Honors English 9

1. Honors English 9 Week 2: August 27 – 31, 2012

2. Due Today: Supplies and Signature sheet Monday, August 27, 2012 • Walk-In:Pick up the two handouts, and a blue Elements of Literature textbook, that is on the bookshelf. • Turn in your course expectations and letter of introduction if you did not. • Learning Objective: • Readers select, apply, and self-monitor their use of skills, strategies, and processes in order to comprehend all types of texts. • Agenda: • Intro to Short Stories • Reading Skills and Strategies • The Sniper Homework: Short Story Pre-Assessment Study Vocab of Vocab

3. Short Stories “There have been great societies that did not use the wheel, but there have been no societies that did not tell stories.” --Ursula K. LeGuin Quick-Write • Respond to this quote by Ursula K. LeGuin • What do you think she is saying? • What power do stories hold? • Why have all societies told stories? • What makes for a good story?

4. The Sniper—Short Story Exploration Turn to your Reading Section of your notebook, write today’s date, the title of the story, and the title of our activity, which is Reading Process Notes.

5. The Sniper—Reading Process Notes • Today we are going to read The Sniper on page 5 of the Elements of Literature textbook. • Before Reading: • Preview and Wonder: Look at any of the pictures and captions placed throughout the story. Based on what you see, what do you wonder? (questions or predictions) or does this remind you of anything? (connections) • Read page 4. Write down anything you learn about the historical context. • During Reading: • For each stopping point of the story you will need to ask at least four (total) questions, predictions, inferences, or connections while you are reading. • Page 6— “His enemy was under cover.” • Page 7 “…effort of will to overcome pain.” • Page 9 “Then it lay still.” • Identify any moments where you feel suspense was built. What do you notice about how the author crafted this? • Identify any unknown words or interesting words and guess the definition. • After Reading: • Respond to the story in a paragraph. This can be a free write. Let you thoughts and feelings flow.

6. Due Today: Short Story Pre-Assessment Tuesday, August 28, 2012 • Walk-In:Pick up a blue textbook in the front of the room. Then take out your Vocab of Vocab handout and the Short Story Terms pre-assessment. • Learning Objective: • Students will reflect on the qualities of good short story writing and evaluate a short story based on the qualities. • Students will understand the different levels of questioning and practice writing different levels of questions. • Agenda: • Vocab of Vocab Review • Short Story Terms Review • The Sniper—After Reading • Textbook Checkout. • Levels of Questioning Activity Homework: Reading Process and Formal MEAL Response Paragraph

7. Vocab of Vocab and Short Story Review • As we go through the answers to the Vocabulary of Vocabulary handout, as well as the Short Story Pre-Assessment, please make corrections. • There will be a quiz on the Vocab of Vocab on Friday. • There will be a test on the short story terms at the end of the short story unit.

8. Short Stories “There have been great societies that did not use the wheel, but there have been no societies that did not tell stories.” --Ursula K. LeGuin After Reading: The Sniper • Why do you think Liam O’Flaherty wrote this story? • What do you think he is saying? His message? • What power does this story hold? • What is this saying about this society? • Issac Singer says that a good story should have suspense from beginning to end? Based on this statement, is this a good short story? Why or why not?

9. PARAGRAPH BASIC ORGANIZATION • BCHS – ACRONYM • M – Main Idea • E – Evidence • A - Analysis • L - Link

10. PARAGRAPH CONTENT & DEVELOPMENT Developed paragraphs have a balance of specific evidence and analysis of this evidence, as well as, a clear main idea and insightful conclusion or link to the main idea. When appropriate use quotes to support your claim/main idea. Typically 8 – 10 Sentences M. E. A. E. A. E. A. L. = 8 M. E. A. A. E. A. A. L. = 8 M. E. A. E. A. E. A. E. A. L. = 10 M. E. A. A. E. A. A. E. A. L. = 10

11. M = Main Idea Main Idea • a topic sentence that introduces the reader to the main topic of your paragraph

12. E = Evidence Evidence • sentences that illustrate/show/support the main idea Types of Evidence • Examples • Quotes • Facts/Statistic

13. A = Analysis Analysis • Sentences that explain your examples and illustrate WHY your examples are important and significant.

14. L = Link Link • a sentence that concludes the paragraph and ties (links) the reader back to the topic sentence.

15. Homework – Due On Block DayProcess Reading & Paragraph Response • Read page two in your text book using a process approach: "A conversation with Isaac Bashevis Singer" • Before Reading:  Preview the text & mentally answer the two questions in bold • During Reading Activity:  List Singer's Rules for Writing a Short Story • Post Reading Activity:  Evaluate & Compare to a short story • Then write a well developed paragraph response to the following question: Evaluate Liam O'Flaherty's short story "The Sniper".  Does O'Flaherty's short story, "The Sniper", support Singer's rules?

16. The Sniper: Levels of Questioning Level 1 Questions: are questions that have a specific, exact, word-for-word answer. You can find the specific answer in the text. Level 2 Questions: are questions that have to be inferred. In order to figure out the answer to the question, we have to “read between the lines.” In other words, we have to figure out the answer based on the clues that we read in the text. The text will not give a specific, exact, word-for-word answer. Instead, we have to make an educated guess based on what the text does tell us. Level 3 Questions: are questions that are based on the universal ideas found in the text. Level three questions are very open-ended and require the reader to think beyond the text. These questions help us consider the theme, or underlying message, of the text. There are no specific details from the story in these questions; instead, a level three question is a general question about life.

17. Levels of Questioning • Level 1 Question: • _________________________ • Name: Response: • Name: Response: • Name: Response: • Name: Response: • Level 1 Question: • 2. _________________________ • Name: Response: • Name: Response: • Name: Response: • Name: Response: • Level 2 Question: • _________________________ • Name: Response: • Name: Response: • Name: Response: • Name: Response: • Level 2 Question: • 2. _________________________ • Name: Response: • Name: Response: • Name: Response: • Name: Response: • Level 3 Question: • ________________________ • Name: Response: • Name: Response: • Name: Response: • Name: Response: • Level 3 Question: • 2. ________________________ • Name: Response: • Name: Response: • Name: Response: • Name: Response:

18. Levels of Question activity • To create level 1 questions, list three facts about or details from the story that you feel are important or necessary to remember. Create 3 questions based on those facts. • To create level 2 questions, list 3 wonderings about the story that you feel are important or necessary to figure out. Create 3 questions based on those wonderings. • To create level 3 questions, list 3 general ideas or subjects in the story that you feel are important to the bigger meaning of the story and/or relate to life or the human experience. Create 3 questions about general ideas or subjects.

19. Levels of Questions activity • When you are finished find a partner. Share your questions with your partner, and record their response. • The point of the questions job is to get everyone else in your group discussing the text. • While discussing all answers, students should be referring to the text. Hold each other accountable for supporting their answers with textual evidence. • Level 1: find where the answer is stated. • Level 2: find the clues that suggest inferences • Level 3: find evidence that suggest how the author might answer the question. • The purpose is rich discussion, not to get through it as quickly as possible.

20. Due Today: Levels of Questioning Activity Wed-Thurs, August 29-30, 2012 Walk-In:Please take out a pen or pencil, and listen for instructions when the bell rings. Learning Objective: • Students will demonstrate their knowledge of English Content standards through a multiple choice Acuity test. • Students will demonstrate their understanding of how to construct a short constructed response to short answer questions, and provide support and analysis to their response. Agenda: • Acuity Short Answer • Acuity Multiple Choice • Vocab of Vocab Review Homework: Study Vocab of Vocab

21. Acuity Directions • Complete the two short constructed response paragraphs. • Remember a strong response consists of a direct answer to the question, specific examples from the text to support your answer and a explanation or analysis about why those examples support your answer. • Acuity Grammar • This is a short test specifically focusing on grammar skills, we would like all students to take this, however if there was one section that you did not get to, that would be alright.

22. Acuity Directions • Open Internet Explorer • From the BCHS Homepage select Important Links and Documents • Select Acuity • Log-in using your username, which is jpsstudent id and your password, which is your 6 digit birthdate • From the page What would you like to do today click Take Test. • Start with the Language Arts Form A test • Skip questions 6 and 27. • When you are done click Finish and report your score to the teacher

23. Due Today: Vocabulary of Vocabulary Friday, August 31, 2012 Walk-In: Turn in your Vocabulary of Vocabulary handout to the In-Box please. Learning Objective: • Students will demonstrate their understanding of Language Arts vocabulary. • Students will apply literary terms to a story in order to identify out the parts of a plot. Agenda: • Vocab of Vocab Quiz • The Sniper Plot Chart Homework: Finish Plot Chart

24. Setting: (where & when): Symbolism: Point of View: Protagonist:________ Antagonist:_________ Major Characters:__________ _____________________ _____________________ Minor Characters:__________ _____________________ Modified Plot Line Name ________________________ Period _________________ Date _________________ Title__________________________ Author_________________________ Theme Statement: Climax: Falling Action Resolution Conflicts: (Person vs. Person; Person vs. Society; Person vs. Nature; Person vs. Self, Person v. Fate) ___________________________________________ R i s i n g A c t i o n (Events) Resolution Exposition