Mr. Vasquez: English 2This is a featured page






Welcome to Ms. Shepherd's class

November 1, 2007 (Thursday)


What are we doing today?

1. We will compare and contrast characters from texts and other sources
2. We will analyze, compare and contrast themes across texts

3. We will analyze text specific interpretive responses and create a
criteria for an effective text-specific interpretive response
4. Reflect on the learning process











Criteria chart for class discussion
1. Raise hand
2. Pay attention and keep quiet when somebody is talking
3. Respond to speaker's question
4. Everybody participates
5. Respect each other's opinion
6. Use acceptable language
7. Actively listen
8.



Class discussion Rubric
Exemplary (90 -100 points)



 Acceptable (80- 89 points)



 Barely made it???(70-79)





























































































Part 2 Compare and contrast characters from the text and other sources

1. I think that ....is....because in the text on page...paragraph..., it says that..
2. I think that ....is....because in the text on page...paragraph..., it says that..
3. I think that ....is....because in the text on page...paragraph..., it says that..
4. I think that ....is....because in the text on page...paragraph..., it says that..
5. I think that ....is....because in the text on page...paragraph..., it says that..





Play the P. Diddy's song

Direction # 2 Listen to the song as your read the lyrics and answer the following questions using the same Accountable Talk stem above.
Question 1. In what way is the character in the music video similar to a character in "The Raven?"


1.I think that ....is....because in the text on page...paragraph..., it says that..
and in the video, it shows that....


Play the Video Clip (Tell Tale Heart)








PART 3: Comparing and contrasting themes across texts

Question 1: What is a theme?

Student responses:
1.
2.
3.
4.
5.
6.

What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a parable is its teaching.
The theme of a piece of fiction is its view about life and how people behave.
In fiction, the theme is not intended to teach or preach. In fact, it is not
presented directly at all. You extract it from the characters, action,
and setting that make up the story. In other words, you must figure
out the theme yourself.
The writer's task is to communicate on a common ground with the reader.
Although the particulars of your experience may be different from the
details of the story, the general underlying truths behind the story may
be just the connection that both you and the writer are seeking.



Question 2:Why do we need to know the theme of the story?

Direction 1:Use this Accountable Talk stem in your responses: I think that
we need to know the theme of the story because....


Student responses:
1.
2.
3.
4.

Question 3: How do we find the theme of the story?

Student responses:
1.
2.
3.
4.


Finding the Theme

Here are some ways to uncover the theme in a story:

1) Check out the title. Sometimes it tells you a lot about the theme.
2) Notice repeating patterns and symbols. Sometimes these lead you
to the theme.
3) What allusions are made throughout the story?
4) What are the details and particulars in the story? What greater
meaning may they have?
5)Remember that theme, plot, and structure are inseparable, all helping
to inform and reflect back on each other.
6) Also, be aware that a theme we determine from a story
never completely explains the story. It is simply one of the elements that
make up the whole.

Play the video clip


Question 4: What theme connects "The Raven" and the video clip
"My First Crush?"

Direction: Please use this Accountable Talk stem in your responses:
I think that in "" the theme is....because in the text on page...paragraph...,
it says that..... and in "", this same theme is evident because in the video,
it shows that....



Question 6: Explain the steps that you followed in finding the theme of the story.
Briefly describe your reasons for following each step.


Direction: Please use this Accountable Talk stem in your responses:
I followed the following steps in finding the theme....(State the theme)
1. Describe the step. Following this step helped me....(this way)
2. Describe the step. Following this step helped me....(this way)
3. Describe the step. Following this step helped me....(this way)
4. Describe the step. Following this step helped me....(this way)





Question 7: What theme connects "The Raven" and "The Tell-Tale Heart"
Student responses:
You may want to use this Accountable Talk stem in your responses:
I think that .... because (explanation) and in the first story, it says that...
(you may include paragraph number) (paraphrase or direct quotation)
and in the other story it says that.... (Conclusion.)







Question 8: Choose one of the themes we've discussed and explain what it means to you.


Direction: Please use this Accountable Talk stem in your responses
I think that (this theme) teaches me that ...and knowing this would help me...
For example: I think that persecution teaches me that even innocent people are
unfairly punished and knowing this would help me not judge people without
sufficient evidence.

PART 4: What makes an effective cross-over text-specific interpretive response?

Criteria for an effective cross-over text-specific intre pretive response


2. Support position/opinion/argument/claim with relevant evidence from both thematically-cennected texts
Remider:
1. Evidence from text should correlate with how both stories or elements of stories are connected.
2. Evidence from texts should apply to both stories.














Question: what makes an effective text-specific interpretive response?
Criteria for an effective text-specific interpretive response
1. Has to clearly, effectively, precisely and simply answer the question
2. Support their position/opinion/argument/claim with relevant textual evidence
Reminder:
1. The textual evidence needs to flow naturally into students own words
2. Textual evidence can be in the form of an embedded quote, paraphrase, or direct quotation.
3. The position/opinion/argument/claim has to be insightful, (has real world/universal application) (Isn't it amazing?/wonderful?/powerful?/profound?/interesting?/cool?/tight?/
4. It shows effective use of conventions such correct spelling, capitalization, usage and punctuation.







PART 5: Reflection: Students write on their learning logs or journals
1. What new concept/skill did you learn today?
2. How did you learn it?
3. What did we do today that we need to continue doing?
4. What did we do today that we need to change?



PART 6: Lesson exemplar using the Disciplinary Literacy model
Disciplinary Literacy: Reading Writing Connection
Reading:
 Writing:
1. Read to get the gist

Consider dividing up students into groups and assigning each group to write the gist of a paragraph or a number of paragraphs from "?????text





2. Reread to find significant moments

Consider asking students to choose two moments that resonate to them or they find significant.

A possible moment that students might choose is,

Possible student explanation for choosing this moment might be,




3. (Character Analysis) Read again to interpret the ideas in the text

Here is an example of a thought-provoking question that can be interpreted in different ways:







4. Read again differently to analyze the author’s writing methods






 1. Write to learn: know, express and track thinking

Have students write the main idea of each paragraph on their reader/writer notebook and give them time to share their responses. To promote Academic Rigor, It would be beneficial to require students to support their responses with textual evidence.

2. Think about asking students to explain why an excerpt from the story is significant to them and support their choices with logical reasoning, personal experiences or textual evidence. It would be beneficial if students can explain what the moment meant to them.









3. Write to learn: select and explain ideas; reflect on writing and thinking
Write and talk to develop interpretation of ideas

To support Academic Rigor and Accountable Talk, consider asking student to support their responses with textual evidence, logical reasoning and orally justify their interpretations.




4. Write like: Write like the text and in imitation of an author’s syntax and grammatical structures






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