warm up
grammar for modifiers in sentences-identify as adjective or adverbs

Objective
Students will connect the text to an image in terms of a theme

put Liz on epat for english and them allow time to complete poster

teacher
-steps to finding a theme
have student shout out a step and race to the front to record on the board
-show an image and connect through a work sheet on overhead

We do
look at another image and work in pairs to connect tot he novel

You do
-read the next 15 pages and connect them to the image

remind students that there needs to be a project, journal, etc.. for each 15 pages
also that there needs to be 8 literary weave strips before the end of the term

Homework- read

English I
warm up
modifiers definition and idenification in a sentence

Objective
students will cdetermine how non print images connect to the story

assessment: journal explaining connection of covers to story

Teahcer
-show and image and walk through viewing a picture and connotations
-demonstrate how they relate to the text

We do
-practice using book cover image analyze what the images say
-record on board or paper

You do
journal a response to how the covers connect to the story or relate to the purpose of the story

English III
warm up
combining sentences

mini lesson on the rules for semi colons and commas
assessment: have student weave parts of sentences together using punctuation

teacher
define use of semi colon by demonstrating on paper
with help review commas rules
We do
practice semi colons and commas between sentences
You do
construct sentences on desk using semi colons and commas

English IV
Objective
to use during reading strategies to understand characters and the developing plot

teacher
remind student of the purpose for reading today- to understand the plot
assist student in reading and understanding through asking and answering direct and inferential questions

assessment: the answer to questions

Focus and Framing Questions: What is a theme? What is the plot? How is the plot connected to a theme? Response to Characters: Would I do the same thing? How would I feel if it happened to me? What would life be like without forgiveness and kindness?

Time Needed: Eight class periods of 50 minutes each (minimum).

CSTP Standards: 3: Understanding and Organizing Subject Matter for Student Learning, 4: Planning Instruction and Designing Learning Experiences for All Students, 5: Assessing Student Learning.

Learning Objectives: Students will identify and understand the concept of theme within the story “Thank You Ma’am”. They will recognize the elements of the plot, examine character’s motives and reactions. They will tell a story in first person narrative, as a person ready to cause harm or commit a crime, who receives undeserved kindness instead. They will reflect on how that kindness affects them. They will then demonstrate their understanding of the theme of “Thank you Ma’am”, the effects of trust and kindness by writing a reflective personal narrative. They will create a Theme Tree and place drawings of the theme on the tree.

Standards Reference: 3.2 – Evaluate the basic elements of the plot and the way conflicts are (or are not) resolved. 3.5 – Identify and analyze recurrent themes. Writing 2.1 Writing Narratives, 2.2d – Write responses to literature – references to the text. 1.0 Written and oral language presentations. 1.0 Listening and speaking strategies.

Sequence of Daily Activities: Pre-teaching 5 minutes; Explicit Directed Instruction 10 minutes; Check for Understanding, 5 minutes; Guided reading and discussion or group activities 25 minutes; Wrap-up sharing 5 minutes.

Materials: PH Silver Teacher’s Edition, “Thank You Ma’am” by Langston Hughes. (Prentice Hall Reader’s Companion, p. 51 and PH text p. 171) Student’s Reader’s Companion, “Finding the Theme” adapted comprehension sheet and PH Literary Analysis and Reading Transparency. p. 25, 26. Selection Support Skills Wk. p. 61-64. Possibly use the PH Motivator video on Langston Hughes.

Adaptive and Supplementary Activities: introduce Langston Hughes. (PH T.ed. p.176) Explain where Harlem is. Show 3-minute video about Langston Hughes and Harlem in the 1920’s to help students understand the background. If the students have difficulty with the urban dialect, ask them for examples of common phrases or expressions that they use and ask them to explain the meaning to you. Read aloud some of the rich dialogue with good expression to help convey meaning for auditory processors. Ask the students to imagine for one minute how it would feel to have their purse or coat or other items snatched by someone. Have them share their ideas. Then ask them to imagine how it would feel to be Roger. What was Roger thinking or feeling when he decided to snatch the purse? What was going through his mind? Use the PH Literary Analysis and Reading Transparency. p. 25, 26. To help focus attention with the guided practice. Have students read aloud one paragraph each for fluency. Use adapted comprehension questions “Plot Details and Strategy Sheet” to focus student attention on Plot and Character’s reactions. Give additional time on homework to selected students. Highlight specific instructions and read aloud instructions on classwork and homework as needed.

Assessment: Based on class participation, homework, oral story telling and narrative essay. Students will write a First Person Narrative as a person who receives undeserved kindness when committing a crime or hurtful act. Students then transcribe the final theme of the story expressed as a sentence onto a 3×5 card and draw a picture relating to the theme (to be used later for a theme tree).

Resources and Sources: Ph Literature, Silver level. Teaching Styles and Strategies, Silver, Hanson, Strong and Schwartz. “Finding the Themes” original adapted material by William Welch.

Unit Plan Evaluation:

“Finding the Themes”
Finding the Theme Date:____________________
adapted material created Name:___________________ Class Period:_____________
by William Welch
A Theme is the lesson or message about life that an author wishes to communicate to the reader
A Theme is usually implied or suggested by showing how characters react to the events,
people and places in the story.
p52
1 Who is the story really about? Roger

2 How does Roger react after Mrs. Jones asked him why he tried to steal her pocketbook?
he tells a lie – “I didn’t aim to”.

3 Why do you think Roger lied to Mrs. Jones? He was afraid

4 What does Mrs. Jones say when Roger apologizes?
Your face is dirty. I got a mind to wash your
face. Ain’t you got nobody at home…?

5 Are you surprised with Mrs. Jones’ reaction? Why or why not?

p53
6 Why do you think Mrs. Jones makes Roger wash his face and then eat dinner with her?
She feels sorry/compassion

7 How does Mrs. Jones treat Roger? with kindness

8 Why does Roger try to steal the purse? for blue suede shoes

9 How does Mrs. Jones react to Roger’s answer? She says Roger could have just asked her
for the money. He didn’t have to steal.

10 How does Roger react to Mrs. Jones’ saying that Roger could of just asked her for the money?
A long pause, a very long pause.

11 What is Roger thinking about here (with the pause)? He’s surprised and he’s thinking what to do.

p54 Re-read the first two paragraphs out loud on page 54.
12 After Roger frowned, what did Mrs. Jones say? Um-hum, you thought I was going to say, but
I didn’t snatch other people’s pocketbooks.

13 How did Mrs. Jones know what Roger was thinking? She saw his frown and figured it out.

14 Have you ever noticed a look on someone’s face and known what they were thinking?
Give an example from your life

15 Now what does Mrs. Jones tell Roger about her life? She has done bad things too.
p. 1
p54
16 Why does Mrs. Jones not watch Roger or watch her purse?
She wants Roger to know she trusts him.

17 Where does Mrs. Jones work? In a beauty shop

18 Do you think she is rich? No

19 Then why did she give Roger $10 to buy shoes? To teach him about kindness

20 What do you think Roger learned from the way Mrs. Jones treated him?
various answers: Kindness and trust can
teach you a lot about life. Or the golden rule:
Treat others the way you want to be treated.

21 How would you like to be treated if you were caught doing something wrong? various

22 What advice did Mrs. Jones give Roger? Do not make this mistake again
behave yourself

23 What lesson about life does this story teach? various see #20

24 Is the story’s lesson the same thing as it’s theme? yes

25 Make a list of three important events or details that suggest the story’s theme.
Detail: various kindness acts
Detail: Roger wanted to say “thank you m’am”
Detail:

English II
Objective: Students will edit and revise their letters
Teacher:
demonstrate a second paragraph revision for sentence structure and content which explains how sympathic
We do
share letters and edit
You do
revise
if time permits ask the question to introduce literary analysis and discusss
English III
Objective see prior notes

VSC Limit

Objective Students will read and analyze text for purpose and revise for purpose. Teacher

1. go over elements in texts that illustrate purpose and tone.

2 look at two samples and disucss the words and ideas persuasive words- superlatives, opinions and facts, informative- facts, figures, specific and distinct information expressive- descriptive and figurative similes metaphors, personification

3. show 2 examples and underline the key words that illustrate the type of writing

You do-

1. use montgomery hsa site and choose topic go one by one and work through each typeof writing assessment is the hsa site and completetion of the sections

Montre needs to use msde online to review phrases as modifiers unit 3 activity 1

Exit a quiz on sentence editing phrases, clauses, and commas Samples Informative

How many of you here consider yourself caffeine addicts? How much coffee do you drink a day? One cup? Two cups? More? How about caffeinated sodas? Caffeine is pervasive in our society these days and every few months we hear about how a study has shown that it is bad for us or good for us. What are we to believe? Today I’d like to give you some of the facts about caffeine and its effects on your body. It may not cause you to change your coffee consumption but at least you’ll be better informed about what you are putting into your body. I’m going to talk about the beneficial effects of caffeine, the negative effects and discuss what are considered safe levels of caffeine consumption. Let’s start with the good news. Caffeine, which comes from the leaves, seeds and fruits of about 63 different plants, is well known as a stimulant. That’s why people drink it, right? Caffeine does help you wake up and feel more alert and it has been shown to increase attention spans. This is a beneficial effect for people who are driving long distances and for people who are doing tedious work. Calling this a health benefit may be stretching it, though staying awake while you are driving a car is definitely a benefit to your well-being! Caffeine also contains antioxidants which have been shown to have cancer prevention qualities. The negative effects of caffeine are largely dependent on how much you consume. When consumed in small quantities like, for example when you have one cup of coffee or one soda, caffeine can cause your heart rate to increase, you urinate more which can cause dehydration, and your digestive system produces more acid. Persuasive When seventeen year old Steven Spielberg spent some time in the summer of 1965 with his cousin, they toured Universal pictures. The tram stopped at none of the sound stages. Spielberg snuck off on a bathroom break to watch a bit of the real action. When he encountered an unfamiliar face who demanded to know what he was doing, he told him his story. The man turned out to be the head of the editorial department. Spielberg got a pass to the lot for the very next day and showed a very impressed Chuck Silvers four of his eight millimeter films. This was the foot in the door Spielberg needed to start squatting on the lot, a decision that led to his first contract with Universal Studios. Studies have shown that lucky people tend to be far more open to new experiences. Those who are unlucky are creatures of habit, never varying from one day to the next. If you want to be lucky, add some variety to your life. Meet new people, go new places, and increase the possibility of those chance opportunities the “lucky” people always seem to run into. Luck, though, isn’t just about trying new things. Luck is also about hard work, even when it is, well, “hard.” A 1994 study suggested that lucky people are the ones who continue to try, even when they are faced with obstacles. Study initiator Richard Wiseman said, “People have to persevere, they have got to stick at it. People give up too soon. The ones who achieve their goals are the ones when they hit obstacles don’t just give up and pack it in, they try again. They find another route. They are versatile, they are flexible, they have got new ways of finding solutions. Accepting responsibility for who you are and being the person who drives the bus, not the person who is being driven are the ones who tend to be luckier.” If you want good luck, you have to work through the times of bad luck to get there. Being open to new experiences and persevering are important in creating luck, but so is your thought process. One participant in a luck study was constantly thinking about her bad luck. One of the study creators said, “When she would come to the unit to be interviewed, it would be just this whole string of bad-luck stories: “I can’t find anyone. I’m unlucky in love. When I did find someone, the guy fell off his motorbike. The next blind date broke his nose. We were supposed to get married, and the church burned down.” But to every single interview, she’d bring along her two kids. They were 6 and 7 years old — very healthy, very happy kids who’d sit there and play. And it was interesting, because most people would love to have two kids like that, but that wasn’t part of her world, because she was unlucky in her mind.” The old adage related to positive thinking seems to apply in the instance of luck Just because that business deal didn’t work out or you missed the bus, look at the bright side of things, and more luck will come your way. Depending on Students present

Objective: studnets will brainstorm what topics of life they are interested in could be a career or an interest outside careers. discuss what resources they can use to locate these interests what would you google search to locate information write ont heboard and students make a notecard withinformation

Language Arts

Standard Limit: text

1E4c draw inferences and conclusions

Objective: Students will read aloud the play with appropriate intonations, etc..

Students will anwer reading questions which demand making conclusions and inferences in the text and between the text and history.

Teacher: 1. review yesterday’s materials 2. when you read voice level, sound, making words come alive 3. handout questions to be answered and rubric for reading We do 1. assign roles and read the play. 2. change roles afer the middle of the second scene ORAL READING EVALUATION – A Diary of Anne Frank Name Class Date SKILL EXCELLENT GOOD AVERAGe FAIR POOR Fluency 5 4 3 2 1 Clarity 5 4 3 2 1 Audibility 5 4 3 2 1 Pronunciation 5 4 3 2 1 Characterization 5 4 3 2 1 Effort 5 4 3 2 1 Total Grade Comments:

We do-

1. students will write questions about connectiioins between the texts,

2. when do you think the play takes place? How do you know that? Based on what Scene 1 tells the reader what can you determine will happen to the characters and who would you say is the strongest person in the play? Why what suggests that?

You do

Journal about the quote and the Pigeon. What conclusions can you draw about the two pieces of material?

Literary Weave Project Rubric

For an A 

You must have:

Complete illustrations

Colorful pictures

Identified elements

2 strips on themes of the book

2 strips on the main events

2 strips on symbols

For a B

You must have

Complete illustration

Colorful pictures

Mostly identifiable illustrations

2 strips on themes

2 strips on main events

2 strips on symbols

For C

You must have

Most of the illustrations colored in

Mostly complete strips

2 strips on main events

1 strip on theme

1 strip on symbols

Standard
1E4b.c.d.e.f
Identify and explain information directly stated in the text Draw inferences and conclusions and make genralizations. Summarize, and connect to prior knowledge

Limit
internet sites on given topic

Objective
student will research and explain research found on a given subject.  Students will summarize onto an organizer.

Teacher
1. Divide students into groups and ask each group to compile a list of things that they know and things that they want to find out about the Holocaust, using the K-W-L Chart.
2. Then ask students to explore the Holocaust Web Sites and to use Internet search engines to pursue answers to their questions.-handout website
3. Remind students to record their new learning in the last column of the K-W-L Chart.
4.As students work, circulate through the classroom, answering questions and providing help.

http://www.readwritethink.org/lesson_images/lesson416/HolocaustOnlineInquiry.html

You do-
1.each group will place a note on a giant kwl in front of the room
2.each group will explain what they found out
3.teacher will add details

We do
1.listen if time and student behavior permits to testimibny
2.7A1a plan and deliver oral narrative

Handout the rubric for the presentation

If students finish early begin to discuss presentations.
Studnets have already had a lesson about speaking and eye contact, etc.. this mini lesson should serve to remind them

exit: one new thing they learned about the Holocaust

http://www.readwritethink.org/lessons/lesson_view.asp?id=416

Standard
2A5b language that creates tone

limit
portion of a text

Teacher:
1. handout advertisement
2. ask what words that stand out- slapstick, sister…
I see sisters because of the size of the print, but juggling is written in a funny way and that meakes me think that I am suppopsed to smile. The pictures help me see that too. I would say that even without readingeverything the creator has done is done to make the reader looker smile.
3. What do you see or notice?

We do-
1.  handout Terribel things
2. talk through with kids baout what they notice: repitition, pattern, pictures,
3. what is the tone of the pictures- dark, ominous, scary, jumpy
4. tone of the repition: evil, nervous,
assess through dicusssion

You do
1. read First They Came For the Jews
In Germany they first came for the Communists,
and I didn’t speak up because I wasn’t a Communist.

Then they came for the Jews,
and I didn’t speak up because I wasn’t a Jew.

Then they came for the trade unionists,
and I didn’t speak up because I wasn’t a trade unionist.

Then they came for the Catholics,
and I didn’t speak up because I was a Protestant.

Then they came for me —
and by that time no one was left to speak up.

2. what words or style makes the poem have tone and what is the tone

Of Mice and Men: Viewing Guide
I. Vocabulary
flashback: alteration in story order in which the plot moves back in time to show events that have
taken place earlier than those already shown.
Point of View (POV) shot: a shot taken from the position of a character’s eyes. It shows the viewer
what things look like from the character’s position.
Wide angle: the use of a wide-angle lens to create a shot that captures a wide range of elements.
Crosscutting: editing that alternates shots of two or more lines of action occurring in different
places. It is often used during dramatic sequences to increase tension.
II. Cast/Crew
Unlike the novel Of Mice and Men, which was essentially created by one man, John Steinbeck, the film
version is a collaborative effort. Each person on screen and behind the scene influences the overall film.
1. Who wrote the screenplay?
2. Who is the director?
3. Who plays George?
• Do you think this was good casting? What is different about the looks and behavior of the
actor from what you imagined?
4. Who plays Lennie?
• Does the actor portray Lennie differently from what you imagined while reading? Does the
actor bring anything new to the character that emphasizes a characteristic?
III. Film
5. What is George riding in the first sequence?
6. How is the movie a flashback?
7. What is gained by making the film a flashback as opposed to the way it is presented in the book?
8. What does the director imply is the reason for George and Lennie being chased by dogs and shotguns?
9. How does the filmmaker imply this?
10. During the conversation between George and Lennie about the mouse, how is the setting different?
11. What images does the filmmaker use to establish setting?
12. Since the filmmaker cannot use language to create metaphors, how does he create the comparison of
Lennie and a dog when Lennie drinks from water?
13. When George and Lennie are talking about the ranch, George abruptly stops talking. What does the shot
of George imply he is thinking?
14. How does the film portray the boss differently from the book?
15. What does the close-up shot of the boss’s food achieve?
16. When Lennie is lifting bags in the field, how does the filmmaker make it clear to the viewer that Lennie
strong?
17. When George sees Lennie working and sees Slim seeing Lennie working, what are George’s feelings?
How can you tell?
ADDED SCENE!
18. What does the scene with Curley’s wife and George add to the story? How does it change the
characterization of Curley’s wife?
19. How does the director make a connection between George and Candy when Carlson is going out to
shoot the dog? And what does the filmmaker achieve by making this connection?
20. There is a wide-angle shot of Curley, Curley’s wife, and the boss, the only characters that are related to
each other. What is gained by showing these three characters together using a wide angle shot?
21. What is Lennie laughing at? How is this different from the book?
22. What is added by the scene where George cleans the blood off Lennie’s face? What does this scene
communicate about George?
23. How is the scene with Crooks different? Was this a positive or negative change? Why?
24. What is different about how Lennie killed the pup? What does this change about Lennie’s character?
25. Seeing Curley react to his wife’s death is different from reading about it. What is strange about the way
Curley reacts?
IV. Short Essay. Answer the following question in paragraph form.
26. If you were to remake this film, what things would you change or add? What would you be sure to keep
the same? Think about film technique, casting, adding and deleting scenes from the book, music, and so
forth.

My best friend is woman I have known since I was 2 1/2. We spent more time together than any other firneds I have ever met. She lived only two blocks away and was a single child, only child.With tight blonde curls and a wild personality Lisa was an adventurous child. She introduced me to skateboarding and the Brady Bunch. Every Fri we spent watchiing the brady brunch, fantasy island, and the love boat. Her favorites were AA mMilne and The Carol Burnet Show, and the beach. Lisa and I spent hours, days, and moths in Canada. She taught me how to relax and always beat me in tennis. Her grandfather was my grandfather and together we laughed about my frustrating car which had a slow leak and overheated regularly in her driveway.