1. “The Scarlet Ibis”
Teacher Annotations

2. Activity
Compare the Cornell Notes you took last night with a shoulder partner
What did you write down (connections & figurative language
When going back through what did you circle, underline, put a question mark next to or put an * next to?
Chunk your notes (Front & Back Side)
Come up with questions for EACH chunk of notes – what would I ask you on a quiz/test?

3. CLASS DISCUSSION & TEACHER NOTES (Guided Practice)
Together as a class we are going to generate effective Cornell notes & use the 4 strategies for the first repetition that we learned yesterday
Circling Key Words
Underlining/Highlighting main ideas
? Next to points of confusion
* next to possible test questions

4. Learning Target
We can understand how figurative language affects a piece of literature (why it’s important, what it tells us about characters, setting, mood, tone, etc.)

5. CFS (product or task that will demonstrate your learning)
I can read the remainder of “The Scarlet Ibis” and take effective Cornell Notes where I “think like a teacher” and try to pick out and explain the affect of different figurative language.

6. Activity – With a partner
Get out a sheet of paper and make your own Cornell Notes
Begin reading the rest of “The Scarlet Ibis” pg (6 pages)
Like you practiced last night & today, take effective Cornell Notes where you “hunt” for Figurative Language in the text.
Under the figurative language (on Cornell Notes) YOU MUST EXPLAIN WHY IT’S IMPORTANT.
THIS SHOULD NOT JUST BE A SUMMARY.

7. Directions:
Read through first page once
Look for connections
Text to text
Text to world
Text to self

8. Teacher Annotations
Underline or circle teacher notes on your text
Then write an explanatory note in the margin

9. Summer was dead but autumn had not yet been born
Margin Note
Personification/Setting
Season was dying – sounds sad – plants were rotting

10. …all this is still so clear to me... - and I remember Doodle
Margin Note
Indicates a flashback

11. He was small and weak, so it was odd to give him such a powerful name.
They named him William Armstrong, which is like tying a big tail on a small kite
Margin Note
Simile
He was small and weak, so it was odd to give him such a powerful name.

12. His brother couldn’t walk or move – they thought he would die soon
invalid brother
Margin Note
Vocabulary word
His brother couldn’t walk or move – they thought he would die soon

13. I began to make plans to kill him
Margin Note
Characterization
Selfish - He was unhappy that his brother couldn’t play rough with him.

14. Personification of fronds (leaves)
I pulled the go-cart…down into thee green dimness where the palmetto fronds whispered by the stream
Margin Note
Personification of fronds (leaves)
Seems like a magical setting with the leaves whispering

15. at times I was mean to Doodle
Margin Note
Characterization
The narrator knows he was mean to his brother (lesson)

16. sick-sweet smell of bay flowers hung everywhere like a mournful song
Margin Note
Simile
Mournful = sad
Sounds like a sad setting; sad that Doodle can’t walk here in the story