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English IV Wednesday Mr. Sanderlin is here todayTEKS E3.Fig19A, BE3.5AE3.6AE3.7AE3.12A

Appropriate song that includes more than one literary technique (1) CD player or iPod and speakers (1) Inspirational Literary Essay from Daily Lesson 1 Literary Devices (1 per student) PowerPoint: Literary Devices of Fiction

Word Boxes are like miniature crossword puzzles, except that each word is filled in acrossanddown the grid. That is, the answer to 1 across is the same word as the answer to 1 down; 2 across is the same as 2 down; etc. Can you solve these Word Boxes?

Bell Ringer

MATTER UNITLION HANDLERS TASKWARNING SIGNFIX

VocabularyFigurative languageLiterary deviceHistorical context

TEKSE4.Fig 19BE4.5DE4.15CiE4.26A

ConnectionsReaders make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.

What is the significance of historical context? Who? What? Where? When? (1 per group)

English IV Unit 01 Writing AppetizerWho? What? Where? When? What is the title and date range of the literary time period?

What knowledge does your group have concerning this time period?

What were some of the major historical happenings during this time period?

What are some similarities among the authors from this time period?

What are some differences among the authors?Did your time period have female authors?

What implications does this have?

Review different works published during this time period. How do you believe the political, economic, and cultural climates affected the literature?

What would be a good thesis statement or generalization concerning this literary time period?

Support your conclusions with textual evidence.

Prepare packets with information on each major literary time period in British history. Each group should have information on a specific literary time period, including the following information:

Short excerpts from various texts that best represent the time periodA brief summary of the political, economic, and cultural climateA list of the most popular authors with a brief biography of each Understanding the major literary time periods helps students understand the historical context of texts and allows for deeper comprehension and interpretation of the texts read. Teacher Notes Creating a timeline will place students at an advantage for truly understanding each time period. Consider selecting one example of a literary time period for one class and another for the next in order to complete the timeline with various examples. Also, consider assigning each of the literary time periods to students to research the information noted in Advance Preparation. This will require more in-class time and additional resources, such as Internet access, library access, etc. This Instructional Routine may take more than one day depending on the depth of coverage for each time period.

Suggested duration: 50-60 min.

Content Objective: Students research important literary time periods in British literature to understand the significance of the historical context on the literature written during that time.1. Writing Appetizer: 7 min.2. What is the significance of historical context? Discuss responses.3. Discuss how stories have been used throughout history to capture, challenge, question, and reflect upon what was taking place during that time. Students take notes in their Readers Notebook about the importance of historical context as it relates to the author, the setting, and the theme in literature.

4. Explain to students that as readers they draw conclusions based on the texts they read and form a thesis or generalization supported by textual evidence.

5. Display Handout: Who? What? Where? When? Explain each question and demonstrate how students should support their generalizations using quotes from the texts.

6. Explain that, as a class, students will create a timeline for reference throughout Unit 01.

7. Distribute Handout: Who? What? Where? When? and the packets of information from each literary time period to each Collaborative Group.

In Collaborative Groups, students research important literary time periods in British literature noting the significance of the historical context on the literature written during that time.

Students create a visual representation that summarizes their literary time period and present it to the class.

Post each visual representation in sequential order to create a class timeline for future reference.

Create a visual representation, using unlined paper and map pencils, to summarize the information from the time period. This must include the following:

The time period written in large numbersThe title of the time periodA list of the most famous authorsVisual representations to reflect the political, economic, and cultural climates of the time period, including textual quotes to support understanding

A thesis summarizing the most important information about the literary time period.

30 second writeWhat is the most important thing to you?Choose an appropriate song that includes more than one literary technique in the lyrics. Prepare to play the song for students.

Create a Teacher-Created Handout: Lyrics by conducting an Internet search for lyrics.

Copy and paste the lyrics to the selected song and duplicate (1 per student).Prepare to explain the literary techniques of allusion and figurative language. These techniques are addressed on slides 9-14 of PowerPoint: Literary Devices of Fiction.

Literary Devices: Figurative LanguageTitle:_____________________________________________ Author:_______________________

Prompt #2 (Daily Lesson 7): Write about a time when you or someone close to you has undergone physical and emotional changes in response to a life experience. Allusion (techniques)An allusion is a reference within a literary work to another work of literature, a piece of art, or a real event. The reference is often brief and implied.Mythological allusiona direct or indirect reference to a character or event in mythologyBiblical allusiona reference to a character or event from the bible

2011, TESCCC 06/08/12 Slide 9 of 2826Figurative Language (technique)

2011, TESCCC 06/08/12 Slide 10 of 28Figurative LanguageLanguage layered with meaning by word images and figures of speech as opposed to literal language.

Image created on http://www.wordle.net

27Figurative LanguageSimile MetaphorA comparison of two things that are essentially different, usually using the words like or as.Example: Oh my love is like a red, red rose. (from A Red, Red Rose by Robert Burns)A subtle comparison in which the author describes a person or thing using words that are not meant to be taken literally.Example: Time is a dressmaker specializing in alterations. (Faith Baldwin)

2011, TESCCC 06/08/12 Slide 11 of 28Figurative LanguageImagery AlliterationThe use of language to create mental images and sensory impressions. Imagery can be used for emotional effect and to intensify the impact on the reader.Example: such sweet sorrowThe repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables.Example: furrow followed free (from The Rime of the Ancient Mariner by Samuel Taylor Coleridge)

2011, TESCCC 06/08/12 Slide 12 of 28Figurative LanguagePersonificationOnomatopoeiaNonhuman things or abstractions are represented as having human qualities.Example: A tree that may in summer wear a nest of robins in her hair (from Trees by Joyce Kilmer)

The use of words that sound like what they mean.Example: Hear the sledges with the bells Silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, In the icy air of night! (from The Bells by Edgar Allan Poe)

2011, TESCCC 06/08/12 Slide 13 of 28Figurative LanguageHyperboleIdiomAn intentionally exaggerated figure of speech for emphasis or effect.Example: "All the perfumes of Arabia could not sweeten this little hand." (from Macbeth by William Shakespeare)

An expression that has a different meaning from the literal meaning of its individual words. Idioms are particular to a given language and usually cannot be translated literally.Example: Under the weather

2011, TESCCC 06/08/12 Slide 14 of 28ReviewDenotative Meaning the dictionary definition of a word; the literal or cognitive meaning

Connotative Meaning the emotions or set of associations attached to a word that is implied rather than literal (e.g., feeling blue)

Context the words, sentences, or passages that precede or follow a specific word, sentence, or passage

This Instructional Routine partially assesses Performance Indicator:

Write multiple entries that demonstrate knowledge of new words, their meanings, and origins.

English IIIEnglish Language Arts and ReadingUnit: 01Lesson: 01

ELAR English III Unit 01 Exemplar Lesson 01 Analyzing American FictionThis lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your childs teacher. (For your convenience, please find linked the TEA Commissioners List of State Board of Education Approved Instructional Resources and Mid-cycle State Adopted Instructional Materials.) Review Handout: Literary Devices and make adjustments to reflect the examples found in the short story or novel. Duplicate when ready (1 per student).

Prepare to use the inspirational literary essay from Daily Lesson 130 second write

What role does symbolism and allegory play in our daily lives? Discuss responses as a group.Review: Academic English Words

1) words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study

2) words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer).

Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un-and the suffix able in unbelievable)

PREFIXMEANINGEXAMPLEPREFIXMEANINGEXAMPLEantiagainstantifreezemiswronglymisfiredeoppositedefrostnonnotnonsensedisnot, opposite ofdisagreeoveroveroverlookencause toencodeprebeforeprefixemcause toembracereagainreturnforebeforeforecastsemihalfsemicircleinin, notinfieldsubundersubmarineimin, notimpossiblesuperabovesuperstarilnotilliteratetransacrosstransportirnotirresponsibleunnotunfriendlyinterbetweeninteractunderunderunderstandmidmiddlemidwayunioneunicyclePREFIX SORT ANSWER KEYATOMTAMEOMENMENDSymbolism the use of symbols to represent abstract ideas in concrete ways (e.g., The United States flag stands for freedom.)

Allegory a story that has both a literal meaning and symbolic meaning. In an allegory, characters or objects often embody abstract ideas (e.g., John Bunyans Pilgrims Progress or George Orwells Animal Farm)

This Instructional Routine partially assesses Performance Indicator:

Write multiple entries that include personal and world connections, thoughts, and responses to literary texts and media.