Week of October 14 Unit: Truth & Reality
October11
| Objective(s): | TLW respond to essay questions; TLW read a short story. TLW respond to study questions. TLW create a story map.TLW respond to a paradoxical question. TLW analyze point of view. TLW analyze irony. |
| TEKS: | Reading/Comprehension Skills 1.A-academic vocab; 5 (A) draw conclusions about genre/comparing irony and paradox(B) The student is expected to: make complex inferences about text and use textual evidence to support understanding Reading 7: Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works. Reading 8: Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. 16 Writing Persuasive Texts. A) Clear thesis B) Range of information D) Organized structure f) Range of appeals Listening and Speaking 26: Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. |
| ELPS/CCRS: | 2(B), 2(C), 2(E), 3(A)/CCRS 10 (A), 1(C), 2.A.4;(C), 3(C), 4(C), 1(D), 2(D) |
| Materials: | Workbook pages; textbooks |
| Instructional Strategies | |
| Monday | Pre-AP: Exercise on irony. Read Dave Barry article and analyze for irony. Homework: Literary Questions for “The Monkey’s Paw.” Complete and turn in on Wed. Short answer response questions for “The Monkey’s Paw” due tomorrow. |
| Periods 2-4-6-7: Warm-Up: Narrative perspective handout-practice deciding POV. Read and evaluate. Practice exercises. Write paragraph of analysis for Irony in “The Open Window.” Turn in for grade. (Beginning on Friday) Summarization practice exercise using Where the Wild Things Are. Homework: Complete short answer if did not finish in class. | |
| Tuesday | Pre-AP: Whole group discussion for “The Monkey’s Paw.” Students will create leveled questions. |
| Periods 2-4-6-7: Vocabulary Quiz for Unit #1. Read “Lamb to the Slaughter;” using Irony foldables, record examples of irony; assign analysis questions. Work on in class. Homework: Complete questions, due Thursday. | |
| Wednesday | Pre-AP: PSAT for a.m. classes. Work on analysis questions for “Paw.”/P.M. classes complete Ledbetter exercise on expanded moment. |
| Periods 2-4-6-7: Finish work on “Lamb.” Read “Edwurd Fudwupper” to prep for STAAR practice essay on lying (persuasive). Complete planning sheet. Finish planning sheet for homework. | |
| Thursday | Pre-AP:Paradoxical writing based on “The Monkey’s Paw.” Homework: Finish paradoxical chart. Read “The Sniper.” Complete Story board of selection. Due on Friday. |
| Periods 2-4-6-7: Period 2: Vocabulary quiz. Workbook pages on foreshadowing for “Paw.” Read “The Monkey’s Paw.” Complete comprehension questions/analysis of characters. (STAAR) | |
| Friday | Pre-AP: Read “The Open Window.” Compare/Contrast charts over two short stories. Students may select any of the stories read and complete the chart. |
| Periods 2-4-6-7: Continue with short answer response questions, analysis questions. Finish workbook packet (STAAR vocabulary), “The Monkey’s Paw”Homework: Test next Tuesday on “The Open Window” and “The Monkey’s Paw.” | |
| Assessment/Evaluation: | Oral discussion; analysis questions; tests; quizzes; handouts |
