Week 8

03/28/2011

Lesson: Controlling Idea/Theme – Connections between the controlling idea/theme and the main elements of a story.

Objective: Students will understand that the setting, character, conflict are the main elements which writers use to develop a story and its theme/Controlling Idea.

Aim: How does the author’s choice of setting, character, and conflict support the controlling idea/theme of a story?

Skill/Concept: Controlling Idea/Theme

Materials: Mentor Text – The Hunger Games by Suzanne Collins

Agenda

Do Now:

1. Collect Character Letter( the letter will be graded as a test of Week 7).
2. 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.
3. In your notebook, describe one message you think the author of your book tries to convey to the reader. How does s/he do this? Through the main character, setting or conflict?

Acquisition – Controlling Idea/Theme Reminder!! Everyone needs to finish their book by Wednesday this week in order to write their literary essay, the final product for this unit- writing about literature..

Mini Lesson:
Controlling idea/theme is:
• the central, underlying, and controlling idea or insight of a work of literature.
• the idea the writer wishes to convey about the subject—the writer’s view of the world or a revelation about human nature.

A literary work is unity of many elements (setting, characterization, conflict) which are used by the author to accomplish his intention(s) to convey the message, to have an impact on the reader.

Graphic Organizer Demonstration: Making the connection!

1. The theme goes in the center – what is the message or lesson learned?
2. The setting goes in the left - how does the setting support your theme? What mood or tone is created?
3. The main character goes in the right - how does the character support your theme? (actions, says)
4. Internal conflict bottom left – what does the character struggle with internally? How do they feel about the issue? How does this issue help support your theme?
5. External conflict bottom right – how does the character deal with the conflict? what do they learn? how does the lesson support your theme?

The extra boxes on the side can be used to include more details.

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

Fill out the graphic organize: Make an inference about the theme. Make a connection between the setting, characterization, conflict and the theme/controlling idea.

1. The theme goes in the center – what is the message or lesson learned?
2. The setting goes in the left - how does the setting support your theme? What mood or tone is created?
3. The main character goes in the right - how does the character support your theme? (actions, says)

9. Internal conflict bottom left – what does the character struggle with internally? How do they feel about the issue? How does this issue help support your theme?
10. External conflict bottom right – how does the character deal with the conflict? what do they learn? how does the lesson support your theme?
11. The extra boxes on the side can be used to include more details.

 Transfer: What is your life’s theme, the idea or motivation that drives you throughout your life?

HW#14: Read for 30 minutes. Complete the Theme/Controlling Idea graphic organizer.

03/29/2011

(Period 8 Only) Lesson: Controlling Idea/Theme – Connections between the controlling idea/theme and the main elements of a story.

Objective: Student will understand that a literary work is a unity of many elements, which are used by the author to convey his message.

Aim: What is the relationship between the setting, characterization, conflict and the theme/controlling idea?

Skill/Concept: Controlling Idea/Theme

Materials: Mentor Text – The Hunger Games by Suzanne Collins, Graphic Organizer

Agenda

Do Now: 1. What message is the writer trying to convey in your story?

2. Reader's Response 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.

Acquisition – Controlling Idea/Theme
Mini Lesson: Review of the homework: Theme/Controlling Idea graphic organizer

Meaning Making: Read for 15 minutes and take notes using the questions (graphic organizer):

1. The theme goes in the center – what is the message or lesson learned?
2. The setting goes in the left - how does the setting support your theme? What mood or tone is created?
3. The main character goes in the right - how does the character support your theme? (actions, says)
4. Internal conflict bottom left – what does the character struggle with internally? How do they feel about the issue? How does this issue help support your theme?
5. External conflict bottom right – how does the character deal with the conflict? what do they learn? how does the lesson support your theme?
6. The extra boxes on the side can be used to include more details.

Make sure all of the information is consistent with the inferred theme.

Transfer: Are my actions (characterization) consistent with my life’s theme/controlling idea? Why or why not?

HW#: Read for 30 minutes. Finish working on your theme graphic organizer.

03/30/2011

Lesson: Controlling Idea/Theme – Topic sentence, Thesis Statement

Objective: Students will understand how to generate a thesis statement.
Students will understand the purpose of a topic sentence and its relationship to the thesis

Aim: What is the relationship between the topic sentences and thesis statement?

Skill/Concept: Thesis Statement, Topic sentence

Materials: Mentor Text – The Hunger Games by Suzanne Collins, Graphic Organizer

Agenda

Do Now: 1. What is the controlling idea/theme of the story Cinderella?

2.  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 – Controlling Idea/Theme
Mini Lesson:

A thesis statement is the single, specific claim that your essay supports. A good thesis statement is not simply an observation, a question, or a promise. It includes a topic, a precise opinion, and reasoning.

For a short paper (1-2 pages), the thesis statement is often the first sentence. A complex thesis statement for a longer paper may be part of a thesis paragraph (introduction).

Mentor Text: Chapter of the Hunger Games by Suzanne Collins

Theme: We should be careful that in trying to survive, we don’t turn into the very thing that we hate or want to destroy.

Thesis statement: In The Hunger Game by Suzanne Collin the demise/death of the innocent Rue through the Hunger Game set the stage for Katniss’s inward repentance and transformation.

Topic sentence 1: (The Setting) - The funeral Katniss enacted on the forest floor for Rue was her first act of selflessness.
Topic sentence 2: (Conflict) – Katniss understood that by covering Rue with flowers her actions might be seen by the Capitol as an act of rebellion.
Topic sentence 3: (Characteriaztion) – After Rue’s death Katniss could no longer simply act out of self-preservation.

Generating the Theme:

1. Look at the conflict
2. What does the character struggle to overcome?
3. What does the character learn?
4. What is the life lesson learned?
5. The title of the book may also be a clue.

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

2. Start generating a thesis statement about your book.
3. Create three topic sentences that relate to your thesis. Make sure you focus on characterization, setting, and conflict.

Transfer: Where are some places (setting) I need to go/be in order to fulfill my life’s controlling idea/thesis? (Example: school, library, museum, etc)

HW15#: Read for 30 minutes. Start developing your thesis statement/controlling idea and write three topic sentences focusing on characterization, setting and conflict. Complete your outline and bring it in tomorrow.

03/31/2011

Lesson: Controlling Idea/Theme – Essay Writing

Objective: Students will understand what elements are necessary to write an effective essay.

Aim: What elements should I include to write a very good essay?

Skill/Concept: Thesis Statement, Topic Sentence, Supporting Details, Essay Outline

Materials: Graphic Organizer; Essay Outline

Agenda

Do Now: 1. My Favorite Quotation Day- Copy your favorite line from your book in your notebook. Explain why you chose this sentence and how it gives audience the insight into the book you are reading.

Acquisition – Essay Outline
Mini Lesson:
The Topic Sentence: A topic sentence usually comes at the beginning of a paragraph; that is, it is usually the first sentence in a formal academic paragraph. Topic sentences are general, and details should appear later in the paragraph.
Example: My hometown is famous for several amazing natural features.
Supporting Details: The second and third sentences after the topic sentence are called supporting sentences.  They are called "supporting" because they "support," or explain, the idea expressed in the topic sentence.  Of course, paragraphs in English often have more that two supporting ideas. 
Example: First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.
Complete Paragraph: My hometown is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.

The Three Parts of a Essay

Your essay will have three main parts:

1. Introduction: The introduction should be one paragraph. It should introduce the topic and preview the rest of your essay. The introduction will also include your thesis statement.

2. Body: The body is generally made up of three paragraphs. To guide your reader, each body paragraph should begin with a clear topic sentence. Topic sentences state the main idea of individual body paragraphs and directly relate to your thesis.  Each sentence after the topic sentence supports and develops (adds detail to) your topic sentence.

3. Conclusion: The conclusion is one paragraph. It summarizes the body paragraphs and concludes the essay.

 Meaning Making: Read for 15 minutes and takes notes using the following guiding question:

2. Start outlining your paragraph (See a sample outline)
3. Write your introduction and don’t forget to include your thesis statement. (See the rubric)

Transfer: How does writing an outline of my essay help me organize my ideas/thoughts?

HW#16: Read for 30 minutes. Finish writing your literary essay and make sure you include the setting, characterization and conflict.

04/01/2011 Controlling Idea/Theme – Essay Writing II (First Draft)

Objective: Students will use the essay checklist and rubric as a guide to edit the 1st draft of their essay.

Aim: How can I utilize the rubric and checklist as I edit the 1st draft of my essay?

Skill/Concept: Essay Checklist, Literary Essay Rubric

Materials: Essay Checklist, Literary Essay Rubric

Agenda

Acquisition – Checklist, Rubric
Mini Lesson:

Essay Checklist:

Introduction:
___Thesis statement about my book

___Include the title and author of the book I am reading

___Brief Summary

Three Body Paragraphs:
___Three topic sentences for each paragraph

___Supporting detail sentences as evidence to support my topic sentence.

___I have included one quotation in each body paragraph.

___I have provided an explanation for my quotation and explain how it supports my topic sentence.

___ I have analyzed how my examples and quotations support my thesis.

___Each paragraph has a focus: 1. setting 2. characterization 3. conflict

Conclusion:
___I have restated my main point (thesis statement) of the essay in different words.
Grammar & Machanics
____I follow grammatical rules and use correct punctuation and spelling.

Sample Literary Essay:
(Grabber/Hook) Is love purely a feeling – or something more? If each person’s interpretation of love is unique, then how do we know what someone is saying when they say “I love you”? (Author and Title/Brief Summary) In F. Scott Fitzgerald’s The Great Gatsby, we watch the romantic tragedy of the mysterious Jay Gatsby and beautiful Daisy Buchanan through the eyes of Nick, a common friend and young businessman. Their story would make anyone reconsider what love really means. (Thesis Statement) Fitzgerald wrote The Great Gatsby to show that in relationships, love or compassion does not necessarily imply a sense of commitment to a person, and vice versa.

(Topic Sentence)Tom Buchanan is a grown up version of your typical high school jock. (Supporting Details 1)He’s big and strong, but no too smart.(Support Details 2) He’s married to Daisy, but is actively having an affair with a woman named Myrtle Wilson. (Analysis) This relationship is filled with irony: Daisy is beautiful and charming, while Myrtle is neither. It is also ironic that Tom still feels some sort of commitment to his wife, even while with Myrtle. (Retelling/Summary)At a party in Manhattan, when a drunken Myrtle cries out, “Daisy! Daisy! Daisy!... I’ll say it whenever I want to!” (p. 41) Tom actually gets so angry that he strikes her and breaks her nose. (Analysis) Even while choosing to be with Myrtle over his wife, he feels the need to protect his wife. It actually seems that he cares for both women, but does not feel committed to either. 

 Meaning Making: Use the checklist and rubric as you edit or revise your literary essay.

Transfer: How does the structure of the literary essay help you compose your own?

HW#17: Complete the final draft of your literary essay. The final draft of the essay is due on Monday.