EMOTION IDENTITY Unit 1 Day 11 Emotion Identity

EMOTION & IDENTITY Unit 1 Day 11

Emotion & Identity UNIT 1: DAY 11 Instructions: Correct the following sentence in the Bell Ringer section of your notebook. Draw a line separating the subject part of the sentence from the predicate. Hint: The predicate contains the verb! Bell Ringer: Pet iguanas like to sit in high places however it is still a surprise when one jumps onto your head. REVIEW OF BELL RINGER 2 MINUTES AFTER THE BELL RINGS!

DAILY AGENDA • • Attendance/Roll Call Review Bell Ringer Vocabulary Spotlight Lesson: Create a Study Guide for tomorrow’s formative assessment

LEARNING OBJECTIVES • Identify the major building blocks of sentences • Correctly use semi-colon with adverbial conjunction • Identify the meaning of words in context • Practice identifying the development of theme, tone, mood, and character motivation.

VOCABULARY SPOTLIGHT 5 minutes Use the examples to determine meaning of tier two vocabulary. 1. The benevolent students helped Mr. Murdock to clean-up the mess made by the visiting soccer team. 2. John’s superior tone revealed that he was condescending when speaking with the refugee family. 3. The culmination of four years of hard work in high school is the commencement ceremony, during which you are awarded a diploma. Note: Be certain to look-up & add the definitions of theme, Benevolent Condescend Theme Universal Topic Mood Tone

45 Minutes CREATE A STUDY GUIDE! Using the list of terms provided in class, locate examples of each in the stories we’ve read.

Create Your Own Study Guide! In your own words, define the following terms. You will use your definitions in today’s activities. § Theme § Tone § Mood § Inference § Plot Devices § Central Idea § Character Development (Character devices) § Conflict § Strong Answer Format § Character Motivation

Clean-up & Announcements 1. Clean-up your work area: • Dispose of garbage • Return pencils & makers 2. Homework: • Review notes for tomorrow’s assessment. 5 minutes