Monday 1023 Agenda Announcements SSR The Interlopers Announcements

Monday 10/23 Agenda: Announcements SSR “The Interlopers”

Announcements & Housekeeping ● 4 weeks until Thanksgiving break ● 6 weeks until STAAR test ●In order for you to be successful, we have got to fall into a more efficient routine.

Expectations: ●When you arrive every day before the bell rings you should: - Grab your binder, your book for SSR, and any papers on the back table -Take care of any/all bathroom needs (remember you can not go the first or last 10 mins of class) -Take care of all personal/phone related business - When the bell rings, we begin SSR

What an “academic environment” looks like & sounds like: ●Farmer 5 consensus placemat A consensus placemat is a great way to collaborate with your table mates. Everybody gets to write on the corner that is closest to them. Then we come together and discuss.

Farmer 5 Consensus Placemat ●With your table mates, create a Farmer 5 Consensus Placemat that answers the question: What does “Actively Learn” actually look like & sound like? *We will take 1 minute to blitz through each principle before we come together to discuss.

So what happens if… ●If you disrupt the learning environment through behavior or speech, you get sent out. ●I will email your parents, grandma, coaches, whoever I need to ●If your disruption continues, you’ll go to the office.

But why? ●You owe it to yourself AND the other people in this classroom to create an efficient and effective learning environment.

Unit II EQs: “What are Life’s big lessons? ” “What’s wrong with holding a grudge? ”

TEKS: 1 B- Analyze textual context to distinguish between the denotative and connotative meanings of words 2 - Analyze, make inferences and draw conclusions about theme in different cultural and historical contexts and provide evidence from the text to support understanding 2 a- Compare and contrast differences in similar themes expressed in different time periods 2 b- Analyze archetypes in mythic, traditional, and classic literature 5 d- Demonstrate familiarity with works by authors from non-English speaking literary traditions with emphasis on 20 th century world literature 6 - Understand the features of literary nonfiction and provide evidence from text to support understanding 7 - Explain the function on symbolism in literary works 10 - Analyze persuasive text and provide evidence from text to support analysis 10 a- Evaluate the accuracy of evidence used to support the different viewpoints within arguments 17 c- Use a variety of correctly structured sentences

WICOR W - Analytical Responses, WNB I - Author Research C - Placemat consensus, Alternate Ending O - WNB, Persuasive Writing R - Short Story, Essay, Poetry

Resources Used: ● Holt Mc. Dougal- Interlopers by Saki (Fiction), Two Friends by Maupassant (Fiction back up), Tolerance by Forster (NF Essay, Persuasive), Letter to a Young Refugee from Another by Lam (Essay), Song of P’eng-ya by Tu Fu (Poem)

“The Interlopers” “We fight this quarrel out to the death, you and I and our foresters, with no cursed interlopers to come between us. Death and damnation to you, Ulrich von Gradwitz. ” -Georg Znaeym

Quick Write Questions: ● What’s wrong with holding a grudge? ● What advice would you offer to someone that was holding a grudge?

Using Academic Language: ● Why do you think grudges appear so often in literature? ● Example: ● “Grudges introduce conflict into literature and involve readers in the interplay between characters and in the resolution of the conflict. Grudges are archetypal experiences. ”

Friday Pep Rally Schedule ●Agenda: SSR Saki Scavenger Hunt “Interlopers” Vocab & Frayer Model

SAKI Scavenger Hunt Answer the following questions in your writer’s notebook. ● Who was he? ● What did he do during his lifetime (career, family, school)? ● What is he famous for? ● What influenced his writing?

“Interlopers” Vocabulary 1. Acquiesce- to agree or give in to 2. Condolence- an expression of sympathy 3. Draft- a gulp 4. Interloper- one that intrudes in a place, situation or activity 5. Languor- a lack of feeling or energy 6. Marauder- one who raids and loots 7. Pestilential- likely to spread and cause disease 8. Pinioned- restrained or immobilized 9. Precipitous- extremely steep (precipice) 10. Succor- help in a difficult situation

Vocabulary – Frayer Model Definition of the word Synonyms Vocab Word Graphic or Visual representation Antonyms

Wednesday 10/25 ●- Grab your binder, your book for SSR, and any papers on the back table -Take care of any/all bathroom needs (remember you can not go the first or last 10 mins of class), all personal/phone related business - When the bell rings, we begin SSR

Interlopers - Annotations ● As we read, mark for the following: ● Label CONFLICT(S) with a “C” determine if the conflict is Man Vs. Man, Man Vs. Nature, or Man Vs. Society ● Label SETTING with an “S” make notes of how the setting influences the mood of the piece *Mood is different from tone in that mood is how the story makes the reader feel (or how it’s meant to make he reader feel). * At the bottom of each page, summarize what we’ve read so far.

“Fish Cheeks” ●Things to look for & mark: - Conflicts - Figurative Language: simile, metaphor, imagery, personification - Characterization : what Amy says, thinks, feels -Resolutions -Lessons learned -Character relationships - Symbols & what they represent

Symbolism- the use of a physical object to represent an idea. *In our story specifically, we’re going to look for things that symbolize the grudge between the two men/families.

Monday 10/30 ●Today starts a new 9 weeks! ●Agenda: SSR Binder cleanout We will be keeping some things! “The Interlopers” Theme statements & analytical paragraph “Deep Survival” if time allows

Wordy Words ●I owe you guys some Wordy Wednesday words! So, each day we’re going to do 1 new word! ●Today’s word: Abashed – ashamed or embarrassed

Theme: the message, or lesson, that the author wants you to learn from the story ● Common topics for Theme: “Big Ideas” ● Courage, dreams, kindness, fears, being yourself, equality, hope, friendship, differences, hark work, honesty, love, family, jealousy, never growing up, doing the right thing, acceptance, peace ● Ask yourself: ● What did the characters learn? ● How did the characters grow and change? ● Why did the characters act this way? ● When you know theme: ● I know theme is ________ because the text says ______.

Theme Statements: ● Think about the story’s setting and the way it affects Ulrich and Georg. What is the THEME that you think Saki is trying to convey? ● Theme Statements= Abstract Noun+ What the author is trying to say about that concept ● The underlying message that the author wants to convey, or share. ● Theme Statements do NOT have any specific plot information. (names, places, events)

Example: Little Red Riding Hood

Determining the Theme of “Interlopers” Characters? Setting? Problem? Somebody wanted but so then… Summary Lesson learned by the characters? The message that you can take from the story (aka theme!)

“Interlopers” Analytical Paragraph What is one symbol in Saki’s “The Interlopers” and what does it represent? Support your answer with evidence from the text. Turn in to the tray when finished. This will be your first grade of the new 9 weeks!

Wolves… ● Imagine that the wolves didn’t eat Georg and Ulrich. How do you think the story should have ended? ● With your group of 2 -3, construct a draft and draw an image to represent the ending of the story. ● Include a Ba-Da-Bing to begin it and an AWUBIS to end it

Tuesday 10/31 ●Grab all of your things from the back table and be ready to SSR when the bell rings! ●Pick up your copy of “Deep Survival” ●Today’s word of the day is: Benevolent – a person who expresses good will or kindness towards others *Add this to your Word list!

Writer’s Notebook: ● Is survival a matter of chance? ● Is survival determined by pure luck? Or do some survivors make their own luck by thinking quickly and seeing opportunities for escape? ● Think: What stories do you know about survival? (books, movies, TV, real-life or personal? ) ● Write: Explain the story in your writing. Elaborate on the events, the circumstances, and the struggles that occurred during the events. ● Be prepared to share your knowledge!

Partner Discussion ● With your shoulder partner, discuss your writing. ● Read or verbally summarize to your classmates. ● Note the SIMILARITIES that you see between all of the stories. This does not need to be in complete sentences. ● Class share: What similarities in the survival stories did you notice?

Read “Deep Survival” ● Annotation Key: ● NUMBER the paragraphs ● CIRCLE academic word choices – things that keep it from sounding casual ***NOTE: each step for survival has a subheading. HIGHLIGHT the subheading title!

Talk it out… ● With your partner, you will now add MARGIN NOTES. ● For each step for survival, you will collectively summarize what the main focus is. ● Example: step one is “Percieve /Believe. ” This step is describing how to Think Positively. So, my summary says “think positively. ”

Think it through… • What general attitude do survivors seem to have? ● In your writer’s notebook, write a complete paragraph response to this question. ● Answer: Survivor’s generally seem to have an attitude of _____. ● Text: This is especially seen when _____ explains, “____. ” ● Analysis: take it one step further- how is this significant? Use an AWUBIS

Example • What general attitude do survivors seem to have? ● Survivors generally seem to have an attitude of fierce optimism; they refuse to let the bad experience overpower the good opportunity. This is evident when Lawrence Gonzalez writes that survivors, “see opportunity, even good, in their situation. ” Instead of placing blame on what caused them misfortune, they “very quickly… realize that everything, good and bad, emanates from within” and decide to act with optomism. If one can see past the pain, burdens, and obstacles in their path, then they will most likely find the power within and become a survivor.

Wednesday 11/1 ●It’s November! ●Grab the usual things + “Tolerance” from the back table ●Be ready to SSR when the bell rings ●Word of the day: Contemptuous – showing or expressing contempt (i. e. very strong dislike)

“Tolerance” “Tolerance is a very dull virtue. It is boring. Unlike love, it has always had a bad press. It is negative. It merely means putting up with people, being able to stand things. ” -E. M. Forster

Tolerance Vs. Acceptance ● In your opinion, what is the difference between tolerance and acceptance? Explain

Differences Brainstorm ●What are some ways that make us different? ●How do our differences affect the way we treat others? https: //www. youtube. com/watch? v=JKw. YJIA 2 pf 4

Importance of Tolerance ●Why is tolerance important?

How accepting are you? 1. How is tolerance practiced in your school? Give an example. 2. How is tolerance practiced in the world? Give an example. 3. In what ways do you practice tolerance? Give an example.

Author Research: E. M. Forster ● Find five facts about the life and career of E. M. Forster.

Elements of Nonfiction: Persuasive Essay ● A persuasive essay a short work of nonfiction written to persuade readers to adopt the writer’s message, or thesis. ● A strong persuasive essay uses powerful language, persuasive techniques, and a clear and logical argument to be convincing.

Analytical Response ● Review the essay and the notes you made as you read. Which reasons and evidence best support Forster’s thesis? Do you think any of his evidence in inaccurate? ● OR ● What does Forster mean by his final point that tolerance requires imagination?

Create this graphic organizer in your WNB: Writer’s Message, or Thesis Reason Evidence Reason Evidence

Thursday 11/2 ●Grab the usual things + “A Letter to a Young Refugee…” from the back table ●Be ready to SSR when the bell rings ●Today’s word of the day is: Frivilous – characterized by a lack of seriousness or being self-indulgently carefree. Example: Even though rent is due tomorrow, he frivilously purchased a new Xbox.

“Letter to a Young Refugee from Another” “My young friend, there are so many things I want to tell you, so many experiences I want to share with you, but most of all I want to warn you that the road ahead is a very difficult and treacherous one and you must be brave, strong, and cunning. ” -Andrew Lam

Dear Younger Me, ●Write a full page letter to a younger version of yourself. ●Be sure to: -Encourage yourself about something in your life -Warn yourself about a mistake you made - Advise yourself about something you should be open minded to in the future OR advise yourself about how to navigate a situation that’s happened in your life that you would do differently. *The only person who’s reading this is me! I’m grading it.

Note to Self ●The tone of this letter can be as formal or casual as you want! The audience of this letter is you so things like word choice and tone are up to you. ●If you want to be funny, be funny! If you want to be serious, you can be!

Text Analysis ● According to the essay, why should refugees love, instead of hate, those who have caused them pain?

Friday *Pep-Rally Schedule ●Grab the usual things + the poem from the back table ●Be ready to SSR after the bell rings *This is the last text from Unit 2 you will need your texts for this test, otherwise you’re using blank ones. ●Word of the day. Earnest – with serious intention, purpose, or effort Ex: She was earnest about raising funds for the animal shelter.

“Song of P’eng-ya” As we read, we’re annotating TPFASTT style! So first things first, make a prediction about the Title: Based on the title, what will the poem be about? Write your prediction on the top of the paper, next to the title.

TPFAST ●Paraphrase! Put each stanza into your own words. In this case, since there is no separation of stanzas, try to paraphrase every few lines. ●Figurative Language: Mark for similes, metaphors, imagery, alliteration, diction *In the margins, answer: How does the figurative language affect the meaning of the poem?

TPFAST ●Attitude: Identify the speaker’s tone in the poem. Are the different tones through out? Remember tone is how the author feels about what they are writing. ●Shifts: Identify any shifts that you see in the poem. This could be in tone, topic, *How do these shifts affect the poem?

TPFAST ●Title: Reconsider the title of the poem to understand the deeper meaning. Is there any significance to the title? Write this next to/ under your prediction. ●Theme: What is the “big idea” under discussion in the poem? What is the poet’s purpose for writing? Create a theme statement for the poem.

Analytical Response ●What is one theme the author is communicating to the reader?

Analytical Response ● What is the author’s theme in the poem? ● Cite three examples of imagery in “Song of Pengya. ” How do they help establish the poem’s mood and its message?

Happy Monday ●Grab the usual things. ●We will start SSR when the bell rings. ●Add today’s word of the day! Incisive- cutting; biting; sharp Ex: She made an incisive remark to her mom that got her grounded for a week.

Happy Tuesday ●Grab the usual things: binder, book for SSR ●We will start with SSR ●Word of the day: Melodramatic – greatly exaggerated and emotional ex: That actor would be perfect for my grandma’s soap operas; he’s so melodramatic.

Is it important to accept each other’s differences. . . ? ●https: //www. youtube. com/watch? v=q. Ph. OZzsi_6 Q

Wednesday ●Grab the usual things! ●We will start with SSR. ●Today’s word of the day: Patronizing- displaying or indicating a condescending manner (to talk down to someone as if they are unintelligent)

Persuasive Essay ●Is it important to accept others despite having differences? ●Be sure you are explaining WHY it is or is not important to accept other people who are different in your two examples. How does it benefit people individually? How does it benefit society? Our country? The world?

Formatting ●You can set up your paper 1 of 2 ways: 1. Including a counter-argument 2. Regular style (no counter argument)

Unit 2 Exam on Friday • You will need your Unit 2 texts for this test as it asks questions about the texts and will have you making inferences about what you have read. • If you are missing a copy, ask me! • The best way to study for this test is to go back and re-read the stories.

Persuasive Essay Major Grade ●State your position on whether or not it is it important to accept others despite having differences. ●It is important to accept other people despite having differences because _____ OR It is not important to accept other people despite having differences because _____

Persuasive Essay ● One way to effectively persuade an audience is by presenting a counter-argument Essentially, you present the other side and explain why it is not effective or not true. ● This time our essay will use a counter argument. So what will that look like?

Persuasive Essay ●A persuasive essay w/ a counter argument is essentially a compare & contrast essay. ●You’re comparing what the world looks like when we do not accept each other’s differences against what it looks like when we doo choose to accept each other’s differences. ●One example should be about people who do NOT accept differences. Your other example should be about people who do accept differences.

Persuasive Essay ●You can use the essay “Tolerance” as an example. ●The author first proposes “Love” as the foundational principal, then seeks to prove why that would not work. He then moves into his explanation of why “Tolerance” is best.

Essay Format https: //youtu. be/Rmq. ETl. EJLyk ●Intro: Hook, position statement, general statement about accepting/ not accepting differences ●Body 1: Claim, detailed example Body 2: Claim, detailed example Conclusion: Restate position, summary of examples 1 & 2, call to action

Unit Assessment ● Use previously marked texts to complete this test. ● Teacher note: Use Diagnostic and Selection Tests pgs. 115 -138 AND Unit and Benchmark Tests pgs. 98 -100 to construct test ( will have approx. 35 m/c questions)