BELL WORK 10-14 Begin reading The Legend of Sleepy Hollow.
Slide 4
WWILT? 10-14 CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of
the authors choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices
concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
Slide 5
AGENDA 10-14 Bell work Class discussion Lecture Group work
Homework Exit ticket
Slide 6
HOMEWORK 10-14 Continue reading TLSH and begin filling out the
style analysis chart.
Slide 7
EXIT TICKET 10-14 Name three elements of style
Slide 8
BELL WORK 10-15 get in your groups and begin discussing your
style analysis charts for the Devil and Tom Walker.
Slide 9
WWILT? 10-15 CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of
the authors choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices
concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
Slide 10
AGENDA 10-15 Bell work Group work Class discussion Lecture
Group work Homework Exit ticket
BELL WORK 10-17 Get in your groups and continue reading
TLSH
Slide 14
WWILT? 10-17 How to analyze style CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the authors choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is
set, how the action is ordered, how the characters are introduced
and developed). CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors
choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
Slide 15
AGENDA 10-17 Bell work Group work (20 min) Lecture (7 min)
Homework Exit ticket
Slide 16
20 MINUTE SAND TIMER 20 minutes End
Slide 17
HOME WORK Write a style anaylsis paragraph.
Slide 18
BELL WORK 10-20 Finish style analysis paragraph for TLSH. Once
you have finished, begin looking over the Characteristics of
Romantic Literature
Slide 19
10 MINUTE SAND TIMER 10 minutes End
Slide 20
WWILT? 10-20 How to analyze style (Romantics)
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors
choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices
concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
Slide 21
AGENDA 10-20 Bell work Romantic Literature Notes Group work
Homework (if needed)
Slide 22
HOME WORK 10-20 Finish style analysis paragraph using Romantic
Elements Analysis Chart.
Slide 23
BELL WORK 10-21 Continue working on the Romantic Elements
Chart
Slide 24
WWILT? 10-21 CCSS.ELA-Literacy.RL.11-12.5 Analyze how an
authors choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice
to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact. How
to analyze the Romantic style
Slide 25
AGENDA 10-21 Bell work Group work- romantic elements chart
Individual practice- romantic style paragraph Homework- read and
annotatea A Tell Tale Heart for elements of style and romantic
characteristics
Slide 26
TIMED WRITE Write a 4 paragraph essay analyzing the style of
The Tell Tale Heart and what the style elments add to the text. You
must analyze one of the 15 elements of style and one of the 6
Romantic elements. You will need one quote for each.
Slide 27
BELL WORK 10-27 Begin reading The Black Cat
Slide 28
WWILT? 10-27 CCSS.ELA-Literacy.RL.11-12.5 Analyze how an
authors choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice
to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact. How
to analyze the Romantic style
Slide 29
AGENDA 10-27 Bell work Continue reading TBC Work on style
analysis chart Homework: finish reading the story and write a
romantic style paragraph fot TBC Exit ticket:: what element of
romantic literature is most prevelant in The Black Cat?
Slide 30
BELL WORK 10-28 Write down some lessons that would be learned
from TBC
Slide 31
WWILT? 10-28 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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
Slide 32
AGENDA 10-28 Bell work Discuss theme and theme rules Homework:
?? Exit ticket: what theme rule do you think will be the hardest to
follow
Slide 33
THEME main idea or an underlying meaning of a literary work
that may be stated directly or indirectly Ex. Love Betrayal Fear
Death Jealousy
Slide 34
THEME STATEMENTS Ex People create their own beliefs in reaction
to personal experience. A child's sense of identity is formed
through interaction with others.
Slide 35
NO CLICHES *Any overused saying is not an option for your theme
statements. Think originally! Bad examples: a) One shouldnt judge a
book by its cover. b) What goes around comes around c) Treat others
as you would want to be treated.
Slide 36
NO COMMANDS *If your theme is a command, then it has an implied
you. Bad examples: a) Never be greedy. (it is saying YOU never be
greedy.) b) Dont take life for granted. c) Always appreciate what
you have. d) Choose wisely.
Slide 37
NO CONFUSION *Dont be vague on your theme. Make it specific and
leave out words with THING (something, anything, etc) Bad examples:
a) Honesty is everything(What is everything?) b) Selfishness can
make people do something they don't want to do. (What wouldnt they
want to do?) c) Jealousy can lead to a bigger problem. (What
problem?) d) Life is tough. (What about life is tough?)
Slide 38
GROUP WORK In your group, come up with two theme statements for
TBC write them on long paper
Slide 39
Slide 40
EXIT TICKET 10-28 Write one thing you understand about theme
now and one thing you still have questions about
Slide 41
BELL WORK 10-29 Look over theme handout
Slide 42
WWILT? 10-29 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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.
Slide 43
AGENDA 10-29 Bell work Go over theme handout Finish theme
statements for TBC No homework Exit ticket: what do you still not
understand about theme statements?
Slide 44
COMPOSING A THEME STATEMENT What is the subject about? Why is
the topic an important issue? Who does the topic involve? How does
the topic affect the average person? What problems or issues arise
because of this topic? How does the topic affect the way society
functions?
Slide 45
HOMEWORK 10-29 Write your second theme paragraph
Slide 46
EXIT TICKET 10-29 What do you still have questions about
regarding theme paragraphs?
Slide 47
BELL WORK 10-30 Finish theme statements and locate textual
evidence for one of your themes
Slide 48
WWILT? 10-30 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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.
Slide 49
AGENDA 10-30 Bell work Annotate for theme Theme paragraphs
Homework: finish annotating for your chosen theme and how it is
developed Exit ticket: write the theme statement you are annotating
for in TBC
Slide 50
BELL WORK 10-31 Determine what techniques are used to develop
your theme
Slide 51
WWILT? 10-31 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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.
Slide 52
AGENDA 10-31 Bell work How themes develop Writing theme
paragraphs
Slide 53
HOMEWORK 10-31 finish the style analysis chart for Nature and
write style paragraph
Slide 54
EXIT TICKET 10-31 Pick a style word that was not discussed from
your new list and tell me why it does or does not apply to
Nature
Slide 55
BELL WORK 11-1-14 Turn in your homework to the inbox
Slide 56
WWILT? 11-1-14 Target- analyzing theme
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or
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.
Slide 57
AGENDA 11-4-13 Bell work Theme statement review Timed write
info
Slide 58
DISNEY THEMES In The Little Mermaid, the audience learns that
ignoring parents advice only leads to happy endings. Areials father
forbids her to return to the surface In Snow White, the audience
learns not to be afraid to accept food from complete (and rather
sinister) strangers. In Peter Pan the audience learns that if
someone breaks into your room, dont be afraid! Hell make a fabulous
adventure buddy.
Slide 59
DISNEY THEMES In Aladdin the audience learns that lying never
ends badly. In The Princess and the Frog, the audience learns that
it is only ok to marry for money if you are a guy. In The Princess
and the Frog, the audience learns that black people, including
royalty, are only happy if they are poor, serving people, or
musicians. In Snow White and Sleeping Beauty the audience learns
that consent does not matter as long as the man claims it was true
loves kiss.
Slide 60
THEME PAPER Intro- broad to narrow Thesis should be theme
statement and how it builds. Attention Grabber/pick up line Thesis
statement
Slide 61
BODY Body 1- how theme is introduced (1 quote) Body 2- how
theme builds (2 quotes)
Slide 62
CONCLUSION Narrow to broad Reworded Thesis Statement Call to
Action/ Universal statement
Slide 63
HOMEWORK 11-1-14 Do whatever you need to do to prepare for
uyour timed write tomorrow Prompt: Discuss a theme for The Black
Cat and how it builds throughout the story.
Slide 64
WWILT? 11-6-14 CCSS.ELA-Literacy.RL.11-12.2 Determine two or
more themes or 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.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors
choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
Slide 65
AGENDA 11-6-14 Bell work Review Last nights reading Dark
Romantic Elements What to annotate Homework: reaad ch 4-5
Slide 66
DONT FORGET ABOUT D.R.E. Did not believe in innare goodness
Explored human capacity for evil Probed inner life of
characteristics Explored motivations for human actions Agreed with
emphasis on emotion, nature, and individual Included elements of
fantasy and supernatural
AGENDA 11-7-14 Quiz Review last nights reading Class discussion
Homework: read chapter 6 over the weekend
Slide 70
BELL WORK 11-12 Pick up a TSL Paper Packet and look through
it.
Slide 71
WWILT? 11-12 CCSS.ELA-Literacy.RL.11- 12.2 Determine two or
more themes or 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.
Slide 72
READING REVIEW 11-12 In your groups, be ready to share the best
examples of the given annotations. 5 minutes End
Slide 73
COMPOSING A THEME STATEMENT What is the subject about? Why is
the topic an important issue? Who does the topic involve? How does
the topic affect the average person? What problems or issues arise
because of this topic? How does the topic affect the way society
functions?
Slide 74
READING REVIEW 11-12 In your groups, be ready to share the best
examples of the given annotations. 5 minutes End
Slide 75
1. Create a theme statement for ch 1-15 of TSL 2. Make sure you
include a quote that supports it 3. Write your theme on a long
sheet of paper and put it on the board with magnets 4. Be ready to
properly analyze your quote 5. Group Roles 6. 1. recorder/ writer
7. 2. speaker 8. 3. Researcher 9. 4. task manager/ supervisor 10
minutes End
Slide 76
GET YOUR MIND RIGHT!!! 3 minutes End
Slide 77
WWILT? 11-13 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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. CCSS.ELA-Literacy.RL.11-12.3 Analyze the
impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and
developed).
Slide 78
AGENDA 11-13 Quiz Finish Themes from yesterday Reading review
(if time) Character analysis group work (for paper) Homework: read
ch. 14-15 Exit ticket: On a scale of 1-5, 5 being the most
confident, how confident are you in your ability to complete the
character analysis chart on your own?
Slide 79
1. Complete the given section of the character analysis chart
of your assigned character 2. Write it on long paper and put it on
the board with magnets. 3. Group Roles 4. 1. recorder/ task manager
(writes and keeps up with time) 5. 2. speaker (presents) 6. 3.
Researcher (finds quote) 7. 4. Analyzer (provides analysis and
theme #) 10 minutes End
Slide 80
BELL WORK 11-17 Read over the weekly syllabus and get your
paper packet out
Slide 81
WWILT? 11-17 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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. CCSS.ELA-Literacy.RL.11-12.3 Analyze the
impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and
developed).
Slide 82
AGENDA 11-17 Go over weekly syllabus Style analysis group work
(for paper) Homework: read ch. 16-17 Exit ticket: On a scale of
1-5, 5 being the most confident, how confident are you in your
ability to complete the style analysis chart on your own?
Slide 83
1. Complete one section of the DRE Analysis chart. 2. Write it
on long paper and put it on the board with magnets. 3. Group Roles
4. 1. recorder/ task manager (writes and keeps up with time) 5. 2.
speaker (presents) 6. 3. Researcher (finds quote) 7. 4. Analyzer
(provides analysis and theme #) 10 minutes End
Slide 84
PRESENTATION 1. read theme statement Tell what DR element you
are doing Provide quote Properly Analyze quote
Slide 85
5 MINUTES 5 minutes End
Slide 86
3 MINUTES 3 minutes End
Slide 87
WWILT? 11-18 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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. CCSS.ELA-Literacy.RL.11-12.3 Analyze the
impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and
developed).
Slide 88
AGENDA 11-18 Reading review Dre 1-15 chart
Slide 89
READING REVIEW 11-18 In your groups, be ready to share the best
examples of the given annotations. 5 minutes End
Slide 90
SOCRATIC SEMINAR TOPICS What does sin/guilt do to a person? Can
we/should we be forgiven the sins of our past? Is it natural to
condemn other humans for their flaws? What are the effects of this?
What is the result of being shunned or exiled from a society? Do we
always want back in?
Slide 91
AGENDA 12-2 Bell work 5 min Class discussion on writing
assessment information 10 min Lecture on TCAP writing and how to
write an analytic summary 25 min Home work 5 min
Slide 92
BELL WORK 12-1 Get your timed write from Tuesday and circle
your best body paragraph
Slide 93
WWILT 12-1 CCSS.ELA-Literacy.RL.11-12.2 Determine two or more
themes or 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. CCSS.ELA-Literacy.RL.11-12.3 Analyze the
impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and
developed).
Slide 94
AGENDA 12-1 Bell work What did I miss? TSL paper instructions
Work on rough drafts HW: finish introduction and first body
paragraph
Slide 95
BELL WORK 12-8-14 Start looking over Transcendentalism
notes
Slide 96
WWILT? 12-8-14 CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact
of the authors choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
Analyzing the Transcendentalist style
Slide 97
AGENDA 12-4-14 Bell work Review Walden reading assignment Class
discussion on first part of Walden Transcendentalism notes Annotate
for Transcendentalism in story HW: Finish reading and annotating
Walden Exit Ticket: What element of Transcendentalism will be the
easiest to identify for you?
Slide 98
TRANSCENDENTALISM 1. Believed in living closer to nature
(Thoreau) 2. Believed in the dignity of manual labor (Thoreau) 3.
Saw the need for intellectual companions and interests (Brook Farm,
Margaret Fuller, The Dial) 4. Emphasized the need for spiritual
living 5. Considered man's relationship to God a personal matter
established directly by the individual himself 6. Posited, assumed
as fact, the essential divinity of man (versus Calvinism's tenet of
innate depravity)
Slide 99
TRANSCENDENTALISM CONT. 7. Urged one great brotherhood (the
Oversoul, the unity of all things) 8. Proposed self-trust and
self-reliance 9. Believed in democracy and individualism 10.
Encouraged reform (to awaken and regenerate the spirit) 11.
Insisted on a complete break with tradition and custom 12. Know
through intuition
