Homework - Theme

Hi Students,

      Think about today's lesson and then  watch the video on theme.  See the link below.  After viewing, reflect.  Did the video reinforce your understanding of theme? If so, explain how.  Or did it provide more "aha" moments.

 

You choose:  Write a three-sentence reflection of the video or write three sentences to explain your "aha" moments.

 

A Day - due Wednesday

B Day - due Thursday

 

 

http://www.youtube.com/watch?v=p4qME64SkxM

1A, 6B, & 7B HW

Hi Students,

1) Read Unit 4 pages, 442, 444,454, 4545, and pages 456-459. READ EVERYTHING ON THE PAGE.
2) Complete the chart on page 455 under the subheading Reading Strategy
3) Complete all of the in-margin questions on pages 456-459 some may not be numbered
4) Complete questions 1-6 on page 460 - be sure to support your answer with evidence from the text.
5) Create an illustration (hand-drawn of computer-generated) of the images that came out of Pandora's box.  Be sure to place the image of 'hope' in the center of the other images.

1A - assignment is due Monday of next week
6B and 7B - assignment is due Tuesday of next week

I thank you in advance for doing an effective job!

*Students in my 2A and 4A classes, this assignment will be done in class next week.

*7B - I will collect your work on "illusive."

Week 5 in Review and Forecast of Week 6

Students,

Here is a brief recap of our learning and activities completed during the fifth week of school and a preview of what’s to come next week.

 Week 5 Review

Benchmark testing resumed and completed  Monday and Tuesday w/ make-ups on Wednesday.

Class schedules were modified to 38 minutes on these two days. During whole class we took notes on symbolism; learned colors and seasons have symbolic meanings; learned of  strategies to unlock the overall message in a poem; and looked for symbolism in the poem "Dust of Snow."  Some classes began our next Reading skill focus: Understanding Theme in fiction and poetry.

*Strategies practiced: understanding symbolism in poetry

Benchmarks taught, practiced and assessed:

                                              

*RL.8.1 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text;

*LA.8.1.7.3 determine main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details

*RL.8.2 analyze symbols across genres and  determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Texts:

 Referenced "Gil's Furniture Gift Bought and Sold" and "Dust of Snow"

Week  6 Preview

  

Understanding Symbols and Theme in "Pandora's Box," "The Old Grandfather and His Little Grandson,"

 and in a series of poems

 

Culminating Project:

Write an essay comparing and contrasting the use of symbols in the short stories

"Pandora’s Box" and "Gil’s Furniture Bought and Sold.”  How did the authors use symbolism to develop the themes of their stories? Support your analysis with evidence from the text.

Benchmarks to practice and master:

  

Writing

*LA.8.3.2.2 the student will draft writing by establishing a logical organization pattern with supporting details that are substantial, specific, and relevant;

*LA.8.4.2.3 write informational/expository essays

Reading Comprehension

*RL.8.1 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

*LA.8.2.1.2 locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme and other literary elements as appropriate in a variety of fiction.

*RL.8.2 determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text;

*LA.8.2.1.4 identify and analyze universal themes and symbols across genres and historical periods, and explain their significance

Texts: "Pandora's Box", “Kindness to Strangers”, "The Old Grandfather and His Little Grandson",  and a series of short poems

Note:

*Unit 1 post-assessment will be administered in week 7
*Students will bring Journal Entries for teacher review

A-Day & B-Day Students Homework Due Tuesday, 9/18/21

A-Day Students and B-Day Students

Homework
A-Day Due Tuesday, September 18th 
B-Day Due Friday, September 21st


I.
View the figurative language video -
 http://www.youtube.com/watch?v=L3HJ1brXr6s&feature=related
  What was your aha moment/ explain in at least three sentences.  ( 10 pts)
 

II.
Correct HW - be reflective -   (25 pts)  - all corrected responses must be completed

1. Discuss what you learned when you compared your response to the "Best Response"  
2. Explain how you have realigned your thinking.

III.
Write a 5-paragraph Expository Essay on the prompt below    (25 pts)

Explain the impact the author's use of word choice (Tone), characters' contrast, and symbolism had on the author’s overall message in “Gil’s Furniture Gift Bought and Sold.” 

1.       The impact of Word choice (tone) should be your focus in Body paragraph 1.

2.       The impact of Characters’ Contrast should be your focus in Body paragraph 2.

3.       The impact of Symbolism should be your focus in Body paragraph 3.

Use Essay Framework as a guide

Sample Introduction:

The quote, “A picture is worth a thousand words" refers to the idea that a complex idea or message can be expressed with an illustration.  But a picture is not the only strategy a message is communicated.  In the short and amusing story "Gil's Furniture Bought and Sold," the author uses specific word choice, characters' contrast, and symbolism to convey her message about finding something priceless in an unexpected place.

-----------------------------------------------------------------

Best Answer Responses to “Gil’s Furniture Bought and Sold” questions A-C and 1-8

A)     The narrator and Nenny shop at the store because they don’t have much money and like to browse through the unusual, odd merchandise.

B)      *Nenny seems outgoing and talkative - as the text states she talks to any old man she sees and asks lots of questions. I’d say that’s outgoing and talkative. *On the other hand, the narrator is quiet; she observes more than she speaks.  I gather this from how she gives descriptive details about the store’s appearance in the setting. Her observant qualities also reveal the personalities of Nenny and the store owner. *The store owner is quiet and doesn’t mind being left alone. He is sort of reclusive.  His behavior is ironic:  He is a store owner, yet he doesn’t talk much and doesn’t engage his customers. The text states you could be in the store a longtime before you notice him.

C)      Initially, the narrator was disappointed when she saw the box.  But after hearing it, she was emotionally moved and “cared” about it. However, Nenny, saw the old, wood box first and impulsively wanted to buy it. The text does not reveal that Nenny had an appreciation for it or understood its priceless value. She was just browsing and saw an odd-looking item. That’s all it meant to her. Yet, the narrator stated she did not want to look stupid.  When I read this, I inferred she was revealing that it would be immature, insensitive, and inconsiderate to ask to buy something so, so special.  Nenny never got this ‘aha’.

Questions 1-8

1) Recall: The family bought a refrigerator.

2) Clarify: From the setting’s description and of the details of the old man, it is hard to know he is in the store because the store is dark and he is quiet.

4) It is obvious that all three characters are interested in old items that do not cost a lot. Nenny wanted to buy the music box but didn’t understand its value and importance.  Yet, the narrator felt the beauty of the music box and realized its importance/value. The old man loved the music box and could not part with the music box.

5) Interpret a symbol: I considered the following: The author’s use of the simile to compare the moths, water, and marimbas to the sound of the box; the narrator’s appreciation and realization of its priceless value (reason she pretended not to want it, realizing she would look stupid); and the old man’s reaction showing he would not sell it.  Then, I concluded the box represents beauty and an important connection to someone’s past.

6) When the narrator says, “I have to …pretend I don’t care about the box…” I get a sense that she doesn’t want to offend the store owner by asking to purchase it. To her, that would look stupid.  I am able to conclude this because I considered the next line when she said, “But Nenny who is stupider….” That line makes be question, “Why is it stupid to want something beautiful?” After all, they are at a junk store to buy what they like. And the music box was obviously liked by each character.  However, after analyzing further, I tied the pieces together. The narrator - thru her observant personality - realized the priceless value of the box and thought it would be stupid to ask for it. Hence, since she felt this way of herself, surely she would think that Nenny’s reaction to want to buy it is ‘stupider’.

7)

Narrator – thoughtful, observant, and quiet

Nenny – inattentive, outgoing, talkative

Both: likes shopping at the store, like the music box, seem to be around the same age

Week 4 in Review and a Forecast of Week 5

Students,

Here is a brief recap of our learning and activities completed during the fourth week of school and a preview of what’s to come next week.

Week 4 Review

During whole -class and small-group discussions, we analyzed “Gil’s Furniture Gift Bought and Sold” and discussed the author’s use of word choice, characters’ contrast, and symbolism to gain a deeper understanding of what the author is conveying. 

*Strategies practiced:

Deconstructed each paragraph to uncover “what is the author revealing.”  This strategy is applied to help students understand the impact key words & phrases, figurative language, relevant details, and character’s reactions of the symbol have on the story’s overall message.  This strategy also helps students recall, clarify, comprehend, and interpret important parts of the story.

Benchmarks taught, practiced and assessed:

                                   

*RL.8.1 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text;

*LA.8.1.7.3 determine main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details

*RL.8.2 analyze symbols across genres and  determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Texts:

 "Gil's Furniture Gift Bought and Sold"

Note:

We did not review Unit 1 Pre-Assessment this week due to Benchmark testing.  The adjusted 60 minute and 38- minute class times did not allow.

District Reading & Math Benchmarks were administered during homeroom 9/12 &14 

Week 5 & 6 Preview

*Interim benchmarks continues with Science – 9/17 & 18

Benchmarks to practice and master:

Writing

*LA.8.3.2.2 the student will draft writing by establishing a logical organization pattern with supporting details that are substantial, specific, and relevant;

*LA.8.4.2.3 write informational/expository essays

Reading Comprehension

*RL.8.1 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

*LA.8.2.1.2 locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme and other literary elements as appropriate in a variety of fiction.

*RL.8.2 determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text;

*LA.8.2.1.4 identify and analyze universal themes and symbols across genres and historical periods, and explain their significance

Texts: "Pandora's Box", “Kindness to Strangers”, Amistad Rising” and a series of short poems

Note:

Continue with Unit 1 Pre-Assessment Review

Write Score data of District Timed Writing 1 (results are in)

Week 3 in Review and a Forecast of Week 4

Students,

 Here is a brief recap of our learning and activities completed during the third week of school and a preview of what’s to come next week.

Review of Week 3 

1) We reviewed questions 1-5 of the Unit 1 Pre-Assessment assessment, examining each question and locating and discussing evidences used to support the “best answer.”

*Applied Common Core standard RL.8., which requires students to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

*Strategies applied: 

The Constructive and Deconstructive strategies

The Process of Elimination Testing strategy

  

*Primary Word communicated: Being Metacognitive and becoming an active learner

2) We also completed our Multiple Intelligence activities. Each class learned of its preferred learning styles.

 Week 4 Preview

1) Benchmark to master:

*RL.8.2 analyze theme and symbols across genres and  determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

*Texts: "Gil's Furniture Gift Bought and Sold" and "Pandora's Box."

2) Continue with Unit 1 Pre-Assessment Review

3) District Reading Benchmark will be administered 9/12 &13 - Testing will continue for math and science from the 14th thru the 18th.

30-Minute Reading and Journal Entries

Required Readings: For each nine week period, students are required to read four (4) books.

I book = 150 pages

Each book must measure at least 850 Lexlile Levels

 (to confirm the book’s Lexile Level, go to www.lexile.com)

25 pts for each book read

 Required Homework:  Homework is an opportunity for students to extend their learning beyond the classroom.  It is also a time for students to go deeper in their thinking – a time to apply strategies and skills that were practiced in the classroom.  In addition, homework provides students the opportunity to become more independent in their thinking, as it lends itself to a quieter time for intrapersonal reflection. Homework will be assigned as needed.  However, there are daily Reading and Journal Entries.

 30-minute Reading and Journal Entries – A Must!
§ Journal assignment value: 30 or 40 Points Weekly (10pts for each daily entry)

Monday’s Focus – Uncovering the Meaning of Unfamiliar Vocabulary Words

* Provide a summary of the text read

*Discuss how the unfamiliar vocabulary word (s) was used in the text

*Share the strategies you used to uncover its meaning.  Use the dictionary to confirm meaning.

Tuesday’s Focus - Making Connections

* Provide a summary of the text read

*Discuss connections whether text to self, to another text, or to a real-world situation.

Wednesday’s Focus – Identify Relevant Details

* Provide a summary of the text read

*Identify the relevant ideas and their impact on how you understood the text.

Thursday’s Focus - Tone

* Provide a summary of the text read

*Discuss how the author’s use of word choice and phrases gave insight into how she/he felt.

NOTE: Your journal summary entry response must be at least five (5) sentences. The remaining points of discussions are at least three (3) sentences each.  Ensure your journal entry reflects that day’s focus.

The 30-Minute Reading and Journal Entries begin September 4, 2012.

September 4th/5th HW

Read Gil's Furniture Bought and Sold, pp. 450-452

1. Complete the in-margin questions A-C  & questions 1-8 on pp 452

*Incorporate the question into your answer and provide textual evidence to support your answer
*Textual evidence can be what the author/narrator literally said or implied - thru the use of figurative language and or sensory details
*This short response is 3-5 sentences in length.
This assignmnet is worth 22 points.

Due: A Day - 9/6    B/Day - 9/7

Week 1 & 2 in Review and a Forecast of Week 3

Students,

 Here is a brief recap of our learning and activities completed during the first two weeks of school and a preview of what’s to come.

Week 1

We analyzed the poem “Our Deepest Fear” and discussed the author’s use of word choice and phrases to gain a deeper understanding of what the author is conveying. 

*Strategies learned: The Constructive and Deconstructive strategies

*Primary Word Learned: Metacognition

 Week 2

We took the Unit 1 Pre-Assessment and the District’s Timed Writing Assessment #1. 

Whew!  I think we are off to a great start. Oh, thank you for completing the Multiple Intelligence assessment.  I am reviewing the results and am learning so much more about you as a learner.

Week 3

We will review Unit 1 Pre-Assessment data: analyzing our strengths and areas of growth along with making learning goals to achieve on the Unit 1 Post-Assessment. While reviewing Unit 1 Pre-Assessment, we will examine each question and discuss evidences used to support the “best answer.”

*As we examine the Unit 1 Pre-Assessment text, we will

RL.8.1 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text;

RL.8.2 determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text; and

RL.8.4 determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze.

NOTE: Your reading and journal entries begin Tuesday.