Week Of August 24
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Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” Week of August 24, 2009 Monday I Know Why The Caged Bird Sings (Excerpts)
“Still I Rise”
Tuesday I Know Why The Caged Bird Sings (Excerpts) “Still I Rise”
TEKS
Instructional Strategy
Skill Focus:
Evaluation
(A) analyze how the genre of texts with similar themes shapes meaning (C) relate the figurative language of a literary work to its historical and cultural setting (C) analyze the way in which a work of fiction is shaped by the narrator’s point of view(7) understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text Students are expected to explain the role of irony, sarcasm, and paradox in literary works. (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support(13) Writing/Writing Process. (C) write an interpretive response to an expository or literary text (e.g., essay or review) that: i. extends beyond a summary and literal analysis ii. addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations iii. analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices
Annotation as part of literary analysis:
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Oral Discussion
(A) analyze how the genre of texts with similar themes shapes meaning (C) relate the figurative language of a literary work to its historical and cultural setting (C) analyze the way in which a work of fiction is shaped by the narrator’s point of view(7) understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in
Annotation as part of literary analysis:
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification
Quick Write
Students will define “annotation of a text”. Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Students will define “annotation of a text”. Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page
Quiz- “recall” of summer reading- just checking to see if they read the material
Oral Discussion
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” literary text Students are expected to explain the role of irony, sarcasm, and paradox in literary works. (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support(13) Writing/Writing Process. (C) write an interpretive response to an expository or literary text (e.g., essay or review) that: i. extends beyond a summary and literal analysis ii. addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations iii. analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices
and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Wednesday
Annotation as part of literary analysis:
I Know Why The Caged Bird Sings (Excerpts)
Students will define “annotation of a text”.
“Sympathy”
Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Quick Write • tone Oral Discussion
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” Thursday
Annotation as part of literary analysis:
I Know Why The Caged Bird Sings (Excerpts)
Students will define “annotation of a text”.
“Sympathy”
Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Friday
Annotation as part of literary analysis:
I Know Why The Caged Bird Sings (Excerpts)
Students will define “annotation of a text”.
“Phenomenal Woman”
Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Quick Write • tone
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect)
Summarization • 3-2-1 strategy
Oral Discussion
Oral Discussion Quiz- annotate for tone and syntax “Phenomenal Woman”
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” Literary Form Non-Fiction Poetry Short Story
Instructional Activities for the Week Skill Focus:
Tone, Sound Devices, Diction, Imagery, Syntax, and Figurative
Language
• •
25 Question Test over summer reading Sings Introduction to tone o o
o o
I Know Why the Caged Bird “Still I Rise” “Sympathy” “Phenomenal Woman”
Define tone Give list of tone words Group tone words into synonyms (collaborative) rank in order of degree of feeling (collaborative) Create tone word bank in notebook (individual) Assess tone through visuals and pieces of music (instrumental and lyrical) Write a paragraph that the student thinks best represents the piece of music
• Homework o
Bring a photograph, illustration, or a song to class to represent one of the tone words from the list. Write a paragraph on how the representation shows tone. Share photographs and tone to class.
• Syntax • Sentence Unscrambling- lead into discussion of phrases and clauses SEE DON KILGALONS BOOK. USE POEM o Types of Phrases: participial, gerund, absolute, prepositional, adjective, adverb, infinitive, Appositive phrases o Types of Clauses: dependent and independent
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
1. Complete Test over summer reading.
(20 min.)
2. Give literary elements definitions to (Cornell Notes): a. Tone (60 min.)
i. Give list of tone words
Activity 1: rank tone words in degree of feelings. See positive, neutral, and negative. (10 min) Activity 2: Listen to music and have students create a narrative to go with the tone of the song. The tone of the song creates what mood for you, the reader? Whatever mood the song puts you in, create a story to describe your mood. (20 min) Activity 3: Read “Still I Rise” (10 min) Activity 4: Respond to questions on tone. See handout- students will write information on Cornell Notes. (20 min) Activity 5: Short Answer (A.P.E.C.)
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
Skill Focus: Tone (Use Elmo) Tone: the writer’s or speaker’s/narrator’s attitude toward the subject, the audience, or a character. Tone is also those words, phrases, or sentences that elicit an emotional response from the reader. Respond to the following questions on Cornell Notes. Write complete sentences for each question. 1.
2.
List the emotionally charged word or phrases in each stanza that demonstrates the speaker’s tone (attitude). (teacher scaffolding) From the list of tone words issued earlier, what two words you might use to describe the tone of this poem?
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” 3.
4.
What inferences can you make about the speaker’s attitude toward the subject by looking at the words listed in question #1. Explain how or why these words suggest the author’s attitude. Notice that the poem has many questions. What effect do the questions have on the tone of the poem? (teacher scaffolding)
Respond to open ended questions using the APEC format. Stay within the boxed area.
A
Answer the question and insert author and title of work.
P
Provide
E
Evidence
C
Commentary or Insight
Words, phrases, or sentences from selected work that proves your answer. Must be in direct quotations.
Connect your commentary to the real world.
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
Writing Prompt: Read I Know Why the Caged Bird Sings by Maya Angelou. After reading the chapter, explain how the author’s attitude (tone) created mood in the reader. Employ APEC strategy.
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
b. Types of Figurative Language: metaphor, simile, personification i. Define- simile Activity 1: Read “Still I Rise” Activity 2: Write all simile’s in the poem. Activity 3: Respond to questions on Elmo.
c. Sound Devices: alliteration, assonance, onomatopoeia , consonance d. Literary Technique: characterization and allusion? 3. Introduce A.P.E.C.
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
Simile- a
comparison between two unlike things using like or as. Respond to the following questions on Cornell Notes. Write complete sentences for each question. 1.
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” Week of August 24, 2009 Monday I Know Why The Caged Bird Sings (Excerpts)
“Still I Rise”
Tuesday I Know Why The Caged Bird Sings (Excerpts) “Still I Rise”
TEKS
Instructional Strategy
Skill Focus:
Evaluation
(A) analyze how the genre of texts with similar themes shapes meaning (C) relate the figurative language of a literary work to its historical and cultural setting (C) analyze the way in which a work of fiction is shaped by the narrator’s point of view(7) understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text Students are expected to explain the role of irony, sarcasm, and paradox in literary works. (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support(13) Writing/Writing Process. (C) write an interpretive response to an expository or literary text (e.g., essay or review) that: i. extends beyond a summary and literal analysis ii. addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations iii. analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices
Annotation as part of literary analysis:
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Oral Discussion
(A) analyze how the genre of texts with similar themes shapes meaning (C) relate the figurative language of a literary work to its historical and cultural setting (C) analyze the way in which a work of fiction is shaped by the narrator’s point of view(7) understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in
Annotation as part of literary analysis:
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification
Quick Write
Students will define “annotation of a text”. Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Students will define “annotation of a text”. Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page
Quiz- “recall” of summer reading- just checking to see if they read the material
Oral Discussion
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” literary text Students are expected to explain the role of irony, sarcasm, and paradox in literary works. (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support(13) Writing/Writing Process. (C) write an interpretive response to an expository or literary text (e.g., essay or review) that: i. extends beyond a summary and literal analysis ii. addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations iii. analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices
and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Wednesday
Annotation as part of literary analysis:
I Know Why The Caged Bird Sings (Excerpts)
Students will define “annotation of a text”.
“Sympathy”
Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Quick Write • tone Oral Discussion
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” Thursday
Annotation as part of literary analysis:
I Know Why The Caged Bird Sings (Excerpts)
Students will define “annotation of a text”.
“Sympathy”
Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Friday
Annotation as part of literary analysis:
I Know Why The Caged Bird Sings (Excerpts)
Students will define “annotation of a text”.
“Phenomenal Woman”
Students will annotate selected portions of a text. See I Know Why The Caged Bird Sings page and “Still I Rise” Students will annotate forTone, Sound Devices, Diction, Imagery, and Figurative Language
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect) Literary Form Non-Fiction Poetry Short Story
Quick Write • tone
Annotation of text Detail Diction connotation denotation vocabulary Imagery Tone Figurative Language metaphor simile personification Sound Devices Alliteration Assonance Consonance Onomatopoeia Literary Technique Allusion Characterization (direct and indirect)
Summarization • 3-2-1 strategy
Oral Discussion
Oral Discussion Quiz- annotate for tone and syntax “Phenomenal Woman”
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” Literary Form Non-Fiction Poetry Short Story
Instructional Activities for the Week Skill Focus:
Tone, Sound Devices, Diction, Imagery, Syntax, and Figurative
Language
• •
25 Question Test over summer reading Sings Introduction to tone o o
o o
I Know Why the Caged Bird “Still I Rise” “Sympathy” “Phenomenal Woman”
Define tone Give list of tone words Group tone words into synonyms (collaborative) rank in order of degree of feeling (collaborative) Create tone word bank in notebook (individual) Assess tone through visuals and pieces of music (instrumental and lyrical) Write a paragraph that the student thinks best represents the piece of music
• Homework o
Bring a photograph, illustration, or a song to class to represent one of the tone words from the list. Write a paragraph on how the representation shows tone. Share photographs and tone to class.
• Syntax • Sentence Unscrambling- lead into discussion of phrases and clauses SEE DON KILGALONS BOOK. USE POEM o Types of Phrases: participial, gerund, absolute, prepositional, adjective, adverb, infinitive, Appositive phrases o Types of Clauses: dependent and independent
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
1. Complete Test over summer reading.
(20 min.)
2. Give literary elements definitions to (Cornell Notes): a. Tone (60 min.)
i. Give list of tone words
Activity 1: rank tone words in degree of feelings. See positive, neutral, and negative. (10 min) Activity 2: Listen to music and have students create a narrative to go with the tone of the song. The tone of the song creates what mood for you, the reader? Whatever mood the song puts you in, create a story to describe your mood. (20 min) Activity 3: Read “Still I Rise” (10 min) Activity 4: Respond to questions on tone. See handout- students will write information on Cornell Notes. (20 min) Activity 5: Short Answer (A.P.E.C.)
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
Skill Focus: Tone (Use Elmo) Tone: the writer’s or speaker’s/narrator’s attitude toward the subject, the audience, or a character. Tone is also those words, phrases, or sentences that elicit an emotional response from the reader. Respond to the following questions on Cornell Notes. Write complete sentences for each question. 1.
2.
List the emotionally charged word or phrases in each stanza that demonstrates the speaker’s tone (attitude). (teacher scaffolding) From the list of tone words issued earlier, what two words you might use to describe the tone of this poem?
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning” 3.
4.
What inferences can you make about the speaker’s attitude toward the subject by looking at the words listed in question #1. Explain how or why these words suggest the author’s attitude. Notice that the poem has many questions. What effect do the questions have on the tone of the poem? (teacher scaffolding)
Respond to open ended questions using the APEC format. Stay within the boxed area.
A
Answer the question and insert author and title of work.
P
Provide
E
Evidence
C
Commentary or Insight
Words, phrases, or sentences from selected work that proves your answer. Must be in direct quotations.
Connect your commentary to the real world.
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
Writing Prompt: Read I Know Why the Caged Bird Sings by Maya Angelou. After reading the chapter, explain how the author’s attitude (tone) created mood in the reader. Employ APEC strategy.
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
b. Types of Figurative Language: metaphor, simile, personification i. Define- simile Activity 1: Read “Still I Rise” Activity 2: Write all simile’s in the poem. Activity 3: Respond to questions on Elmo.
c. Sound Devices: alliteration, assonance, onomatopoeia , consonance d. Literary Technique: characterization and allusion? 3. Introduce A.P.E.C.
Ingrid Purvis
Lesson Plan August 24, 2009 “Connecting Rhetorical Devices to
Meaning”
Simile- a
comparison between two unlike things using like or as. Respond to the following questions on Cornell Notes. Write complete sentences for each question. 1.
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