02 horse for_matthew
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This document provides instruction for teaching students to analyze a short story called "A Horse for Matthew". Students will close read and annotate the story to identify what the main character Matthew has in common with a horse named Sundance. They will then answer multiple choice questions about the story and write an open-ended response explaining what Matthew and Sundance have in common, supported by evidence from the story. The document outlines the pre-reading, reading, and post-reading steps and includes the short story passage, multiple choice questions, and a scoring rubric for the assignment.
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The document discusses close reading strategies and their importance. It defines close reading as involving multiple readings of short text over multiple lessons, guided by text-based questions to deeply analyze aspects like vocabulary, rhetoric, and discovering different meaning levels. Close reading lessons have brief complex texts, individual/group readings, text-based questions focusing on discrete elements, student discussions, and writing about the text. The goal is to gradually release responsibility to students as they employ strategies independently. Close reading aligns with Common Core standards requiring building knowledge through nonfiction, reading/writing grounded in textual evidence, and regular practice with complex texts and academic language.
Grade5 ela
This document provides an ELA curriculum map for 5th grade standards covering September through February. It outlines the common core state standards, topics, concepts, and modes of writing to be covered each month in reading for literature and informational text, writing, speaking and listening, and language. The standards focus on skills like quoting texts, determining themes, comparing characters, writing narratives, opinions, and informative texts, grammar, research, and collaborative discussions.
Digging deeply into text
D) Reading the same text multiple times to derive meaning at different levels. Close reading involves carefully and thoughtfully examining a text through repeated readings. It aims to help readers understand the text deeply rather than just at a surface level.
A course in language teaching diapositives all
Penny Ur has over 30 years of experience teaching English in Israel. She is interested in language teaching methodology, particularly related to fluency and accuracy. The book provides materials and guidance for teaching English, including activities for teaching pronunciation, vocabulary, grammar, speaking, reading, and writing. It also addresses testing students, presenting new topics, classroom interaction patterns, questioning techniques, classroom management, teaching younger vs. older learners, and teaching heterogeneous classes.
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This document provides an overview and lesson plan for teaching Act 1 of Romeo and Juliet. It includes introductions to the plot, characters, themes and literary elements in each scene. Key aspects summarized are:
1) An orientation presentation introduces the play, including a video trailer. Literary elements like dramatic conventions, dialogue, imagery and couplets are explored scene by scene.
2) Scenes are broken down with vocabulary, questions, activities and lines to close read. Scene 1 generates a question about why Shakespeare begins with an action scene.
3) Students are assigned to write summaries of the act's events and answer questions about first impressions between Romeo, Juliet and Tybalt. The document provides
R&j lit workshop1
This document provides guidance for students on strategies for analyzing William Shakespeare's play Romeo and Juliet. It discusses examining dramatic conventions like soliloquies and dramatic irony. It also recommends that students study character relationships, track unfamiliar language, and analyze how language and dramatic elements enhance understanding of the plot and themes. The document models close reading of excerpts and having students summarize settings, events, characters' traits and motivations, and make predictions based on evidence from the text.
Homs06 c—draft
Sandra Cisneros' book The House on Mango Street is about a young girl named Esperanza struggling against the limitations of traditional Hispanic society. The document provides guidance on writing an analytical research paper about how Cisneros uses figurative language like similes, metaphors, and personification to develop themes and characters. It outlines the key elements of an introduction with a thesis statement, body paragraphs with topic sentences supported by text evidence and commentary, and a conclusion.
Homs06 research02
This document provides guidance to students on conducting research for a literary analysis paper on The House on Mango Street. It discusses the importance of developing research questions and compiling sources, including both primary sources like the text itself and secondary sources like criticism about the text. The document reviews the different types of research notes students should take, including bibliographic notes and content notes, and recommends using a standard MLA format for organizing notes on note cards.
Homs06 research01
This document provides guidance to students on writing a research paper about Sandra Cisneros' book "The House on Mango Street". It discusses the research process, including developing an essential question and subsidiary questions to focus the research. It provides examples of essential and subsidiary questions about how Cisneros develops themes in the book, particularly through the use of literary elements like character, conflict, imagery and setting. The document also lists some potential themes in the book, such as sense of place, home, imagery, emotionality, and the outsider experience.
Homs06 b—thesis
Cisneros uses various forms of figurative language to develop characters and themes in her work. She employs personification to show how Esperanza identifies with skinny trees and draws inner strength. Cisneros establishes a theme of self-determination through references to the "secret strength" of trees' underground roots, mirroring Esperanza's inspiration from within. Overall, the passage discusses how Cisneros crafts complex characters and themes of feeling like an outsider versus conforming through her strategic use of literary devices like metaphor, tone, and imagery.
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Literary analysis—how-to, step by step using "Four Skinny Trees" from House On Mango Street by Sandra Cisneros
Homs03
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of being an outsider and literary elements in the novel such as it being an autobiographical narrative and the author's purpose. It defines literary devices like paradox and motif that are present in the text. It provides an example of a paradox from the novel and explains that motifs are recurring images or symbols that express the theme. It also discusses analyzing the narrator's point of view and author's perspective.
Homs03
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of being an outsider and literary elements in the novel such as it being an autobiographical narrative and the author's purpose. It defines literary devices like paradox and motif that are present in the text. It provides an example of a paradox from the novel and explains that motifs are recurring images or symbols that express a central theme. Finally, it discusses analyzing an author's perspective and provides prompts to analyze tone and cultural values revealed in a short excerpt.
Homs03
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of feeling like an outsider. It defines literary elements found in the novel like autobiographical narrative, author's purpose, paradox, and motif. It provides an example of a paradox from the text and explains that a motif is a recurring element that expresses a central theme. It also notes that students should look out for repeating images or symbols that may serve as motifs.
Homs02
The document provides background information on Sandra Cisneros' novel The House on Mango Street. It discusses Cisneros' upbringing in poverty, her experiences feeling like an outsider, and how she drew from her life experiences to write this successful coming-of-age story about a young Latina girl. The summary then overviews the plot, which follows the narrator Esperanza and her observations of life in the Hispanic neighborhood of Mango Street as she comes of age. It also notes some of the themes explored like cultural traditions, gender roles, and finding one's identity.
Homs01
The document introduces the study of Sandra Cisneros' novel "The House on Mango Street" by discussing key concepts about immigration and outsider experiences in the United States. It notes that the US is a nation of immigrants and all immigrants have been outsiders at some point. It poses curriculum-framing questions about what defines American culture, how culture is reflected, what it means to be an outsider, and what is unique about being an outsider.
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A reporter needs both mental and physical equipment to do their job effectively. Mentally, a reporter needs an inquisitive mind, strong writing skills, and self-motivation. Physically, a reporter needs a compact notebook, a digital recorder, and ideas for stories. Story ideas come from working assigned beats, conducting interviews and research, and finding alternative perspectives on everyday events. Reporters develop expertise on their assigned beats by attending meetings, keeping sources and notes, and proposing story ideas to editors based on their beat coverage.
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Students will draw a research topic from a bag, research it online by answering who, what, when, where, why, how questions and finding an interesting fact. They will then organize their findings into an oral report or PowerPoint presentation to give to the class next period.
02 horse for_matthew
This document provides guidance for teaching students to analyze a short story called "A Horse for Matthew". It outlines objectives for students to close read and annotate the story, answer multiple choice questions, and write an open-ended response about what the main character Matthew has in common with his horse Sundance based on evidence from the story. Students will be guided through pre-reading, reading, and post-reading activities, including previewing the text, making predictions, annotating, answering questions, and applying a scoring rubric to their response.
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02 horse for_matthew
- 1. Literary Genre: Short Story Reading to Understand: A Horse for Matthew
- 2. Objectives/TEKS OBJ/TEKS 6B,7F rely on content to determine meanings & identify main ideas Objective: English 1 students close read and annotate a literary passage. English I students answer a set of multiple-choice questions. English I students construct an open-ended response.
- 3. Academic Vocabulary(words you’ll encounter often in school) Deconstruct: v. (de-con-struct) to take apart or examine to determine meaning In plain language: to figure out precisely the question that the OER prompt is asking Annotate: v. (an-no-tate) to make or furnish critical or explanatory notes or comment In plain language: to take good notes when you are studying something
- 4. Instructional Strategy(what we’re going to do today) Pre-Read: Preview the text, title, format Predict: What will this story selection be about? Set a purpose for reading: Deconstruct the open-ended prompt: What do Matthew and Sundance have in common? Explain your answer and support it with evidence from the selection. Read: Students close read and annotate for what Matthew and Sundance have in common in the literary selection. Post-Read: Students answer the multiple-choice questions (reread any sections specified by a question in paragraph #3...) Student plan, shape, and draft a response to the open-ended question Students apply the scoring rubric (attachment) Teachers deconstruct the multiple choice questions on the selection (attachment)