Tuesday, September 8, 2015
ELACC9-10RL5: 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.
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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; provide an objective summary of the text.
ELACC9-10RL3: 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.
Essential Question/Learning Targets:
• How can literary elements deepen our understanding of literature?
•
Plot elements
•
Literary vocabulary
•
-characterization
•
-round vs. flat characters
•
-static vs. dynamic characters
Activator (opener):
• K-W-L: Using popplet, students will create a KWL chart about plot diagram including definitions of
exposition, rising action, climax, falling action, and resolution.
Teaching and Learning Strategies:
-Students navigate to online classroom and download "The Most Dangerous Game" into iBooks
• Whole group- as a class, students will begin to read "The Most Dangerous Game." We will pause and
discuss various characters, traits, and plot events.
Summarizer:
• Students will create both character charts using Trading Cards app and plot development diagrams in
Popplet or iBrainstorm for the story, thus fa
Thursday, September 10, 2015
ELACC9-10RL5: 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.
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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; provide an objective summary of the text.
ELACC9-10RL3: 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.
Essential Question/Learning Targets:
• How can literary elements deepen our understanding of literature?
• Plot elements
• Literary vocabulary
- flat vs. round character
- characterization
- static vs. dynamic characters
Activator (opener):
• TPS- students will partner up and share critical pieces of characterization and/or plot diagrams with
each other.
Teaching and Learning Strategies:
• Whole group- we will review some plot elements and examples of characterization together.
• Whole group- as a class, students will continue to read "The Most Dangerous Game." We will pause
and discuss various characters, traits, and plot events.
Summarizer:
Students will finish both character charts and plot development diagrams for the story. Plot diagrams
(popplet) and character charts (app of choice) will be submitted for a daily grade. Note- character charts
and plot diagrams must have literary elements labeled to receive full credit
Wednesday, September 9, 2015
ELACC9-10RL5: 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.
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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; provide an objective summary of the text.
ELACC9-10RL3: 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.
Essential Question/Learning Targets:
• How can literary elements deepen our understanding of literature?
• Plot elements
• Literary vocabulary
- flat vs. round character
- characterization
- static vs. dynamic characters
- foreshadowing
Activator (opener):
• 3-2-1; Three predictions about Rainsford's outcome; 2 examples of rising action; 1- vocabulary word or
question that you have about the story.
Teaching and Learning Strategies:
• Whole group- as a class, students will continue to read "The Most Dangerous Game." We will pause
and discuss various characters, traits, and plot events.
Summarizer:
• Students will finish both character charts and plot development diagrams for the story.
•
Students will also share which predictions came true (evidence of foreshadowing) etc.
according to their 3-2-1 opening activity
Friday, September 11, 2015
ELACC9-10RL5: 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.
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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; provide an objective summary of the text.
ELACC9-10RL3: 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.
Essential Question/Learning Targets:
• How do literary elements deepen our understanding of literature?
- Types of irony
- Symbol
Activator (opener):
• Instagrok- students will look up types of irony and symbolism to create either notes, a popplet, or an
inspiration map for types of irony and symbols and include every day life examples (if possible)
Teaching and Learning Strategies:
• Whole Group- discuss the various types of ironies using real life examples
•
Read and discuss "The Necklace"
Summarizer:
• Ticket out the door: what is symbolic in this story? Why? Explain your answer.