Think about what you want to dobe when you get older Share that with your partner but FOCUS ON WHY you want to do it What are your reasons for wanting to dobe that BE PREPARED TO SHARE 9616 ID: 809245
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Slide1
Start-up - Discussion
With your VERTICAL partner, discuss the following:Think about what you want to do/be when you get older.Share that with your partner but FOCUS ON WHY you want to do it.What are your reasons for wanting to do/be that?BE PREPARED TO SHARE!
9/6/16
Slide2Start-up - Writing
Now write about the following:What did YOUR PARTNER say they want to do/be when they get older? What are their REASONS WHY THEY WANT TO DO/BE THAT?9/6/16
Slide3Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text.CCSS.ELA-LITERACY.RL.9-10.1
Slide4What, of This Goldfish, Do You Wish?
Character AnalysisMotivation: A character’s MOTIVATION refers to the reasons WHY they do the things they do. We can discover a characters MOTIVATION in different ways:What they sayWhat they thinkWhat they do
Slide5What, of This Goldfish, Do You Wish?
Character AnalysisAs we read today…HIGHLIGHT YOUR TEXTYELLOW – Dialogue that reveals a character’s motivationBLUE – Actions of a character and the motivation/ reasons for those actionsPINK – Thoughts of a character
Slide6What, of This Goldfish, Do You Wish?
Let’s Get StartedOpen up your digital textbook and navigate to page 3.Let’s look at the background information on the author, Etgar Keret.Now let’s read…
Slide7What, of This Goldfish, Do You Wish?
HOMEWORKIn Google classroom, in the document “Analyzing the Text” for the story, Answer Questions 1 – 4DO NOT TURN THIS IN!YOU WILL FINISH IT TOMORROW AFTER WE FINISH READING THE STORY!
Slide8Exit Ticket
What is Yoni’s MOTIVATION for making his video? What are the reasons (there are more than one) that he has decided to do this?Which one do you think is his MAIN MOTIVATION? Why do you think so?9/6/16
Slide9Start-up - Discussion
With your HORIZONTAL partner, discuss the following:Yoni’s video idea is, in his mind, a brilliant one that will make him rich and/or famous. Do you agree? Why or why not? Have you ever had an idea that you thought could do that for you? What was it?BE PREPARED TO SHARE!
9/7/16
Slide10Start-up - Writing
Now write about the following:Yoni’s video idea is, in his mind, a brilliant one that will make him rich and/or famous. Do you agree? Why or why not? Have you ever had an idea that you thought could do that for you? What was it?9/7/16
Slide11Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text.CCSS.ELA-LITERACY.RL.9-10.1
Slide12What, of This Goldfish, Do You Wish?
Let’s Finish ReadingOpen up your digital textbook and navigate to page 5.Now let’s read…
Slide13What, of This Goldfish, Do You Wish?
Character AnalysisAs we read today…HIGHLIGHT YOUR TEXTYELLOW – Dialogue that reveals a character’s motivationBLUE – Actions of a character and the motivation/ reasons for those actionsPINK – Thoughts of a character
Slide14What, of This Goldfish, Do You Wish?
HOMEWORKIn Google classroom, in the document “Analyzing the Text” for the story, Answer the remaining questions.Don’t forget to create your Works Cited page at the bottom of your document!This is DUE by TOMORROW AT7:00 A.M.
Slide15Exit Ticket
What is Sergei’s MOTIVATION for saving his third wish? Does his choice make sense to you? Why or why not?How do you think he feels when he is forced to use it? 9/7/16
Slide16Start-up - Discussion
With your VERTICAL partner, discuss the following:What did you think of the ending of the story? Was it what you expected? Was it similar to the endings of other “wish stories” you have read/seen/ heard? Why or why not?BE PREPARED TO SHARE!9/8/16
Slide17Start-up - Writing
Now write about the following:What did you think of the ending of the story? Was it what you expected? Was it similar to the endings of other “wish stories” you have read/seen/ heard? Why or why not?9/8/16
Slide18Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text. Complete a comparison and contrast of two stories that both deal with a similar central idea, with a focus on the motivations of the characters in those stories.CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.RL.9-10.7
Slide19Wish Stories
You have each been given a story that deals with wishes. Your FIRST order of business is to read the story you have been given SILENTLY. As you read, look for any words or phrases you do not know and UNDERLINE them (do NOT highlight…you will need to highlight other things later).
Slide20Wish Stories
Now read through the story a second time SILENTLY.This time, as you read, look for anything that shows the MOTIVATIONS of the characters. Remember, motivation can be shown through their: WORDS, THOUGHTS, and/or ACTIONS.HIGHLIGHT any words, thoughts, or actions that help you to understand WHY the character(s) make the choices they make.Mark dialogue with a DMark actions with an AMark thoughts with a T
Slide21Wish Stories
Now read through the story ONE MORE time SILENTLY.This time, as you read, think about the story of Yoni, Sergei, and the Goldfish.Focus on things in this story that are similar to, or different from, that one.How are the motivations of the characters similar or different?How are the consequences of the characters’ actions and/or wishes similar or different?MAKE NOTES on your story paper of any similarities or differences you find.DO NOT WASTE TIME ON MINOR (CASUAL) SIMILARITIES OR DIFFERENCES
Slide22Cannon Comparison Chart
Your task is to complete a comparison and contrast of the story you just read with the story we read as a class.
For that task, you will be using a Cannon Comparison Chart.
The CCC is similar to a Venn diagram, but the end result is something that is cleaner, better organized, and easier to work with.
In a CCC, the differences go in the two outer columns and the similarities go in the center. The DARK SPACES should be left blank. They create separation and make the chart more readable.
Slide23Cannon Comparison Chart
“What, of This Goldfish, Would You Wish?”
BOTH
Story 2: FILL IN TITLE HERE
1-
1-
A-
Slide24Wish Stories - Comparison/Contrast
PAY ATTENTION TO THE INSTRUCTIONS!!!DO NOT USE MINOR (CASUAL) SIMILARITIES and DIFFERENCES eg: In this one the wishes were granted by a fish and in this one they were granted by a genie OR one was set in Israel and one was on a beach.Focus on IMPORTANT SIMILARITIES AND DIFFERENCES of PLOT, MOTIVATIONS of characters, and CONSEQUENCES of THE CHARACTERS ACTIONS and WISHES.AT LEAST ONE of your similarities and ONE of your differences MUST
relate directly to the
MOTIVATIONS
of characters in the stories.
Slide25Wish Stories – Comparison/Contrast
HOMEWORKWork on your CANNON COMPARISON CHART for the story you were given in class and “What, of This Goldfish, Would You Wish?”You WILL HAVE MORE TIME to work on it TOMORROW IN CLASS.
Slide26Exit Ticket
Why do you think the idea of magic creatures granting wishes is such a common one in literature (and TV and movies)? What is it about that idea that is so compelling to us as readers/viewers?9/8/16
Slide27Start-up - Discussion
With your HORIZONTAL partner, discuss the following:One part of your task was to find similarities and differences in the MOTIVATIONS of the characters in your stories.Share ONE OF EACH (a similarity and difference) with your partner.BE PREPARED TO SHARE!
9/9/16
Slide28Start-up - Writing
Now write about the following:One part of your task was to find similarities and differences in the MOTIVATIONS of the characters in your stories.What was one similarity that YOUR PARTNER found? What was one difference?Were either of theirs similar to what YOU found in YOUR story? How?
9/9/16
Slide29Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text. Complete a comparison and contrast of two stories that both deal with a similar central idea, with a focus on the motivations of the characters in those stories.CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.RL.9-10.7
Slide30Wish Stories – Comparison/Contrast
Continue working on your CCC for the two wish stories.If you finish, I WANT TO SEE IT!!! It is not done until myself or Mr. Kenny says it’s done!!Once you are finished, you may…WORK ON MAKE-UP WORKWORK ON EXTRA CREDITWORK ON WORK FOR ANOTHER CLASS
Slide31HOMEWORK
Your Cannon Comparison Charts areDUE MONDAY!BUT DO NOT SUBMIT THEM. BRING THEM COMPLETED ON MONDAY.WE WILL BE USING THEM FOR THE NEXT ASSIGNMENT!
Slide32Exit Ticket
If you were asked to WRITE A PAPER discussing the similarities and differences between the two stories you read, would the CCC help? How could you use it to help you write? How would you organize your paper?(YES…THIS IS A HINT AS TO WHAT’S COMING ON MONDAY)9/9/16
Slide33Start-up - Discussion
With your VERTICAL partner, discuss the following:Why do you think the idea of wishes being granted is so popular in stories/ movies/tv? What is it about that idea that we find so interesting?BE PREPARED TO SHARE!
9/12/16
Slide34Start-up - Writing
Now write about the following:Why do you think the idea of wishes being granted is so popular in stories/ movies/tv? What is it about that idea that we find so interesting?9/12/16
Slide35Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text. Complete a comparison and contrast of two stories that both deal with a similar central idea, with a focus on the motivations of the characters in those stories.CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.RL.9-10.7
Slide36Wish Stories – Comparison/Contrast Writing
Today, you will be going through the process of converting the information in your Cannon Comparison Chart and other evidence and inferences from the story into A SHORT ESSAY of AT LEAST THREE (3) COMPLETE PARAGRAPHS and no less than ONE FULL PAGE. This is YOUR FIRST WRITTEN ASSESSMENT of the year for this class, so you need to do a good job! Assessments are worth 60% of your grade in this class!
Slide37Wish Stories – Comparison/Contrast Writing
Your job is to compare and contrast the two stories you have been working with.In your essay you MUST discuss the MOTIVATIONS of the character(s) AND the CONSEQUENCES of the wishes!There are many different possibilities as to how to organize this essay, but there are two in particular that make the most sense…
Slide38Wish Stories – Comparison/Contrast Writing
Organization 1:Paragraph 1: A of general synopsis of the two storiesParagraph 2: Similarities between the two storiesParagraph 3: Differences between the two storiesOrganization 2:Paragraph 1: A general synopsis of the two storiesParagraph 2: Similarities and differences in CHARACTER MOTIVATIONParagraph 3: Similarities and differences in CONSEQUENCES OF CHARACTERS ACTIONS/WISHES
Slide39Wish Stories – Comparison/Contrast Writing
Your essay MUST…Include a synopsis of both stories Discuss motivations of the characters and consequences of their actions/wishesBe at least three paragraphs and no less than one page in proper MLA format, including…Times New Roman font, Size 12, Double-spacedParenthetical citations from both stories where needed (Author Page#) for “What, of This Goldfish, Would You Wish”(Author or Title Word Paragraph#) for other storiesA Works Cited page with properly formatted entries
NOT use ANY FIRST or SECOND PERSON LANGUAGE!!!
Slide40Wish Stories – Comparison/Contrast Writing
Let’s look at the template!Go to Google Classroom and open up the document “Wish Stories Writing.”This has been created for you. If you use it properly, your formatting work is mostly done.Change the header to your last name, change it to black.Replace Mr. Kenny’s name with your own, change it to black.Title your paper, change it to black.Change the Class Period to the one you are in, change it to black.Change the date to today’s date
Slide41Wish Stories – Comparison/Contrast Writing
FAILURE TO PROPERLY CITE SOURCES WILL RESULT IN A ZEROON THIS ASSESSMENT!(This would guarantee you a failing grade on your progress report)
Slide42HOMEWORK
Your ROUGH DRAFT should be COMPLETED and ready for PEER REVIEWWEDNESDAY!DO NOT SUBMIT IT!
Slide43Exit Ticket
How have you decided to organize your essay? Why have you chosen to do it that way? What makes that choice the better/easier one for you?9/12/16
Slide44Start-up
NO START-UP TODAY!GET RIGHT TO WORK ON YOUR ESSAY WRITING!9/13/16
Slide45Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text. Complete a comparison and contrast of two stories that both deal with a similar central idea, with a focus on the motivations of the characters in those stories.CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.RL.9-10.7
Slide46Wish Stories – Comparison/Contrast Writing
Your essay MUST…Include a synopsis of both stories Discuss motivations of the characters and consequences of their actions/wishesBe at least three paragraphs and no less than one page in proper MLA format, includingTimes New Roman font, Size 12, Double-spacedParenthetical citations from both stories where neededA Works Cited page with properly formatted entries
Slide47Wish Stories – Comparison/Contrast Writing
FAILURE TO PROPERLY CITE SOURCES WILL RESULT IN A ZEROON THIS ASSESSMENT!(This would guarantee you a failing grade on your progress report)
Slide48HOMEWORK
Your ROUGH DRAFT should be COMPLETED and ready for PEER REVIEWTOMORROW!DO NOT SUBMIT IT!_________________________________CANNON COMPARISON CHARTS ARE DUE BY 7:00 TOMORROW MORNING!
Slide49Exit Ticket
NO EXIT TICKET TODAY!9/13/16
Slide50Start-up - Discussion
With your HORIZONTAL partner, discuss the following:Do you ever have someone else read your writing before you turn it in? Who? What are some possible benefits to having someone else read your rough draft? How could that extra set of eyes help you improve your writing?BE PREPARED TO SHARE!
9/14/16
Slide51Start-up - Writing
Now write about the following:Do you ever have someone else read your writing before you turn it in? Who? What are some possible benefits to having someone else read your rough draft? How could that extra set of eyes help you improve your writing?9/14/16
Slide52Objective
By the end of the lesson, students will be able to:Review and peer edit the work of another student, looking for errors in spelling, grammar, citation and content through multiple read-throughs and using a prepared edit/review sheet. CCSS.ELA-LITERACY.W.9-10.5
Slide53Peer Review/Edit
Today, you will be reviewing and helping to edit a partner’s rough draft. You will be using the review/edit forms given.You will be reading through your partner’s work several times; each time with a different focus.Please be as careful and attentive to their work as you would hope they would be to yours! REMEMBER…YOU COULD SAVE THEIR GRADE AND THEY COULD SAVE YOURS!
Slide54Peer Review/Edit
Step 1 – Initial ReadRead through their essay and answer the first two questions.Does it seem to be complete? YES NODoes it make sense? YES NONow read it through a second time. This time be looking for:Errors in capitalization? (HIGHLIGHT THOSE ERRORS IN GREEN)Errors
in punctuation?
(
HIGHLIGHT THOSE ERRORS IN YELLOW)
E
rrors
in spelling
? (
HIGHLIGHT THOSE ERRORS IN RED)
F
irst
or second person language?
(
HIGHLIGHT THOSE ERRORS IN BLUE)
S
entence
fragments or run-on sentences?
(
UNDERLINE THOSE SENTENCES)
Slide55Peer Review/Edit
Step 2 – Content ReadRead through their essay again. This time focus on the questions in part 2 of the worksheet.Did they give an effective synopsis of BOTH STORIES?Did they effectively DISCUSS THREE SIMILARITIES BETWEEN THE TWO STORIES?Did they effectively DISCUSS THREE DIFFERENCES BETWEEN THE TWO STORIES?Did they effectively DISCUSS MOTIVATIONS of the CHARACTER(S) in BOTH stories?Did they effectively DISCUSS CONSEQUENCES of the characters’ ACTIONS AND/OR WISHES
?
If you answered NO to any of those questions, leave them a note explaining what you think they missed.
Slide56Peer Review/Edit
Step 3 – CITATIONSFAILURE TO CITE PROPERLY COULD COST YOUR PARTNER THEIR GRADE! READ BACK THROUGH LOOKING FOR ANY INFORMATION THAT LOOKS LIKE IT CAME FROM A SOURCE. IF YOU SEE ANYTHING THAT LOOKS LIKE IT SHOULD BE CITED AND ISN’T, HIGHLIGHT THOSE SENTENCES IN PINK!!!
Slide57Peer Review/Edit
Step 4 – General NotesLeave your partner notes about anything you noticed that you think they could improve upon: Unclear wordingConfusing sentencesIncorrect information from the story (eg: wrong character named)Anything
else you see that you think needs attention.
Slide58Peer Review/Edit
Step 5 – ConversationTake the next few minutes and TALK to your partner about the things you noted in their writing. Point out those things that you feel are CRITICAL to them getting a better grade!
Slide59HOMEWORK
Your FINAL DRAFT should be COMPLETED and SUBMITTED BY 7:00 A.M.TOMORROW!
Slide60Exit Ticket
Do you feel like the peer review/edit process was helpful to you and your essay? Which part do you think helped the most? Why?9/14/16
Slide61Parentheticals
For Goldfish (Keret 6)For other stories (Gorog para 7) (“Three” para 12) (“Woodcutter’s” para 3) (“Fisherman’s” para 22)
Slide62Works Cited Entries
Keret, Etgar
. “What, of This Goldfish, Would You Wish?”
California Collections.
Houghton Mifflin Harcourt, 2017
.
pp
.
25-34
.
Gorog
, Judith. “Those Three Wishes.” Philomel Books. 1982.
“Three Wishes.”
Syque.com.
Changing Works, 2015. www.syque.com/stories/my_stories/three_wishes.htm.
“The Fisherman’s Widow.”
Pantheon.org.
Encyclopedia
Mythica
. 2004.
www.pantheon.org/areas/folklore/folktales/articles/fishermans_widow.html.
“The
Woodcutter’sWoes
.”
Uexpress.com.
Universal
Uclick
, 2013. www.uexpress.com/tell-me-a-story/2013/11/3/the- woodcutters-woes-a-
french
-folktale.
Slide63Start-up - Discussion
With your VERTICAL partner, discuss the following:Of the two wish stories you read, which one did you prefer? What was it about it that made you like it more (plot, characters, etc.)?BE PREPARED TO SHARE!9/15/16
Slide64Start-up - Writing
Now write about the following:Of the two wish stories you read, which one did you prefer? What was it about it that made you like it more (plot, characters, etc.)? BE SPECIFIC!!!9/15/16
Slide65Objective
By the end of the lesson, students will be able to:Brainstorm for and write a narrative that includes the idea of wishes being granted magically. Develop a plot and characters for this narrative and contemplate the characters’ motivations. CCSS.ELA-LITERACY.W.9-10.3CCSS.ELA-LITERACY.RL.9-10.1
Slide66YOUR Wish Story
Now that we have read some wish stories, I think it’s time for you to WRITE ONE!Your job today and tomorrow is to create your very own wish story.
Slide67YOUR Wish Story
Your wish story MUST:Be no less than one full page, double-spaced.Contain at least two characters.Contain at least 5 lines of properly punctuated dialogue.Contain the elements of a story.Rising actionClimaxFalling actionResolution
Slide68YOUR Wish Story
To create your narrative, you will be using the worksheet in Google Classroom titled, “Wish Narrative Worksheet.”This worksheet is designed to help you plan your narrative before you write it.Open your chromebooks now and open up that document.
Slide69Wish Narrative Worksheet - Characters
Your narrative needs at least two characters:The Wisher – Could be young or old, poor or rich, kind or cruel, selfish or generousExample: Sergei is old and lonely. He is grumpy. He doesn’t want to lose the fish.The Wishgiver – Could be a genie, fish, or anything you can imagine, but it has to be magical.Example: The goldfish is smart. It is manipulative, getting Sergei to use the wish. It wants to be set free.Once you decide on your two main characters, write them in and DESCRIBE them.
Does your story need any more characters? If so, list them and describe them.
Example: Yoni is young, creative, and curious. He is intrusive. His idea drives the rising action. His death is the climax
.
Slide70Wish Narrative Worksheet - Setting
Where and when does the story take place? Is it critical to the story?Where - Small town or big city? At school? On a beach? In the desert? At the mall? One location or more than one?Example: Israel, the city of Jaffa, Sergei’s houseMorning? Night? During the school or work day? On a weekend? Summer? Winter?Example: Daytime. Not really important otherwise.
Slide71Wish Narrative Worksheet – Rising Action
How does the story start? What is the wisher doing and why? How do they meet the wishgiver? What do they WANT or NEED? How do they use their first wishes (if more than one)? Does everything go the way they hoped?
What
is the conflict/problem that needs solving
?
Example: Yonatan is planning to make the movie. He knocks on Sergei’s door
.
Slide72Wish Narrative Worksheet – Climax
What is the turning point in the story that changes everything? Is it because of a wish gone right or gone wrong? How does it affect the wisher? How does it affect the wishgiver? Why is it critical to the story?Example: When Sergei kills Yoni. It changes everything for Sergei, Yoni, and the Goldfish.
Slide73Wish Narrative Worksheet – Falling Action
What happens immediately after the climax that leads toward the end of the story? Example: Sergei and the fish have their conversation/argument over what to do? Sergei fights with himself about whether or not to use the wish.
Slide74Wish Narrative Worksheet – Resolution
How is the problem solved? Is the ending happy or sad? Do the characters get what they needed/wanted? Is there a moral or lesson to be learned?Example: Sergei uses the wish and Yoni is alive again.
Slide75Wish Narrative Worksheet – Important Details
Can you think of any other details that would be important in order for your story to make sense? Is there anything else the reader needs to know?
Slide76Wish Narrative Worksheet
Remember:Be descriptive! Use adjectives that affect the senses!Don’t waste space/words on things that aren’t important to the story!The MOTIVATIONS of the characters drive a story! WHAT DO THEY WANT/NEED?
Slide77HOMEWORK
Complete theWish Narrative WorksheetDO NOT SUBMIT IT!
Slide78Exit Ticket
What do you think will be the hardest part of brainstorming/writing this narrative for you? Why?9/15/16
Slide79Start-up - Discussion
With your HORIZONTAL partner, discuss the following:Describe, to your partner, the character of the wisher in your story? Who are they? What do they look like? What are some of their important characteristics? (rich/poor, kind/cruel, selfish/generous)What do they want/need? What is their MOTIVATION?BE PREPARED TO SHARE!
9/16/16
Slide80Start-up - Writing
Now write about the following:Tell me about your partner’s character of the wisher in their story? Who are they? What do they look like? What are some of their important characteristics? (rich/poor, kind/cruel, selfish/generous)What do they want/need? What is their MOTIVATION?
9/16/16
Slide81Objective
By the end of the lesson, students will be able to:Brainstorm for and write a narrative that includes the idea of wishes being granted magically. Develop a plot and characters for this narrative and contemplate the characters’ motivations. CCSS.ELA-LITERACY.W.9-10.3CCSS.ELA-LITERACY.RL.9-10.1
Slide82Wish Narrative
Complete the Wish Narrative Worksheet, if it is not already finished.If your worksheet is complete, start working on writing your actual narrative using the “MY Wish Narrative Draft” document in Google Classroom.
Slide83HOMEWORK
Continue working on yourWish Narrative!You will need it in class to read on Tuesday.IT WILL BE DUE WEDNESDAY!!!
Slide84Exit Ticket
Describe the character of the wisher in your story? Who are they? What do they look like? What are some of their important characteristics (rich/poor, kind/cruel, selfish/generous)What do they want/need? What is their MOTIVATION?9/16/16
Slide85Start-up - Discussion
With your HORIZONTAL partner, discuss the following:Describe, to your partner, the character of the wish giver in your story? Who or what are they? What do they look like? What are some of their important characteristics? (trustworthy/sneaky, kind/cruel, selfish/generous)What do they want/need? What is their MOTIVATION?
BE PREPARED TO SHARE!
9/19/16
Slide86Start-up - Writing
Now write about the following:Tell me about your partner’s character of the wish giver in their story? Who or what are they? What do they look like? What are some of their important characteristics? (trustworthy/sneaky,
kind/cruel, selfish/generous)
What do they want/need? What is their MOTIVATION?
9/19/16
Slide87Objective
By the end of the lesson, students will be able to:Brainstorm for and write a narrative that includes the idea of wishes being granted magically. Develop a plot and characters for this narrative and contemplate the characters’ motivations. CCSS.ELA-LITERACY.W.9-10.3CCSS.ELA-LITERACY.RL.9-10.1
Slide88Wish Narrative
Continue working on writing your actual narrative using the “MY Wish Narrative Draft” document in Google Classroom.They are need to be finished in rough draft form TOMORROW!
Slide89HOMEWORK
Finish working on yourWish Narrative!DO NOT SUBMIT IT!COME WITH IT READY TO READ TOMORROW!
Slide90Exit Ticket
Describe the character of the wish giver in your story? Who are they? What do they look like? What are some of their important characteristics (trustworthy/sneaky, kind/cruel, selfish/generous)What do they want/need? What is their MOTIVATION?
9/19/16
Slide91Start-up - Discussion
With your VERTICAL partner, discuss the following:Describe, to your partner, the CLIMAX of your story? What is the turning point? How does it change things for the wisher? How does it change things for the wish giver? BE PREPARED TO SHARE!9/20/16
Slide92Start-up - Writing
Now write about the following:What is the CLIMAX of YOUR PARTNER’S story? What is the turning point? How does it change things for the wisher? How does it change things for the wish giver? Do you think your partner’s story sounds like one you would like to read? Why or why not?BE PREPARED TO SHARE!
9/20/16
Slide93Objective
By the end of the lesson, students will be able to:Brainstorm for and write a narrative that includes the idea of wishes being granted magically. Develop a plot and characters for this narrative and contemplate the characters’ motivations. CCSS.ELA-LITERACY.W.9-10.3CCSS.ELA-LITERACY.RL.9-10.1
Slide94Wish Narrative
Remember when you were in Kindergarten and your teacher would call everyone to the rug for story time? Well, we don’t have a rug, but…It’s Story Time!
Slide95Wish Narrative
Today you will be reading your narratives to the people in your groups. They will be helping to determine your grade!Each person who reads their story to the group will have it rated by the rest of the group. That rating will be 1/4 of your total grade for the story. The other 3/4 of your grade will come from myself and/or Mr. Kenny.
Slide96Wish Narrative
If you do not have your story to read today, MARK YOUR OWN PAPER A ZERO! You can not get these points if you did not do the work!If your story is partially complete, you may read what you have to your group, but the HIGHEST SCORE YOU CAN GET IS A 3.
Slide97Wish Narrative
In your groups, decide who will be reading first.Take the next 4 minutes to read your story to your group.Now the group will have 1 minute to decide on their rating for your story and mark it on your rating sheet.
Slide98Wish Narrative
In your groups, decide who will be reading second.Take the next 4 minutes to read your story to your group.Now the group will have 1 minute to decide on their rating for your story and mark it on your rating sheet.
Slide99Wish Narrative
In your groups, decide who will be reading third.Take the next 4 minutes to read your story to your group.Now the group will have 1 minute to decide on their rating for your story and mark it on your rating sheet.
Slide100Wish Narrative
Last reader’s turn.Take the next 4 minutes to read your story to your group.Now the group will have 1 minute to decide on their rating for your story and mark it on your rating sheet.
Slide101Wish Narrative
Turn in all rating sheets at this time!
Slide102HOMEWORK
Make final changes/edits to your Wish Narrative!SUBMIT IT!IT IS DUE BY 7:00 A.M. TOMORROW!
Slide103Exit Ticket
What is the CLIMAX of YOUR story? What is the turning point? How does it change things for the wisher? How does it change things for the wish giver?9/20/16
Slide104Start-up - Discussion
With your HORIZONTAL partner, discuss the following:What do you think is more important to having a good life: family/love or possessions/money?
Why??
BE PREPARED TO SHARE!
9/21/16
Slide105Start-up - Writing
Now write about the following:What do you think is more important to having a good life: family/love or possessions/money?Why??
9/21/16
Slide106Objective
By the end of the lesson, students will be able to:Analyze the motivation behind a character’s choices, using strong textual evidence as well as inferences from the text.CCSS.ELA-LITERACY.RL.9-10.1
Slide107“Lester” by Shel
SilversteinRead through the poem once silently.Highlight any words or phrases that you don’t understandNumber the lines of the poem down the left side of the pageNow follow along as we read it together.In Google Classroom, open the document titled “Lester” Questions.Work together in your groups to answer the five questions.YOU MUST CITE, but you DO NOT need a Works Cited page or entry.
Slide108HOMEWORK
Complete questions on “Lester.”Due tomorrow by 7:00 A.M.
Slide109Exit Ticket
The story of Lester definitely has a moral.Do you think any of the other wish stories we have dealt with (including your own) had a moral? If so, what was it for each story?9/21/16