Presentation on theme: "8 ENGLISH II MONDAY SEPTEMBER 8, 2014 TEKS E4.1B E4.FIG19B E4.2C E4.15CI-II."— Presentation transcript:
8 ENGLISH II MONDAY SEPTEMBER 8, 2014 TEKS E4.1B E4.FIG19B E4.2C E4.15CI-II
BELL RINGER Suppose you are on an elevator on the 16th floor of a building, when the cable breaks. As you plummet toward the ground, you recall that you once heard that by jumping up fast at the instant of impact, you can escape death. You also recall that the floors are twelve feet apart and that the acceleration of a falling object is 32 feet per second squared. When should you jump?
WORD STUDY UNDERSTANDING NEW WORDS, CONCEPTS, AND RELATIONSHIPS ENHANCES COMPREHENSION AND ORAL AND WRITTEN COMMUNICATION. HOW DO WE DRAW CONCLUSIONS ABOUT WORD MEANINGS FROM CLUES IN THE TEXT?
VOCABULARY Context Historical context Form of narration Unreliable Omniscient Limited First person Subjective Objective
SHORT STORY OR NOVEL FROM READING FIND THE VARIOUS TYPES OF CONTEXT CLUES IN THE SELECTED TEXT. CONTEXT - THE WORDS, SENTENCES, OR PASSAGES THAT PRECEDE OR FOLLOW A SPECIFIC WORD, SENTENCE, OR PASSAGE THIS INSTRUCTIONAL ROUTINE UNIT PARTIALLY ASSESSES PERFORMANCE INDICATOR:
“RECORD MULTIPLE ENTRIES THAT DEMONSTRATE KNOWLEDGE OF NEW WORDS, THEIR MEANINGS, AND ORIGINS.” YOU LEARN MOST WORDS INDIRECTLY, FROM CONTEXT CLUES, WHETHER THEY REALIZE IT OR NOT.
USING CONTEXT ALSO SAVES THE TROUBLE OF HAVING A DICTIONARY READY AT ALL TIMES, AND IT ALLOWS READERS TO GAIN CONFIDENCE AS THEIR EXPERIENCES HELP THEM GAIN UNDERSTANDING OF UNFAMILIAR WORDS.
10-15 MIN. OBJECTIVE: STUDENTS USE CONTEXT TO DETERMINE WORD MEANINGS. HOW DO WE DRAW CONCLUSIONS ABOUT WORD MEANINGS FROM CLUES IN THE TEXT? DISCUSS RESPONSES.
LOOK AT THIS SECTION OF THE TEXT AND THINK ALOUD TO DETERMINE THE MEANING OF WORDS USING THE FOLLOWING STEPS: IDENTIFY THE UNKNOWN WORD. USE CLUES WITHIN THE SENTENCE OR A LARGER SECTION OF THE TEXT. DETERMINE HOW THE WORD IS USED IN THE SENTENCE (PART OF SPEECH OR WHAT THE TEXT IS TRYING TO COMMUNICATE) DRAW A CONCLUSION ABOUT THE WORD’S MEANING.
3. DISCUSS THE DIFFERENCE BETWEEN DENOTATION AND CONNOTATION.
IN GROUPS. SCAN THE TEXT AND LOCATE AN UNKNOWN WORD. READ THE PASSAGE WITH THE UNKNOWN WORD DEFINE THE UNKNOWN WORD USING CLUES IN THE READING AND SHARE THEIR THINKING WITH ANOTHER GROUP.
READING Authors use literary techniques and elements to heighten interest, appeal to an audience, and effectively communicate their message. Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres. How do the characters, setting, and/or theme in the text reflect the time period?
NEW SHORT STORY OR NOVEL FROM DAILY LESSON 4 (CLASS SET) COLORED PAPER (5 SHEETS) Research the author, time frame in which the story was written, as well as the setting of the story. Research the historical events, social trends, and economic ideas of the time period in which the text was written.
Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage. “Record multiple entries that demonstrate knowledge of new words, their meanings, and origins.”
OBJECTIVE: STUDENTS RELATE THE CHARACTERS, SETTING, AND THEME OF A TEXT TO ITS HISTORICAL CONTEXT. Divide students into groups and distribute 1 sheet of colored paper per group. Write “Signs of the Times” at the top of their paper. Draw three Cluster Webs on their sheet of paper and label the center of one web “Historical Events.” Label the other two webs “Social Trends” and “Economic Ideas.” Assign each group a decade in the 20th or 21st century. For example, one group may have the 1950s and another the1980s.
Objective: Students relate the characters, setting, and theme of a text to its historical context. Brainstorm historical events, social trends, and economic ideas of their decade. Draw and complete three webs in your Reader’s Notebook (historical events, social trends, and economic ideas). List songs, literature, films, etc. that came from your particular decade under your web.
Objective: Students relate the characters, setting, and theme of a text to its historical context. Refer to the literary timeline developed in Daily Lesson 3 and identify the time period reflected in the selected short story or novel from Daily Lesson 4.
30 SECOND WRITE Clear Thesis: How do the characters, setting, and/or theme in the text reflect the time period? Share their responses in groups or with the class. At the end of Unit 01, you will write your own short stories. What will future readers infer about your own culture and time period from the story you compose?
SUPPOSE YOU ARE ON AN ELEVATOR ON THE 16TH FLOOR OF A BUILDING, WHEN THE CABLE BREAKS. AS YOU PLUMMET TOWARD THE GROUND, YOU RECALL THAT YOU ONCE HEARD THAT BY JUMPING UP FAST AT THE INSTANT OF IMPACT, YOU CAN ESCAPE DEATH. YOU ALSO RECALL THAT THE FLOORS ARE TWELVE FEET APART AND THAT THE ACCELERATION OF A FALLING OBJECT IS 32 FEET PER SECOND SQUARED. WHEN SHOULD YOU JUMP?