells us about character in our novels.

Agenda: 
Read
Creating a setting
Anticipating test questions

Create a Setting:

1. OPEN your English Journal.
2. CHOOSE a character from your group book that doesn't have his or her own setting, or who's setting is not well described.
3. DISCUSS that character and his/her setting with your group.
4. WRITE a descriptive paragraph about the setting for that character. (In English Journal)
5. EXPLAIN (in a second paragraph) what you are trying to show about the character with the setting you created.

Test Preparation:

• You have another quiz about your book next week. 
• You should be about 50% done with your book by then. 
• One way to prepare for a test is to anticipate what questions you might see on the test. 
• Get out a piece of paper. (Just one for your group.)
• Be sure to include your book title, and the names of people in your group. 
• Write 5-10 questions you think we might ask you about your book. 
• Include multiple choice questions and short answer questions. 
• Remember, think like a teacher. What would we ask you? 
• Consider that this week we worked on character, setting, and mood. 

Reminders:
Be sure your English Journal is caught up.
Keep up with the reading in your group novel. I hear you have a test next week.

Understanding how setting contributes to mood.

Goals: Understanding how setting contributes to mood. Looking at what the settings are telling us in our group novels. 

Agenda:
Read
Setting and Mood
Review Great Expectations
Setting and Mood in Your Novels

#1 Learn about mood: 

• The term MOOD in literature refers to how the setting of the story makes the reader feel.

• It is the emotional feeling of the place where the events are taking place. 

• Sometimes the mood of the place matches the characters mood and sometimes it is in contrast to it.

• Word choice and the details an author includes help to create the mood of a setting.

#2 Setting and Mood:

Let's Look at Great Expectations Again:
#1. Watch Great Expectations clip
#2. Check out these passages

We went into the house by a side door, the great front entrance had two chains across it outside,--and the first thing I noticed was, that the passages were all dark, and that she had left a candle burning there. She took it up, and we went through more passages and up a staircase, and still it was all dark, and only the candle lighted us.

She had not quite finished dressing, for she had but one shoe on,--the other was on the table near her hand,--her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a Prayer-Book all confusedly heaped about the looking-glass.

#3 Setting and Mood in Your Novels: 

1. Find a description of setting that creates a specific mood in your novel. 

2. Create a table (2 wide by 4 down) in your English Journal

3. In the left column, describe the setting using text evidence.
4. In the right column, explain what mood the setting creates and why.

Reminders: 
Keep reading

What can setting tell us about character?

Art by: Cate Simmons

Goal: Understanding how setting helps us understand characters.

Agenda: 
Read
Writing about setting
Reading a setting
Reading specifically for setting

#1: Open your English Journal
Start a new entry at the top.

Describe a place you like to be. What does this place say about you as a person? 

#2: Look closely at a setting
CLICK THIS LINK: to view a description of a setting from Great Expectations. We will look closely at what this setting tells us about the characters.

#3: Talk to your group

1. Talk to your group about what's happening in your novel.
2. What is confusing you about the events or characters in your novel? 
3. How has setting played a role so far?
4. What do the settings tell you about the characters? 
5. MARK the places in your book where the setting informs you about the characters.

Reminders:
Finish your article of the week assignment from 10/12 in your English Journal.

Keep up with your reading. Be prepared to meet your reading goal for Friday. 

Reading progress and article of the week

Goals: Reading progress update and your next Article of the Week. 

Agenda:

Read

Reading Progress Update

Article of the Week

Reading Progress Update
Complete THIS FORM about your recent reading.
Be sure to use the last question to let us know about other books you've finished recently.

Article of the Week: 

As of this week our country has a new Supreme Court Justice. Have you heard about that? You should know more. 

Read this ARTICLE and write two paragraphs in your English Journal. 

In the first paragraph summarize the article. 

In the second paragraph share your thoughts/opinions. 

Done already? 
Finish you STEAL chart about character from Wednesday? It's in your EJ. 

Reminders: 

Keep reading your group novel. 

Progress reports go home next Friday. 

Mastering Short Answer Responses

Goal: Learning about expectations for short answer questions and taking a quiz on the first part of your group novel.

Agenda: 
Read
Expectations for short answer questions
Quiz


Expectations for short answer responses:

• Often teachers will ask you to write short written responses. 
• Short answers are just as important as long answers and most teachers have high expectations for your answers.
• We will review these expectations in class.

Quiz:
Keeping in mind what you know about expectations for short answer responses show us your best work on this QUIZ about your group novel. (The quiz has an entry code. I will give it to you in class.)


Reminders: 
The grading period ends tomorrow.
Keep reading your group novel, unless you are already 1/2 way done, then read another book.)

Exploring Complex Characters

Goal: Begin looking more closely at the complex characters in novels.

Agenda: 
Read
Self scoring your English Journal
Characters are awesome lesson
Looking closely at one of the characters in your group novel.


English Journal Self Score:

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. 

October 10, 2018 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.) 

Characters are Awesome Lesson: Exploring direct and indirect characterization through textual evidence in group selected novels in a ninth grade English class.




Looking closely at one of the characters in your group novel. 

• Open your English Journal
• Make a STEAL chart about one of the main characters in your group novel. (See the last slide in the deck above.)
• Be sure to use evidence (quotations) from the novel to support your answers.

Reminders: 

Keep reading in your group novel. Bring it to class daily. 

Make sure your English Journal is caught up. 

Character Motivation

Goals: Talk to your book group, and listen to some memoir presentations.

Agenda:
Read
Book Group Conversation
English Journal Entry
Memoir Presentations

1. Talk to your book group: 

• Two questions your group needs to be able to answer today. Discuss these questions and be sure you can explain them. 
• Write your answer to these questions in your English Journal AFTER you talk about them with your group.

1. What does your main character want more than anything? What obstacles stand in his/her way?

2. Who does your character have relationships with? What are those relationships like? 

Reminder: Tomorrow you will score your English Journal. Is all of your work complete? 

2. Memoir Presentations: (2nd and 6th period)
If you said last week that you wanted to present your memoir now is your chance.
We will be calling you up in a moment.

Book Groups Select Novels

Goal: Getting started on our reading the novel unit. Choosing books, checking them out, getting organized with a calendar etc.

Agenda: 
Read
Book Groups
Book Selection
Library
Calendar

Reading the Novel:
Today we start a new unit called "Reading the Novel." You have a new group to work with.

The novel you read with your group "counts" as one of your two books for this six weeks. You still need to read another one on your own.

If you are absent your assigned group will be picking a book without your input. Don't miss school.

Homework: 
Read according to your group's first goal.
Make sure you are caught up on work in your English Journal.
Request a regrade if you have revised your written memoir.

Six Week Book Form

Goals: Write about the books you've been reading. Squeeze in a few more memoir presentations.  

Agenda
Read
Six Week Book Form
Memoir Presentations

Six Week Book Form
Complete THIS FORM about the books you read this six weeks. 

Memoir Presentations: 
Several of your classmates will be presenting their visual memoirs today and tomorrow.
Use this PRESENTATION FEEDBACK FORM to share your response.

MONDAY: (Don't read this yet!)
On Monday we will be going on an adventure. You will need your student ID. 
Under no circumstances can you beg, or even bribe us to tell you where we are going. 
Even if you bring us cookies we still won't tell.
What do you need to bring?

Reminders: 
The grading period ends next week.
Be sure your English Journal has all of our classwork in it.
Keep reading.

Let's Present

Goals: Presentations of visual memoirs.

Agenda: 
Read
9th Reading Survey
Memoir Presentations

9th Grade Reading Survey: 
We need to know more about what you think about reading and what kinds of books you like.
TAKE THE SURVEY

Memoir Presentations:
Several of your classmates will be presenting their visual memoirs today and tomorrow.
Use this PRESENTATION FEEDBACK FORM to share your response.

Extra reading time: 
If your period has fewer presenters you may get more time to read.
You need to be done with your second book by tomorrow, so you may need this.
You may also catch up on work you have not finished.

Reminders:
Open House TONIGHT! See you there. Freshmen parent orientation in the Library at 5:15.
Be sure to keep reading.

Finishing, self assessing, reminding, all the 'ings

Goal: Reflecting on our progress, learning, and next steps.

Agenda:

• Read
• Reading progress update
• Self-assess visual memoir slides
• Catch up

1. Reading Progress Update
Complete THIS FORM about your recent reading.
Be sure to use the last question to let us know about other books you've finished recently.

2. Self Assessment: 
Research shows that the most important thing for learners are the questions we ask ourselves about our own learning. When do you ask yourself these questions:

• Why am I learning this?
• How will I measure my own success? 
• Who with and how might I best succeed? 
• What are my next steps?
• How am I tracking my progress? 

With those questions in mind I offer you the opportunity to reflect a bit on your own progress.
Your Visual Memoir Slides: 
>>>Complete THIS FORM and reflect on your visual memoir slides.


3. Catch Up Day: 

• Somebody remind me to give you the remind code for this period. 
• Are you caught up on all assignments in your English Journal?
• Is your Visual Memoir done? 
• Do you need to revise your written memoir? 

Reminders:
Open House TOMORROW TONIGHT! See you there.
Be sure to keep reading. Finish book #2 by Friday.

Finishing touches on visual memoirs

Goal: Make progress on your digital memoir slides.

Read: 
Books out

Quick Survey:
Fill out this quick form about elective classes.

Quick Write:

• Open your English Journal.
• Describe a character in the book you are reading.
• Include a physical description, but also consider personality, speech, thoughts, etc. 
• Use interesting, specific, adjectives. 
• Use figurative language. Similes work really well here. 

Work on Visual Memoirs: 

• By the end of class today you should have all the pictures  in your slides and your script. 
• Remember to use pictures from http://photosforclass.com or your own images. 
• Use the slide notes section to write the words you would say to go with the pictures. Don't put words on your slides. 

Reminders: 

• Finish your visual memoir. Slides are due tomorrow. If you opted to make the video version, that is due tomorrow too. 
• Read. You should be finishing book #2 this week. Its fine if you are starting book #3. 
• Catch up if you are missing work in your English Journal. 

Working on Visual Memoirs

You don't actually need a separate microphone.

Goal: Learn how to cite an image and work more on visual memoirs. (Bonus, some of you may want to try making a test screencast.)

Read: 

• Books out
• You should be finishing your second book this week. 
• We will work on a bit of writing about your books next week. (Don't panic.) 

Copyright free images:

• For your visual memoir you can only use pictures from http://photosforclass.com or personal pictures you or someone you know took. 
• All pictures must have a visible black attribution bar OR be listed on the credits slide of your visual memoir. 
• You may also use Creative Commons licensed images from other sources, but you must provide a link to that source in your credit. 
• Citation format for images is:  Creator's Last name, First name. “Title of the digital image.” Title of the website, retrieval date. URL.
• Note: Providing a citation DOES NOT mean you are allowed to use the image. If you are in doubt about image rights ask a teacher. 

Screencasting: 

• If you want to make a movie of your visual memoir you could try screencasting today. 
• Recording your screen and adding your voice is not hard. 
• There are several free sites and apps that do this. 
• We will try Screencast-o-matic.
• Today we just want you to try it. You won't be making a perfect recording today, just a little practice. 
• Don't practice too much because the free version limits you to 15 minutes of recording. 

Work on your Visual Memoir: 

• Remember copyright free images only. Use Photos for Class. 
• Visual memoir projects are due Wednesday 10/3.

Reminders: 

• Read. You are finishing book #2 this week.
• Make sure you finished the AOW assignment from last week. 
• Are you missing anything else in your English Journal that you need to catch up on?