1/25: One group went with me and we looked at literary analysis examples: an A, B, C, D, and F essay. We discussed why the A and C essay received those grades. We also practiced writing the literary term paragraph after reading "Hairs" from The House on Mango Street. The other group also read "Hairs" and discussed the main point, tone, and then wrote a paragraph together, using sentence stems, about how the literary devices helped enhance the meaning of the chapter. 1/26 & 1/27: Students completed a formative practice literary analysis EO. They read "My Papa's Waltz," marked it up, and wrote a 5 paragraph essay. (There were two versions of this assignment given out, for a copy, please see me.) 1/28 & 1/29: Students worked in small groups in stations around the room to relearn weak skills in their practice EO. Below are pictures of the completed practice EO. This example would receive a B.
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1/19: Free Read Day 1/20: Students learned how to embed direct quotes into their writing to support their ideas. We did this worksheet together. Below is a picture of the board as we discussed "Signal Phrases" to use to introduce quotes and then our example sentences from the back of the worksheet. 1/21: Students read the first chapter "The House on Mango Street" out of the book titled the same thing. We discussed the "main point" of this 2 page chapter: the narrator felt ashamed of her house and hoped for one she could be proud of one day. Then we wrote a paragraph together, using embedded quotes, that proved our "main point." Below is a picture of the board. (Students were to copy this on their own paper.) 1/21: Students moved around the room to four different stations, spending 7-8 minutes at each station.
One = small group practice on embedding quotes with Ms. Witzenberg Two = creative writing of a short story Three = Literary Term Review Game with Mrs. Muldoon Four = creative writing of an acrostic and diamonte poem 1/11-1/12 = Students looked at a variety of poems that focused on one literary term and figured out why the author chose to use that literary term in the poem. Students practiced 3 times as a full group or small group before doing the 4th poem by themselves, which was recorded as a grade.
1/13 = Students went through the steps to fully "mark-up" a poem, which is the first step in the literary analysis EO. We practiced on "Football" and "Sometimes I'm Afraid."
1/14 & 1/15 = Group A marked-up "Introduction to Poetry" and "Dog's Death." Then they found the tone of "Dog's Death" and wrote a paragraph explaining it.
Group B marked up "My Teacher is not a Zombie" and "Pizza the Size of the Sun." They also marked up "Dreams Deferred" and practiced writing a paragraph explaining the tone of the poem using sentence stems. Still having trouble with the literary term definitions? Check out these super short video explanations of irony, alliteration, onomatopoeia, and hyperbole. (There's even some quiz questions throughout to help you check for understanding.) 1. http://zapt.io/t5epg3su 2. http://zapt.io/tycsqpfr 3. http://zapt.io/tsskdayc 4. http://zapt.io/twe83534 EO Description: At the end of the unit, you will be expected to read a text (poem, short story, chapter of a novel) and: 1) identify the literary devices 2) explain why the author chose to use that literary device 3) explain how the author used literary devices to develop the tone 4) explain the theme of the text using direct quotes to support your idea 5) combine all of this into a polished essay 1/6, 1/7, 1/8 Much of our analysis will focus on the author's word choice and the connotations those words suggest. Connotation = ideas or feelings a word creates Denotation = the literal definition of a word
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May 2018
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