English II (4th Block) Assignments

English II

Monday 4/15 – TESTING

Tuesday 4/16 & Wednesday 4/17

The Ultimate Gift

Thursday 4/18 *PROM DAY!

ASSIGNMENT

Go to this link --> https://www.pickthebrain.com/blog/

Read two articles of your choice; then, I want you to email me sharing the knowledge you acquired, including WHY you picked the article and HOW it can benefit you!  [email protected]

Friday 4/19 – No School

English II – TNReady Review

Monday, April 8**

• “Protect Your Privacy Online” article and questions
• CHOICES: Pick 1 from the Reflection List about Mark Zuckerburg/Facebook

Tuesday, April 9

Bell Workà   General Discussion: Test Taking tips; Online Version Concerns

Mystery Riddles - Discussion (Trivia Style)

Learning Intentions:  

• How do I read efficiently to support my learning?
• How do I select answers to demonstrate my understanding?

SUCCESS Criteria: 

• I can pause after reading of a short section and reflect on my comprehension by jotting notes.
• I can first understand what the question is asking and determine my initial response and go back to the text to verify my understanding. 

Wednesday, April 10

*Assessment of "The Possibility of Evil" / Quill.org

Thursday, April 11

*Unpacking Prompts*

Friday, April 12

POSTER CREATIONS FOR ALL 3 MODES OF WRITING

English II

Standard: R.CS.6  

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.  

Standard: R.IKI.8  

Cornerstone: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.  

Standard: W.TTP.1

Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

*Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Monday 4/1

Bell Work à In this video, a mother from the Crown Heights neighborhood of Brooklyn, New York, shares her perspectives on “stop and frisk.” Her son, who is a high school senior preparing for college, also shares his firsthand experiences with being stopped and searched.

How does “stop and frisk” damage ties between communities and the police?                                                                Video – STOP and FRISK

1. “Stop and Frisk: Right or Wrong?” Color Code Evidence

2. Answer the questions.

3. Create an OUTLINE only. 

Exit Ticket-  Without using your notes, write the format for an argumentative essay...

Tuesday 4/2 & Wednesday 4/3

Bell Workà  The New Economy YouTube

Discussion:     What will our future look like? 

The interviewees suggest that the most seriously threatened positions are relatively unskilled; do you think increases in the capabilities of computers will spare the highly educated or highly skilled, or should their long-term job security be called into question as well?

Wednesday 4/3

Learning Intentions:

• How do I write an argumentative essay?

SUCCESS Criteria: 

• I can write an argumentative essay with an effective introductory, claims paragraphs, counterargument paragraphs, and conclusion by use of my notes and limited assistance. 

Prompt: Will Computers Edge People Out of Entire Careers?

Highlight evidence, and choose a position as for or against.

(*Make sure to use the appropriate format, vocabulary, and overall structure.)  

*Each student will collaborate on what to write.  However, each student will write their essay in TEAMS. 

Exit: How did you and your partner decide which position to pick?

Thursday 4/4

Bell Workà Share out some reminders that the other groups will need to remember to do when writing their argumentative essay…. 

Will you be ready?

Learning Intentions:

• How do I write an argumentative essay?

SUCCESS Criteria: 

• I can write an effective argumentative essay by using my notes and limited assistance.  
• I can evaluate an essay for an effective introductory, claims paragraphs, counterargument paragraphs, and conclusion by use of my notes and assessment rubric.

1. Finish Peer Assisted Argumentative Essay
2. Evaluate another peer’s essay using the self-assessment rubric 
3. Once you receive your paper back, provide a reflection paper which includes level of satisfaction with argumentative writing ability and any edits.

Exit: If the prompt “Will Computers Edge People Out of Entire Careers?” was a narrative writing prompt, how would the focus and organization be different?

Friday 4/5 *Quiz over Argumentative Writing on Monday 4/8

Bell Work-  How good are you at JUDGING people?

Graphic Organizer-  Write your personal definition for EVIL; then, complete the graphic cluster.

Learning Intentions & Success Criteria:

I can determine the theme of a passage by focusing on what the characters learn and create a statement that is not story specific.

1. Read / Annotate / Checkpoint ?s – “The Possibility of Evil----------------*Miss Adela Strangeworth---------------------
2. “Rep the Theme” – Create a theme statement; use textual evidence to back up your creation. Lastly, illustrate it.

Exit: Critical Thinking:  Explain how analyzing the characters’ situations can lead you to discovering the theme of a story.

Standard: R.CS.6

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.

Standard: R.IKI.7

Cornerstone: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Standard: W.TTP.1

Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Introduce precise claim(s).
2. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
3. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
4. Provide a concluding statement or section that follows from and supports the argument presented.
5. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
6. Establish and maintain a formal style and objective tone.

Monday, March 18

Bell Work à Understanding different perspectives

Discussion: Arguments

How can it be important to determine who is it fault for a breakup?

When would it not matter to hear the truth for the breaking apart of a couple?

Learning Intentions:

SUCCESS Criteria: 

Informative Writing vs. Argumentative Essays

Position- Chris is to blame for the breakup because….

Label the essay to demonstrate your understanding 

We will read two articles, “Letter of Despair” by Rhi and “Letter of Deceit” by Chris, and practice underlining evidence to defend and oppose Chris & Rhi.  Writing Prompt: Who is to blame for the breakup?

EXIT: Brain Dump- Focus & Organization – What is the set-up for argumentative writing?  What is different about the set-up from expository/informative essay writing?  

*Tuesday, March 19 

Article: "Do Juvenile Killers Deserve Life Behind Bars?"

Assignment: 

1) Highlight evidence supporting life behind bars in one color; highlight evidence that is against life behind bars in a different color.

2) Answer the multiple choice and discussion questions

Thursday, March 21

“Teens and the Internet: How Much Is Too Much?” Stephanie Newman, Ph.D.

“10 Great Things Teens Learn While “Playing” Online” Christy Matte

Friday, March 22 – Reward Day!

English II

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: W.TTP.2

Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Monday 3/11

Bell Workà Respond to the 3 questions from our LEARNING INTENTIONS.

LEARNING INTENTIONS:

1. How do you determine evidence to select?
2. How do you develop an effective introductory paragraph?
3. How do you develop effective body paragraphs? 

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

Color code your essay, and make any edits before final submission.

*Opportunity to make MIDTERM corrections…

Tuesday 3/12 – ACT Day @ HHS

SOAPStone for 2 articles --- Use rewire.org or curiosity.com

Wednesday 3/13 (Waffle - TEAMS) *from Tuesday 3/5

*Finish your essay

*Color Code (resubmit essay in TEAMS before you leave class.)

*Evaluate your own essay using the feedback form.

Thursday 3/14

Bell Work-  How good are you at JUDGING people?

Graphic Organizer-  Write your personal definition for EVIL; then, complete the graphic cluster.

Learning Intentions & Success Criteria:

I can determine the theme of a passage by focusing on what the characters learn and create a statement that is not story specific.

1. Read / Annotate / Checkpoint ?s – “The Possibility of Evil----------------*Miss Adela Strangeworth---------------------
2. “Rep the Theme” – Create a theme statement; use textual evidence to back up your creation. Lastly, illustrate it.

Exit: Critical Thinking:  Explain how analyzing the characters’ situations can lead you to discovering the theme of a story.

Friday 3/15

CFA #2 / Remediation

English II

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: W.TTP.2

Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Monday 3/4

Bell Workà Respond to the 3 questions from our LEARNING INTENTIONS.

LEARNING INTENTIONS:

1. How do you determine evidence to select?
2. How do you develop an effective introductory paragraph?
3. How do you develop effective body paragraphs? 

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

TEXTS:

“Miraculous Lost and Found”

“The Most Important Rule”

1. How do you determine evidence to select?
2. How do you develop an effective introductory paragraph?
3. How do you develop effective body paragraphs? 

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: W.TTP.2

Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Monday 2/25 No School

Tuesday 2/26 - Lesson with Tech Coach

Wednesday  2/27

LEARNING INTENTIONS:

How do you determine evidence to select?

How do you develop an effective introductory paragraph?

How do you develop effective body paragraphs?

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

Whole class instruction using the following texts:   

(This worked example will stay in your comp. book)

“Wash Your Hands”

“Quit Smoking”

“A Dozen Reasons to Exercise”

PROMPT: How can our health be improved?

1. Whole Class- Review each article. Underline specific evidence that can be used as textual evidence.  Find two per article. 
2. Whole Class- Create introductory paragraph. 
3. Begin TIDIDE body paragraphs. 

Exit: Write all the information you have know about informative essay writing.

QUIZ on Friday 

Explain the process for selecting evidence as you read the articles.

Explain how to write an introductory paragraph using the 3 part requirement. (hook, background, thesis)

Explain how to create body paragraphs using TIDIDE.

Thursday 2/28

Bell Workà What are some pre-writing notes and strategies you plan to implement when given a writing prompt? 

LEARNING INTENTIONS:

How do I vary my introducing of relevant textual evidence?

How do I provide a smooth transition between sentences and paragraphs?

SUCCESS Criteria: 

*I can incorporate varying techniques of introducing textual evidence into my writing by use of my notes.

*I can include appropriate transitional words based on the relationship of ideas within the paragraph and at the start of a new paragraph to link my ideas.

Continue body paragraphs using the worked example

Exit: Without using your notes, share how to vary introducing textual evidence. Provide examples to demonstrate your mastery.

Friday 3/1

Bell Workà Critique the following YUCKY introductory paragraph and provide edits. 

I think health can be improved a lot.  It take time to fix things. Both articles talk about being clean, smoking working out. I will talk about all of that stuff in my essay.

LEARNING INTENTIONS:

How do I write an effective concluding paragraph?

How do I monitor my writing to make sure I am using effective techniques?

SUCCESS Criteria: 

*I can write an effective concluding paragraph by beginning with a concluding transitional word, summarizing each topic from my thesis, and ending with a strong statement about why the topics matter.

*I can monitor my writing by creating notes upon the start of my TNReady writing exam which includes an outline and helpful reminders. 

1. QUIZ
2. Advanced: Concluding Paragraph  Notes / Create Concluding Paragraph
3. Feedback Form

Exit: What difficulties are you experiencing with informative writing? 

Introductory Paragraph

Hook - PURPLE

Background Information - YELLOW

Thesis (which has your three topics listed) - BROWN

EACH Body Paragraph

Topic Sentence - GRAY

Important Evidence - RED

Detailed Analysis - GREEN

Ending Statement - BLUE

Concluding Paragraph

Sentence that states thesis in a different way – BOX it in

Summarizing of each topic – CIRCLE it

Statement about why the topics matter – SQUIGGLY underline it

Exit:  GOAL Setting: What areas do you need to study or commit to memory in order to write an effective informative essay?  

English II

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Monday 2/11

Bell Work-  What is the theme of a story?

(Notes & Practice) Theme

   Learning Intentions & Success Criteria:

I can determine the theme of a passage by focusing on what the characters learn and create a statement that is not story specific.

1. Understanding Theme with Fables
2. Finish narrative for "The Test" / print 

Exit: How would you coach a peer to find the theme of a reading passage?

Tuesday 2/12

Bell Work-  The Bystander Effect In the famous 1964 "Kitty Genovese" incident, a young woman named Kitty Genovese was stabbed to death outside her home in Queens, New York. Many of Kitty's neighbors heard her desperate screams for help, yet no one called the police until too late. Report of this event shocked the city and the nation, and became the impetus for research on the psychological phenomenon that became known as the "Bystander Effect" by psychologists John Darley and Bibb Latané. 

 Discussion Question:  What contributing factors do you think causes this psychological phenomenon?  Do you think less of people who do not intervene in some way? EXPLAIN.

   Learning Intentions & Success Criteria: I can evaluate multiple versions of the same topic or idea by comparing/contrasting the central points in both visual and text format.

1. “The Worst Sin” by Joshua Salik & Question Analysis
2. WATCH - SHAKA SENGHOR: WHY YOUR WORST DEEDS DON'T DEFINE YOU
3. RECAP – What is a theme? 
4. In 1991, Shaka Senghor shot and killed a man. He was, he says, "…a drug dealer with a quick temper and a semi-automatic pistol." Jailed for second degree murder, that could very well have been the end of the story. But it wasn't. Instead, it was the beginning of a years-long journey to redemption, one with humbling and sobering lessons for us all.

EXIT: Standard 9: Explain how two or more texts represent similar themes by distinguishing between the similar and different characteristics.

Text Choices:

video “Bystander Effect”

short story “The Worst Sin”

video “Why Your Worse Deeds Don’t Define You”

Wednesday 2/13 & Thursday 2/14

Bell Work-  How good are you at JUDGING people?

Activity- Fill out the graphic organizer on p. 1.  Write your personal definition for EVIL; then, complete the graphic cluster.

Learning Intentions & Success Criteria:

I can determine the theme of a passage by focusing on what the characters learn and create a statement that is not story specific.

1. Read / Assess – “The Possibility of Evil”
2. Question Analysis
3. “Rep the Theme” – Create a theme statement; use textual evidence to back up your creation. Lastly, illustrate it.

Rep the Theme for the following:

video “Bystander Effect”

short story “The Worst Sin”

short story "The Possibility of Evil"

Exit: Critical Thinking:  Explain how analyzing the characters’ situations can lead you to discovering the theme of a story.

Friday 2/15 REWARD DAY!

English II

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Monday 2/4

Bell Work- Review paragraph 1 and 2.  What has the author included that demonstrates STRONG narrative writing skills? Explain your thoughts by referring to specific textual evidence.

Learning Objective: 

 *I can use effective annotating techniques to acknowledge my comprehension of a text.

*I can create narrative fiction by using effective techniques, well-chosen details, and well-structured event sequences.

1. Read-Aloud “Test” / Students annotate 
2. Plot the Responses – Short Answer and Highlight
3. COMPUTERS - Begin Writing CHOICE 

Exit: What testing strategy did you use to ensure a correct answer was selected?

Tuesday 2/5

Bell Work- In what ways does life "test" us everyday?  Explain the impact.

Learning Objective: *I can create narrative fiction by using effective techniques, well-chosen details, and well-structured event sequences.

1. Plot the Responses – Short Answer and Highlight
2. Finish Writing CHOICE from handout.
3. Self-Assess your writing using the provided rubric.

Exit:  What are two goals you have to improve your narrative writing?  How do you plan to achieve this improvement?

Wednesday 2/6
Bell Work- Khan Academy – Interpreting Art by Using Inferences

Learning Objective:   

*I can make inferences by evaluating the evidence provided.

*I can explain how parts of a text function by evaluating the evidence given of its characteristics and purpose.

Exit: Explain your advanced knowledge of the standard below:

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Thursday 2/7 *Ketchup Day

 Finish your writing assignment from Tuesday and any missing assignments you may have.

Learning Objective: *I can create narrative fiction by using effective techniques, well-chosen details, and well-structured event sequences.

• Finish Writing CHOICE.
• Self-Assess your writing using the provided rubric.

Friday 2/8

1. CFA #1 Multiple Choice

2. Narrative Writing Task - from “My Unwilling Neighbor” by Frank Stockton

At the end of the passage, the author creates suspense about what the narrator will do.

Write a continuation of the story that describes what happens next.

Be sure to use what you have learned about the setting, characters, and plot of the passage.

 Manage your time carefully so that you can:

• Plan your response
• Write your response

Your written response should be in the form of a multi-paragraph narrative story.

English II

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Monday 1/28

Bell Work-  PADLET WALL RESPONSE (see QR Code given in class)

1. A) What would the world be like if everyone was the same – average in intelligence, talents, appearance, and strength—and no one was better than anyone else?
2. B) Do you think people would feel and act better? WHY?

Learning Objective:  I can analyze why individuals, events, and ideas develop and interact within the story by annotating my comprehension.

1. Read Aloud “Harrison Bergeron” by Kurt Vonnegut (Text Analysis) 
2. Annotations / Self Reporting Rubric 

Exit: What is the message the author is conveying by telling this story where everyone is forced to be average?

Tuesday 1/29 & Wednesday 1/30

 Bell Work-  What are the advantages and disadvantages of everyone being average and no greater or lesser than anyone else?

Learning Objective:  I can effectively use the TIDE Method to show my understanding of a text by referring to my notes. 

I can demonstrate reading the question first before referring back to the text to assure the selection of a correct answer.

 1. Assessment of Story

      2.  TIDE RESPONSE # 1, 2, 7, & 13

(remaining questions - complete sentence responses)

Exit: Would society have been better off if Harrison Bergeron were left in charge? Why or why not?

Thursday 1/31 -  ½ day

Compare/contrast the film 2081 to the short story “Harrison Bergeron.”

Friday 2/1

Bell Work- Would society have been better off if Harrison Bergeron were left in charge? Why or why not?

Learning Objective:  I can effectively use the TIDE Method to show my understanding of a text by referring to my notes. 

I can demonstrate reading the question first before referring back to the text to ensure the selection of a correct answer.

1.  Finish TEST
2. TIDE RESPONSE Handout # 1, 2, 7, & 13

(remaining questions - complete sentence responses)

 Exit: Without using your notes,  give a transitional word you would use for the following:

--Important Evidence Statement

--Detailed Analysis Statement

--Ending Statement

ENGLISH II

Standard: R.KID.3 Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Standard: R.CS.5 Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Standard: W.TTP.3 Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Monday 1/21 – No School

Tuesday 1/22

Bell Work- Explain in detail how to provide a correct IMPORTANT EVIDENCE statement within a paragraph.

Finish your sequel to “The Breakaway” – Justin After High School

Color Code your Narrative:

Dialogue = purple

Foreshadowing = red

Showing NOT telling = green (setting, characters, etc.)

Underline advanced vocabulary usage.

2. Electronic Storyboard Creation - *Using textual evidence with citation from the sequel, record information in each box to represent each progressing plot element.

Exit: Preview- 

Standard: R.CS.5 Explain the TNReady standard:

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Wednesday 1/23

Bell Work- CONNECT TO YOUR LIFE - In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?  How do we create ourselves along the way?

Exit: Identify which paragraph most clearly shows the narrator's willingness to allow Sheila Mant's opinion to matter most.  Explain your choice.

Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Explain each part of the TIDE method in detail. QUIZ tomorrow!

Thursday 1/24

Bell Work- Study your notes for a quiz over the TIDE Method!

Learning Objective:  I can analyze why individuals, events, and ideas develop and interact within the story by annotating my comprehension.

1. QUIZ – Tide Method
2. FINISH QUESTIONS from yesterday...
3. Assessment over "The Bass, the River, and Sheila Mant"
4. Finish Electronic Storyboard from earlier in the week.....

Exit: Explain the difficulties you had with the objective for today.  What strength did you display today?

Friday 1/25

Bell Work- Discussion/Read Aloud: TN State Narrative Writing Rubric

Movie Analysis with Rubric Focused Questions

English II

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: W.TTP.3 

Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Monday 1/14   

Bell Work- Student Information Sheet / Bio on back

1. Whole Class Review of Syllabus / Write knowledge learned... then review syllabus and fill in learning gaps. (QUIZ tomorrow)
2. Annotating Notes / Practice  "The Most Important Question of Your Life" (questions)
3. Power of Listening 

Exit: TBA

Tuesday 1/15

 Bell Work- How to Grow Your Brain    

What does pretesting our knowledge have to do with growth mindset?

1. Pretest of Skills (State Assessment Practice)
2. GROWTH MINDSET - Reading and analysis 

Exit: Explain your understanding of a growth mindset AND what effect that will have on your life.

Wednesday 1/16

Bell Work- Making Inferences and Drawing Conclusions YouTube Video 

How is watching movies similar to reading stories? What is different?

LEARNING Intentions

How does making inferences while we read impact our comprehension?

How do we create a paragraph response that includes cited evidence correctly?

SUCCESS Criteria

I can interpret character actions and events and form logical conclusions.

I can utilize the TIDE method from my notes to create effective responses.

1. How to Cite Evidence Using TIDE---- NOTES 
2. Inference Review (complete all … use TIDE for #1, 3, 5, 6, and 9)

Exit:  Explain your "take-away" knowledge from today's activities, and share

what knowledge is on your "not yet" list.

Thursday 1/17

Bell Work- Write on the YELLOW STICKY NOTE . :)

• WITHOUT using your notes or a neighbor, explain each step of the TIDE method.  
• Which step of the TIDE method is the hardest for you?  Why?

1. Finish Inference Review (complete all … use TIDE for #1, 3, 5, 6, and 9)
2. Annotate “The Breakaway” and complete skill sheet on reverse side 

LEARNING Intentions

How do I determine the most relevant information to use when continuing a short story?

SUCCESS Criteria

I can interpret the events from the story and how they follow a logical sequence using plot elements.

 Exit: Characterization is how an author reveals a character by how they speak, feel, think, look, act, and the effect on others.  Explain how characterization can assist a reader in making an inference.

Friday 1/18

1. Plot Elements handout / Birds on a Wire – Short Pixar Movie
2. Improve Your Narrative Writing Video - Show Don't Tell
    
3. Write your sequel to “The Breakaway” – "Justin After High School"

Color Code your Narrative:

Dialogue = purple

Foreshadowing = red

Showing NOT telling = green (setting, characters, etc.)

Underline advanced vocabulary usage

3. Storyboard Creation - *Using textual evidence with citation from the sequel, record information in each box to represent each progressing plot element.  

2. Exposition   **Insert Picture**     *quote from your story	Rising Action   **Insert Picture**     *quote from your story	Climax   **Insert Picture**     *quote from your story
   Falling Action     **Insert Picture**     *quote from your story	Resolution     **Insert Picture**     *quote from your story

Exit: What do you think is the difference between an author “showing” how a character is versus an author “telling” what a character is like?