PPT-Learning Target: I can identify elements of suspense in “

Do Now What qualities enable people to perform well when facing heartpounding fear or stress List at least 3 Think about your own experiences or those of someone you know or someone in the news or fiction youve read . ALL: Will be able to identify what Science Fiction is and identify one or two common elements. . MOST: Will be able to identify the common thematic and stylistic features of Science Fiction. . SOME: Will be able to explain clearly how to write effective Science fiction. . Irina . McGrath &. . Jennifer . Miescke, Jefferson County Public Schools. , Louisville, KY. jennifer.miescke@Jefferson.kyschools.us. . By Jeff Gray & Heather Thomas. Day 1. Objective. Set the tone/theme for the unit & develop an understanding of why it is important for teachers to know and understand their students.. Miss Johnson. Frozen. https://www.youtube.com/watch?v=. TISp0swKhkk. Standard. Literary Response and Analysis. 3.6: Analyze . and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). . Foreshadowing and Suspense. Content Objective: . The . S. tudent . W. ill . B. e . A. ble . T. o (SWBAT) make . inferences. and draw conclusions about foreshadowing and suspense, and provide evidence from text to support their understanding using their Interactive Notebook and various texts. Standards:. Building a Common Understanding. Rick Stiggins. “Students can hit any target . they can see and will hold still.”. What do you know?. What do you hope to learn?. Define CCSS Success by June 2013. A Storytelling Unit. Day 9. STORYTELLING UNIT: DAY . 9. Instructions: . Correct the following sentence in the Bell Ringer section of your notebook. Draw a line separating the subject part of the sentence from the predicate. Hint: The predicate contains the verb! . Learning Target 7.45. I can summarize . the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polo’s travels and the location of his . routes. . I can establish a system for curriculum development and improvement . I can identify 4 types of learning targets in . standards . I can apply the attributes of a daily learning target in developing . a deserted (or sparsely inhabited) castle or mansion in a state of ruins or semi-ruins. labyrinths/mazes, dark corridors, and winding stairs filled with dusty cobwebs. castles or mansions which have hidden tunnels/staircases, dungeons, underground passages, crypts, or catacombs. Learning Targets...Going Deeper. Discovery Middle School. Professional Development. February 17, 2012. Target. . Let’s determine . the connection between the . learning . target and classroom instruction.. Literary Analysis. 7. th. Grade Language Arts. PROMPT. Pick . ONE character . that traveled to Indian Island and . explain of . two. instances of how . they added/created suspense . throughout . the story. Support your claims with text evidence. . -Alfred Hitchcock. Suspense:. . the uncertainty or anxiety a reader feels about what will happen next in a story. there must be an unknown; a suspicion, a mystery, a danger we expect. The . word suspense is related to the word suspended. When a story keeps us in suspense, we feel almost as if we were suspended in midair. We may even hold our breath without realizing it as we read on eagerly to find out how the story ends. 2. Identify the chemical components and overall structure of DNA (B) . 3. Summarize the events of DNA replication (B) . 4. Compare RNA and DNA (B) . 5. Explain the process of transcription (B) . 6. Identify the genetic code and explain how it is read (B) . Discuss / think about it. What feelings does suspense give a reader?. When reading stories that include suspense and mystery, readers can feel:. scared or frightened;. worried or anxious;. excited or thrilled;.