1. WARM UP: PLEASE READ & DO THESE THINGS!
Hold on to your phone, we will do one quick thing with it before you put them up!
Turn in your signed parent letter and your song activity sheet.
Sign up for remind! to the number and then put your phone in its slot.
Sit in your assigned seat from last class. (If you forgot, check with me!)
Write a definition for “Theme” on your dry erase boards. If you’re not sure, make an educated guess. (You only have one board, so some up with a definition as a group. Once you have one, set the board aside-- we will come back to it later.)

2. Writer’s Notebook Entry
Hello! We will start everyday by writing in our notebooks. If you do not have one yet, please find some paper. We are going to write continuously for 10 minutes. You may not stop. We’re trying to build our writing muscles. You can write about anything you want-- real or fictional. The only rule is that you keep writing for the entire time. If you need a prompt, use this: write about something from the last week that you’d like to remember.
Students should write for the ten minutes, then have them draw a line under the entry and count the words. This will serve as a baseline for their grammar entries in the future. I give a prize for the most words. Also, I have my students share awesome sentences. I will probably write with them every day so I can share mine first if they are shy.

3. CLOSE READING STRATEGIES & THEME
“THE BROKEN TUSK”
CLOSE READING STRATEGIES & THEME

4. WATCH THE THREE LITTLE PIGS AS YOU WATCH, TAKE NOTES ON THESE QUESTIONS…
Who are the characters in the story? What are their different personalities?
What is the conflict?
What do the pigs learn by the end of the story?

5. WHAT IS THEME?
a theme is what the author intends for you to learn from their work.
It’s an insight into life. A universal message that can be understood across cultures and time.
When writing thematic statements, you should avoid clichés, morals or lessons. Also, it should be a sentence, NOT just one word.

6. NOW IT’S YOUR TURN
Discuss with your group what you think the theme of “The Three Little Pigs” is… make sure you’re not coming up with one word answers.
Write a thematic statement for the “Three Little Pigs.” Remember it must be:
What the author wants you to learn or “take away” from their work.
A universal statement or insight into life
A sentence that is not a cliché or a moral
Write your group’s final answer down and be prepared to share with the class.

7. HOW WE INTERACT WITH A TEXT (TO FIND DEEPER MEANING & THEME)
This year, we’re going to use two main methods of interacting with a text or close reading.
First, we’ll use shared inquiry.
During this process, we’ll be annotating using FIDDS.
Both of these methods will help us find out how these elements contribute to theme, tone, purpose and meaning. *
Use a star for significant information, devices, and strategies you notice. !
Use an exclamation point to indicate what you feel strongly about in the article. ?
Use a question mark next for parts that are confusing or next to any information that you’d like to explore further.

8. SHARED INQUIRY: STEP ONE
For this process we’ll read through the piece twice. On the first reading, mark your story like this: *
Use a star for significant information, devices, and strategies you notice. !
Use an exclamation point to indicate what you feel strongly about in the article. ?
Use a question mark next for parts that are confusing or next to any information that you’d like to explore further.

9. SHARED INQUIRY STEP TWO: FIDDS
On the second reading, we’ll look for specific elements in the story. Often, we will look for literary devices. For this, we use the FIDDS method.
Figurative language (literary devices including similes, metaphors, allusions, personification)
Imagery (words or phrases that evoke the sensations of sight, hearing, touch, smell or taste)
Details (bits of specific information, especially characterization, setting and action)
Diction (word choice) Repetition, connotation, denotation; Levels of diction (formal, colloquial, archaic, slang, erudite, etc.)
Syntax (the way words and phrases are arranged to form phrases and sentences)

10. F I D D S
For now, we’re just concentrating on the first three letter of FIDS. Later in the year, we’ll add more. F
Figurative Language I
Imagery D
Details.

11. LET’S TRY IT OUT…
We’re going to read “The Broken Tusk.” On the first reading mark your story like this: *
Use a star for significant information, devices, and strategies you notice. !
Use an exclamation point to indicate what you feel strongly about in the article. ?
Use a question mark next for parts that are confusing or next to any information that you’d like to explore further.

12. NOW, LET’S SHARE
First, let’s talk about questions… share with your groups and then we’ll share out to the class.
Okay, now “noticings…” group share and then we’ll share out to the class.
Finally, what do you feel strongly about and why? Group and then we’ll share out to the class.

13. (bits of specific information, especially characterization and action)
SECOND READING
Go back to my website and click on the link for the second reading of “The Broken Tusk,” mark your story like this: F
Figurative Language
(literary devices including similes, metaphors, allusions, personification) I
Imagery
(words or phrases that evoke the sensations of sight, hearing, touch, smell or taste) D
Details.
(bits of specific information, especially characterization and action)

14. NOW, LET’S SHARE
In your groups, share your findings. Compare what you each found.
Then decide one of each device to share with the class. Choose the best examples. Write the quote and the device on your dry erase board.
Remember, our goal is to decide the deeper message or theme of the story, so pick elements that you think hint at theme.

15. SO, WHAT’S THE THEME?
In your groups, discuss possible themes for “The Broken Tusk.”
Then, decide on one and write a thematic statement that you will share with the class.

16. REFLECTION
Choose one of the questions below to answer on your exit ticket sheet. Answer the question on your sheet. You do not have to put your name on the paper.
Write a response to “The Broken Tusk.” Be sure to reflect on what you think the theme that the author intended. Also, why do you think I chose this piece to start the year?
And reflect on your learning for today. What did you learn? How will you use it in the future? What was difficult about the process? What came easily to you?

17. Closing Activity
Take your reflection exit ticket and crumple it into a ball. When I say go, everyone throws their crumpled paper in the general direction of your classmates, but not directly at them. I don’t want any injuries.
When I say stop, stop throwing and grab the paper nearest you. Read it.
Then we will stand up, hand up, pair up and read each other the reflections we picked up.
On your way out, leave your crumpled papers in the basket.

18. Homework
Go to my website and send me an with the following information:
Subject line should be “Homework”
In the Your full name, class period and what we are doing in class next week on Wednesday (A Day) or Thursday (B Day). (I will also send this out via Remind)
This and turning in your parent letter is a grade!