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Course 2 workshop 4 week 6

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Course 2 workshop 4 week 6

  1. 1. WORKSHOP 4 WEEK 5
  2. 2. ADVISORY  Please get out your PAWS passes.
  3. 3. LESSON 1
  4. 4. Bell Work: Copy the sentence and fill in the blank with the correct word. Some families are torn by constant _______,but others get along well. a. strife b. turbulence c. legacy d.unity TODAY IS APRIL 20, 2015 Learning Targets • I can determine the theme of a poem and analyze its development over the course of the text. • I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • Homework: Reading Response Journals Due Thursday (A) and Friday (B,C, & D) • Library Day- A block Thursday, B-D block Friday
  5. 5. TODAY’S AGENDA  Theme Mini- Lesson  Theme Activity  Read and Annotate Poem and discuss Theme
  6. 6. What is a Theme? Theme: Life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work. In other words… Theme is what the story teaches readers.
  7. 7. Themes A theme is not a word, it is a sentence. You don’t have to agree with the theme to identify it. Examples Money can’t buy happiness. Don’t judge people based on the surface. It is better to die free than live under tyranny.
  8. 8. What is the theme? Jenny Puchovier was so excited. She had a pack of Starburst in her lunch and she had been looking forward to eating them all morning. Lunch finally came and Jenny sat down to eat her Starbursts when her friend Yudy sat next to her. “Let me get the pink ones,” asked Yudy. Jenny liked the pink ones best, but she thought Yudy was funny and Jenny wanted Yudy to like her, so Jenny gave Yudy all of her pink Starbursts. Before Jenny was done giving Yudy the pink ones, Carrie sat on the other side of Jenny. “Let me get the red and the orange ones, Jenny. Remember when I gave you that Snickers?” Jenny didn’t remember that, though she did remember when Carrie ate a whole Snickers in front of her, but Jenny thought Carrie was cool, so she gave her the red and the orange Starbursts. Now that she only had the yellow ones, Jenny wasn’t so excited about eating starbursts anymore.
  9. 9. Example Answers You can’t buy friends. You have to take care of yourself. Not everybody is your friend.
  10. 10. Big World of the Theme. Applies to the “Real” World. Identifying Themes Themes are not explicit (clearly stated). Themes are implied. Themes are bigger than the story. Small World of the Story
  11. 11. Themes are about the big picture. Not “Yellow Starbursts taste bad” Not “Yudy and Carrie are bad friends.” Think BIGGER. Find “Real” World advice. Big World of the Theme. Applies to the “Real” World. Small World of the Story
  12. 12. Review 1. Theme is what we can learn from a story. 2. Themes must be inferred. 3. Themes are about the BIG world.
  13. 13. Practice 1. We’ll read the story. 2. Write what you think the theme is. 3. Write another sentence explaining what happens in the story that leads you to believe this. How does the small world of the story connect to the big world theme?
  14. 14. Once there was a mean little boy who lived in a small village. This mean little boy loved to mess with people, so one day he ran up to a sheep herder and shouted, “WOLF! WOLF! A wolf is attacking the town!” The sheep herder grabbed his staff and ran to defend the town, but realized he had been fooled when the boy started pointing and laughing at him. “Ha ha! I made you jump,” said the boy. Then the boy ran up to a farmer and shouted, “WOLF! WOLF! A wolf is attacking the town!” The farmer grabbed his pitchfork and ran to defend the town, but when the boy started pointing and laughing at him, he realized he had been tricked. As the boy went back to his family’s farm laughing about the funny trick he played, he saw a real wolf in his father’s chicken coop. As the wolf ate all of his father’s chickens, the boy screamed over and over again, “WOLF! WOLF! Please help us!” But nobody came to help him.
  15. 15. Example Answers Don’t ask for help unless you really need it. Don’t play tricks on the people around you.
  16. 16. Themes Also Appear in Movies 1. The Lion King 2. Willy Wonka 3. Pinocchio 4. The Little Mermaid 5. Beauty and the Beast
  17. 17. FREDM BY ROB WOOD Somebody wrote What he hardly Knew how to write, But what he knew, With a piece of chalk On a brick wall And it was: FREDM And no literacy tests Can disqualify him 'Cause he knows It's FREDM And the knowing And the telling Not the spelling Copyright © Rob Wood, 1965, all rights reserved.
  18. 18. WHAT COULD BE THE THEME OF THIS POEM?
  19. 19. LESSON 2
  20. 20. Bell Work: Copy and correct the following sentence. i no what you mean gnarly interjected. even if i do good i can never do good enough to suit my mom with who i argue alot TODAY IS APRIL 21, 2015 Learning Targets • I can determine the theme of a poem and analyze its development over the course of the text. • I can analyze how a poem’s form or structure contributes to its meaning. • Homework: Reading Response Journals Due Thursday (A) and Friday (B,C, & D)
  21. 21. 35. INTERJECTED “I know what you mean,” Gnarly interjected, “even if I do well, I can never do well enough to suit my mom, with whom I argue a lot.” i no what you mean gnarly interjected. even if i do good i can never do good enough to suit my mom with who i argue alot
  22. 22. TODAY’S AGENDA  Reading Response Journals  Mentor Text and Model Text (Example)  Discuss how many syllables are in each line of the poem.  Then, using the poem as a model, the students will write a poem following the syllabic pattern in the poem. Students should include vocabulary discovered in the text (found poetry).  Students will publish their poems to one piece of a banner. The poems will be joined together to create a banner we will hang in the classroom or hallway.  Students will finish Ruby Bridges Video Assignment
  23. 23. LESSON 3

Notas do Editor

  • http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature
  • Paragraph (new speaker)
    Quotation marks (quote)
    Capitalization of the word “I”
    Homophone (know/no)
    Commas (subordinate clause, adjective clause, quote)
    Use of “well” (adverb) and “good” (adjective)
    Use of “whom” as the object of a preposition (with whom)
    Spelling (a lot)

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