Tag Archive for thinking maps

World Lit: Perspectives on Heritage, Day 3

February 5, 2018 / / No comments

Standard: 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.

Learning Target: I can analyze a poem and a short story for the authors’ use of literary devices to explain how specific stylistic choices support the development of tone and theme.

Opening Session: Profile: Alice Walker (she wrote the story we’re reading today)

Work Session: Today we’re continuing the story we started Friday, “Everyday Use” by Alice Walker. We will quickly review what happened yesterday, then finish reading the story. After we finish reading, we will complete the SIFT chart on page 85.

I also want to swing back to the poem we read on Monday and quickly reread that. Then, if we have time after doing that, we’re going to do the Venn diagram on page 86, comparing “My Mother Pieced Quilts” with “Everyday Use.” I mean, both are about quilts, right?

Keep these stories in the back of your mind, because you’ll be drawing on these sources for your second Embedded Assessment. And on that note, at this point I think it would be a good idea to unpack that assessment – let’s flip to page 107 and 108 in your text and go over the assignment and the rubric.

Closing Session: Share Out! What did you guys think of the story and poem?

VOCAB!

Week 4

  1. Organdies
  2. Artillery
  3. Taut
  4. Homely
  5. Tottering
  6. Tacky
  7. Sidle
  8. Dingy
  9. Furtive
  10. Clabber

Assessment: Informal – SIFT chart

Differentiation: Process (scaffolding), Interest

World Lit: Perspectives on Heritage, Continued, Again

August 24, 2017 / / No comments

Standard: 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.

Learning Target: I can analyze a poem and a short story for the authors’ use of literary devices to explain how specific stylistic choices support the development of tone and theme.

Opening Session: Profile: Alice Walker (she wrote the story we’re reading today)

Work Session: Today we’re continuing the story we started yesterday, “Everyday Use” by Alice Walker. We will quickly review what happened yesterday, then finish reading the story. After we finish reading, we will complete the SIFT chart on page 85.

I also want to swing back to the poem we read on Monday and quickly reread that. Then, if we have time after doing that, we’re going to do the Venn diagram on page 86, comparing “My Mother Pieced Quilts” with “Everyday Use.” I mean, both are about quilts, right?

Keep these stories in the back of your mind, because you’ll be drawing on these sources for your second Embedded Assessment. And on that note, at this point I think it would be a good idea to unpack that assessment – let’s flip to page 107 and 108 in your text and go over the assignment and the rubric.

Closing Session: Share Out! What did you guys think of the story and poem?

Assessment: Informal – SIFT chart

Differentiation: Process (scaffolding), Interest

American Lit: I Hear Osborne Singing

August 2, 2017 / / No comments

Standard(s):

ELAGSE.11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELAGSE.11-12.RL.2. 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 produce a complex account; provide an objective summary of the text.

ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Learning Target(s): ✓ I can cite evidence from a text in order to answer questions about theme and poetic language

Opening Session: (Required) Photo Gallery Walk or Collage: What do these photos have in common?
Work Session Read I Hear America Singing — Model and Mark the words used that contribute to imagery and tone

In Groups Read and mark the words that contribute to imagery and tone for I Too Sing America. Complete chart on pg 18.

*Differentiation Use a Double bubble map comparing/contrasting the two with SWDs or lower level readers

Go Over how to do a constructed response again. Use an exemplar from Day 2 as a model.

Closing: Answer Explanatory text question on page 18 as a Brief Constructed Response: What do the two poems mean in reference to singing?

Assessment Strategies: Formal: product assessment/writing

Write Your Own Monday!

May 9, 2016 / / No comments

Standard: W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: Students will examine cause and effect in their flood myths and then create their own flood myth.

Activator: Noah Trailer

Welcome to Friday, everyone! Did anyone see that Noah movie last year? Was it any good?

 

Anyway, today we’re going to do some readings of some myths. I’m going to give each of you a different story (if you’re following along at home or from ISS, you can use any story from this website), but they all have the same major plot point – there’s a big flood that kills (almost) everyone. However, even though these stories have the same main event, they have different causes that get them to that event, and different effects that occur as a result. To illustrate how the different causes and effects lead to or come from the same event, we’re all going to make a multi-flow map. Here’s your template:

mythcauseandeffect

Write down at least three causes of the flood in your story, and at least three effects from that flood. I’ll do an example on the board using the Noah’s Ark story we read yesterday in the textbook.

After you finish that, I want you to find one partner who shares at least one cause or one effect with you. For example, one of my causes is “People were not worshipping God” and one of my effects is “one family repopulated the world.” I need to go find a partner that has “People were not worshipping God” OR a partner that has “One family repopulated the world.”

Once you have your partner, I would like for you to work together to write a flood myth of your own creation. Here are your requirements!

  • Your myth must be at least 2 paragraphs long
  • You should set your myth in an ancient culture – Sumeria, Babylon, Ancient Egypt, Ancient Africa, Mali, the Aztec Empire, the Incan Empire, the Mayan Empire, a Pueblo town, a Navajo village, etc.
  • You should work with your partner to come up with at least 3 causes for your flood and at least 3 effects of your flood.
  • Be creative!!

I’ll give you a sheet to write your final copy of your myth on, with room for an illustration 🙂 You will have the rest of class to work on this, so make it good!

Gilgawednesday!

May 4, 2016 / / No comments

Standard: RL.9-10.4. 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).

Learning Target: Students will read the first half of The Epic of Gilgamesh selection from our text, and make a thinking map to explain who the main character is.

Activator: Star Trek? Really?

So, after watching our snazzy video today, we’re going to dive into reading Gilgamesh! Are you excited? YOU SHOULD BE!

Just in case any of you guys are reading from home or ISS or something, here is a link to the full text of Gilgamesh. We’re reading excerpts from this text in our book – you want to search in the PDF for The Battle with Humbaba, The Death of Enkidu, The Story of the Flood, and The Return.

Epic of Gilgamesh, Translated by N.K. Sandars

And today we’re going to read the first two of those sections, plus the prologue. Afterward, we’re going to talk about the things that make Gilgamesh into an archetypal hero. What’s that? Archetype?

ar·che·type/ˈärk(i)ˌtīp/

Noun:
  1. A very typical example of a certain person or thing.
  2. An original that has been imitated.

(vocab list, vocab list…)

Anyway, to discuss who and what Gilgamesh is, let’s make…dundunDUN!!! A THINKING MAP!!!!

I would like each of you to make a bubble map to explain who Gilgamesh is. That means you put Gilgamesh’s name in the center of the bubble map and write adjectives in the bubbles around it. All these adjectives should describe Gilgamesh. I want you to have at least five. For those of you that are new to this whole thinking map thing, here’s what a bubble map looks like:


Who doesn’t love ice cream?

Now, here’s the catch. For each of your adjectives, I want you to prove to me how you know this. And you’ll do so with evidence in the form of quotes from the story. For right now, go forth and make your bubble map and start finding your quotes. Tomorrow…the REAL work begins!!!

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