January 30, 2018
Standard
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; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
E.Q: How does word choice impact tone and meaning?
Starter:
Connect the lyrics to ideas in the book House on Mango Street.
Vocabulary:
Word: Symbol
Part of Speech: Noun
Dictionary Definition: a mark or character used as a conventional representation of an object, function, or process, e.g., the letter or letters standing for a chemical element or a character in musical notation.
Your Definition:
Activity:Give another example of a symbol.
Activity:
1. Gallery Walk
Display your examples of figurative language.
As you rotate to each peers poster, write down one example.
You should have one example for
Simile
Metaphor
Hyperbole
Personification
Alliteration
Imagery
2. Save the Last Word For Me
You will read through pages 84-98 in groups of three.
Once you are done reading find three quotes that you found interesting.
Write the quote down and then write a few sentences explaining why you chose that quote—what it meant to you, reminded you of, etc. You may have connect it to something that happened to you in your own life, to a film or book they saw or read, or to something that happened in history or is happening in current events.
Divide the students into groups of three, labeling one student A, one B, and the other C in each group. Invite the A students to read one of their chosen quotations to their group. Then students B and C discuss the quotation. What do they think it means? Why do they think these words might be important? To whom? After several minutes, ask the A students to read the back of their card (or to explain why they picked the quotation), thus having “the last word.” This process continues with the B students sharing and then the C students.
Finally, we will discuss these ideas as a class.
3. Connotation Practice
We will look at the two handouts together.
Closure:
What was your favorite vignette from todays reading?
Explain.
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