Standards & Objectives RL 3 Analyze how complex characters develop over the course of a text and interact with other characters. RL 10 Read and comprehend stories. L 4a Use context as a clue to the meaning of a word. OBJECTIVES: Summarize text, assess characters and observe prejudice Elena experienced.
Setting – Time Period 1963 – The year President John F. Kennedy was shot and killed.
Elena was reading “Gone with the Wind” https://www.youtube.com/watch?v=lrhNPS4nb mQ
Elena’s mother was heartbroken over the death of John F. Kennedy.
Characters – How did they react? ELENA – 9 th grade, glasses, loves books, especially Gone With the Wind, not allowed into Honors class MR. DEPALMA –short, slick hair, disciplinarian, cried when President Kennedy was killed JEWISH COUPLE – garden, argue, woman widowed ELENA’S MOTHER – Puerto Rican, religous EUGENE – shy, blonde, tall, Honors classes EUGENE’S MOTHER – redhead, nurse, from Georgia
Vocabulary in Context With and elbow partner, try to guess the meaning of each boldfaced word from its context. 1. soft music and muted conversation 2. hierarchy of command 3. maneuvering the car 4. infatuated and in love 5. vigilant protection
Vocabulary in Context With and elbow partner, try to guess the meaning of each boldfaced word from its context. 6. enthralled by the movie 7. distraught at losing her job 8. resigned to failing 9. a dilapidated shack 10. seeking solace in prayer
Vocabulary (20 minutes) Write definitions for the following words in your notebooks: dilapidated distraught enthralled hierarchy infatuated maneuvering muted resigned solace vigilant
Vocabulary in Context Write the letter of the word that is most different in meaning from the others. 1. (a) spellbound, (b) enthralled, (c) considerate, (d) thrilled 2. (a) cowardly, (b) watchful, (c) observant, (d) vigilant 3. (a) muted, (b) noisy, (c) deafening, (d) boisterous 4. (a) consolation, (b) solace, (c) depression, (d) sympathy 5. (a) rejecting, (b) jockeying, (c) maneuvering, (d) strategizing
Vocabulary in Context Write the letter of the word that is most different in meaning from the others. 6. (a) hierarchy, (b) order, (c) religion, (d) classification 7. (a) perplexed, (b) infatuated, (c) surprised, (d) confounded 8. (a) fired, (b) accepting, (c) resigned, (d) submissive 9. (a) enlivened, (b) entertained, (c) amused, (d) distraught 10. (a) dilapidated, (b) antique, (c) decaying, (d) neglected
Reading Time (25 minutes) Log into CONNECT ED McGraw Hill and complete reading and writing prompts.
Writing Time (30 minutes) Spend 25 minutes writing your fiction story in Step 3 of McGraw Hill Interactive Reader. (you should have a completed rough draft by Thursday and Friday)
WEDNESDAY May 28 th – 1 hour Empower 3000 Lexile Level Test When you are finished, please read quietly or do wordsearch.
“American History” by Judith Ortiz Cofer Ms. Manning English 9 Periods 3 &4 Thursday and Friday May 29 and 30 – 2 hours
Do Now (10 minutes) Journal Prompt – Please respond to the following quote: “Our problems are man-made, therefore they may be solved by man. No matter of human destiny is beyond human beings.” John F. Kennedy
Standards & Objectives RL 3 Analyze how complex characters develop over the course of a text and interact with other characters. RL 10 Read and comprehend stories. L 4a Use context as a clue to the meaning of a word. L 5a Interpret figures of speech in context and analyze their role in the text. OBJECTIVES: Summarize text, assess characters and observe prejudice Elena experienced. Finish rough draft of fiction story.
Writing Fiction Flocabulary https://www.youtube.com/watch?v=c6I24S72Jp s
Lecture Fiction Writing: Character Setting Conflict Theme Dialogue
Background Historical Context When President Kennedy died, many Americans felt that their chance to realize the dreams and hopes he had championed, such as racial equality, died with him. Why might Cofer have chosen to set Elena’s story on the day of the president’s assassination?
Elena’s Character Elena is far more preoccupied with her private loss than with the loss affecting the entire nation. Is this reasonable?
Conflict Conflict is the struggle between opposing forces. There are two types of conflict: internal and external In internal conflict, a character struggles with his or her opposing feelings, beliefs, needs or desires. In external conflict, a character struggles against an outside force such as another character, society or nature.
Conflict Conflict and the search for a solution are the mainspring of a story’s plot. The solution, which usually occurs near the end of a story, is called the resolution. In some stories, the conflict is not truly resolved. Instead, the main character experiences an epiphany, or sudden flash of insight. Although the conflict is not resolved, the character’s thoughts about it change.
DIRECTIONS: “American History” contains a number of conflicts. On the following lines, briefly describe the story situation surrounding each conflict. Collaborate with elbow partners and write in notebooks. 1. Elena vs. Gail ______________________ 2. Elena and Eugene vs. their classmates _________ 3. Elena vs. her mother __________________ 4. Elena within herself_________________ 5. Elena vs. Eugene’s mother ______________
Great job! How will you use this in your own story?
How about the ending? Briefly discuss the story’s ending. Does the ending contain a resolution that solves the story’s main conflict, or does it contain an epiphany, a sudden flash of insight? Explain your answer by citing details from the story in your notebook. (Hint) remember the snow and the color gray….
contrast environment factor incorporate predominant With a partner, compare Elena’s feelings and thoughts on the day of Kennedy’s assassination with those of her mother. What are their predominant concerns? What factors lead them to react differently to the events of the day? Use at least one Academic Vocabulary word in your discussion. (10 minutes)
Vocabulary Strategy: Idioms An idiom is a phrase whose overall meaning is different from the grammatical or logical, literal meaning of its individual parts. For example, the narrator of this story says, “That summer,... I kept him company on my fire escape.” “Kept him company” is an idiomatic expression.
Vocabulary Strategy: Idioms If you run into an unfamiliar idiom, you can often use context clues to figure out its meaning. Otherwise, consult a dictionary. Many dictionaries list idioms at the end of the entry for the main word in the idiom. So kept him company would be explained under keep, as part of a list like this:
Vocabulary Strategy: Idioms —idioms: for keeps To hold indefinitely: He gave me the book for keeps. Keep an eye on. To watch over attentively. Keep (someone) company. To accompany or stay with.
PRACTICE: Identify the idiom in each sentence and write a definition of it. Use context clues. 1. Your advice flies in the face of good sense. 2. Her shoe fell off, so she finished her dance routine on a wing and a prayer. 3. No one will follow those rules unless you put some teeth into them. 4. Winning this contract will really put him on the map in our community.
Reading (20 minutes) Connect Ed – McGraw Hill Interactive Reader Please see classroom expectations slide.
Writing (25 minutes) Continue writing your story…