1. DO NOW – 10/22/15 Write a response of 3-4 sentences in your CN to the questions below: 1)How would you define “nature”? 2)What is something in “nature” that you are amazed, fascinated, or curious of? 1)How would you define “nature”? 2)What is something in “nature” that you are amazed, fascinated, or curious of?

2. Topic / Objective & Essential Question Topic / Objective: 1) To explore Unit 2’s theme – “The Natural World” by previewing the essay by Kingsolver, “Called Out”; to map tone in K’s language. Essential Question: 1) How are we connected to nature? Topic / Objective: 1) To explore Unit 2’s theme – “The Natural World” by previewing the essay by Kingsolver, “Called Out”; to map tone in K’s language. Essential Question: 1) How are we connected to nature?

3. ANNOUNCEMENTS 1)1 ST MARKING PERIOD GRADES ARE COMPLETE 2)WE’LL DISCUSS grades on Friday, when we begin LC Unit 2. 1)1 ST MARKING PERIOD GRADES ARE COMPLETE 2)WE’LL DISCUSS grades on Friday, when we begin LC Unit 2.

4. Let’s explore this new theme – witness the Mantis Shrimp I love the mantis shrimp!

5. Let’s explore this new theme – witness the Mantis Shrimp As you learn about the mantis shrimp, be on the lookout for what makes the mantis shrimp cool!

6. Why I Love the Mantis Shrimp (also known as a “thumb-splitter”) The claws can strike with an acceleration of 102,000 m/s^2 (the proportional equivalent of a bullet impact). The claws move so fast they create “sonoluminesence” – heat and light from the collapse of air. The claws can strike with an acceleration of 102,000 m/s^2 (the proportional equivalent of a bullet impact). The claws move so fast they create “sonoluminesence” – heat and light from the collapse of air.

7. Why I Love the Mantis Shrimp (also known as a “thumb-splitter”) The eyes – Mantis Shrimp have eyes that far exceed almost any other animal or creature on earth. They can “see” colors that we cannot even imagine (it’s like “4-D” vision). The eyes – Mantis Shrimp have eyes that far exceed almost any other animal or creature on earth. They can “see” colors that we cannot even imagine (it’s like “4-D” vision).

8. Reflect 1)This unit asks us to focus on complex questions about our relationship to nature. 2)Turn to page 49 in “Collections” 1)This unit asks us to focus on complex questions about our relationship to nature. 2)Turn to page 49 in “Collections”

9. Look at the image and the quote Q: What does Williams mean by our connection to nature? Q: How does the image support or go against the quote? TURN AND TALK – 2 minutes to answer these questions with a partner. Q: What does Williams mean by our connection to nature? Q: How does the image support or go against the quote? TURN AND TALK – 2 minutes to answer these questions with a partner.

10. TURN TO THE TEXT Read the background information of page 51. Take turns reading “Called Out”. 1)Pay attention to the types of language/words that Kingsolver uses to make this more than just a “science” essay. Read the background information of page 51. Take turns reading “Called Out”. 1)Pay attention to the types of language/words that Kingsolver uses to make this more than just a “science” essay.

11. In pairs or individually... 1) Find words from pages 51-52 2) Write ONE down on the index card (NOTE WHERE it came from). 3) Place it on the chart on the screen. 1) Find words from pages 51-52 2) Write ONE down on the index card (NOTE WHERE it came from). 3) Place it on the chart on the screen.

12. TONE 1)Tone – the degree to which writers reveal their attitude, opinion, or emotions in their writing. 2)We can understand tone using the following chart. 1)Tone – the degree to which writers reveal their attitude, opinion, or emotions in their writing. 2)We can understand tone using the following chart.

13. TONE CHART + Emotions - Attitude+ Attitude - Emotions + Emotions - Attitude+ Attitude - Emotions Dogmatic, ironic, feisty, sarcastic Supportive, joyful, resilience, elation, celebratory Anger, frustration, outrage, sadness, disgust Protest, dissent, shock, surprise