WEEK 2 I KNOW WHY THE CAGED BIRD

WEEK 2 – I KNOW WHY THE CAGED BIRD SINGS AUGUST 18 – 22

CHANGE OF PROCEDURE • In an effort to streamline our notes, we will do our Essential Questions and Bell Ringers on the LEFT HAND SIDE of our interactive notebooks.

INTERACTIVE NOTEBOOKS 8. 15. 14 E. Q. : What is the proper way to speak and use your voice in the classroom? Bell Ringer: 1. Today’s notes, graphic organizers, illustrations, etc.

MONDAY • E. Q. : What is the proper way to speak and use your voice in the classroom? • Bell Ringer: (Commas in Compound Sentences) Turn to page 557 in Writing Coach and complete #1 -5 in exercise 25. 2 A. Refer to pg. 554 for review if you need to. READ THE INSTRUCTIONS!! • Glue the “Conversation Card” into your interactive notebook.

BELL RINGER ANSWERS • The courses are organized and the instructors are excellent. • It was January yet the days were mild. • I know Hector is a good musician but do you think he is ready for the symphony? • We stayed an extra day in Phoenix for there were many more sites to see. • Will Judy be your partner for the science project or are you paired with someone else?

KEY VOCABULARY • Rephrasing – putting what someone else says into your own words • Sometimes, I will ask you to repeat what another student just said. You need to be prepared to do just that. • Sentence starters – prompts to help you properly start your sentences (can be used for speaking AND writing)

KEY VOCAB, CONT. • Tone of voice – how we say our words. Practice! • Say “I love my shoes. ” Emphasize a different word each time. • Different tones: bored, happy, sad, angry, terrified, worried, unconcerned, hurt, inconsiderate, shocked. • Body language – how we are standing and moving can say just as much as our words.

EXPECTATIONS IN CLASS: • Questions and responses will be in complete sentences and will use correct grammar (I will have a MINIMUM standard of correct subject-verb agreement).

SENTENCE STARTERS TO USE IN CLASS: • I agree with _____ because… • I disagree with _______ because… • I agree with ____ because … and would like to add…

SENTENCE STARTERS TO USE IN CLASS: • Please repeat what you said about. . . • I think … because… • Will you give another example of …

EXIT ACTIVITY: • ROLE PLAY

TUESDAY

TUESDAY, AUGUST 19 • E. Q. : How do I cite textual evidence in a text? • Bell ringer: Page 557 in Writer’s Choice, ex. 25. 2 B (Using Commas in a Series). Complete # 11 – 13.

WHAT DOES “CITING” FROM A TEXT LOOK LIKE? • 1) You are pulling specific information (evidence) from a text to support your answers and your inferences. • Inference: combining evidence from a text with what you already know of the world to come up with your conclusion. • 2) You should provide the page number where you found the evidence. • Note: We will learn how to cite from specific sources when doing research later on.

EXAMPLE: • The change in Marguerite came about gradually; this was first noticed when Mrs. Flowers made cookies for Marguerite. When Marguerite realizes that the cookies were made “expressly” for her, her self-concept began to change. (P. 519520) This meant that Marguerite appreciated the fact that Mrs. Flowers went to all the work of making cookies just for her; this had probably never happened to her before. When people go out of their way to do something special for others, it makes others feel valued and loved. One’s self esteem grows in relation to this sense of value.

EXAMPLES, CONT. • One thing mentioned in the passage was that Mrs. Flowers read to Marguerite. Mrs. Flowers knew that this was a weak area for Marguerite, so she demonstrated how she wanted the words to “cascade” from Marguerite’s mouth. (P. 521) This demonstration probably showed Marguerite how important it is to use words for expression. This had been a problem according to Marguerite’s teachers. • When Mrs. Flowers said that “it is language alone which separates [man] from the lower animals, ” she was stressing the importance of communication. (P. 519)

THURSDAY • E. Q. : How do I determine the central idea and theme of a text? • Bell Ringer: Writing Coach textbooks, pg. 558, # 1 – 3 from Ex. 25. 2 C (using commas between adjectives).

CENTRAL IDEA VS. THEME • Central idea is the main idea. • Ex: In this story, a central idea is that the author’s view of herself changes when she is befriended by someone special. • Themes are the messages or insights about life.

HOW TO FIND THEME • One way to help find theme is to think about a lesson or lessons that the main character(s) learned. • You then make the lesson a general statement that can apply to your own or someone else’s life. • For example, one person in Marguerite’s life helped save her. • A theme of this story is that showing someone that you care can make a difference in their life in ways you may never know.

EXPLICIT VS. IMPLIED THEME • Occasionally, a story will explicitly state theme. (ex: fables like “The Tortoise and the Hare”) • However, most of the time, it is implied. (You have to figure it out!)

EXIT SLIP: • Writing Prompt: Looking back over the essential questions we had while we read the story, what do you think is another central idea and theme of the excerpt of I Know Why the Caged Bird Sings? How did you determine the central idea and theme?