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“The Dance”

“The Dance”. High Point , Level C, Unit 5. DAY 1. WARM-UP. DIRECTIONS: Copy and answer the following questions. How is your life different from when you were in elementary school? What new experiences have you had? What have you learned from them? Is growing up difficult or easy? Why?.

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“The Dance”

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  1. “The Dance” High Point, Level C, Unit 5 N. Melvoin, Markham MS

  2. DAY 1 N. Melvoin, Markham MS

  3. WARM-UP DIRECTIONS: Copy and answer the following questions. • How is your life different from when you were in elementary school? • What new experiences have you had? • What have you learned from them? • Is growing up difficult or easy? Why?

  4. TODAY’S OBJECTIVES You will be able to… • Understand the meaning of vocabulary terms and use them in context • Recognize characterization • Compare literary works and respond to literature

  5. Theme 2 N. Melvoin, Markham MS

  6. THEME 2: Moving Forward • Students get to know others who have moved forward by knowing what was most important in their lives.

  7. GUIDING QUESTIONS DIRECTIONS: Answer the following in your groups. • Think about the people close to you. What can you learn from them? How does this keep you moving forward? • What types of experiences or ideas in someone’s past might keep him or her from moving forward? • Why might it be difficult to let go of something in your past?

  8. KEYPOINT #1 • As we go through life we will face both physical and emotional changes. Physical changes may include moving, changing schools or jobs, illness, aging, and death. Emotional changes may include grief, joy, love, anger, and jealousy. The people close to us can teach us valuable lessons to keep us moving forward in our lives.

  9. KEYPOINT #2 • Sometimes we believe that we have limited abilities and cannot move forward. We may have failed at something and are afraid to try again. Or, a cultural belief may stop us from going forward.

  10. KEYPOINT #3 • Some things from our past make us feel safe because we are familiar with them. When we are faced with a new, unknown situation, we might feel uncomfortable and unsure about ourselves, so we are hesitant about letting go of the past.

  11. BUILD LANGUAGE AND VOCABULARY • Please turn to page 326 of your TEXTBOOK. • View the photograph and then read the poem. • What do they tell about growing up and maturing?

  12. “The Dance” High Point, Level C, Unit 5 N. Melvoin, Markham MS

  13. SELECTION INFORMATION • TITLE: “The Dance” • AUTHOR: Judith Ortiz Cofer • Judith Ortiz Cofer was born in Puerto Rico and moved to New Jersey when she was young. In addition to her fictional stories about life in the barrio, she writes about her family. She has won numerous awards for her writing.

  14. GENRE • REALISTIC FICTION: Literature about imaginary characters who really could exist and imaginary events that could actually happen.

  15. THEME CONNECTION • This selection tells how the people of the Oklahoma Panhandle sought to triumph over adversity during tough times in the 1930s.

  16. SELECTION SUMMARY • Yolanda’s mother has a new man in her life, Don José. Although Don José makes her mother very happy, Yolanda worries that her dead father has been forgotten. Yolanda struggles to accept that she and her mother might move forward and have a normal life again.

  17. PURPOSE FOR READING As we read, we will: • Find out what Yolanda dislikes about Don José. • Find out what Yolanda is worrying about. • Find out whether Yolanda changes her opinion of her mother’s new relationship.

  18. SELECTION VOCABULARY N. Melvoin, Markham MS

  19. 1. admit • agree that something is true

  20. 1. disappointed • unhappy that something did not happen

  21. 3. fascinated • charmed, interested greatly in something

  22. 4. mature • become fully grown or developed

  23. 5. miserable • very unhappy

  24. 6. radiant • beaming with joy

  25. 7. serious • having deep and sincere feelings

  26. 8. stupor • dazed condition, not knowing fully what is happening

  27. 9. widow • woman whose husband has died

  28. PRACTICE! • Please turn to page 159 of your PRACTICE BOOK.

  29. READING STRATEGY HOW TO RECOGNIZE CHARACTERIZATION • Look for descriptions of the character’s physical appearance and personality. • Ask yourself how the character thinks, feels, and acts. • Think about the character’s dialogue. What does it tell you about the character? • Read what others think and say about the character.

  30. HOW TO RECOGNIZE CHARACTERIZATION • Transparency 79

  31. LITERARY ANALYSIS MINILESSON RESPONSE TO LITERATURE • Your response to literature is how you feel about the characters’ experiences and the author’s message. Your response is based on your experiences, feelings, and opinions.

  32. PRACTICE! • Please turn to page 160 of your PRACTICE BOOK.

  33. PREVIEW READING SELECTION • Please turn to page 329 of your TEXTBOOK.

  34. DAY 2 N. Melvoin, Markham MS

  35. WARM-UP DIRECTIONS: Please write the definitions of the following vocabulary words. • admit • disappointed • fascinated • mature • miserable

  36. TODAY’S OBJECTIVES You will be able to… • identify flashback in a text

  37. LITERARY ANALYSIS MINILESSON FLASHBACK • A flashback is an interruption in the action of a story to tell about something that happened earlier. Phrases like “he remembered” or “that reminds me,” may introduce a flashback.

  38. PRACTICE! • Please turn to page 161 of your PRACTICE BOOK.

  39. LET’S READ! • Please turn to page 329 of your TEXTBOOK.

  40. BEFORE YOU MOVE ON… • Please answer the questions on pages 331 and 333 of your TEXTBOOK.

  41. DAY 3 N. Melvoin, Markham MS

  42. WARM-UP DIRECTIONS: Write the definitions of the following vocabulary words. • radiant • serious • stupor • widow • mature

  43. TODAY’S OBJECTIVES You will be able to… • write the correct progressive form of a verb • orally elaborate on information about the text using compound and complex sentences

  44. GRAMMAR MINILESSON PROGRESSIVE FORMS OF VERBS • Progressive forms of verbs describe actions that continue over a period of time—in the present, past, or future. • They use a form of the helping verb be plus a present participle. • EXAMPLE: I am dancing now. • EXAMPLE: I have been dancing for 11 years.

  45. PRACTICE! • Please turn to page 163 of your PRACTICE BOOK.

  46. LET’S READ! • Please turn to page 334 of your TEXTBOOK.

  47. READING STRATEGY: CHARACTER MAP • Transparency 81

  48. LANGUAGE ACQUISITION ASSESSMENT • FUNCTION: Elaborate • LANGUAGE STRUCTURES: Compound and Complex Sentences (with Relative Clauses) • ASSESSMENT: Review your character maps and paragraphs. Tell me in one sentence about the character you chose, and whether that character is like anybody you know. • USE: coordinating conjunctions, subordinating conjunctions, relative pronouns • VOCABULARY: responsible, miserable, mature, admit, widow, disappointed

  49. LANGUAGE ACQUISITION ASSESSMENT RUBRIC

  50. BEFORE YOU MOVE ON… • Please answer the questions on page 335 of your TEXTBOOK.

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