Tag Archive for a few words you’re going to have to look up

AP Lang: Money and the American Dream

Standard: ELAGSE11-12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target: I can analyze multiple texts to identify the development of a recurring idea or theme.

Opening Session: Kanye West – Gold Digger

Work Session: Today it’s all about the benjamins – MONEY. Let’s start out by reading the series of quotes about money on page 81 in the American Lit springboard textbook. Any of these you particularly agree or disagree with? Why or why not?

After we discuss the quotes, let’s look at this poem, “Money,” by Dana Gioia. What do you think of this poem? It’s almost entirely made of idioms, or figures of speech, about money. There are quite a few, as you can see!

Next up, we will read this scene from A Raisin In The Sun. I’ll take a volunteer to be Mama, one for Ruth, and one for Walter. What are these characters’ attitudes towards money?

Finally, we’re going to put all our readings together (synthesize) and do the argumentative writing prompt on page 86 in your text: “Express a personal attitude towards money, incorporating quotations from one of the quotes about money, a line from the poem, and a statement from the excerpt of A Raisin In The Sun as either support for your position or a counterclaim that you take issue with.”

You’ll have the remainder of class to write this!

Closing Session: VOCAB QUIZ!!!!!

Assessment: Formative – class discussions, Formal – vocab quiz

Differentiation: Process – scaffolding

World Lit: How Old Holly Came To Be

Welcome, 2nd block! I won’t see 1st block today, so we’re going to be doing a little one-shot lesson on one of my favorite stories 🙂

Standard:

  • 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.)
  • ELAGSE9-10RL5 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.

Learning Target: I will analyze the short story “How Old Holly Came To Be,” considering the author’s choices of words and text structure, determining how these things cumulatively shape the meaning of the story.

Activator: This is the author of the short story we’re going to read today, Patrick Rothfuss, reading an excerpt from his novel, The Wise Man’s Fear. The novel is set in the same world as the short story we’re going to read today.

Work Session: Today we’re reading a story called “How Old Holly Came To Be” by Patrick Rothfuss. The story is fantasy, but it reads similarly to the mythology or traditional Biblical stories we’ve read in class. This story is set in the same universe as The Name of the Wind (we did a book talk about that one, remember?) and The Wise Man’s Fear (from today’s daily video). Fortunately, however, you don’t need to be familiar with the world to understand the story. We will read it together as a class.

After our reading, I have a chart and a set of questions for you all to answer. You’ll have until the end of class to work on these, and then we will come back together as a class and discuss.

 

  1. Examine all the parts of the story that are considered “good,” “bad,” “both,” or “neither.” List them on the chart below, along with the paragraph where the story says that. Keep in mind that some things may appear more than once, and may change category as the story goes on. (DOK1)
Category Good Bad Both Neither
Element from the story Example: Warm sun (1)
  1. Who is the protagonist of the story? What makes them the protagonist? (DOK2)
  1. Who is the antagonist of the story? What makes them the antagonist? (DOK2)
  1. What is the tone of this story? How does the tone change from the beginning of the story to the end? Why do you think the author chose to shift the tone that way? (DOK3)
  1. Why do you think the author chose to structure the story how he did? Does the story remind you of any other stories you’ve read? (DOK3)

Closing Session:  Let’s discuss as a class: What things on the chart moved around? Why do you think they changed? What was the “turning point” in the story where things moved from one column to another?

Assessment: Questions and chart will be used to remediate a previous grade.

Differentiation: Learning style (auditory, visual); process (annotated text)

CardinalCon: Dungeons, Dragons, and You

Welcome to CardinalCon!

Standard: 

  • ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • ELAGSE9-10RL3 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.
  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • ELAGSE9-10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.
  • ELAGSE9-10L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
  • ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • ELAGSE9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language Standards 1 and 3 for specific expectations.)

Learning Target: I can use the Dungeons and Dragons v3.5 Player’s Handbook to create a complex fantasy character, which I can use to collaboratively write a fantasy story with my peers.

Opening Session: I’d like to read to you a few pages of some published fantasy stories, each of which’s author cites Dungeons and Dragons as inspiration for their work.

  • The Way of Shadows by Brent Weeks
  • The Warded Man by Peter V. Brett
  • The Name of the Wind by Patrick Rothfuss
  • Dragons of Autumn Twilight by Margaret Weis and Tracy Hickman

Work Session: So WELCOME to CardinalCon! You’re here because you wanted to learn more about the Dungeons and Dragons fantasy Role Playing Game, so let’s get started! I’m going to cover the following things about D&D, then you will get a chance to create your very own character!

  • Stuff you need to play: books, dice, pencil and paper, and friends
  • How to play: The Core Mechanic
  • D&D 3.5 PHB character races
  • D&D 3.5 PHB character classes

After we discuss each of these, I want you to decide with your table what character class you would all like to create. Everyone at the table needs to do the same class, and no two tables can do the same class (this has nothing to do with the game rules [although a balanced party is nice], it’s just because of the materials I have available to me. Namely, copies of the book!). Then, we will begin character creation!

  1. Decide on a character concept. This is a basic idea of what you want your character to be. Do you want to be an accomplished assassin? A weapons master? A prophet or seer? A mage who blows stuff up? An expert archer?
  2. Roll StatsWe will use the standard rolling method, 4d6 drop the lowest. Your stats will range from 3 to 18, with most of them falling around 8-16.
  3. Assign stats to your abilities and calculate your ability modifiers: Subtract 10, divide by 2, round down.
  4. Choose a race for your character: Human, Dwarf, Elf, Gnome, Half-Elf, Half-Orc, or Halfling. Apply racial modifiers to your abilities if needed.
  5. Grab the packet at your table and your character sheet and begin filling it in. I’ll walk around the room and help tables find the information for all your boxes.
  6. Calculate and assign skill points.
  7. Choose feats.
  8. Roll starting gold, then select and buy gear.
  9. Fill in your attacks and armor.
  10. Choose spells if you are playing a caster.

This will all be customized to YOU and what you want YOUR CHARACTER to be! As I move around the room to help, you might find yourself waiting for someone to answer a question before you can move on. When that happens, use the time to think of your name, age, gender, height, weight, eye color, hair color, and skin tone. All of these things are completely up to you (and the race you chose – you cannot have a six-foot Gnome). You can also start doodling or sketching a picture of your character, if you wish.

Closing Session: After we get our characters finished, let’s take a moment to go around the room and introduce our characters to one another! I’m so excited to hear whom you’ve come up with!

Assessment: Students may take their character sheets back to their home teacher to receive credit for the day.

Differentiation: Process (scaffolding), Interest

How Old Holly Came To Be

Standard:

  • 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.)
  • ELAGSE9-10RL5 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.

Learning Target: I will analyze the short story “How Old Holly Came To Be,” considering the author’s choices of words and text structure, determining how these things cumulatively shape the meaning of the story.

Activator: This is the author of the short story we’re going to read today, Patrick Rothfuss, reading an excerpt from his novel, The Wise Man’s Fear. The novel is set in the same world as the short story we’re going to read today.

Work Session: Welcome to Wednesday! Today we’re starting a run of 4 stand-alone lessons on short stories. Each of these days we will have an assignment, and if you do the assignment and turn it in, I’ll kill a 0 in the gradebook for you. On that note, each of these days will focus on different standards, so those will correlate to the zeroes I replace.

SO! Let’s get started on day 1! This first story is called “How Old Holly Came To Be” by Patrick Rothfuss. The story is fantasy, but it reads similarly to the mythology or traditional Biblical stories we’ve read in class. This story is set in the same universe as The Name of the Wind (we did a book talk about that one, remember?) and The Wise Man’s Fear (from today’s daily video). Fortunately, however, you don’t need to be familiar with the world to understand the story. We will read it together as a class.

After our reading, I have a chart and a set of questions for you all to answer. You’ll have until the end of class to work on these, and then we will come back together as a class and discuss.

 

  1. Examine all the parts of the story that are considered “good,” “bad,” “both,” or “neither.” List them on the chart below, along with the paragraph where the story says that. Keep in mind that some things may appear more than once, and may change category as the story goes on. (DOK1)
Category Good Bad Both Neither
Element from the story Example: Warm sun (1)
  1. Who is the protagonist of the story? What makes them the protagonist? (DOK2)
  1. Who is the antagonist of the story? What makes them the antagonist? (DOK2)
  1. What is the tone of this story? How does the tone change from the beginning of the story to the end? Why do you think the author chose to shift the tone that way? (DOK3)
  1. Why do you think the author chose to structure the story how he did? Does the story remind you of any other stories you’ve read? (DOK3)
  1. Look in our textbook on p. 38: “Genesis 1-3: The Creation and the Fall.” Read this story and write a paragraph analyzing the similarities and differences in the stories. What is the tone of each? Who are the protagonist and antagonist in each? Do you think that the author of “Old Holly” was inspired by “Genesis 1-3”? (DOK4)

Closing Session:  Let’s discuss as a class: What things on the chart moved around? Why do you think they changed? What was the “turning point” in the story where things moved from one column to another?

Assessment: Questions and chart will be used to remediate a previous grade.

Differentiation: Learning style (auditory, visual); process (annotated text)

Metamorphowednesday

Standards

  • RL.9-10.6 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.

Activator

Franz Kawhat?

Learning Target

I will analyize the cultural experience of Franz Kafka as I begin to read The Metamorphosis and reflect thoughtfully on why Kafka wrote the story.

Work Session

Today we’re going to start reading our Big Reading for this unit, but FIRST we’re continuing with our nonfiction reading. Whoohoo! We’re starting off with an article that’s appropriately titled “What makes a monster scary?” You’re gonna SQUEEPERS again!!! When you get to the R for reading, I want you to read the article I give you in any way you choose (you may read silently then discuss with a partner, alternate paragraphs reading aloud, have one person read aloud to the other, whatever you like). After you’ve finished reading the article, consider the definitions you wrote yesterday and work with a partner or alone to revise your definitions into a new one.

Your end product should be a 2-3 sentence concise definition that accurately explains what it means to be a monster. Yes, I’m grading it this time.

After we finish with this article, we’re going to start reading our Big Reading for this unit. This is a story entitled “The Metamorphosis” by Franz Kafka. We watched a summary video of it at the beginning of class, but for simplicity’s sake let me give you a two-word run down of this story. It is 1.) Long and 2.) Complicated.

Excited yet? We’re going to listen to me read aloud for the first half of Part I of the story. That’s page 1066-1072 in our book, stopping at the end of the first paragraph on 1072. I would like for you to follow along in your book while you’re listening to me. If you’re reading online, you’re reading to the sentence “his sister began to cry.” We’re doing a bit of “I do, we do, you do” with this story. I’ll read part I aloud, we’ll read part II together, and part III you will read on your own 🙂

This is a VERY hard text, guys. So we’re going to run through it very slowly and carefully and do a lot of checks for understanding. I hope you enjoy the story! :)

Closing Session

Ticket out the door: 3 things you liked about the story, 2 things you didn’t like, and 1 question you still have.

Assessment

TOTD to check for understanding, definition of the word monster.

Differentiation

Students may read with their partners in any way that works best for them, differentiated/simplified texts, use of audio recording.