Archive for November 8, 2019



  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 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. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze 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. Georgia ELA

Learning Target
I can analyze why people believe in omens by reading an article so that I can understand the significance of omens in The Alchemist.

Opening Session
READING QUIZ!!! We will open each day of this reading with a short, 5 question quiz. Do these on your own paper and HANG ON TO THEM, because you will turn them all in together when we finish reading!
reading quiz to p21-47.docx

Work Session
Today we’re going to talk about omens, because they feature prominently in The Alchemist. Let’s start out with a little journal writing! Take about ten minutes to respond to the following prompt:
An omen is a sign of something that is going to happen in the future. You could have a bad omen, which means that something bad is going to happen, or a good omen, which is the opposite. What’s funny about omens is we often don’t recognize them until after the thing has happened! Write about a time when you saw an omen and it came true, or write about a time when something happened and you realized you had seen an omen beforehand.

After journaling and sharing, let’s read this article together using the SQPRRS strategy!

-Preview the text
-Look at the pictures/captions
-Read highlighted/ bold words
-Read headings/subheadings
-Think about what you are about to read
-Generate questions that we will be able to answer after we read (or look at questions on a test)
-Predict 1 to 3 things we will learn while reading
-With teacher
-With partner
-With a group
-Discuss which questions were answered
-Review which questions weren’t answered
-Eliminate questions that aren’t likely to be answered
-Develop new questions
-Continue surveying process
Summarize what we have learned
Sounds relatively easy, right? You can write up the SQPRRS on the back of your journal entry, and turn both in at the end of class.
(Extension: Class discussion, what are you superstitious about and why? What superstitions or omens do you take seriously, and which ones do you think are silly?)
superstitions article.docx

Closing Session
Continue your reading of The Alchemist to the end of page 71 🙂

Formative (reading quiz, journal discussion, SQPRRS)

Process (scaffolding), Interest (superstitions)