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i. Reflections: Did you travel outside Korea this summer, If so, How many countries did you visit? ii. What was the best day of your summer? iii. What was the worst day of your summer? i. Bring Textbook and **notebook** to class ii. Working laptop with Microsoft word iii. What I expect from students- when bell rings: In seat – prepared for w-up iv. Off limits areas of the room
 * Cycle 1, C- 1**
 * 1) Welcome
 * 2) Who am I : [|power point]
 * 3) Who are you? –
 * 1) Course Syllabus
 * 2) Classroom Expectations
 * 1) Independent writing/homework
 * 2) Getting to know you (pet peeves) and Short Story Intro about yourself…
 * Write C-2:**
 * 1) Warm-up: Group share Story about yourself –{ small pods }
 * 2) Intro to Short Story Unit-
 * 3) Go over essential Questions-
 * 4) Literary Elements check: Teacher check what you know – No Grades, No Worries (15 minutes)

HW: Re-read //The Dinner Party// independently: complete SELECTED Study Guide questions to the best of your ability. W-up: Answers to quiz (moodle when we get in J )– Use to prepare for the end of the unit Journal: When have you made a judgment about someone and been proven wrong? (5 minute) - Intro: Why does an author write a story….Authors Purpose: Theme – Story Element graphic organizer on The Dinner Party
 * 1) Quick Write: Describe a ‘dinner party’ you have attended – What was it like?
 * 2) Read : //The Dinner Party// for enjoyment – Teacher Read.
 * 3) Process: Write down – In this crisis, who do you think showed more self-control – The American naturalist or Mrs. Wynnes? Why do you think the author wrote this story? What is he trying to say?
 * 4) Think/Pair/Share
 * 5) Ticket out: putting email address in my computer
 * C – 3**
 * 1) Look over note card from initial reading.
 * 2) Group Discussion – Share answers to questions w/group – Discuss and come up w/answers
 * 3) Language Focus – Ask and Answer question using effective communication strategies - Listening to the question and turn it around based on the question word..)

W-up: When in your life have you shown self control, explain the situation and what you learned from the situation. Write and Turn and Talk – “A situation where I have shown self control was…” 1) Finish Graphic organizer The Dinner Party – Group Work 2) Lottery Pic – Show what you know: [|Graphic organizer] – - Plot Structure – Distribute Plot Diagram Elements /Overview and Review - Discuss HW- Complete plot structure diagram directing attention to essential academic vocabulary – exposition/introduction, rising action, climax, falling action, resolution/dénouement
 * C-4**
 * 1) Students fill in organizer
 * 2) Class take notes
 * 1) Watch and Listen to[| song]:
 * 2) TPR – Act out plot as best as possible
 * 3) HW- plot structure: The Dinner Party – No theme


 * Cycle 2**
 * Class 1**
 * A. Warm up—When in your life did you avoid something and it turned out that it was nothing to be afraid of? Draw a picture and write a quick reflection.**
 * B. Check Plot Diagrams for formative grade**
 * C. Distribute Theme Categories Blank Notes (Google)**
 * -Think-pair-share for each one**
 * -Group notes on board—teacher write it on board**
 * D. Table groups: What is the best fit (theme category) for “The Dinner Party”?**
 * E. What is the author trying to say about that theme category through the story? Show students what this looks like.**
 * -That is your theme statement**
 * F. How does the plot of this story help support the theme statement that you made?**
 * -Refer back to plot diagram students completed**
 * -Writing on plot diagram**
 * -Collect for formative grade**

Turn In plot diagram for Formative Grade…
 * Cycle 2-Class 2**
 * Quick Review/Reflection **
 * 1) ** : ** Please write your [|theme statements] from the Dinner Party on the board.
 * 2) W-Up in Journals: Class Discussion – How does the plot of this story help support the theme statement that we have written?
 * 3) Look at Unit Question: How does the plot help support the author’s intent? -

-Rio en Medio (river in the middle) -Buena gente (good people) -sobrinos (nephews/nieces) -nietos (grandchildren) -Students read a paragraph/popcorn, etc. E. **Response Journal**: (1) Why did the author write this story? (2) In what ways do you connect to this character? (5min) (3) What major conflict has the character overcome? Does this help us formulate a theme statement? (4) What broad theme category does this story fit into?
 * Introduction to new Story: “Gentleman of Rio en Medio” **
 * Journal: ** Would you pass up a chance to make money in order to do something you do believe in? How can you connect your answer to an ESLR?(5min)
 * B. Language Preview: ** Anyone speak Spanish? What do the following words mean?
 * C. Preview/Build Background **
 * - ** Google Image Search “Santa Fe, NM, Images” and scroll through some
 * D. Read “ ** The Gentleman of Rio en Medio”


 * Cycle 2 Class 3**
 * Response/ Reflection Journal: ** x4
 * 1) ** Why did the author write this story? **
 * 2) ** In what ways do you connect to this character? **
 * 3) ** What major conflict has the character overcome? Does this help us formulate a theme statement? **
 * 4) ** What broad theme category does this story fit into? **
 * Distribute “Gentleman” **[|**Study Questions**][[file:Gilwil's remix Gentlemen of Rio en Medio 2011-12[1].docx]]
 * -Pod groups jigsaw, (divide up questions) **
 * -Students individually complete 1 or 2 questions; **
 * Jigsaw Discussion Questions (15min) **
 * -Students should “teach” their question(s) to other group members **
 * -Other group members should be writing down answers **
 * -Explain: This isn’t just a copy-paste activity; I want you to explain/describe, not just read, which means your group members need to pay attention and take notes. **
 * C. Whole-group discussion of “Gentleman” Study Questions (10min) **
 * -Discuss religious overtones (question #3) **
 * HW – Revise answers to question based on discussion and turn them into Mrs. G via email at ****gilbertl@tcis.or.kr**


 * Cycle 2 lass 4**
 * A. Warm-up: What do you think the saying “clothes make the man” mean? Provide example. (5min)**
 * B.** ** Characterization ****PowerPoint**[[file:Characterization remix round-flat-static-dynamic gilbert.pptx]]
 * -Direct/Indirect, Flat/Round, Static/Dynamic **
 * Quick Draw: Pick a person (famous/personal friend/character from a book, etc.) then draw their character type, and explain **
 * C. Pull out “Gentleman” Study Questions (5min)**
 * -For each question, relate if the characterization is direct or indirect.**
 * -Discuss why**
 * C. What kind of character** ** (round, flat, static or dynamic) is Don Anselmo? Post-it note Explain (5min)**
 * D. Characterization of Don Anselmo T-Chart [[file:Don Anselmo Character T Chart.docx]]**
 * -T-chart should explain “Personality of Don Anselmo” List physical/emotional/behavioral characteristics on one side, and a quote that supports this trait on another[[file:Character Traits gilbert.docx]]**
 * E. Characterization Wheel (40min)**
 * -Make a character wheel of the “round, like a wheel” character**
 * -List general personality traits in spokes**
 * -Then cite specific incidents/clues/textual evidence that illustrate traits**
 * F. Journal: How does “characterization” help form our theme statement? (5min)**
 * __ Cycle 3 Class 1 __**
 * Students will be able to make inferences about characters and use clues around characterizations to help figure out theme. **

__** Cycle 3 Class 2 **__
 * W-up/Reflection:** ** Pick a person (famous/personal friend/character from a book, etc.) then draw their character type as you see them **
 * 1.Character wheel – apply traits and textual examples (10 min) **
 * 2. Theme** **PowerPoint/Active listening**
 * 3. Decide as a pod what theme category The Gentleman of Rio en Medio fits under – Put this on a post-it note.**
 * 1.Reveiw: Method for finding theme- complete in pod groups.**
 * 2.Design: Rough theme statement in groups**
 * 3.Refine statements in group w/teacher support…**
 * W-UP How does the author intentionally craft Don Anselmo in a way that supports YOUR theme? – Add to post it note and put on board w/names attached on back?**

2.[|**Presentation/Rollercoaster**] **– Irony – 3 points of irony….** Use
 * 1.Irony song…. //Isn’t it Ironic//…Alanis Morisette – Irony definition…When the opposite of what is expected happens.**
 * [|**Listen**] **once and write down as many examples of irony as possible -**
 * **Turn and Talk**
 * **Listen w/words – 2nd chance… - See how many you can get… ;)**
 * Vocab Preview. Top 10 words…. [|Vocabulary boxes]…x5 - Just Lather.[[file:Vocab cards.docx]]**
 * __ Cycle 3 Class 3 __**
 * A. Warm up: Vocabulary Walk**
 * - Students either have a vocabulary word OR definition**
 * -They find their match**
 * -When everyone is found, read word + definition, one-by-one**
 * B. Read “Just Lather, That’s All”**
 * -Stop when appropriate for dialogue**
 * C. Ironic Trifold - Pair Activity**
 * -Each fold is one type of irony presented in “Just Lather”**
 * -Three Things:**
 * 1. Identify Type**
 * 2. Draw photo representation**
 * 3. Explain how your example shows the specific type of irony**


 * __ Cycle 3, Class 4 __**
 * W-up: Near the end of this story, the narrator makes the surprising suggestion that there is a fine line between a reputation as a hero and reputation as a murderer. Do you agree or disagree with this opinion? Can you give some examples from real life to support your view?**
 * A. 5 minutes to finish Irony Tri-Fold**
 * B. Look at Context of Story – Think about whether or not the author’s life experiences/view actually framed this story?**
 * -Author is from Colombia**
 * -Colombia has seen lots of conflict b/t gov. and rebels**
 * -Colombia still struggles with violence and crimes**
 * Think About… Author’s Intent**
 * -What do you think his intent with this story is?**
 * -Important to understand the POV in story b/c it will lead us to theme; there is an intentional use of POV to allow for the display of irony, and ultimately, the theme of the story**
 * -As you watch the presentation on POV, your job is to think about how POV and irony impacted the theme**

[]
 * D.** [|**Point of View**] **Prezi**
 * E. Class Competition**
 * -Each of the groups needs to answer the following questions.**
 * -Write answer on post-it notes**
 * -I will read answers aloud and choose best ones**
 * -Winner gets ????**
 * 1. Explain how the author’s intentional use of first person POV impacted this story (provide 2 examples)?**
 * 2. What kind of character is Torres (r, f, d, s)? EXPLAIN YOUR ANSWER**


 * HW: Read “The Interlopers”**

= = =__ Cycle 4, Class 1 __= Short Story Summative Pt2 – Creative project/rubric = = = = =__ **Cycle 4, Class 2** __= Brief Explanation Essay Response: [|Multi-Point Paragraph]– Resources – Hamburger. [] Comparative Short Story Paragraph **Practice: Using Don Anselmo (static character type) and Ulrich von Gradwitz (dynamic character type) compare and contrast how the author intentionally casts the character as dynamic and static in order to lead to the theme - Write 2 paragraphs due by next class. (2 paragraphs 1 support of textual evidence per paragraph, 12 point font, 1 inch margins and at least 5 sentences per paragraph no more than 8 per paragraph. Use comparative language in paragraphs.**
 * -Presentations:** B block = **Sept. 9**
 * B. Explain Short Story Summative Pt1**
 * **It is a test that you must answer questions regarding the unseen story and literary elements.**
 * **Test will be given B Block Day 2, Sept. 6 2011.**
 * C.** **D. Introduce** **com**p**arative Language**[[file:Essay_Of_Comparison final gilbert.pptx]]
 * Take Home Quiz - Your job is to review elements.[[file:Literary Elements Quiz ANSWERS.pdf]]**
 * Text to Text connection – Reflection: How can compare and contrasting literature help enrich our reading experience?**
 * Review Story Elements - Prepare for test**
 * Cycle 5 New Unit: A Walk to Remember**

For each research topic area: HW – Complete Research phase – bring information and materials to CREATE poster next class period
 * Learning Activities: Complete research **
 * 1) Time period Study – 1950 America/North Carolina (schools, economy, houses, etc)
 * 2) Orphanages in 1950’s and today.
 * 3) Leukemia
 * 4) High School Plays - What do they require? Vocabulary.
 * 5) Fund Raising in Cities – How does it work, what forms does it take?
 * 1) Find 2 different sources (not Wikipedia)
 * 2) Provide a works cited and reference source next to information
 * 3) Summarize 3 different points of interest about topic
 * 4) Start Research


 * __ Day 7, Unit 2 Oct. 5th __**

Journal: : Write about a time when you judged somebody/Connect: The pastors idea about giving little time/effort/energy to Jesus and how humans not only ignore Jesus they also give very little outside to ignore the poor, weak, etc.

Ex. - – Turn and Talk

Learning Activities:


 * 1) Literary Circle Discussion Ch. 1 and 2
 * 2) Complete Study questions Ch. 2-4 independently –
 * 3) Assign Lit Circle Roles Chapters 3-4.

HW. Read Chapters 3-4 + Google Doc. Quiz Chapters 2-4 after SEW.(Characterization/Plot)

Objective: Students will dialogue about chapter10- 12 using grammatically correct English. Students will be able to show what they know through dramatic play and reflection. Agenda W-up – Q and A – Your relationship with God – focus correct Q and A formations – Students are given stem – Who, what, where, when – subject is relationship w/God – put on board – discuss – exchange/discuss HW: Journal through Chapter 12.
 * Oct. **** 31 – **
 * 1) Complete Oral/summary project – Ch. 10[[file:A Walk To Remember acting it out Ch. 10.docx]]
 * 2) Read Ch. 12
 * 3) Collaboration: Group Project – Ch. 12 – Design your own questions.[[file:Understanding Chapter 12.docx]]