Intro to Lit Circles
1. As a class, we learned a little about each book that was being offered. Then we selected ten books we thought were ones that many of us would like to read. The only pre-requisite was that 3-4 people wanted to read that book, otherwise it was removed from the list.
2. From the ten remaining books, we determined who wanted each book.
3. Went to library and selected the book.
4. A day of silent reading to get into our book prior to any handouts/assignments/etc.
5. Quickly discussed initial impressions.
2. From the ten remaining books, we determined who wanted each book.
3. Went to library and selected the book.
4. A day of silent reading to get into our book prior to any handouts/assignments/etc.
5. Quickly discussed initial impressions.
Lesson 1 - Lit Circles
1.Distributed Lit Circles Handout (please find below)
2. Students read for the entire class in order to get into their book. Now, they can choose to abandon the book or continue with it.
3. Students should also be reading 15-20 mins a night at home.
4. Lit circle unit ends on March 21st - must be done one book by that point.
2. Students read for the entire class in order to get into their book. Now, they can choose to abandon the book or continue with it.
3. Students should also be reading 15-20 mins a night at home.
4. Lit circle unit ends on March 21st - must be done one book by that point.
language_and_literature_-_lit_circles_handout_2021.doc | |
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Lesson 2-3- Lit Circles + Concurrent Poetry Unit
1. We read an overhead of the Top Five Places you never expected to find poetry. See below.
top_five_places_you_never_expected_to_find_poetry.doc | |
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2. View video clip of Poetry from "Family Guy"
http://www.youtube.com/watch?v=uOcvmTLTtNE (Stewie poem)
http://www.youtube.com/watch?v=uOcvmTLTtNE (Stewie poem)
3. Review Poetic Devices (Similes and Metaphors) via a youtube clip:
http://www.youtube.com/watch?v=KfeqRTMBm5A (Better one)
http://www.youtube.com/watch?v=luqACg3hhFQ (choose earlier one when possible)
http://www.youtube.com/watch?v=KfeqRTMBm5A (Better one)
http://www.youtube.com/watch?v=luqACg3hhFQ (choose earlier one when possible)
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4. Poetic Terms matching and get them to match the correct term to its definition with a partner. (See below)
-teach them the word “mnemonic” – a memory device.
5. Students will search the song lyrics from our class music video songs for the following:
-Metaphor -Repetition -simile -rhyme -personification -hyperbole
-imagery -Allusion
6. Read Lit Circles Novels
-teach them the word “mnemonic” – a memory device.
5. Students will search the song lyrics from our class music video songs for the following:
-Metaphor -Repetition -simile -rhyme -personification -hyperbole
-imagery -Allusion
6. Read Lit Circles Novels
poetry_terms_grade_9_matching.doc | |
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grade_9_poetic_devices_2013-14.doc | |
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Lessons 3-4
1. We have started every class with 30 minutes of silent reading.
2. In each class, we selected a song to study and create a music video about. In each class, students have created groups and are responsible for "Directing" a scene in the music video. Please check out the two video's below. Block 2-2 has decided on "Bohemian Rhapsody" and Block 3-3 Has decided on "Happy."
2. In each class, we selected a song to study and create a music video about. In each class, students have created groups and are responsible for "Directing" a scene in the music video. Please check out the two video's below. Block 2-2 has decided on "Bohemian Rhapsody" and Block 3-3 Has decided on "Happy."
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3. We conducted a "Lit Circle" meeting. Students met in groups of 2-4 to intellectually discuss their novels. Groups did quite well in general discussing various facets of their novels from Characterization, to symbolism to significant quotations.
4. We conducted a thorough reading of each of the Music Video poems, searching for themes and deeper meanings. Students read their class song and had to come up with one question, one statement or one comment. All 30 students were able to add a thought and eventually, we came to several conclusions about the significance of the poem, the importance of diction, repetition and imagery. Well done, class!
5. Students should also be completing their "Double-Sided Journals." Students must select five significant quotations from their novels and write them on one side of a piece of paper. On the other side, they need to write why the quote is significant. They should focus on how the quote relates to any or all of the following: Characterization, Symbolism, Plot, Theme, Conflict or can relate to good writing (poetic devices/short story terms.) Think deeply!
4. We conducted a thorough reading of each of the Music Video poems, searching for themes and deeper meanings. Students read their class song and had to come up with one question, one statement or one comment. All 30 students were able to add a thought and eventually, we came to several conclusions about the significance of the poem, the importance of diction, repetition and imagery. Well done, class!
5. Students should also be completing their "Double-Sided Journals." Students must select five significant quotations from their novels and write them on one side of a piece of paper. On the other side, they need to write why the quote is significant. They should focus on how the quote relates to any or all of the following: Characterization, Symbolism, Plot, Theme, Conflict or can relate to good writing (poetic devices/short story terms.) Think deeply!
Lesson 5 - Music Video and Poetry Analysis Of "The Shark."
1. Silent Reading.
2. Read Poem (song) as a group and detect poetic terms. Annotate (circle/underline) and write comments. -Lyrics for your song are below.
3. Use the handout below to plan your music video sequence. Once done, can film (likely tomorrow, but may be ready to go today.)
4. Poem: The Shark (to review imagery).
SHARK LESSON:
Today we are going to look at Imagery. It is the foundation of many good poems.
1. Begin by asking students what they know about sharks. Place on a mind map on the board.
2. Show two youtube clips from the movie “Jaws”:
-Explain that the poem we will read is about Sharks and the great imagery that can be created about them. Explain that Hollywood can also create great images.
http://www.youtube.com/watch?v=pmLP0QQPqFw (Quint Gets Devoured)
http://www.youtube.com/watch?v=FpxOLhuNXfM (Jaws Final Scene)
2. Read Poem (song) as a group and detect poetic terms. Annotate (circle/underline) and write comments. -Lyrics for your song are below.
3. Use the handout below to plan your music video sequence. Once done, can film (likely tomorrow, but may be ready to go today.)
4. Poem: The Shark (to review imagery).
SHARK LESSON:
Today we are going to look at Imagery. It is the foundation of many good poems.
1. Begin by asking students what they know about sharks. Place on a mind map on the board.
2. Show two youtube clips from the movie “Jaws”:
-Explain that the poem we will read is about Sharks and the great imagery that can be created about them. Explain that Hollywood can also create great images.
http://www.youtube.com/watch?v=pmLP0QQPqFw (Quint Gets Devoured)
http://www.youtube.com/watch?v=FpxOLhuNXfM (Jaws Final Scene)
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3. Go to this website and share some shark attack facts with the class. http://channel.nationalgeographic.com/wild/shark-attack-experiment-live/articles/shark-attack-facts/
4. Define Imagery: Poets use imagery to get the reader to really identify with their subject matter, make them see, hear, taste, feel and smell whatever they are talking about. Define: Words/phrases that appeal to the sense and paint a picture in the readers mind.
5) Read through the poem “The Shark” as a class. (SEE BELOW)
-Read it once, then get them to read it on their own and fill in the “imagery sheet” on the other side of the poem.
4. Define Imagery: Poets use imagery to get the reader to really identify with their subject matter, make them see, hear, taste, feel and smell whatever they are talking about. Define: Words/phrases that appeal to the sense and paint a picture in the readers mind.
5) Read through the poem “The Shark” as a class. (SEE BELOW)
-Read it once, then get them to read it on their own and fill in the “imagery sheet” on the other side of the poem.
imagery_-_the_shark.doc | |
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KEY:
Theme: the shark is the ultimate killing machine (compared to a machine in the poem)
“Part vulture, part wolf/Part neither –for his blood was cold”
“Tubular, tapered, smoke blue”
“Like a piece of sheet-iron”
“With a knife edge”
SIGHT: “stirred not a bubble,” smoke blue,”
SOUND: Snapped at a flat-fish”
TOUCH: “For his blood was cold”
SMELL: “smoke blue”
-After about 10 minutes of working in Partners, make a grid on the board that looks like the one on the back of the shark poem sheet and get the class to fill it in. Discuss the poem.
Theme: the shark is the ultimate killing machine (compared to a machine in the poem)
“Part vulture, part wolf/Part neither –for his blood was cold”
“Tubular, tapered, smoke blue”
“Like a piece of sheet-iron”
“With a knife edge”
SIGHT: “stirred not a bubble,” smoke blue,”
SOUND: Snapped at a flat-fish”
TOUCH: “For his blood was cold”
SMELL: “smoke blue”
-After about 10 minutes of working in Partners, make a grid on the board that looks like the one on the back of the shark poem sheet and get the class to fill it in. Discuss the poem.
lyrics_for_music_videos.docx | |
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music_video_planning_sheet.doc | |
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2022 Completed Music Video:
Lesson 6
1. Silent Reading.
2. Double-Sided Journal - work on another quote and explanation.
3. Worked on Music video as a class. Our way of studying a poem deeply; we have also been setting up our scenes and thinking about how they relate to either theme, poetic devices or symbolism in the actual song. Students must be able to articulate why they chose to portray the scene in their music video in the way they chose to portray it.
2. Double-Sided Journal - work on another quote and explanation.
3. Worked on Music video as a class. Our way of studying a poem deeply; we have also been setting up our scenes and thinking about how they relate to either theme, poetic devices or symbolism in the actual song. Students must be able to articulate why they chose to portray the scene in their music video in the way they chose to portray it.
Lessons 7-10 - Metaphors, Similes, Onomatopoeia
LIT CIRCLE SEGMENT OF CLASS:
1. Silent Reading
2. Submit double-sided journal (see lit circle handout sheet for explanation). Must have five quotes from the book and an explanation of the significance of the quote. Do not re-state or paraphrase the quote. You must explain how the quote is significant to: plot, characterization, theme, symbolism, irony or make a deeply connection (text-to-text, text-to-self, text-to-world).
POETRY SEGMENT OF CLASS:1. Introduce Metaphor and personification. See if students recall the definitions and examples. They may look at their answer key sheet.
Show personification video http://www.youtube.com/watch?v=RKexdSZNiLc
Show simile/metaphor video: http://www.youtube.com/watch?v=iIBdDiPi-o0&feature=related -
Show bad metaphors (overhead).
1. Silent Reading
2. Submit double-sided journal (see lit circle handout sheet for explanation). Must have five quotes from the book and an explanation of the significance of the quote. Do not re-state or paraphrase the quote. You must explain how the quote is significant to: plot, characterization, theme, symbolism, irony or make a deeply connection (text-to-text, text-to-self, text-to-world).
POETRY SEGMENT OF CLASS:1. Introduce Metaphor and personification. See if students recall the definitions and examples. They may look at their answer key sheet.
Show personification video http://www.youtube.com/watch?v=RKexdSZNiLc
Show simile/metaphor video: http://www.youtube.com/watch?v=iIBdDiPi-o0&feature=related -
Show bad metaphors (overhead).
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worst_metaphor_contest.doc | |
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2. In pairs, come up with own bad metaphor, share as a class.
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3. Examine Handout on Dreams/Boulevard of Broken Dreams. Brainstorm on dreams (A/b partners, then share with the class. Significance of dreams, importance of dreams.) Share with the class.
4. Explain the idea of "The American Dream" and provide some quick history on Immigrants who arrived in America for greater wealth and opportunities. Recently the idea of "The American Dream" has crumbled and been criticized. 5. Play Boulevard of Broken Dreams and do questions that follow on the handout about the subject. https://youtu.be/Soa3gO7tL-c -Class discussion on the film and go over the Questions provided. |
boulevard_of_broken_dreams.docx | |
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6. Show onomatopoeia video to review onomatopoeia
7. Tigger says Onomatopoeia. http://www.youtube.com/watch?v=8TJJJ7Flu28&feature=watch_response
7. Tigger says Onomatopoeia. http://www.youtube.com/watch?v=8TJJJ7Flu28&feature=watch_response
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Lesson 11 - Irony in Poetry
1. Go over the three types of Irony with video examples. Students need to write these down in notes.
DRAMATIC IRONY: (When the Audience is aware of something that a character is not aware of; usually creates suspense).
Examples:
Halloran Death Scene in Shining http://www.youtube.com/watch?v=TfQ1oKSSNyU&feature=related
Scary Movie: Parody of Cheerleader death scene: http://www.youtube.com/watch?v=8aTv_UyIF_4&feature=related
DRAMATIC IRONY: (When the Audience is aware of something that a character is not aware of; usually creates suspense).
Examples:
Halloran Death Scene in Shining http://www.youtube.com/watch?v=TfQ1oKSSNyU&feature=related
Scary Movie: Parody of Cheerleader death scene: http://www.youtube.com/watch?v=8aTv_UyIF_4&feature=related
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VERBAL IRONY: When a character says something but means the opposite (not the same as sarcasm, which is intentionally meant to hurt someones feelings)
Examples:
(Show clip in Monty Python: http://www.youtube.com/watch?v=zKhEw7nD9C4)
SITUATIONAL IRONY: When the opposite happens of what was expected.
Examples
-Mr. Bean at beach uses a complicated method to change his bathing suit to avoid being seen, but there is a twist. http://www.youtube.com/watch?v=6BFhN3n1S88
Monty Python Clip "The Flasher" http://www.youtube.com/watch?v=bK7Bh1RMu5Y&playnext=1&list=PLEFA0404CB6F90D67&index=5
Examples:
(Show clip in Monty Python: http://www.youtube.com/watch?v=zKhEw7nD9C4)
SITUATIONAL IRONY: When the opposite happens of what was expected.
Examples
-Mr. Bean at beach uses a complicated method to change his bathing suit to avoid being seen, but there is a twist. http://www.youtube.com/watch?v=6BFhN3n1S88
Monty Python Clip "The Flasher" http://www.youtube.com/watch?v=bK7Bh1RMu5Y&playnext=1&list=PLEFA0404CB6F90D67&index=5
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3. Listen to the song "Ironic" by Alanis Morissette. We will pick out examples of irony together. Mr. Fitton has provided a handout.
http://www.youtube.com/watch?v=Jne9t8sHpUc
4. Read "Richard Cory" together and then play the song Richard Cory by Simon and Garfunkel and pick out examples of irony in the poem. (Mr. Fitton has provided a handout.)
Simon and Garfunkel sinking “Richard Cory”
http://www.youtube.com/watch?v=0GNuMGsYBD4
http://www.youtube.com/watch?v=Jne9t8sHpUc
4. Read "Richard Cory" together and then play the song Richard Cory by Simon and Garfunkel and pick out examples of irony in the poem. (Mr. Fitton has provided a handout.)
Simon and Garfunkel sinking “Richard Cory”
http://www.youtube.com/watch?v=0GNuMGsYBD4
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5. As a class, we will learn how to create a short paragraph on Irony. We will set up a topic sentence and write a paragraph explaining the examples of irony. (Reminder: Not only must you explain the example, but also explain how you know it is dramatic/situational etc. If you want a Challenge topic, try to explain: What does the Irony achieve in the poem or why is it used as a divide in that particular poem?
6. Write Irony Paragraph
6. Write Irony Paragraph
irony_two_poems.doc | |
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gr._9_irony_assignment.doc | |
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Lesson 12 - Poetry As A Way to Reflect on Social Issues - Body Image Poems
1. Review Alliteration, Assonance and Rhyme (Students should refer to their initial terms sheet)
2. Start off with a tongue twister contest.
A. Divide class into groups and handout the tongue twisters handout. (Available in Class)
B. Give them a few minutes to try out the tongue twisters amongst each other.
C. Get group to decide who did the best and they will get to compete in competition against the class.
D. Teacher now picks a random tongue twister from the list.
E. One person from each group stand up and perform for the class. When all are done, get everyone to close their eyes and vote. Give candy to the best person and their group.
F. DISCUSSION: What do you notice about the tongue twisters? Discuss poetic devices (alliteration, assonance, rhyme). How they can be fun. Humans love language and playing with it. Get them to share any other tongue twisters they know.
G. A student tongue twister from a couple of years ago: He felt smart, she felt smart, they felt smart. (Have them say it five times fast… maybe as a class… or have one kid stand up and try it)
3. Do Assonance, Alliteration, Rhyme sheet (available in class) together (get them to make up examples and share. Do all of the questions. Explain how the beauty of these devices lies in how it draws attention to specific parts of speech. Helps us understand that poets often mean more than basic level info (shown by how they carefully craft which words they use). They spend a lot of time on the words they choose and the significance. Also, rhyme etc is fun! Discuss how in middle school the focus is on identifying various poetic devices when you see them, but in high school the emphasis is on identifying what makes them create harmony/beauty in a work and how they contribute to the complexity of the poem. I then tell them about Bram Stoker’s Dracula and how at one point when
discussing “Dracula,” Bram Stoker uses a lot of sibilance (alliteration with emphasis on the “s” sound). When reading it out loud (as many Victorian reads would have) the reader sounds like they are hissing due to all of the “s” sounds.. So you sound like a snake while you are reading about someone related to the devil… beautiful complexity… and manipulation by the author.
4. Read “What’s Eating Me” to pick out examples of alliteration. Respond to questions below on the handout. Shows poetry can deal with real world issues.
2. Start off with a tongue twister contest.
A. Divide class into groups and handout the tongue twisters handout. (Available in Class)
B. Give them a few minutes to try out the tongue twisters amongst each other.
C. Get group to decide who did the best and they will get to compete in competition against the class.
D. Teacher now picks a random tongue twister from the list.
E. One person from each group stand up and perform for the class. When all are done, get everyone to close their eyes and vote. Give candy to the best person and their group.
F. DISCUSSION: What do you notice about the tongue twisters? Discuss poetic devices (alliteration, assonance, rhyme). How they can be fun. Humans love language and playing with it. Get them to share any other tongue twisters they know.
G. A student tongue twister from a couple of years ago: He felt smart, she felt smart, they felt smart. (Have them say it five times fast… maybe as a class… or have one kid stand up and try it)
3. Do Assonance, Alliteration, Rhyme sheet (available in class) together (get them to make up examples and share. Do all of the questions. Explain how the beauty of these devices lies in how it draws attention to specific parts of speech. Helps us understand that poets often mean more than basic level info (shown by how they carefully craft which words they use). They spend a lot of time on the words they choose and the significance. Also, rhyme etc is fun! Discuss how in middle school the focus is on identifying various poetic devices when you see them, but in high school the emphasis is on identifying what makes them create harmony/beauty in a work and how they contribute to the complexity of the poem. I then tell them about Bram Stoker’s Dracula and how at one point when
discussing “Dracula,” Bram Stoker uses a lot of sibilance (alliteration with emphasis on the “s” sound). When reading it out loud (as many Victorian reads would have) the reader sounds like they are hissing due to all of the “s” sounds.. So you sound like a snake while you are reading about someone related to the devil… beautiful complexity… and manipulation by the author.
4. Read “What’s Eating Me” to pick out examples of alliteration. Respond to questions below on the handout. Shows poetry can deal with real world issues.
whats_eating_me.doc | |
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5. Show clip from Oprah of “Rudine.“ A clip about eating disorders. Because the poem we read is about eating disorders. Please ensure the DVD is placed back in the box at the end of the day as it belongs to another teacher. It is the first one in the series and I have placed a yellow sticky note on it so that is easily identifiable. http://www.youtube.com/watch?v=hXl0vx-9XpQ
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6. Class discussion on body image issues and eating disorders.
- Some questions – what makes people in society focus on their body? - I do a lot of asking questions, then letting them discuss with partners/ppl around them for a moment then as a class we have a brief discussion. -What are some typical eating disorders -Any TV show examples -Other cultures and what they see as the best body (Africa – usually portly is good as it is sign of being well fed, strong and in women, obesity is good as it means you will have a stronger chance of having kids survive. -Discuss bodies throughout time (ie: why were Kings usually fat). 7. Youtube clip “Dove Evolution.” It shows the background behind models… how they use photoshop, lighting etc… meaning we don’t actually get an accurate view of what people in magazines look like. Therefore, the image people want to become is somewhat impossible… but that is what beauty is sold as… Dove Evolution: https://youtu.be/KN2yunRynks |
Lesson 13 - Theme in Poetry - Final Poem
1) Explain that on the exam they will be responsible for writing a paragraph on the theme of a poem and that is what we will be learning today.
2) Remind them how to find theme (major character development, title, lines that are emphasized, ending, major image or symbol).
3) Hand out the assignment for “Beautiful Day” which goes over themes. (See below)
2) Remind them how to find theme (major character development, title, lines that are emphasized, ending, major image or symbol).
3) Hand out the assignment for “Beautiful Day” which goes over themes. (See below)
beautiful_day_-_theme_paragraph_assignment.docx | |
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beautiful_day_theme_paragraph_rubric.docx | |
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beautiful_day_u2.docx | |
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A Good theme paragraph contains the following:
a) In your topic sentence, include the author and title, a theme statement and briefly how you are going to argue it.
b) Use at lease three specific examples that prove your argument, consider how lines in the poem reflect the theme, how imagery reflects the theme, word choice, style, poem format, content and the title if you are feeling brave consider how poetic terms reflect the theme (ie metaphor, simile, personification, symbolism etc.),
c) Thoroughly explain why each SPECIFIC example proves your topic sentence.
d) Have a strong insightful conclusion (For example, how this theme connects to your life, but without saying I, we, or you, or a strong final thought)
POETRY STUDY: DR. SEUSS - "The Zax"
4) Ask students if there has ever been a time that they refused to compromise even when they realized they were wrong. Share as a class.
5) http://www.youtube.com/watch?v=_MVdgz2ghhw&feature=related (Show the Zax)
Bob Dylan Sings the Zax: http://www.youtube.com/watch?v=RtGAh_0dBrg (Or read “What was I afraid of)
a) In your topic sentence, include the author and title, a theme statement and briefly how you are going to argue it.
b) Use at lease three specific examples that prove your argument, consider how lines in the poem reflect the theme, how imagery reflects the theme, word choice, style, poem format, content and the title if you are feeling brave consider how poetic terms reflect the theme (ie metaphor, simile, personification, symbolism etc.),
c) Thoroughly explain why each SPECIFIC example proves your topic sentence.
d) Have a strong insightful conclusion (For example, how this theme connects to your life, but without saying I, we, or you, or a strong final thought)
POETRY STUDY: DR. SEUSS - "The Zax"
4) Ask students if there has ever been a time that they refused to compromise even when they realized they were wrong. Share as a class.
5) http://www.youtube.com/watch?v=_MVdgz2ghhw&feature=related (Show the Zax)
Bob Dylan Sings the Zax: http://www.youtube.com/watch?v=RtGAh_0dBrg (Or read “What was I afraid of)
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-Ask students to share with a partner what they think the theme of "The Zax" is (the central message). Then as a class, get them to share out possible themes. There can be many and they can be expressed in many ways.
-Write their ideas of lines on the board that support the theme – with a quote or example (explain this is what they will do in their theme paragraph). Students can then use this information for writing.
6) Show an example of a Zax paragraph on the board. on the board, underline the topic sentence, support, elaboration and conclusion. Just so they know how to write their own paragraph for Beautiful Day.
7) Show clip of Mattie from “Best of Oprah.” Discuss his quote “play after every storm.” Heart Warmers…
http://www.youtube.com/watch?v=B2Rg9TTuoDE
8) Listen to the song Beautiful Day and get them to underline poetic devices and identify them.
http://www.youtube.com/watch?v=co6WMzDOh1o
-Write their ideas of lines on the board that support the theme – with a quote or example (explain this is what they will do in their theme paragraph). Students can then use this information for writing.
6) Show an example of a Zax paragraph on the board. on the board, underline the topic sentence, support, elaboration and conclusion. Just so they know how to write their own paragraph for Beautiful Day.
7) Show clip of Mattie from “Best of Oprah.” Discuss his quote “play after every storm.” Heart Warmers…
http://www.youtube.com/watch?v=B2Rg9TTuoDE
8) Listen to the song Beautiful Day and get them to underline poetic devices and identify them.
http://www.youtube.com/watch?v=co6WMzDOh1o
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9) Analyze together on the overhead – look at the different devices and annotate + analyze. Teach them the skill of annotation.
-Notes on “Beautiful Day” for the teacher. Look at all images of Beauty and Hope.
Second stanza = not positive, luck etc but look at the rhymes in the third stanza, all more positive (first stanza = no one cares, second stanza mentions friends etc) Theme is to find beauty in unexpected places. – Can show student example of paragraph.
10. Choose as a class what we will write our paragraph on. Our earlier Irony assignment or on Beautiful Day.
-Notes on “Beautiful Day” for the teacher. Look at all images of Beauty and Hope.
Second stanza = not positive, luck etc but look at the rhymes in the third stanza, all more positive (first stanza = no one cares, second stanza mentions friends etc) Theme is to find beauty in unexpected places. – Can show student example of paragraph.
10. Choose as a class what we will write our paragraph on. Our earlier Irony assignment or on Beautiful Day.
zax_theme_paragraph.doc | |
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a_closer_look_at_irony_jonny_stuchberry_essay_-_good_example_to_show_class.docx | |
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Poetry Finale!
1. Study for the Poetry Test
2. Play game of SWAT
3. Do the Poetry Test (multiple choice, matching, paragraph question).
2. Play game of SWAT
3. Do the Poetry Test (multiple choice, matching, paragraph question).