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ThursdayWeek 8 (23)E1.13EE1.14A

Thursday Bellringer “It was inevitable: the scent of bitter

almonds always reminded him of the fate of unrequited love.”--from Love in the Time of Cholera by Gabriel Garcia Marquez pg. 3

Review the WeekTuesday : Content Objective:

Students write universal questions for a literary nonfiction text to draw complex conclusions.

Students analyze the connotation of selected words as they are used in context.

How does understanding of a genre help to determine the author’s purpose and message?

Paradox Irony

Sarcasm Sensory language Perspective

Review the WeekWednesday:

How does making a personal connection to a text help us understand an author’s message and/or perspective?

How does it help you connect with the reading?

Name one connection you made to the Chicago song, “The Night Chicago Died.”

How might understanding the history of the time and genres help to determine the author’s purpose and message?

How might authors of nonfiction convey a message?

Content Objective: Students examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by analyzing the theme.

Mini Lesson

1. Review Vocabulary of instruction with a partner

2. Read a literary nonfiction text, create a simple graphic organizer and write brief comments to examine how figurative and sensory language support the author’s perspective and message. 3. Make a personal connection to the text and write a vignette exploring the underlying theme in your personal life.

Content Objective: Students examine the use of figurative and sensory language in a literary

nonfiction text and make a personal connection by analyzing the theme.

4. Watch the selected music video. What are similarities between this music video and the nonfiction texts we have been reading?

The Night Chicago Died

How does the video capture a moment which illustrates one of the underlying themes of the song? Discuss responses.

Examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by analyzing the theme. Elements of a Vignette – get out your pageWhat is it? A very well described, detail filled, MOMENT

in time, not a three or four day event. Unlike a narrative essay, it is not necessary

to have an introduction or conclusion; just jump right into it!

The beginning of your text should make the reader want to read more.

The ending of your vignette should leave your reader with a definitively strong feeling of some kind: excitement, sadness, fear, etc.

Decide on a narration type and stick to it.

Consider the verb tense: present, past, future.

Use dialogue and interior monologues. Consider what type of person your character is and use figurative language fitting to their personality.

Make the names of your characters count; you would not want your handsome hero named Dorkus McDingleberry.

You can always embellish the truth-- if the truth just isn’t that interesting!

The theme of your vignette may be implied.

How do you do it? Use strong sensory images

to make a vignette unique. Let your characters scream

at the top of their lungs or whisper sadly.

Julio’s eyes were the window to his soul; the pain that he had endured had settled upon him like a heavy fog.

Don’t tell: Julio was sad.

Content Objective: Students examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by analyzing the theme.6. Make personal connections to the underlying themes of the literary nonfiction texts.

I know what was happening because I listened to the group Chicago.

My personal connection having police officers, highway patrol, sheriffs in my family.

Al Capone was a mobster. I learned about him in History classes.

If I lived in the area, my connection would be location. It is part of the history of the area.

Content Objective: Students examine the use of figurative and sensory language in a literary nonfiction text and make a personal

connection by analyzing the theme.

Why do you think I chose “The Night Chicago Died” by Chicago?

Make a connection: Text to self Text to text Text to world

Content Objective: Students examine the use of figurative and sensory language in a literary nonfiction text and make a

personal connection by analyzing the theme.Different “types” of creative non-fiction

writing:Due to the fact that creative nonfiction is an ever-evolving genre of writing, it is difficult to define set types. Here are some:

The Personal Essay:A piece of writing, usually in the first person, that focuses on a topic through the lens of the personal experience of the narrator. It can be narrative or non-narrative-it can tell a story in a traditional way or improvise a new way for doing so. Ultimately, it should always be based on true, personal experience.

The Memoir:A memoir is a longer piece of creative nonfiction that delves deep into a writer's personal experience. It typically uses multiple scenes/stories as a way of examining a writer's life (or an important moment in a writer's life). It is usually, but not necessarily, narrative.

The Short Short: A short/short is a (typically) narrative work that is concise and to the point. It uses imagery and details to relay the meaning, or the main idea of the piece. Typically it's only one or two scenes, and is like a flash of a moment that tells a whole story.

How does making a personal connection to a text help us understand an author’s message and/or perspective?

How does it help you connect with the reading?

Name one connection you made to the Chicago song, “The Night Chicago Died.”

How might understanding the history of the time and genres help to determine the author’s purpose and message?

How might authors of nonfiction convey a message?

Key UnderstandingsLiterary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message.Authors use conventions of written language to communicate clearly and effectively.

Vocabulary of Instruction Revise Publish

Guiding Questions

What does it mean to be effective writer?

How do grammar skills enhance written communication?

Closure Quick Write / 30 Second WriteAnswer the following questions with complete sentences and thoughts. Place in the Bell Ringer/Closure section of your binder.

How does making a personal connection to a text help us understand an author’s message and/or perspective? How does it help you connect with the reading?Name one connection you made to the Chicago song, “The Night Chicago Died.” How might understanding the history of the time and genres help to determine the author’s purpose and message?How might authors of nonfiction convey a message?

Objective: Students revise and publish engaging stories.

1. You will be working with peers today to complete final revisions of your stories to prepare them for publication.2. Revision Rubric. Revisions—adding details and reviewing voice—that you have already made to your stories. 3. Watch as I revise this.

Objective: Students revise and publish engaging stories.The following guidelines are designed to give you a  checklist to use, whether you are revising individually or as part of a peer review team. Organization Is there a clear introduction, body, and

conclusion? Does the introduction provide sufficient

background for the reader? Are the "who," "where," "why," "what," and "how" questions addressed?

Is there a thesis sentence? Is the purpose of the essay clear?

Does the essay move from general to specific?

Are there sufficient transitions between related ideas?

The following guidelines are designed to give you a  checklist to use, whether you are revising individually or as part of a peer review team.Organization

Is the overall organization murky or clean? In other words, does the writer avoid introducing new material in the conclusion or switching subjects in the middle of a paragraph in the body?Does every paragraph address the subject matter of the thesis in some way?

Content and StyleDoes the essay show that the writer has a knowledge of the audience? Is the length appropriate and adequate?Has the writer used sufficient examples and detail to make his or her points clearly?Has the assignment been addressed?

Content and Style

Is the tone of the essay appropriate?Has the writer avoided insulting the reader?Is the tone of the essay professional and appropriate?Is the language convincing, clear, and concise? Has the writer used fresh language and a creative approach?

Research and Sources

Are all sources credible?Is the research accurate, unbiased, and complete?Has the writer fully interpreted the findings?Has the writer commented on each source used?Is the analysis based on hard evidence?

Research and SourcesIs the analysis free of faulty reasoning?Is the documentation in the Works Cited page and body of the essay correct?Have all quotations been checked against the original?Are all quotations introduced? Is the flow of the essay seamless?

Research and SourcesIf material was paraphrased, are the sources still mentioned?If necessary, are limitations clearly spelled out?If included, are recommendations based on accurate interpretations?Have all facts been checked for accuracy?Have any potentially libelous statements been eliminated?

Proof ReadingHas the writer checked grammar and punctuation?Has the writer spell checked the essay?Has the writer checked for his or her particular pattern of error?Are the page numbers correct?Is the title capitalized correctly?Has the writer used the correct margin and font?

Use the writing process and conventions of language to write an engaging story using a range of literary strategies and devices to enhance the plot.

Closure: 30 Second WriteWhat does it mean to be an effective writer?What is the name of the city in the background? Why did I choose it?