Synthesizing Poetry

Objectives: Students will be able to compare the similarities and differences between two poems on friendship by using Venn diagram and synthesize their own view on friendship based on reading in writing.

CCS

R.1. R.2 R.4 R.5 R.7 R.9

L.3/ W.8/SL.1,2,4

Differentiation: Extra support for vocabulary ( word bank) and syntax, co-teaching, various access points to the text, grouping by skills and learning styles , graphic organizer, template., scaffolded instructions. 

Do Now:  Write a sentence about friendship based on your reading or to express your own thoughts.

Mini Lesson:

What’s synthesis? Why do we need to have the skill? When and where do we use it? How do we synthesize?

Identifying similarities: find categories and differences

How do we use a Venn diagram to compare and contrast? See a model.

Student Independent Practice

  • create an individual diagram
  • create a group  diagram
  • write a paragraph to synthesize the ideas of friendship.

Exist Slip: Share your response.

 

 

The Shipping News

The Shipping News Lessons

Objectives: Students will be able to analyze the character by identifying indirect and direct characterization traits in a carouseling activity. 

CCS 

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings 

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. 

Differentiation: Extra support for vocabulary ( word bank) and syntax, co-teaching, various access points to the text, grouping by skills and learning styles , graphic organizer, template., scaffolded instructions. 

Do Now:  Use three words to describe yourself and explain briefly why. Turn and talk. Which descriptions are considered direct characterization? Or indirect characterization? 

Mini Lesson 

  1. What’s direct and indirect characterization? 

In direct characterization: the author states directly a character’s traits.  Direct characterization: leaves little to the reader’s imagination. Often the writer will enhance the direct characterization through the use of connotative diction and figurative language.  

A writer uses indirect characterization when showing a character’s personality through his or her  actions, thoughts, feelings, words, and appearance, or through another character’s observations and  reactions.  When an author uses indirect characterization, he or she expects the reader to make inferences, to reach beyond the words on the page and “fill in the gaps,” by applying prior knowledge and experience to reach a conclusion about the character, based on these subtle pieces of information. As you read the following excerpt from The Shipping News, try to “see” the character of Quoyle in your mind; try to imagine him as a living, breathing human being you have known. Be prepared to discuss the way the author, Annie Proulx, employs techniques of characterization, both direct and indirect, to bring this fictional character alive for you.  

Check for Understanding: Based on the definition of Direct and Indirect Characterization, label the descriptions in Do Now. 

  1. Become familiar with the new vocabulary and their usage. 

Guided Annotations 

Step 1: Underline the sentences in which the new voc words are used. Circle the new voc. word(s) in each sentence. 

New Vocabulary in the excerpt from The Shipping News

  1. Camouflage: n. or v. hide or disguise the presence of
  2. Stumble: v tripor momentarily lose one’s balance; 
  3. Prodigiously: adv. remarkably or impressively great in extent, size, or degree.
  4. Brim: v. fill or be full to the point of overflowing.
  5. Virulent: adj. the severity or harmfulness of a disease or poison.
  6. Ambition: n. big dream
  7. Shamble: v. (of a person) move with a slow, shuffling, awkward gait.
  8. Pygmy: n. a member of certain peoples of very short stature in equatorial Africa and parts of Southeast Asia
  9. Curl: v. formor cause to form into a curved or spiral shape. 
  10. Snivel: v. cry and sniffle.
  11. Linoleum: n. a material consisting of a canvas backing thickly coated with a preparation of linseed oil and powdered cork, used especially as a floor covering.
  12. Casement: n. a window or part of a window set on a hinge so that it opens like a door.
  13. Crenshaw: n. a winter melon having smooth green and gold skin and sweet salmon-colored flesh. 
  14. Ruche: a pleated, fluted, or gathered strip of fabric used for trimming.
  15. Monstrous: adj. monster like
  16. Freakish: adj. Like a freak
  17. Anomalous: adj. deviating from what is standard, normal, or expected.
  18. Begetting: v. give rise to; bring about.
  19. Strategem: n. a plan or scheme, especially one used to outwit an opponent or achieve an end.
  20. Downcast: adj.  looking down
  21. Cherish: v. treasure
  22. Changeling: n. a child secretly exchanged for another in infancy;  
  23. Forage: v. search widely for food or provisions. 
  24. Excursion :short trip 
  25. Momento:  by association with moment. The word is actually related to remember.
  26. Squint: v. look at someone or something with one or both eyes partly closed in an attempt to see more clearly or as a reaction to strong light.
  27. Scribble: v. writeor draw (something) carelessly or hurriedly 
  28. Excoriation: n. the act of abrading or wearing off the skin. chafing and excoriationof the skin;  harsh criticism 
  29. Churn: v. (of liquid) move about vigorously.
  30. Amorphous: adj. without a clearly defined shape or form.
  31. Sludge: n. thick, soft, wet mud or a similar viscous mixture of liquid and solid components, especially the product of an industrial or refining process; mud, muck, mire, ooze
  32. Dissolve: v. close down or dismiss (an assembly or official body).
  33. Muddle: v. bring into a disordered or confusing state. 

Teacher Models the Direct and Indirect characterization activity.

Student Independent Practice 

In a carouseling activity, complete the stationery chart following the task direction: 

Round 1: Read para 1-6. Underline the sentences in which the new voc words are used. Circle the new voc. word(s) in each sentence. 

Round 2: Identify examples of Direct or Indirect characterization in para. 1 or 2.

Round 3: Identify examples of Direct or Indirect characterization in para. 3.

Round 4: Identify examples of Direct or Indirect characterization in para.4

Round 5: Identify examples of Direct or Indirect characterization in para. 5

Round 6: Identify examples of Direct or Indirect characterization in para. 6

Details about Quoyle  Citation(para#)  Direct Characterization  Indirect Characterization  General Traits (your inferences)  Rationale for
(direct or indirect) 
…at the state university,  hand clapped over his chin,  He camouflaged  smiles and silence.” 

 

Paragraph 2    X  Shy, embarrassed,  

ashamed 

 

It is up to the reader to  make inferences about  

Quoyle’s character based  on the information provided.  

 

He  ate prodigiously, liked a  ham knuckle, buttered spuds. 

 

Paragraph 2  X    Big eater  The author directly states that Quoyle has a large  appetite and lists the foods he likes 

 

 

 

Paragraph 1         
  Paragraph 3         
  Paragraph 4         
  Paragraph 5         
  Paragraph 6         

 Exit Slip: In your own words, based on your analysis of the textual details, describe Quoyle. 

________________________________

Lesson 2

Objectives: Students will be able to make inferences from textual evidence to about Quoyle’s character and explain why.

CCS 

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

CCSS.ELA-LITERACY.RL.9-10.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings 

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. 

Differentiation: Extra support for vocabulary ( word bank) and syntax, co-teaching, various access points to the text, grouping by skills and learning styles , graphic organizer, template, scaffolded instructions. 

Do Now: Use one new vocabulary word to describe the character Quoyle. Turn and talk.

Mini Lesson:

How to make inferences? How to make connection between the textual details and your claim ( inference)?

Teacher Model: How to make an inference and analyze why?

Concepts:

Claim (inference): your interpretation ( educated opinion) of the evidence.

Analysis (explanation): making direct connections between textual evidence and your claim by pointing our important details ( details that have rich or deep meaning)

Verbs that indicate analysis: suggest, reveal, imply, emphasize, project, relate, prove, carry, introduce, signify, unfold, embody, express, represent, connote, denote, reflect

Textual Evidence:

…at the state university,  hand clapped over his chin,  He camouflaged  torment with smiles and silence.”( para. 2)

Inference ( claim): He is shy, embarrassed and ashamed.

Explain (analysis): The imagery of  Quoyle “clapping” his hands over his ” chin” shows that he does not want to be noticed or seen, which suggests he is shy. The metaphor of ” camouflage” reveals he hides  his suffering or embarrassment ( paraphrasing of ” torment” ) behind smiles that he fakes -a way of camouflaging by pretending to smile . He keeps himself in ” silence” not to catch anyone’s attention, which suggests he has no confidence because he is ashamed of himself.

Example 2:

Textual evidence:

He  ate prodigiously, liked a  ham knuckle, buttered spuds. “

Claim ( inference): He is a big and unhealthy eater.

Explain: The hyperbole ” prodigiously” emphasizes the large amount of food Quoyle consumes. The details of ” ham knuckle” and ” buttered spuds” reveal that not only does he eat a lot, he eats food with high fat content, which may suggest his negative way of coping with his self image because he does not take care of himself.

Student Independent Practice

In your group, select two quotations from the passage, one is an example of direct characterization and the other indirect characterization, and follow the teacher model to make a claim about Quoyle’s character and explain why.

Exist Slip: Hang up your group claim and analysis poster on the locker with participants’ names written on the bottom.

__________________________

Lesson 3

Essay Assessment: Text-Analysis Response

Your Task: Closely read the text provided, an excerpt from the novel The Shipping News by Ann Proulx, and write a well-developed, text-based response of three –four paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text.

Guidelines:

Be sure to:

  • Identify a central idea in the text
  • Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
  • Use strong and thorough evidence from the text to support your analysis
  • Organize your ideas in a cohesive and coherent manner
  • Maintain a formal style of writing
  • Follow the conventions of standard written English