1. Activities: -State Diagnostic Test -Brainstorm the difference between Truth and Reality and create a Venn Diagram -Read “The Monkey’s Paw” You Will Be Able To… Complete the state diagnostic test HOMEWORK: -Truth v. Reality Venn Diagram -Read “The Monkey’s Paw” pg. 33-42

2. 1.Place your test AND bubble sheet on the podium in the front of the room 2.Get a manila folder and decorate it. a.Include your name on the tab b.Make it colorful c.These will be used to store your signed syllabus, good and bad work, etc. 3.Truth vs. Reality (on your own paper): a.Using a dictionary (on black file cabinet in front of room) write the definition for the words TRUTH and REALITY b.Create a Venn Diagram to outline the differences between truth and reality. i.You should have 3 differences on each side and 3 similarities MINIMUM 4.Begin reading “The Monkey’s Paw” pg. 33 in textbook a.You should finish this for homework. b.BE READY TO DISCUSS ON WEDNESDAY! WHEN YOU FINISH YOUR TEST…

3. 10 th Grade Unit 1 SHORT STORIES

4.  Put your essay and questions on the podium.  Take two sticky notes (if you do not have index cards)  On an index card (or your sticky notes), write one characteristic of “truth”  On your OTHER index card (or sticky note), write one characteristic of “Reality”  Keep at your desk until everyone is finished. (do something quietly when you are done with EVERYTHING)  Yes… music is ok. No, texting is not. WHEN YOU FINISH WRITING…

5. You Will Be Able To… -Complete the state diagnostic writing test -Use context as a clue to the meaning of a word or phrase Activities… -State diagnostic writing test -Truth vs. Reality Discussion -Context Clues lesson -Context Clues Practice Homework: Complete the context clues practice work; finish reading The Monkey’s Paw if you didn’t last class

6. Unit 1 Day 1 CONTEXT CLUES

7.  Make up two words. They can be completely nonsensical and should NOT be real.  One must be a noun (person, place, thing, or idea).  The second should be a verb (an action)  Write a sentence for each word(2 total) that will help us determine the words’ meanings. “DO NOW”: TRY THIS

8.  help us define unfamiliar, difficult words in texts.  help us to become better, perceptive readers.  come in handy during tests when a dictionary or the internet is not available to us. CONTEXT CLUES:

9.  In the same sentence as the difficult, unfamiliar word.  In the same paragraph or passage as the unknown word. Context clues can be in the sentences following the word, for example.  They are called context clues, because they are found in the “context” of the sentence or passage. WHERE ARE CONTEXT CLUES FOUND?

10.  The unfamiliar word is directly defined in the sentence in which it appears.  Definitions are usually set off by commas or dashes, and may include the use of the words, as, or, that is, and in other words.  Example: Apples, red fruits that grow on trees, are my teacher’s favorite food. CONTEXT CLUE NUMBER 1: DEFINITION

11.  The unfamiliar word is defined by using the word’s opposite or contrasting meaning.  This type of context clue usually includes the words: whereas, unlike, as opposed to, however, in contrast to, but, on the other hand.  Example: Unlike Jen, who was easygoing, Jackie was fastidious. CONTEXT CLUE NUMBER 2: ANTONYM OR CONTRAST

12.  Words with similar meanings are used within the same sentence, or around the unfamiliar word  Example: Santa Clause was so portly that his doctor declared him overweight. CONTEXT CLUE NUMBER 3: SYNONYM OR RESTATEMENT

13.  Word meanings are not directly stated in the text, but definitions of unfamiliar words can be assumed by both prior knowledge and the context in which the word sits.  Example: She was so famished that people felt sorry for her, and gave her food to eat. CONTEXT CLUE NUMBER 4: INFERENCE

14.  Synonym  Antonym  Inference  Definition REMEMBER: S.A.I.D.

15. Directions: Read the following sentences and define the bolded word based on the context clue. Then identify which of the four types of clues is used. 1.The girl who used to be very vociferous doesn’t talk much anymore. 2.Pedagogical institutions, including high schools, kindergartens, and colleges, require community support to function effectively. 3.He was so parsimonious that he refused to give his own sons the few pennies they needed to buy pencils for school. It truly hurt him to part with his money. 4.His pertinacity, or stubbornness, is the cause of most of his trouble. 5.Rather than be involved in clandestine meetings, they did everything quite openly. DO THIS FIRST…

16.  Complete Exercise 1 on the Context Clues Practice Exercises Worksheet  Due next class  This should be done ON YOUR OWN!  Bring your binder WITH dividers. We will organize them on MONDAY! CLASSWORK/HOMEWORK

17. Unit 1 Day 2 PLOT MAPPING

18. Activities… -“Do Now” -Plot Mapping Notes -Plot Mapping Example -Plot Mapping Classwork You Will Be Able To… -Review how to use context as a clue to the meaning of a word or phrase -Identify main and supporting ideas, setting, climax, etc.

19. You have 3 minutes to talk and hang out. When the music stops, you need to get in your seat and be ready to work (AKA – stop talking)

20.  Complete Exercise Two on the Context Clues Practice Exercises Worksheet  Get the worksheet from the podium in the front of the room.  Once complete, keep worksheet at your desk. Be ready to go over it with the class. DO NOW – 10 MIN. REMINDER: If you were absent, check your mailbox to get your makeup work!

21.  Plot is the literary element that describes the structure of a story.  It shows the causal arrangement of events and actions within a story. PLOT:

22.  Chronological order  Flashback  In media res – “ in the middle of things;” when the story starts in the middle of the action without exposition TYPES OF LINEAR PLOTS

23.  The most basic and traditional form of plot is pyramid -shaped. PYRAMID PLOT STRUCTURE

24.  Exposition: the start of the story, the situation before the action starts  Rising Action: the series of conflicts and crisis in the story that lead to the climax  Climax: the turning point, the most intense moment— either mentally or in action  Falling Action: all of the action which follows the climax  Resolution: the conclusion, the tying together of all of the threads PLOT COMPONENTS

25. PLOT DIAGRAM Exposition Rising Action Climax Falling Action Resolution

26.  Conflict is the dramatic struggle between two forces in a story.  Without conflict, there is no Plot. CONFLICT

27.  Interpersonal Conflict  Human vs. human  Human vs. nature  Human vs. society  Internal Conflict  Human vs. self TYPES OF CONFLICT:

28. CHILDREN’S BOOK EXAMPLE

29.  Watch “The Monkey’s Paw” and diagram the plot of the story.  Be ready to share and discuss your plot diagram with the class once the movie is over.  https://www.youtube.com/watch?v=WfZghr026bI https://www.youtube.com/watch?v=WfZghr026bI CLASSWORK/PRACTICE:

30. Unit 1 Day 3 PLOT MAPPING AND INTRO TO FORESHADOWING

31.  On your own paper, create your own plot map for your favorite movie. DO NOW- 10 MIN.

32.  In your group, read the children’s book on your table.  Discuss the following:  What type of linear plot does the book have?  What is the exposition?  What is the rising action?  What is the climax?  What is the falling action?  How does the conflict resolve?  What kind of conflict is exemplified?  Fill out the Plot Diagram Provided and be ready to share with the class. PLOT: CHILDREN’S BOOK ACTIVITY

33.  The use of hints that suggest what events will happen later in a story. Writers use foreshadowing to create suspense, draw readers into the plot or to prepare readers for the climax.  Word Roots:  Fore = In front of  Shadow = A glimpse FORESHADOWING

34.  Complete the Intro to Foreshadowing worksheet on your own. HOMEWORK/CLASSWORK

35. Unit 1 Day 4 FORESHADOWING

36.  Author’s use foreshadowing to give the reader clues as to what might happen next or later in the story.  Why? It helps create suspense and allows the reader to make predictions. LOOK AT THE CLUES

37.  Take a look at these famous movie clips. What do you think will happen next? WHAT HAPPENS NEXT?

38. JUST SO YOU KNOW

39. OBVIOUS FORESHADOWING Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. Act 1, Prologue Romeo and Juliet William Shakespeare

40. NOT SO OBVIOUS FORESHADOWING "Of all the horrors in the world--a rat!" Winston 1984 George Orwell This line seems rather innocuous – rats are gross, hence the comment. However, when you get to the end of the novel, you make the connection.

41. WHY USE FORESHADOWING?  To create suspense or tension  To give the reader an idea of what will come  To make the ending make sense – you know that moment where you go “ohhh, I see why that happened”

42.  Read the retelling of Aesop's fable “The Grasshopper and the Ant” and answer the questions. WITH YOUR PARTNER

43. FINISH THE STORY - PRACTICE I looked at the speedometer… Paul was driving even faster. "Please slow down," I said. "We're coming to a really bad curve in the road!" But he didn't slow down and the snow was drifting higher and higher.

44.  Read the excerpt from “The House of Usher” by Edgar Allan Poe.  Answer the questions. HOMEWORK