Halloween

Half-Day (Halloween)

School-Wide Activities Planned

Imagery & Foreshadowing in "The Hitchhiker," Pt. 2

Objective: SWBAT analyze a text for foreshadowing.

• I can read grade-level text.
• I can listen for information.
• I can analyze a text for foreshadowing.

IPI: 3, 4

Writing Response: Name one of the three (3) types of foreshadowing and describe it.

To Do:
1) Independent Reading
2) Reading Journal
3) Begin reading aloud "The Hitchhiker" (radio play)

• Answer Foreshadowing Guided Reading Questions while reading

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Copy a brief passage from your novel that is a good example of imagery.  Discuss what senses the passage use.

Imagery & Foreshadowing in "The Hitchhiker," Pt. 1

Objective: SWBAT -

1. identify imagery examples.
2. analyze a text for foreshadowing.

• I can identify imagery examples.
• I can list the five senses.
• I can identify sensory details.
• I can analyze a text for foreshadowing.

IPI: 4

Writing Response: What are the five (5) senses?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss imagery, imagery in "The Monkey's Paw", & foreshadowing
4) Assign roles for "The Hitchhiker" (radio play)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Explain what is currently happening in your novel and make a prediction about what you think will logically happen next?

Mood in "The Monkey's Paw," Pt. 3/"The Monkey's Paw" Quiz

Objective: SWBAT analyze a text for mood.

• I can analyze a text for mood.
• I can read grade-level text for entertainment.
• I can read grade-level text with purpose.
• I can read grade-level text.

IPI: 4

Writing Response:
Why do you think the author of "The Monkey's Paw" chose a monkey's paw instead of another animal?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Monkey's Paw" & Mood Questions
4) "The Monkey's Paw" Quiz (if time permits)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What is the mood of your story?  Copy an excerpt from your text and explain how it shows the mood you described.

Mood in "The Monkey's Paw," Pt. 2

Objective: SWBAT analyze a text for mood.

• I can analyze a text for mood.
• I can read grade-level text for entertainment.
• I can read grade-level text with purpose.

IPI: 4

Writing Response:

1) Are you superstitious about anything?  What are some common superstitions?

2) How could your three (3) wishes from yesterday backfire?

To Do:

1) Independent Reading

2) Reading Journal

3) Discuss Superstition (in the real-world and in "The Monkey's Paw")

4) Continue reading in small groups "The Monkey's Paw"

5) Answer Mood Questions

"The Raven" Quiz/Mood in "The Monkey's Paw," Pt. 1

Objective: SWBAT -

1. demonstrate comprehension of reading material.
2. apply pre-reading strategies to aid comprehension while reading.

• I can demonstrate comprehension of reading material.
• I can apply pre-reading strategies.
• I can use context clues to find the meaning of unknown words.

IPI: 4

Writing Response:
If you could make three (3) wishes, what would they be and why?

To Do:
1) Independent Reading
2) Reading Journal
3) "The Raven" Quiz
4) "The Monkey's Paw" Pre-Reading Vocabulary Activity

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Who is the protagonist of your novel?  Please describe him/her/it in 3-5 sentences.

Mood and Tone in "The Raven," Pt. 3

Objective: SWBAT analyze a text for elements of mood and tone.

• I can analyze a text for mood.
• I can analyze a text for tone.
• I can differentiate between mood and tone.
• I can identify mood words.
• I can identify the genre of a text.

IPI: 4

Writing Response:
Look at the word mood. What does it make you think of when you hear it?

To Do:
1) Independent Reading
2) Reading Journal
3) Watch, Read, and Listen to "The Raven"

• Christopher Walken's reading of "The Raven"
• The Simpson's Treehouse of Horror "The Raven" [clip]
• "The Raven" poem handout

4) "The Raven" Mood Compare/Contrast Questions

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Recall a moment from your novel?  What mood was supposed to be conveyed/felt by the audience?

ABC Book Report Presentations

Objective: SWBAT present information with specific details.

• I can present information with specific details to my peers.
• I can speak clearly.
• I can use appropriate body language.
• I can speak loud enough for the whole class to hear.
• I can enunciate.

IPI: 5

Writing Response:
What five (5) words from your ABC Book Report Project do you think stuck out more than the rest/which were the most important?  Why do you think this?

To Do:
1) Independent Reading
2) Reading Journal
3) Book Report Presentations (Whole-Class)

Parent/Teacher Conferences

Parent/Teacher Conferences--No School!

ABC Book Report Preparation, Pt. 3/Library Check-Out: Fiction

Objective: SWBAT compose a text with relevant and specific details.

• I can compose a text (write) using relevant (important) and specific details.
• I can manage time.
• I can publish/produce an error-free document.

Writing Response: N/A

To Do:
1) Meet in computer lab
2) Finish typing the ABC Book Report

• This includes a cover page
• 1 word for each letter of the alphabet
• the word should be important to the story in some way
• 3-5 sentence description for each word
• each word needs to be presented in alphabetical order

3) Print and turn in the ABC Book Report (present information Monday, October 23rd)
4) Go to library
5) Check out a grade-level appropriate fiction book

ABC Book Report Preparation, Pt. 2

Objective: SWBAT compose a text with relevant and specific details.

• I can compose a text (write) using relevant (important) and specific details.
• I can manage time.
• I can publish/produce an error-free document.

Writing Response: N/A

To Do:
1) Meet in computer lab
2) Finish typing the ABC Book Report

• This includes a cover page
• 1 word for each letter of the alphabet
• the word should be important to the story in some way
• 3-5 sentence description for each word
• each word needs to be presented in alphabetical order

Mood and Tone in "The Raven," Pt. 2

Objective: SWBAT analyze a text for elements of mood and tone.

• I can analyze a text for mood.
• I can analyze a text for tone.
• I can identify mood words.
• I can identify the genre of a work.
• I can identify elements of Gothic literature.

Writing Response:
What is the difference between mood and tone?

To Do:
1) Independent Reading
2) Reading Journal
3) Continue to read "The Raven" in small groups

• identify 10 tone words
• explain how the words affect the tone

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Add details to your ABC Book Report Project

Mood and Tone in "The Raven," Pt. 1

Objective: SWBAT analyze a text for elements of mood and tone.

• I can analyze a text for mood.
• I can analyze a text for tone.
• I can identify mood words.
• I can identify the genre of a work.
• I can identify elements of Gothic literature.

Writing Response:
What is the difference between mood and tone?

To Do:
1) Independent Reading
2) Reading Journal
3) Mood and Tone Review
4) Word Choice and Feeling Whole-Group Activity
5) Read "The Raven" in small groups

• identify 10 tone words
• explain how the words affect the tone

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Add details to your ABC Book Report Project

Reminders: 

• Remaining 13 ABC Book Report words (26 total) due Wednesday, October 16th, 2012
• ABC Book Report Project due Thursday, October 18th, 2012

ABC Book Report Preparation, Pt. 1

Objective: SWBAT compose a text with relevant and specific details.

• I can create a visual representation.
• I can compose a text with relevant and specific details.
• I can read grade-level text.

Writing Response: Name a contemporary example of Gothic literature.

To Do:
1) Independent Reading
2) Reading Journal
3) Students will be taken to the computer lab to begin typing their ABC Book Report (due October 18th)
    - We will return on October 17th

Reading Journal:
1) Title and Author
2) Pg. Start - Pg. End
3) Quote from your text a passage that shows how we find out about your protagonist.  This can be through his/her actions, dialogue, what other people say about him/her, etc.  Then explain what this tells about him/her.

Gothic Literature "The Bells"

Objective: SWBAT analyze a text for elements of Gothic literature.

• I can analyze a text for elements of Gothic literature.
• I can read grade-level text.
• I can listen for information.

Writing Response: Name three (3) characteristics of Gothic literature.

To Do:
1) Independent Reading
2) Reading Journal
3) Read aloud "The Bells"
4) Students will break into small groups and will answer a list of questions provided via handout
5) After students are finished, the whole class will discuss their answers and will make connections from this work to Gothic literature

Reading Journal:
1) Title and Author
2) Pg. Start - Pg. End
3) What is a conflict the main character faces in your story?  What type of conflict is it?  Internal vs. external?  Character vs. _________ ?

Melodrama, Mood, & Tone

Objective: SWBAT analyze a work for mood and tone.

• I can analyze a work for mood.
• I can analyze a work for tone.
• I can differentiate between mood and tone.
• I can identify melodrama.
• I can read grade-level text.

Writing Response: How did you feel while you read "The Tell-Tale Heart"?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss Melodrama and give a short presentation over Mood and Tone
4) Watch "The Tell-Tale Heart" short film
5) Students will answer the following questions as they watch the film:

• Identify examples of melodrama in the work
• What is the mood present in the work?
• What is the tone of the work?  How does the narrator/director treat it?

"The Tell-Tale Heart" Comprehension Quiz

Objective: SWBAT demonstrate comprehension

• I can demonstrate comprehension of concepts previously taught.
• I can demonstrate comprehension of material previously covered.

Writing Response: What does the old man's eye represent to the narrator?

To Do:
1) Independent Reading
2) Reading Journal
3) "The Tell-Tale Heart" Comprehension Quiz
4) Finish any late or missing work (due today for the end of the quarter)

Reading Journal
1) Title and Author
2) Pg. Start - Pg. End
3) Who is the protagonist of your novel?  What is he/she like?  Describe the character in 3-5 sentences.

Gothic Literature & Suspense

Objective: SWBAT -

1. analyze suspense in a text while reading
2. analyze a narrator for reliability

• I can identify the narrator of a text.
• I can identify the type of narrator.
• I can use a graphic organizer.

Writing Response:

1. What makes a story suspenseful?
2. Do you trust the narrator in this passage?  Why or why not?

Dogs are disgusting animals!  They are loud, dirty, and always biting people.

To Do:
1) Independent Reading
2) Reading Journal
3) Assign the second book report project: The ABC Book Report
4) We will review "The Tell-Tale Heart" from the previous week, and will discuss the notion of an unreliable narrator
5) Students will continue to read in small groups "The Tell-Tale Heart"
6) As students read, they will write create a T-Chart

• The left column will contain information that makes the audience suspicious of him (5 characteristics)
• The right column will contain information that makes the audience trust him (5 characteristics)

7) Students will also answer the Close Read Suspense Questions (4 total)

Reading Journal:
1) Title and Author
2) Pg. Start - Pg. Finish
3) When is the setting of your story (time and place)?

Library Check-Out: Non-Fiction

Objective: SWBAT read grade-level text.

• I can read grade-level text for entertainment.
• I can read grade-level text.

Writing Response: Who or what is a historical figure or time period you find interesting?

To Do:
1) Independent Reading
2) Reading Journal & 3-Ring Binder Check
3) Discuss the Writing Response (emphasize the importance of selecting books the students will enjoy)
4) Go to the library to check out a non-fiction book

Gothic Literature & Pre-Reading Strategies

Objective: SWBAT apply pre-reading strategies to aid comprehension while reading.

• I can use pre-reading strategies to aid in comprehension of a text.
• I can use context clues to find the meaning of unknown words.
• I can read grade-level text.

Writing Response: What is suspenseful about the following excerpt?

"Thump! Thump! Thump! I woke with a start.  Had I dreamed those sounds, or was someone in the house? Thump! Thump! Thump!  Footsteps--coming up the stairs!"

To Do:
1) Independent Reading
2) Reading Journal
3) Students will work collaboratively on "The Tell-Tale Heart" Vocabulary (pg. 77)
4) Students will then begin reading in small groups "The Tell-Tale Heart" (pg. 78)

Gothic Literature

Objective: SWBAT identify characteristics of Gothic literature.

• I can identify characteristics of Gothic literature.
• I can effectively record important information.
• I can listen for information.

Writing Response: What do you think of when you hear the word Gothic?

To Do:
1) Book Fair (Final Day)
2) Watch the short film "Vincent" for entertainment

• What things pop out at you?
• Is there any overlap between what happens in the video and the writing response?

3) Students will be presented with information on Gothic Literature and students will take notes using a guided note sheet
4) Re-watch "Vincent" identifying eight (8) characteristics of Gothic Literature

Comprehension Quiz

Objective: SWBAT demonstrate their comprehension of materials and concepts previously covered.

• I can show understanding of materials covered.
• I can show understanding of concepts covered.

Writing Response: N/A

To Do:
1) Students will take a quiz over the following:

• "Raymond's Run"
• "The Ransom of Red Chief"
• "Clean Sweep"
• Plot
• Characterization
• Predictions
• Inferences
• Sequencing
• Symbolism

2) Independent Reading

Symbolism

Objective: SWBAT analyze a text for symbols and their meanings.

• I can identify symbols.
• I can analyze a text for symbols and their meanings.

Writing Response: What does it mean to be green at something (discuss the varying symbolic meanings of the color green, as well as other colors)?

To Do:
1) Go to the Book Fair
2) Students will be given a presentation over Symbolism
3) Have students watch "The Cat Piano" and tell what each of the following colors represent:

• Red
• Blue
• Green
• White