Hook, Housekeeping & Homework MONDAY

Hook, Housekeeping & Homework MONDAY Night + MSFM + “Hope” = your own poem due! How was your weekend? Week 8 Consider what is… 1 thing that you are grateful for or excited about today? 1 thing you will do to make this week great? 1 thing you will accomplish in the next few days to finish out this month strong? Homework:Read our new memoir, The Glass Castle, pages 3-14 for tomorrow!

Past, Present, Future MONDAY • Night Summative Essay Due  • Night + MSFM + “Hope” = your own poem due! • New Unit, New Memoir! • Anticipate & Predict + Preview & Predict • Read Part 1 “A Woman on the Street” • ARG: Close Reading Ritual • Part 1 “A Woman on the Street” • Part 2 “The Desert”

Activity: Develop Purpose: to examine our personal belief systems prior to reading the text. Tasks: USE THE 4 – 1 SCALE BELOW TO INDICATE THE EXTENT TO WHICH YOU AGREE OR DISAGREE WITH EACH STATEMENT. Go with your initial gut reaction for each. You will be asked to “share” some of your responses; please be honest with yourself and others. Outcome: Respond to the questions below • Did any of your peer’s responses surprise you? Why or why not? Are you reconsidering any of your ideas after thinking about your own initial responses? • Based on activity above, what do you predict this memoir is about?

Activity: Obtain Purpose: to examine the general content and structure of the text in order to clarify our initial predictions and make new ones Tasks: Preview the text • Look at the front cover. What do you notice? What inferences can you make about any images provided? About the title? About the quality of the text? • Look at the back cover. What information is provided? What do you notice or what stands out to you? Why? • Flip through the first few pages of the book. What information is provided? When was the book first published? Is there a dedication page, reviews, introduction or preface, or other information? • Flip through the book. Are there chapters, sections, or parts? If so, are these title or numbered? How large is the font? How much print is on a page? • How long is the novel? On what page does the it start? On what pages it end? • Flip through the last few pages of the book. Is there any additional information (e.g. a glossary, information about the author, historical or other footnotes, reading guides, etc.) at the end? • Flip to a random page and read a section. What do you notice about writing style, characters, setting, vocabulary, etc.? Outcome: What have you confirmed or changed about your predictions of the text? What do you think it will be like for you to read this text (content, style, etc.)?

Instruction: ObtainNew Unit Guide! Memoir: The Glass Castle MYPH Criteria A. Analyzing & Criteria B. Organizing • Literary analysis: Key Passage Analysis (explores the importance of a specific passage in terms of the content and craft the writer uses to develop and support a theme) How does the content and craft of this specific key passage in Wall’s memoir support and represent the meaning of the work as a whole? Objectives: • Reading: connect text to self and others + examine pivotal moments + literary components (craft) + meaning of the work as a whole • Writing: briefreflections + organize, support, and develop a key passage analysis, citing strong and thorough textual evidence Enduring Understandings: • If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. • Literature reflects a range of important universal themes that enable us to understand more fully the human experience. • Writers use both content and the craft tools of their art to create works of literary merit. Guiding Questions: • What can I learn from another’s experiences? How can this help me learn from my own experiences? • How can my life circumstances drive me forward or hold me back? • How does a writer use words to create engaging moments and a lasting work?

Activity: Develop Purpose:to examine characters and setting and share our initial reactions & understandings to the text Tasks: Preview the questions below and then read Part 1 of The Glass Castle • What can you infer about the circumstances of Jeannette's life and her mother's life? • What do you find striking, or odd, or funny, etc.? • What is your attitude toward or response to Jeannette's mother and toward Jeannette? • What do you want to know? What are you curious about? • Why do you think Walls chooses to begin her memoir in this way? Outcome: Discuss responses Step 1: Before Reading What do you notice? What do you know? What do you want to know? • Preview the text/ Skim the passage: How long is it? Where does it fall in the overall content of the story? What is the style and structure? Tap into prior knowledge. What do you already know about the plot, characters, setting, etc.? Make predictions and pose questions; what inferences are you already making? Establish a purpose; select a reading lens (e.g. word choice, conflict, figurative language, characterization/point of view). Dissect the prompt(if given) and/or read any reading questions or directions.

Review & Release Did you turn in your own poem? What are you grateful for or excited about today, going to do to make this week great, or accomplish to finish this month strong? What do you think of the memoir so far? Homework:Read our new memoir, The Glass Castle, pages 3-14 for tomorrow!

Hook, Housekeeping & Homework TUESDAY Week 8 = notebook reflection paper out Have out your introductory sheet from yesterday for The Glass Castle. Select one of the statements of the 14 to which you responded strongly agree or strongly disagree. Spend 5 minutes writing a short constructed response on this: • Identify the statement and your opinion/response • Give an example to support your opinion • Explain on why and how this supports your opinion. • Elaborate on the importance of your example and response Homework:Read our new memoir, The Glass Castle, pages 15-28 for tomorrow!

Past, Present, Future TUESDAY Night Summative Essay Due Night + MSFM + “Hope” = your own poem due! • New Unit, New Memoir! • Anticipate & Predict + Preview & Predict • Read Part 1 “A Woman on the Street” • ARG: Close Reading Ritual - Characterization • Part 1 “A Woman on the Street” • Part 2 “The Desert” • ARG: Close Reading Ritual - Irony

The Glass Castle Memoir: The Glass Castle MYPH Criteria A. Analyzing & Criteria B. Organizing • Literary analysis: Key Passage Analysis (explores the importance of a specific passage in terms of the content and craft the writer uses to develop and support a theme) How does the content and craft of this specific key passage in Wall’s memoir support and represent the meaning of the work as a whole? Objectives: • Reading: connect text to self and others + examine pivotal moments + literary components (craft) + meaning of the work as a whole • Writing: briefreflections + organize, support, and develop a key passage analysis, citing strong and thorough textual evidence Enduring Understandings: • If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. • Literature reflects a range of important universal themes that enable us to understand more fully the human experience. • Writers use both content and the craft tools of their art to create works of literary merit. Guiding Questions: • What can I learn from another’s experiences? How can this help me learn from my own experiences? • How can my life circumstances drive me forward or hold me back? • How does a writer use words to create engaging moments and a lasting work?

Instruction: ReviewI Do – We Do Purpose: to examine how Walls uses characterization and to come to a new understanding about the characters through the patterns we see Tasks: Review (the following slides on using the ARG: Close Reading Ritual for characterization – & conflict) and discuss Section I: “A Woman on the Street” Outcome: Apply these same ideas to pages 9-14 (more characters  )

Step 2: During ReadingUse your purpose (or lens) for reading; reflect periodically on purpose (lens)Visualize and “hear “the text. Frequently pause to clarify ideas; summarize content, pose questions; respond to the text, look for patterns; make connections CONTENT: The WHAT CRAFT: The HOW Characterization: The method the author uses to build and reveal a character; it can be direct (telling) or indirect (showing). Consider the character’s background, motivations, temperament, and appearance. Think STEAL: Speech (dialogue), Thoughts, Effects on others, Actions, Looks (detaileddescription) • What thoughts, ideas and feelings/emotions are expressed? What is this about? What (and who) is included? What is not included? • Elements of narrative: Remember the four basic elements of narrative—plot, character, setting, and conflict. Which of these are prominent in the passage? What can we infer about the characters—their traits, conflicts, motives, etc. Does the passage mark a turning point for a character, reinforce key traits, etc.? • What can we infer about main ideas and themes? Does the passage help develop or reinforce an important theme, message, or lesson? • How does the passage further develop plot and conflict? Does the passage intensify or resolve any key conflicts in the book? Does it contain important plot developments? • What can we infer about the writer’s purpose?

Instruction: ObtainHave out your ARG sheet Types of Characterization An author can use two approaches to deliver information about a character and build an image of it. These two types of characterization include: • Direct or explicit characterization • This kind of characterization takes a direct approach towards building the character. It uses another character, narrator, or the protagonist him/herself to tell the readers or audienceabout the subject. • Indirect or implicit characterization • This is a more subtle way of introducing the character to the audience. The audience has to deduce for themselves the characteristics of the character by observing his/her thought process, behavior (actions), speech/way of talking, appearance, and manner of communication/interactions with other characters, as well as by discerning the response of other characters.

Activity: Develop Purpose: to practice a close reading ritual through the lens of characterization and its impact on the meaning of the work as whole Tasks: ARG Outcome: Based on your work on the STEAL, what patterns do see with characters? What type of character is he/she? What can you say about the purpose and effect of the characters? What new understanding do you have about the meaning of the work as a whole?

Instruction: ObtainAlong with characters comes… CONFLICT Definition of External Conflict • Struggle between the main character &some outside force • Character vs. Character • This type of conflict occurs when a character struggles against other characters in the story, for instance in the Harry Potter series. Harry engages in a battle against Lord Voldemort. • Character vs. Society • This external conflict occurs when the main character stands up to support his beliefs and struggles against the social forces, for instance Sophocles’ “Antigone.” • Character vs. Nature • In this type of external conflict, the protagonist struggles against the forces of nature, or an external environment. For instance, in the short story To Build a Fire, Jack London tells a story of an anonymous narrator and his dog, traveling through the wilderness of Yukon Trail Definition of Internal Conflict • Struggle within the main character = Person vs. Self

Instruction: Obtain Mom – Text Details (STEAL) • Dialogue between mom and Jeannette • Effect on Jeannette (internal conflict) • Description of what mom is wearing (in particular setting – contrast to Jeannette)) • Actions of mother (dumpster, past, restaurant, etc.) Patterns - Character Traits • independent, quirky, free-spirited, joyful, speaks her mind New Understanding Conflict in values and class division -

Activity: Develop ARG Close Reading Ritual Model Text Evidence: Characterization Things Melody’s father does: Does not speak baby talk to Melody like her mom does; talks to her like a grown-up Cries and wants to trade places with Melody Whispers to her about the stars Takes off the blankets Melody’s mom says she needs to have on Puts a bird feeder on the porch Tells Melody the names of birds Laughs Sings to Melody • Read through a lens/lenses What do you notice about Jeannette’s mom, her dad, her brother Brain, sister Lori or Jeannette herself? Pick one and look for STEAL.

Activity: Develop ARG Close Reading Ritual Model Text Evidence: Characterization The way he speaks to her What he teachesher Does the opposite of mom He is actually a caring and knowledgeable father. Need to borrow “443 Words to Describe Character”?! 2. Use the lens/lenses to find patterns What patterns are you noticing about how they are characterized? What character trait(s) would you use to describe him/her?

Activity: Develop ARG Close Reading Ritual Model Text Evidence: Characterization My thinking about her dad has changed. Melody’s dad doesn’t just like to sing; he uses singing to teach Melody. The reason why Melody’s dad likes to sing is because it seems to make him feel closer to her. Instruction can come in many forms; parents do not always parent in the same way, and that is okay  3. Use the pattern to develop a new understanding of the text Helpful phrases for Reflecting on Text Evidence and Meaning (Step #3) • The reason why the character _____ is because _____. • It seems like this character tends to _____. • My thinking about this characters has changed because _____. • These characters are really different because _____. • One issue I’m noticing in this book I _____. • I think the author is trying to show _____. • I think this because the author included _____.

Instruction: ReviewWe Do Purpose: to examine how Walls uses characterization and to come to a new understanding about the characters through the patterns we see Tasks: Review (the following slides on using the ARG: Close Reading Ritual for characterization – & conflict) and discuss Section I: “A Woman on the Street” Outcome: Apply these same ideas to pages 9-14 (more characters  ) Need to borrow “443 Words to Describe Character”?! Eventually, you will write about characters/characterization…

Instruction: ObtainWriting about Character The Disney movie Hercules first presents Megara (Meg) as a villainous character in order to show how bad experiences can negatively influence one’s character. Meg is introduced as an untrusting person who makes judgments about people and only cares about her own problems. After her first encounter with Hercules, it is through her words about him that the viewer actually learns quite a bit about her. She says that “he [Hercules] comes on with his big, innocent farm boy routine, but I could see through that in a Peloponnesian minute.” She immediately assumes his kindness in saving her is a trick. Having seen the heroic actions of Hercules up to this point, though, the viewer is only left to question her biased, suspicious opinion of him. It is the words of Hades that reveal how a past experience of Meg’s may have made her mistrustful of others. When Hades asks Meg to help him trick Hercules, he reminds her of why she doesn’t trust people—men especially: “‘You sell your soul to me to save your boyfriend’s life. And how does this creep repay you? By running off with some babe. He hurt you real bad, didn’t he Meg?’” This glimpse into the past gives the audience a chance to understand why Meg is so leery and selfish. At this point, the viewer may feel a sense of sympathy for Meg, who has obviously sacrificed a great deal for someone else. Also, she is obviously being manipulated and used by Hades as a pawn in his evil scheme. Her past actions show a person who was once unselfish and loving, but these aspects of her personality are overtaken as she allows her bad past experience, and the truly bad character of Hades, to cloud her judgment.Thus, the second time Meg encounters Hercules, she acts as Hades’ minion, luring Hercules into a deadly trap in order to earn her own freedom. At this point in the story, Meg is only concerned with getting what she wants and finds it easy to hurt Hercules because she thinks all people are selfish and dishonest. Sadly, not able to look past her own experiences, she, too, acts dishonestly and selfishly.

Review & Release What is one new understanding/learning you have from today? Character/characterization Plot content Homework:Read our new memoir, The Glass Castle, pages 15-28 for tomorrow!

Coming Soon…

Hook, Housekeeping & Homework WEDNESDAY Purpose: to recognize and draw inferences about the effects of an author's use of irony. Tasks: Practice: What is the irony in the following video from Frozen? More importantly, what's the effect of the irony on us as viewer and audience? https://www.youtube.com/watch?v=rnEB2F_v_cE • In addition, in Frozen, Anna is the one character without a symbolic frozen heart, as she never hides her true feelings and is emotionally open. However, in an ironic twist, she has the “frozen heart” that the opening song warns the audience about. Irony: A Means of Revealing Deeper Realities IRONY: When the actual truth or reality is different from what appears or is assumed to be true or real. Writers use irony to show the deeper truths or realities that lurk beneath the surface of experience.

Past, Present, Future WEDNESDAY • New Unit, New Memoir! • Anticipate & Predict + Preview & Predict +Read Part 1 “A Woman on the Street” • ARG: Close Reading Ritual - Characterization • Part 1 “A Woman on the Street” • Part 2 “The Desert” • TGC • ARG: Close Reading Ritual – Irony • Part 2 “The Desert” • Read pages 29-41 • TGC • More on characters/characterization • Read pages • Symbols - Motifs

Step 2: During ReadingUse your purpose (or lens) for reading; reflect periodically on purpose (lens)Visualize and “hear “the text. Frequently pause to clarify ideas; summarize content, pose questions; respond to the text, look for patterns; make connections CONTENT: The WHAT CRAFT: The HOW Irony: Dramatic, Situational, and Verbal; in general, irony is something that has a different meaning or opposite result from what is meant or expected Do any important ironies or paradoxes exist in the passage? If so, what truths, realities or ideas are revealed? Choose what you feel to be the best example of irony from the reading. Summarize or quote what it is that’s ironic (content/what) Explain why it is ironic (craft/how). Analyze the deeper truth or reality the writer reveals (new understand) – What is its purpose in the story? What effect does it have on you as a reader? • What thoughts, ideas and feelings/emotions are expressed? What is this about? What (and who) is included? What is not included? • Elements of narrative: Remember the four basic elements of narrative—plot, character, setting, and conflict. Which of these are prominent in the passage? What can we infer about the characters—their traits, conflicts, motives, etc. Does the passage mark a turning point for a character, reinforce key traits, etc.? • What can we infer about main ideas and themes? Does the passage help develop or reinforce an important theme, message, or lesson? • How does the passage further develop plot and conflict? Does the passage intensify or resolve any key conflicts in the book? Does it contain important plot developments? • What can we infer about the writer’s purpose?

Activity: Develop & Apply Purpose: to examine how Walls uses irony and to come to a new understanding about the characters, plot and theme through the patterns we see When reading for irony think about three steps: • Summarize or quote what it is that’s ironic (content/what) • Explain why it is ironic (craft/how). • Analyze the deeper truth or reality the writer reveals (new understand) – What is its purpose in the story? What effect does it have on you as a reader? (SO WHAT?)

Review & Release What is one new understanding/learning you have from today? Irony Character/characterization What new traits do we find in the characters? What judgments can we make about the character? Homework:Read our new memoir, The Glass Castle, pages 15-28 for tomorrow!

Hook, Housekeeping & Homework THURSDAY Have out your Week 8 notebook sheet Look back at your notes to yourself from Monday. Today is the last day of FEBRUARY! What is one thing you have done, accomplished, are please about from this month?! What are you looking to for MARCH? Homework:Read our new memoir, The Glass Castle, pages 29-41 for tomorrow!

Past, Present, Future THURSDAY • New Unit, New Memoir! • Anticipate & Predict + Preview & Predict +Read Part 1 “A Woman on the Street” • ARG: Close Reading Ritual – Characterization - Part 1 “A Woman on the Street” - Part 2 “The Desert” - Irony • TGC • ARG: Close Reading Ritual – Symbol & Motif • Part 2 “The Desert” • Read pages 29-41 • TGC • More on characters/characterization, irony, symbols/motifs • Add Imagery & Figurative Language & Diction

Activity: Review Purpose: to examine how Walls uses symbol and motif and to come to a new understanding about the characters, plot and theme through the patterns we see Tasks: Review • What are the inherent qualities and associations (both negative and positive) of fire? • How and where has it been used in the book? Summarize what you remember/know.

Instruction: Review Purpose: to examine how Walls uses symbol and motif and to come to a new understanding about the characters, plot & theme through the patterns we see. Tasks: ARG: A Close Reading Ritual: Symbol and Motif • Symbols are images, objects, (ideas, sounds, or words) that represent something else, and help to understand an idea or a thing. A symbol may appear once or twice in a literary work. • Motifs are images, ideas, sounds, or words that help to explain the central idea of a literary work – the theme. A motif is a recurring element (a recurring element, etc. that we know it is important because it recurs so often ) • Walls has referred to fire several times in the memoir. Once an images, ideas, sounds, or words repeats, it becomes a motif, much like fire in The Glass Castle. To fully understand a motif, the reader can look at it in a symbolic or metaphoric way.

Activity: Develop & ApplyI DO – WE DO Purpose: to examine how Walls uses symbol and motif and to come to a new understanding about the characters, plot and theme through the patterns we see Tasks: ARG: A Close Reading Ritual: Symbol and Motif Re-examine Walls’s first interactions fire (Cooking Hot Dogs & Tinkerbell on Fire pages 15-16) • What do you notice? What text details stand out? • What is Jeannette's relationship with fire here? • What symbolic meaning is fire beginning to take on? What does it represent? How has it developed, shifted, or changed from passage to passage? • Think about how it works to develop the reader's understandings and feelings about characters: What effect does it have on the reader? What does the use of the motif of fire help us understand about Jeannette, her upbringing, her character, etc.? • Consider how other elements play into these passages: Imagery – Figurative Language – Diction Outcome: Come to a new understanding - Think about how it works to develop the reader's understandings and feelings about theme, the central ideas of a work.What larger theme(s) does the motif seem to be developing or helping develop?

In various contexts, fire can be seen as … • + valuable and needed source of energy, heat, and light – an element that can consume, destroy and harm/hurt • The details about fire here include… • “I was on Fire” - “a blaze of heat” – her pink tutu-like dress catches fire – “yellow-white flames…ragged brown line up the pink fabric…climb my stomach” – “leaped up, reaching my face” – “smelled the burning” – “horrible crackling” - “fire singed my hair and eyelashes” • These details show… • Fire to be scary, all encompassing, destructive - A sharp contrast to the setting and actions in the first (significant) paragraph of this section – destruction and change – intensity (yellow-white) • These details also include … which serves to… • Personification (flames leaping, climbing) = make the fire have a life of its own, on that is powerful, sudden, moving • External conflict (Jeannette vs. fire) • Powerful diction & imagery, including onomatopoeia (blaze, ragged, horrible crackling, singed, screamed) – reinforce intensity and horror of experience - Also Contrasts, e.g delicate fabric (pink = love, compassion, innocence) to confusion and chaos of brown burn-line • The effect on the characters include or show… • Jeannette is terrified and physically harmed – her mother is reactive/quick acting but calm, protective • The purpose is to… • share an intense childhood experience – one which changed and shapes her physically and mentally – experience leads to others (hospital, Tinkerbell, etc.) • show her mother’s reaction • The effect on the reader is… • Shocked and concerned by suddenness and intensity of situation • Surprised and/or impressed by calm reaction of mom • Overall, this scenes serves to… • It reinforces practical nature of mother and the sense of independence and maturity given to children • Show how suddenly events shift in Jeannette's life

Activity: Develop & Apply Tinkerbell on Fire pages 15-16 Purpose: to examine how Walls uses symbol and motif and to come to a new understanding about the characters, plot and theme through the patterns we see Tasks: ARG: A Close Reading Ritual: Symbol and Motif Re-examine Walls’s first interactions • What do you notice? What text details stand out? • What is Jeannette's relationship with fire here? • What symbolic meaning is fire beginning to take on? What does it represent? How has it developed, shifted, or changed from passage to passage? • Consider how other elements play into these passages: Imagery – Figurative Language – Diction • Think about how it works to develop the reader's understandings and feelings about characters: What effect does it have on the reader? What does the use of the motif of fire help us understand about Jeannette, her upbringing, her character, etc.? Outcome: Come to a new understanding - Think about how it works to develop the reader's understandings and feelings about theme, the central ideas of a work. What larger theme(s) does the motif seem to be developing or helping develop? Finish These Sentences • In various contexts, fire can be seen as … • The details about fire here include… • These details show… • These details also include … which serves to… • The effect on the characters include or show… • The purpose is to… • The effect on the reader is… • Overall, this scenes serves to…

Review & Release What is one new understanding/learning you have from today? Symbol/Motif Irony character/characterization As you read, what other passages are standing out to you? Homework:Read our new memoir, The Glass Castle, pages 29-41 for tomorrow!

Friday Activity 1: Review Review pages 1-41, focusing on 28-41 • What qualities do you see in Jeannette's character? • How does she react to crises, difficulties, or challenges? • What strengths do you see in her character? • What do you find odd or surprising? What do you like best about her? • What vulnerabilities do you see? • Choose a passage of text that you believe is the most revealing about her • What thoughts about and reactions do you have to Jeannette's mom and dad? • How do they react to crises, difficulties, or challenges? • What strengths do you see in either of them? • What do you find odd or surprising? What do you like best about either of them? • What vulnerabilities do you see in either of them? • Choose a passage of text that you believe is the most revealing about either of her parents

Friday Activity 2 Read through page 110 for Monday!

Coming Soon…

Coming Soon…Symbol/Motif • Other symbols in TGC: • Text: What are the details of the object? What does the object represent? • First, working individually, make a list in your notebook of what you found to be the three most interesting, important or striking details, stories, or plot developments from pages 15-28. For each one, identify the episode, list page number(s) where it is found, and explain its significance and effect on your understandings and feelings. • Second, form a circle with your group, and take turns sharing the episodes each of you chose and explaining why. • Third, identify another motif you see emerging in these pages. What sorts of things seem to be coming up more than once? What does it suggest about characters or themes? • .

Coming Soon…Key Passages • Review pages 29-41 and … • • Working individually, make a written list of the three most striking, interesting, surprising, shocking (whatever) developments you read about in these pages. Identify each episode, list page number(s), and write about the significance and effect of each episode on our understandings and feelings about Jeannette's character and life. • • In your groups, take turns sharing the episodes you chose, and discussing their significance and effects

Step 1: Before ReadingWhat do you notice? What do you know? What do you want to know? • Preview the text/ Skim the passage: How long is it? Where does it fall in the overall content of the story? What is the style and structure? Tap into prior knowledge. What do you already know about the plot, characters, setting, etc.? Make predictions and pose questions; what inferences are you already making? Establish a purpose; select a reading lens (e.g. word choice, conflict, figurative language, characterization/point of view). Dissect the prompt(if given) and/or read any reading questions or directions.

Step 2: During ReadingUse your purpose (or lens) for reading; reflect periodically on purpose (lens)Visualize and “hear “the text. Frequently pause to clarify ideas; summarize content, pose questions; respond to the text, look for patterns; make connections CONTENT: The WHAT CRAFT: The HOW • What thoughts, ideas and feelings/emotions are expressed? What is this about? What (and who) is included? What is not included? • Elements of narrative: Remember the four basic elements of narrative—plot, character, setting, and conflict. Which of these are prominent in the passage? What can we infer about the characters—their traits, conflicts, motives, etc. Does the passage mark a turning point for a character, reinforce key traits, etc.? • What can we infer about main ideas and themes? Does the passage help develop or reinforce an important theme, message, or lesson? • How does the passage further develop plot and conflict? Does the passage intensify or resolve any key conflicts in the book? Does it contain important plot developments? • What can we infer about the writer’s purpose?

Step 3: After ReadingWhy? So what?Summarize, connect, reflect, and examine patterns for a new understanding & consider the meaning of the work as a whole • What is the author saying here? Why did the author include this or why is this passage important? What does the author want me to understand? Where have heard or read this before? • Why did the author write it this way? Why is this important? Why did he/she use this craft (style, technique, devise)? • What is the purpose of _____? So, what is the effect of ______? What is the tone (the meaning of the speaker towards the subject matter)? How is the tone conveyed, through what craft? • What is the meaning of the work as a whole? How does this relate to the world? So, what is revealed about us as human beings? About us as a society, culture, nation, etc.? What does this reveal about the world in which we live, have lived, or might live?

Assignment: Key Passage Practice • For each of the passages we study, use the 3 Steps of the Close Reading Ritual. • Annotate for both content and craft. Note the different literary devices and stylistic tools (the craft) the writer uses to develop the content, and write conclusions about key thoughts and feelings created in the passage, as well as ways in which the passage develops character, theme, plot and/or conflict.

Step 2: During ReadingUse your purpose (or lens) for reading; reflect periodically on purpose (lens)Visualize and “hear “the text. Frequently pause to clarify ideas; summarize content, pose questions; respond to the text, look for patterns; make connections CONTENT: The WHAT CRAFT: The HOW Irony: Dramatic, Situational, and Verbal; in general, irony is something that has a different meaning or opposite result from what is meant or expected Do any important ironies or paradoxes exist in the passage? If so, what truths, realities or ideas are revealed? • What thoughts, ideas and feelings/emotions are expressed? What is this about? What (and who) is included? What is not included? • Elements of narrative: Remember the four basic elements of narrative—plot, character, setting, and conflict. Which of these are prominent in the passage? What can we infer about the characters—their traits, conflicts, motives, etc. Does the passage mark a turning point for a character, reinforce key traits, etc.? • What can we infer about main ideas and themes? Does the passage help develop or reinforce an important theme, message, or lesson? • How does the passage further develop plot and conflict? Does the passage intensify or resolve any key conflicts in the book? Does it contain important plot developments? • What can we infer about the writer’s purpose?

Step 2: During ReadingUse your purpose (or lens) for reading; reflect periodically on purpose (lens)Visualize and “hear “the text. Frequently pause to clarify ideas; summarize content, pose questions; respond to the text, look for patterns; make connections CONTENT: The WHAT CRAFT: The HOW Diction: Diction refers to very deliberate word choices a writer makes to create a certain meaning or effect. How has the writer used vocabulary and patterns of diction to develop the content? Remember to consider both denotative and connotative meanings. • What thoughts, ideas and feelings/emotions are expressed? What is this about? What (and who) is included? What is not included? • Elements of narrative: Remember the four basic elements of narrative—plot, character, setting, and conflict. Which of these are prominent in the passage? What can we infer about the characters—their traits, conflicts, motives, etc. Does the passage mark a turning point for a character, reinforce key traits, etc.? • What can we infer about main ideas and themes? Does the passage help develop or reinforce an important theme, message, or lesson? • How does the passage further develop plot and conflict? Does the passage intensify or resolve any key conflicts in the book? Does it contain important plot developments? • What can we infer about the writer’s purpose?

Step 2: During ReadingUse your purpose (or lens) for reading; reflect periodically on purpose (lens)Visualize and “hear “the text. Frequently pause to clarify ideas; summarize content, pose questions; respond to the text, look for patterns; make connections CONTENT: The WHAT CRAFT: The HOW Descriptive imagery: Imagery appeals to the five senses and helps the reader see, hear, smell, taste, and touch/feel the experiences the writer wants them to experience. Consider these in terms of character, setting, and conflict. • What thoughts, ideas and feelings/emotions are expressed? What is this about? What (and who) is included? What is not included? • Elements of narrative: Remember the four basic elements of narrative—plot, character, setting, and conflict. Which of these are prominent in the passage? What can we infer about the characters—their traits, conflicts, motives, etc. Does the passage mark a turning point for a character, reinforce key traits, etc.? • What can we infer about main ideas and themes? Does the passage help develop or reinforce an important theme, message, or lesson? • How does the passage further develop plot and conflict? Does the passage intensify or resolve any key conflicts in the book? Does it contain important plot developments? • What can we infer about the writer’s purpose?

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