Week 5 E2 Unit 2  How does an author use literary elements to develop  a Central Idea of his/her story?

Enduring Understanding

Essential Questions:

  1. How does a reader analyze literary elements to understand the central idea/theme? 
  2. How does an author create meaning in a text? 
  3. How do good readers “read between the lines” to achieve a deeper and more pleasurable reading experience?
  4. How can I “read” characters in a book the same way I “read” the real people in my life?
  5. How do writers bring stories and characters to life on the page?
  6. How can I analyze life and literature more deeply by digging beneath the surface?

Pacing Calendar for Unit 2

03/7/2011 What is the Central Idea | 03/08 The Setting and the Central Idea | 03/09-03/10 (Writing) 2 Paragraph to describe the Setting |03/11 KIM Vocabulary and Polish up the Paragraph(s) on Setting| 03/14 Characterization (Character Traits and Infer) and the Central Idea |03/14 Characterization (Physical Traits) |03/15 Characterization (Speech and Attitude) |03/16 Characterization (Character’s relationship with others)| 03/17 (Writing) 2 Paragraphs on Characterization | 03/18 Vocabulary and Polish up Paragraph | 03/21 Conflict and the Central Idea - External (Man vs. Man) | 03/22 Conflict - External (Man vs. Society) | 03/23 (Writing) Conflict -  External| 03/24 Conflict - Internal (Man vs. Self )| 03/25 Vocabulary and Polish up Paragraph | 3/28 (Writing) Conflict - Internal | 03/29 How to use characters to illustrate the theme | 03/30 (Writing) Using characters to illustrate the theme | 03/31 How to write about a theme through conflict.|

Day 1 -  03/07/2011

Lesson:  Central Idea

Objective: Students will learn how to locate the central idea in a text. Students will learn about the literary element of theme.

Aim: How do I determine the central idea of a passage?

Skill/Concept: Central Idea, theme

Materials: Group Roles and Responsibilities Sheet, Searching for the Central Idea Sheet, Aesop/Grimm Brothers stories, Exit Slip

Agenda

Do Now: Author's Chair Day- Students share their 30 seconds to a minute reading of the book selected from their reading during the weekend. The reading passage needs to relate to the skill taught from the previous week. The rest of the class listening actively and respond by explaining why the reader has chosen the excerpt to share.

Acquisition – the relationship between the Central Idea & Theme

 Mini Lesson: The central idea is a story’s message. It is what the author wants you to remember the most.

  1. The central idea of a fable is its moral.
  2. The central idea of a piece of fiction is its view about life and how people behave( the lesson or message, theme)

In fiction, the central idea is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the central idea yourself.

The central idea can be found all around us. Artists, for example, think carefully about portraying a theme for their audience. There are entire sites dedicated to discussing central idea found in movies and music..

Finding the Central Idea (look for):

  1. Repeating patterns and symbols.
  2. Allusions (remarks, implications, hints )are made throughout the story
  3. Details in the story (do they have greater meaning?)

Remember that central idea, plot, and structure are inseparable, all helping to inform and reflect back on each other.

Central Idea

  1. Theme (Literary Element)
  2. Message
  3. Moral
  4. The Gist
  5. The Point

Group Work (Meaning Making):

  1. Break up into small groups
  2. In your groups find the central idea/moral of Aesop’s fable “Androcles and the Lion” (Searching for the Central Idea sheet)
  3. Group ‘presenter’ (write moral on the white board).
  4. Class discussion

Directions: Steps for locating central idea in a story:

1. Decide what the main topics of the story are:

      1. Friendship
      2. Courage
      3. Hope
      4. Trust
      5. Justice
      6. Violence
      7. Race-relations
      8. Love
      9. Freedom
      10. Childhood
      11. Survival
      12. Growing up
      13. Family

2. Although a story may include several of the topics mentioned above, try to choose the two most important ones.

3.Go back to the story and identify which clues you have to support that these are the two main topics. If you have enough clues to support your choice of topics, you can try to figure out the story’s central idea from the topics.

Exit Slip (Transfer): What is the central idea (theme) of your favorite song? What message was the songwriter trying to share with his audience?

HW#1: Read for 30 minutes. What is the central idea of the passage you read tonight? Your reader's notebook will be checked. Be prepared to share your response for "Reader's Response Day". Accumulate more credits by participating more in class.

Day 2 -  03/08/2011  The Setting and the Central Idea/Theme

Objective: Students will understand how the setting helps to develop the story.

Aim: Why is the setting such an important part of a story?

Skill/Concept: Central Idea, Setting

Materials: Group Worksheet, Mentor Text-When I was Puerto Rican by Esmeralda Santiago

Agenda

Do Now: Reader's Reponse Day- Students select their best response they have written and share with the class ( 30 seconds to a minute). Name the skill of your focus.

How does where you live/the time you live in influence what happens to you on a daily basis? For example, how does living in the city influence your life vs. living in the country?

Acquisition – The Setting of a story
Mini Lesson: The setting of a story is the place where the story happens and the time when it happens. The setting answers the questions of where and when.

Three Elements of Setting Development 

Place- Where does the story take place? (might include such things as a city, state, country, castle, cottage, playground, ship, mountain, or stadium.)

Time -When does the story take place?
(might include clues that let us know it is the afternoon, evening, the future, colonial times, or clock time.  )

Environment

     How would you describe the place? What are the habitat and
     weather like? What plants, animals and other objects are in the
     place?
(might include details that describe the weather, the noise level, or darkness.)

Most novels have more than one setting. Usually, the author decides to have one large setting, like the town or the country and the year in which a story takes place. But there are also lots of smaller settings too, like the main character’s house late at night, or the place where the characters hang out after school. Settings serve as the backdrop to the action in a novel, but they can also add to the mood of a novel. 

The mood of a story is the feeling(s) you think about or feel when you read the text. The writer’s choice of setting, objects, details, images, and words all contribute towards creating a specific mood. A vivid description/depiction of the setting can help discern the mood of a story.

Level 1 Question: What is the setting of your book/passage?
Mentor Text: “ The barrio floated on a black lagoon. Sewage drifted by in a surprising variety of shapes, sizes, and colors.” It was easy to tell what the people in El Mangle ate because pieces of food stuck to the turds that glided past. I watched out the window, wondering who each load belonged to, whether what came out from their insides gave a clue to what they look like.”
Level 2 Question: Describe the setting in your own words and determine the mood.
http://ccat.sas.upenn.edu/romance/spanish/219/13eeuu/santiago.html
"Papi, what's an imperialist?"
He stopped the hammer in midstrike and looked at me. "Where did you hear that word?"
"Ignacio Sepúlveda said Eekeh Aysenhouerr is an imperialist. He said all gringos are."
Papi looked around as if someone were hiding behind a bush and listening in. "I don't want you repeating those words to anybody. . ."
"I know that, Papi . . . . I just want to know what it means. Are gringos the same as americanos?"
"You should never call an americano a gringo. It's a very bad insult."
"But why?"
"It just is." It wasn't like Papi not to give a real answer to my questions. "Besides, el presidente's name is pronounced Ayk, not Eekeh." He went back to his hammering.
I handed him a nail from the can at his feet. "How come it's a bad insult?"
He stopped banging the wall arid looked at me. I stared back, and he put his hammer down, took off his hat, brushed his hand across his forehead, wiped it on his pants, sat on the stoop, and leaned his elbows back, stretching his legs out in front of him. This was the response I expected. Now I would hear all about gringos and imperialists.
"Puerto Rico was a colony of Spain after Columbus landed here," he began, like a schoolteacher.
"I know that."
"Don't interrupt.."
"Sorry"
"In 1898, los Estados Unidos invaded Puerto Rico, and we became their colony. A lot of Puerto Ricans don't think that's right. They call americanos imperialists, which means they want to change our country and our culture to be like theirs."
"Is that why they teach us English in school, so we can speak like them?"
Level 3 Question: How does the setting help develop the story?
Level 4 Question: How might the story be different if the setting were changed? Why or why not?

Meaning Making: Read for 15 minutes and take notes using the following guiding questions:

Level 1 Question: What is the setting of your book/passage?

Level 2 Question: Describe the setting in your own words and determine the mood.

Level 3 Question: How does the setting help develop the story?

Level 4 Question: How might the story be different if the setting were changed? Why or why not?

Group Work: (Use the worksheet)

  1. In your group, share your answers.
  2. Select the best responses to include in the group worksheet handout.
  3. Class discussion
  4. Group presenter, share with class (write on white board)
  5. Class discussion.

Exit Slip (Transfer): Group Sheet

HW#2: Read for 30 minutes and take notes. Use notes to write a paragraph on the setting and its importance.

Day 3 /Day 4   03/09/2011-03/10/2011
Central Idea – The Setting (Writing)

Objective: Student will be able to generate a topic sentence.
Students will be able to write two well-developed paragraphs describing details of the setting from their book

Aim: What key elements of setting development should I include in my paragraphs? Why is the topic sentence so important?

Skill/Concept: Central Idea, Topic Sentence, Elements of a Paragraph,  Setting

Materials: “Hero” by Mariah Carey

Agenda

Do Now: Character Talk Day - Students discuss the main character of the book they are reading. Must include direct quotation from the book when discussing the character.

Acquisition – Topic Sentence, Elements of a Paragraph
Mini Lesson:

Remember!! The setting of a story is the place where the story happens and the time when it happens. The setting answers the questions of where and when. Three elements of setting development: Place, Time, and Environment.

Part I. Topic Sentence

What is a Topic Sentence?

The topic sentence contains the central idea around which a paragraph is developed. A good one has the following six characteristics:

  1. It introduces the topic of a paragraph without announcing it.
  2. It hooks the reader.
  3. It plants questions in the readers' mind.
  4. It uses thought-provoking words.
  5. It is usually the first sentence; however, it can occur anywhere in the paragraph or it can be implied.
  6. It provides a transition from the previous paragraph.

Elements Of A Paragraph: A paragraph should contain some structure and particular elements, which are listed below in relative order: 

1. A Topic sentence- motivates the reader to want to read more.
2. The First supporting detail- proves, backs up, or explains the topic sentence.
3. The Second supporting detail- usually provides a reason for the first point made. 
4. The Third supporting detail- can help prove the topic sentence or back up the first or second main point of the paragraph. 
5. The Conclusion- sums up the main points or ideas and it usually completes the topic.
http://www.cmt.com/videos/mariah-carey/157536/hero.jhtml

http://you.joy.cn/video/458375.htm

Hero by Mariah Carey

There's a hero If you look inside your heart You don't have to be afraid Of what you are There's an answer If you reach into your soul And the sorrow that you know Will melt away 

And then a hero comes along With the strength to carry on And you cast your fears aside And you know you can survive So when you feel like hope is gone Look inside you and be strong And you'll finally see the truth That a hero lies in you 

It's a long road When you face the world alone No one reaches out a hand For you to hold You can find love If you search within yourself And the emptiness you felt Will disappear 

And then a hero comes along With the strength to carry on And you cast your fears aside And you know you can survive So when you feel like hope is gone Look inside you and be strong And you'll finally see the truth That a hero lies in you 

Lord knows Dreams are hard to follow But don't let anyone Tear them away Hold on There will be tomorrow In time You'll find the way 

And then a hero comes along With the strength to carry on And you cast your fears aside And you know you can survive So when you feel like hope is gone Look inside you and be strong And you'll finally see the truth That a hero lies in you

Sample paragraph: The song "Hero" by Mariah Carey is a very inspirational and heartfelt song. In the song, Carey conveys the idea that we all possess a hero within. All one has to do is believe in one's ability and in doing so; an individual can find the strength to overcome any obstacle. She warns, however, that at times it will be difficult to follow through with dreams and aspirations, but persistence and patience will pay off. The song is a perfect source of motivation to believe in oneself and reach for the hero (inner strength) within to achieve success in your goals.

Topic Sentence: The song "Hero" by Mariah Carey is a very inspirational and heartfelt song.

Meaning Making: Write two well-developed paragraphs that describe the setting of an important scene from the book/passage you are reading.

 Remember to:

  1. Describe the setting so clearly that readers feel they are there.
  2. Use the five senses in your description.
  3. Include any textual evidence that tells you how the characters feel about this place.
  4. Write about the mood of the passage (how does the description of the place make you feel?).

Level 1 Question: What is the setting of your book/passage?
Level 2 Question: Describe the setting in your own words and determine the mood.
Level 3 Question: How does the setting help develop the story?
Level 4 Question: How might the story be different if the setting were changed? Why or why not?

Exit Slip (Transfer): Write a topic sentence for the following topic sentence: “The setting of my story gives the reader _________________(for example, a sense of familiarity..... ” ). Use your own words to finish the sentence.

HW#3: a) Finish writing the two pragraphs on the setting of your book.. b)Complete the KIM Vocabulary Chart using one of the new voc words of your book.

Day 5   03/11/2011 Lesson: Writing about the Setting and its Connection to the story

Objective: Students will be able to identify the author's purpose of the setting and use specific details of a story, book, etc.to support his/her point.

Aim: What's the author's purpose of the setting? How important is it to the development of the story itself?

Skill/Concept: setting, author's purpose, details, making inferences

Materials: Group Roles and Responsibilities Sheet, paragraph check list

Agenda

Do Now: Share KIM vocabulary sheets

  1. Students will present new vocabulary words to the class
  2. Each student should pick ten words from the KIM vocabulary words list.

Acquisition –What's the author's purpose of the setting? How important is it to the development of the story itself? Use the checklist to revise your own reader's notebook response and turn it in 10 minutes.

  1. ____Did I include a topic sentence for the paragraph on the setting?
  2. ____Is my topic sentence about a specific setting description( Wrong!)?
  3. ____Does my topic sentence explain why the author uses it for his/her story?
  4. ____Is my topic sentence an inference I made based on numerous pieces of information I found in the text?
  5. ____Is every detail I included in the paragraph related to the topic sentence? About the setting?

Suggestions-Sentence Prompts (The Setting): Use your own words to finish the sentence.

Sample Paragraph on setting based on When I Was a Puerto Rican


The setting of the story gives the reader a sense of confusion and instability in Santiago’s life as a result of the migration from Puerto Rico to New York. Santiago’s mother as the head of the household must struggle to maintain the family. The combination of living in an urban environment, a mother who spoke little English who could not find work that would pay enough to support eleven children, and being the eldest, Santiago endured a lot of pressures. Esmerelda describes having to go to the welfare office with her mother to explain their family situation. The effects of the displacement of the father throughout the story, helped in the development of Santiago’s identity in the novel. She becomes increasingly independent, as she helps to support her family, which strengthens her identity.

Meaning-Making

  1. Use one the suggested settings( or create your own new setting that's very different from the original one) to replace the setting of the book you are reading. Retell the main idea of the story based on the new setting. Write about 7 minutes. What's you conclusion? How does the setting affect the meaning of a story?

2. Share with your group members

Transfer: How does the setting affect the meaning of a story?

HW#4 Read 30 minutes and take notes.

    1. rebound
    2. masochistic
    3. superiority
    4. rehabilitate
    5. destructive
    6. triumphantly
    7. gossip
    8. ironically
    9. boisterous
    10. erroneous
    11. deterrent