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H.Fritz English 10, Week 21 Wrapping up Tempest Unit Poetry Out Loud and MCAS Prep.

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Presentation on theme: "H.Fritz English 10, Week 21 Wrapping up Tempest Unit Poetry Out Loud and MCAS Prep."— Presentation transcript:

1 H.Fritz English 10, Week 21 Wrapping up Tempest Unit Poetry Out Loud and MCAS Prep

2 Monday 2/7/11 Learning Goals: SWBAT 1. Summarize and review Act 5 of The Tempest by pair sharing their homework and watching Act Explain how margin summary notes will help them understand the main idea of Prospero’s Epilogue. Do Now: 1. What does Prospero say to Alonso, Antonio and Sebastian in Ac t 5? Summarize this part of the scene (review lines 60-85). Agenda: 1.Do Now and HW check 2.Pair share HW– each pair will summarize the main events of Act 5 3.Review lines HW: Margin summary notes take home quiz on epilogue.

3 Discussion Questions 1.Why did Prospero forgive his enemies? 2.Did Prospero change from the beginning of the play to the end of the play? How? If so, what caused him to change? 3.What would he have gained from revenge? 4.What did he gain from forgiveness? LG/SWBAT:Summarize and review Act 5 of The Tempest by pair sharing their homework and watching Act 5.

4 Tuesday 2/8/11 Learning Goals: SWBAT 1. Identify the main idea of Prospero’s speech in Act 5 by working with a partner to complete margin summary notes. 2. Summarize the main events from Acts 4 and 5 by taking a test. Do Now: 5 minutes! In at least three complete sentences: Do any of the characters from this play change by the end? Identify the character, explain what causes the change and how this change affects the entire play. Agenda: 1.Do Now (5 minutes) 2.Group reviews Act 5 from yesterday’s class work. (5 minutes) 3.Partner work– margin summary notes on Prospero’s speech (10 minutes)– partner’s hand in their work. 4.Quiz on Acts 4 and 5 5.Watch/read epilogue. HW: If possible, select a poem for the poetry out loud competition. *** Margin summary notes on the epilogue.

5 Act 5, lines 42-52

6 Lines 53-65

7 Quiz on Acts 4 and 5 Directions: Answer the following questions on a separate sheet of loose-leaf paper. Act 4: 1.How does Prospero change his behavior toward Fer dinand? 2.What warning does Prospero give to Ferdinand and why? 3.What is the purpose of the show Prospero has Ariel put on for Ferdinand and Miranda (with the Greek goddesses)? 4.Why does Prospero suddenly stop the performance? 5.How do Prospero and Ariel trick Caliban, Trinculo and Stephano at the end of Act four? What happens to them? Act 5: 6. What/who causes Prospero to change his mind about taking revenge on his enemies? 7. What does Prospero vow (promise) to give up after he has completed his plan? 8. How does this play end? LG/SWBAT: Summarize the main events from Acts 4 and 5 by taking a test.

8 Wednesday 2/9/11 Learning Goals: SWBAT 1. Summarize the main events of Acts 4 and 5 by taking a quiz. 2. Explain the poetry out loud unit requirements and select a poem for the poetry out loud competition. Do Now: 10 minutes! Quiz! Answer all questions in complete sentences on loose-leaf paper. Agenda: 1.Do Now/ Quiz 2.Watch Act 5 3.Introduce Poetry Out Loud Unit watch?v=A4URwHJhjtU watch?v=A4URwHJhjtU 4.Laptops– select a poem! 5.Share recitation techniques HW: Memorize your poem!

9 Poetry Out Loud 2011 Each student is required to choose a poem, print their poem out, memorize their poem and recite their poem in our class competition. You will memorize your poem in two parts and each part will count as a third quarter homework assignment. You will recite your poem in class on Monday 2/14/11 in our class competition– this will count as a third quarter quiz grade. You will work on analyzing the meaning of your poem and understanding the poet’s use of figurative language in class (this will count as class work). LG: SWBAT Explain the poetry out loud unit requirements and select a poem for the poetry out loud competition.

10 Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud. Do Now: Why did you choose the poem that you chose? What is your poem about? What lines/words seem most important to you and why? Agenda: 1.Do Now and HW check (poetry out loud poem) 2.Mini-lesson on figurative language and notes on figurative language. 3.Group Work: Identifying three examples of figurative language in our poems. 4.Whole class review/share out of group work. 5.Exit Ticket Homework: Complete the Analysis Chart for your poem and work and have half of your poem memorized tomorrow!

11 What is Figurative Language? Notes: Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud. Draw:

12 What is Figurative Language? Whenever you describe something by comparing it with something else, you are using figurative language. Figurative language is not literal. Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud.

13 Notes on Figurative Language! Figurative LanguageDescriptionExample SimileA simile uses the words “like” or “as” to compare one object or idea with another to suggest they are alike. Busy as a bee MetaphorThe metaphor states a fact or draws a verbal picture by the use of comparison. A simile would say you are like something; a metaphor is more positive - it says you are something. You are what you eat. PersonificationA figure of speech in which human characteristics are given to an animal or an object The wind screamed through the trees. AlliterationThe repetition of the same initial letter, sound, or group of sounds in a series of words. Alliteration includes tongue twisters. She sells seashells by the seashore. OnomatopoeiaThe use of a word to describe or imitate a natural sound or the sound made by an object or an action. Snap Crackle Pop HyperboleAn exaggeration that is so dramatic that no one would believe the statement is true. Tall tales are hyperboles. He was so hungry, he ate that whole cornfield for lunch, stalks and all. Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud.

14 Figurative Language Scavenger Hunt Group Work Guidelines Directions: For this activity, you will work with a group of four. You will receive a citizenship grade for your conduct and participation in group work and a class work grade for your completion of your figurative language chart. Each person in the group needs to have a copy of his/her poetry out loud poem in front of them. Pass your poems around and help each other identify examples of figurative language. Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud.

15 Figurative Language Scavenger Hunt Chart Figurative LanguageExample: write the title and name of poet and line that exemplifies each type of figurative language. Analysis: What does this line/use of figurative language mean? What is the poet trying to convey to the reader through use of this type of figurative language? Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud.

16 Exit Ticket Without referring to your notes, list and Describe three types of figurative language Thursday 2/10/11 Learning Goals: SWBAT 1. Describe at least three types of figurative language and identify examples of these types of figurative language in poetry from Poetry Out Loud.

17 Friday 2/11/11 Learning Goals: SWBAT Convey the main idea, tone and overall meaning of their poem through their recitation. Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt. Do Now: 5 minutes! What is the main idea of your poem? How do you know? How can you convey this idea when you recite your poem? What can you do with your voice (inflection, volume), your body, your eyes when you recite to help convey the meaning of your poem? Agenda: 1.Do Now (5 minutes) 2.Practice Recitation (each person recites at least half of their poem) (20 minutes) 3.Introduce Tempest Essay topic (10 minutes) 4.What are the three parts of an MCAS prompt? 5.Partner work: thesis statements– to be handed in and graded. (15 minutes) Homework: Finish memorizing your poem and complete the analysis chart. Class competition on Monday!

18 10 th Grade World Literature Instructors: Ms. Fritz and Ms. Breindel Unit Three: Tempest Essay Prompts and Guidelines Guidelines: As the final assessment for unit three, you will write a five paragraph essay in which you analyze The Tempest in response to an MCAS long composition prompt. The purpose of this assessment is for you to show how much you understood the play and also to further prepare you for next month’s MCAS exam. Follow the steps below to complete all pieces of the assessment: Turn the prompt into a kid friendly question (KFQ) Identify the three parts of the prompt Work with a partner to write a thesis statement that conveys an accurate and sophisticated understanding of the play and that addresses all three parts of the prompt. Identify the parts of the body paragraphs by filling in the parts of the essay outline. Complete an essay outline. Find evidence from the play to support your thesis. Work on improving your analysis by using sentence chaining. Use the rubric to revise/improve your essay. Use writing time in class wisely! Ask for help if you get stuck! Final essay is due the Monday after February Vacation: Monday Feb. 28, 2011!

19 WRITING PROMPT The protagonist is the main character in a work of literature who often changes in some important way by the end of the work. Select a character from The Tempest who changes in some important way by the end of the work. In a well-developed composition, identify the protagonist, and explain why the protagonist changes in some important way by the end of the work. Finally, explain how this change impacts the work as a whole.

20 Unpacking the Writing Prompt Step One: Turn the Writing prompt into a KFQ (a question in your own words). What are they asking you? ____________________________________________________________________________ _____________________________________________________________________________ Step Two: Identify the three parts of the writing prompt. LG/SWBAT: Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt

21 Thesis Statement Sample Framework for thesis statement: You don’t necessarily have to use this, but if you’re stuck you can. ___________________, one of the main characters from The Tempest by William Shakespeare, changes by the end of the play because …This change is significant because …This change affects the entire play as … Names: ____________________________________________ Our Thesis: ______________________________________________________________________________

22 English 10: HW Due Monday 2/14/11 1.Memorize your poem and practice your recitation for Monday’s competition! 2.Complete the analysis chart below– this will help you better understand your poem and will help inform your recitation! Tone: What is the tone, mood or feeling of your poem? How do you know? Explanation:Examples of words that convey the tone: Figurative Language: What types of figurative language does the poet use? How does this use of figurative language help convey the overall meaning? Explanation:Examples: Main Idea: What is the theme, or main message of your poem? Why do you think this? Explanation:Important lines:


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