MONDAY,
SEPTEMBER
10
Mon., Sept. 10, 2012
“How is conflict revealed in a narrative?”
DO NOW 1:
Autobiography in Five Short Chapters
by Portia Nelson
Chapter 1
Chapter 3
I walk down the street.
There is a deep hole in the sidewalk.
I fall in.
I am lost ... I am helpless.
It isn't my fault.
It takes forever to find a way out.
I walk down the same street.
There is a deep hole in the sidewalk.
I see it is there.
I still fall in ... it's a habit.
My eyes are open.
I know where I am.
It is my fault.
I get out immediately.
Chapter 2
I walk down the same street.
There is a deep hole in the sidewalk.
I pretend I don't see it.
I fall in again.
I can't believe I am in the same place.
But it isn't my fault.
It still takes a long time to get out.
Chapter 4
I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
Chapter 5
I walk down another street.
Reflection
(or Summary):
Mon., Sept. 10, 2012
“How is conflict revealed in a narrative?”
DO NOW 1:
Autobiography in Five Short Chapters
by Portia Nelson
Chapter 1
Chapter 3
I walk down the street.
There is a deep hole in the sidewalk.
I fall in.
I am lost ... I am helpless.
It isn't my fault.
It takes forever to find a way out.
I walk down the same street.
There is a deep hole in the sidewalk.
I see it is there.
I still fall in ... it's a habit.
My eyes are open.
I know where I am.
It is my fault.
I get out immediately.
Chapter 2
I walk down the same street.
There is a deep hole in the sidewalk.
I pretend I don't see it.
I fall in again.
I can't believe I am in the same place.
But it isn't my fault.
It still takes a long time to get out.
Chapter 4
I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
Chapter 5
I walk down another street.
Reflection
(or Summary):
Autobiography in Five Short
Chapters
by Portia Nelson
Chapter 1
Chapter 3
I walk down the street.
There is a deep hole in the
sidewalk.
I fall in.
I am lost ... I am helpless.
It isn't my fault.
It takes forever to find a way out.
I walk down the same street.
There is a deep hole in the
sidewalk.
I see it is there.
I still fall in ... it's a habit.
My eyes are open.
I know where I am.
It is my fault.
I get out immediately.
Chapter 2
I walk down the same street.
There is a deep hole in the
sidewalk.
I pretend I don't see it.
I fall in again.
I can't believe I am in the same
place.
But it isn't my fault.
It still takes a long time to get out.
Chapter 4
I walk down the same street.
There is a deep hole in the
sidewalk.
I walk around it.
Chapter 5
I walk down another street.
Before we read…
1.Meet the author…
2.Make predictions…
3.Prepare to annotate…
Gary Soto was born in Fresno, California,
in April, 1952, to working-class MexicanAmerican parents. At a young age, he
worked in the fields of the San Joaquin
Valley. He was not academically motivated
as a child, but became interested in poetry
during his high school. Many of his youngadult stories are based on his personal
experiences.
While we read…
…use your pen or highlighter to do the following:
1.) Underline or highlight instances of conflict within
the story.
2.) Circle any word that you do not understand.
3.) Put a question mark (?) next to something that you
have a question about or don’t understand.
4.) Put an exclamation point (!) next to something
that you connect to.
DO NOW 1:
The worst thing
I’ve ever
had to wear
and how it
affected me…
After we read…
1.) Look over your annotations and make a list of the
conflicts that you found.
2.) Create a list of conflicts in your notebook.
(an example will be on the next slide)
3.) Identify the type of conflict.
4.) Explain what led to each conflict (what was the
cause?).
DO NOW 2:
The worst thing
I’ve ever
had to wear
and how it
affected me…
Conflict
Type of Conflict
Cause of Conflict
Examples of
conflict in the
story “The
Jacket”
Creating a One Pager:
1. Select one excerpt or passage from the story.
2. Create your graphic interpretation of this excerpt
or passage. In other words, draw something that
represents the selection.
3. Your interpretation may be literal or symbolic.
4. You must fill the entire page.
5. You must include the title of the story and the
author.
6. You must add color to your One Pager.
7. Your excerpt must be written on the page.
8. You must include a personal response to your
excerpt. This may be a comment, an
interpretation, an evaluation, a connection, or a
reflection. Be sure to give an explanation for your
response (WHY do you have that
Mrs. Channette
TUESDAY,
SEPTEMBER
11
Tues., Sept. 11, 2012
“How are characters brought to life in a narrative?”
DO NOW 1:
Response to
excerpt from
“The Jacket”
DO NOW 1:
Write a response to the following excerpt. In your
response explain how this excerpt relates to society
as a whole.
“My clothes have failed me.”
TODAY:
• Do Now Responses
• Review
• Discuss characterization
• Observe characterization
• Analyze a character
using NAAMES
What you need:
• Pen/pencil
• Your BRAIN
REMINDERS:
• Vocabulary quiz on
Thursday
• Summer Reading
Assessment on Friday,
Sept. 21
Tues., Sept. 11, 2012
“How are characters brought to life in a narrative?”
DO NOW 1:
Response to
excerpt from
“The Jacket”
1. What is theme?
2. What is conflict?
5. What are the five
elements of a
narrative?
3. What is a narrative?
4. Name 3 types of narratives.
Reflection
(or Summary):
Pop Quiz
Pop Quiz:
So…how are characters
brought to life?
http://animoto.com/play/GDMylkFK2RSjOw1WUIWHdw
Tues., Sept. 11, 2012
“How are characters brought to life in a narrative?”
DO NOW 1:
Response to
excerpt from
“The Jacket”
1. What is theme?
5. Why do narratives
have a conflict?
2. What is conflict?
3. What is a narrative?
4. Name 3 types of narratives.
Pop Quiz
1. What is the character’s name (N) or nickname? Does
his/her name have meaning or reflect their personality?
2. How does the character appear (A) or dress?
3. How does the character act (A) or behave alone or with
others?
4. What is the character’s mentality (M), or way of
thinking, about topics, issues, or life in general?
5. What are the character’s emotions toward him/herself
or others? (E)
6. How does the character speak (S) or use his/her speech
to express him/herself?
Reflection
(or Summary):
6 Ways that
characters are
brought to life
in a story
6 Ways that characters
are brought to life in a
story:
DO NOW 2:
My favorite
character from
a novel
NAAMES Observation
Activity:
•
•
•
Watch an episode of
the “The Cosby
Show”
N:
(name(S)/
nicknames)
A:
(appearance)
List as many things
as possible for each
section of NAAMES
for either the
character of Cliff
Huxtable or Theo
Huxtable.
A:
Afterwards, share
your observations in
pairs/small groups.
S:
(actions)
M:
(mentality)
E:
(emotions)
(ways of speaking)
NAAMES
observation for
the character
of
____________
from
_____________
TV Land
http://www.tvland.com/shows/bill-cosby-show/full-episodes/pilot
You Tube Part 1
http://www.youtube.com/watch?v=kezs4Y6PoeI
You Tube Part 2
http://www.youtube.com/watch?v=WSvmTE6k93E&feature=channel&list=UL
WEDNESDAY,
SEPTEMBER
13
You did it.
So now you can see.
And hear it.
Fri., Sept. 14, 2012
“How does characterization affect a story?”
DO NOW 1:
Quick-write about Cosby
character analysis
DO NOW 1:
Review your NAAMES notes for your character
from “The Cosby Show”.
Think about the relationships that the character
(Cliff OR Theo) had with other characters.
Explain how you think the traits of the character
(what you listed on the NAAMES chart for him)
affected his relationship with others.
TODAY:
• DO NOW Review
• NAAMES
Review/Analysis
• “Characters Brought to
Life” Activity
What you need:
• Pen/pencil
• Your BRAIN
REMINDERS:
• Vocabulary quiz on
Thursday
• Summer Reading
Assessment on Friday,
Sept. 21
NAAMES Observation
Activity:
•
•
•
Review your NAAMES
chart from Tuesday
With a partner of the
same character, compare
your notes.
Highlight/underline the
most important trait from
each category.
Look at each highlighted
trait and discuss “Why?”
each character had that
trait. (Why does the
character look the way he
does? Why does the
character say the things
he does? Etc.)
N:
(name(S)/
nicknames)
A:
(appearance)
A:
(actions)
M:
(mentality)
E:
(emotions)
S:
(ways of speaking)
NAAMES
observation for
the character
of
____________
from
_____________
NAAMES Observation Activity
(MODEL) for the Boy from
The Giving Tree:
•
•
Review your NAAMES
chart from Tuesday
With a partner of the
same character, compare
your notes.
Highlight/underline the
most important trait from
each category.
N:
(name(S)/
nicknames)
A:
(appearance)
A:
(actions)
M:
•
Look at each highlighted
trait and discuss “Why?”
each character had that
trait. (Why does the boy
take things for granted?
Why does the boy always
asks the tree for things?
etc.)
(mentality)
E:
(emotions)
S:
(ways of speaking)
The boy
youthful, older, needy, frail
takes from the tree, leaves the
tree, plays with and on the tree
takes things for granted;
self-centered
weary (tired)
always asks the tree for
something… “Can you…?”
NAAMES
observation for
the character
of
the Boy from
__The Giving
Tree_
Character Analysis
Summary
Take the character traits for your
character and compile it to create
a summary about who your
character is.
You will have a template to use,
but then you will copy the
template to write a complete
paragraph in your notebook.
Character Analysis Activity
(MODEL):
•
Get into groups of four.
CHARACTER ANALYSIS SUMMARY FOR the boy from The Giving Tree
Fill in the following blank spaces to write a summary paragraph of the character that
you analyzed.
The boy, (name of the character)
who is
•
•
•
With your group,
complete the Character
Analysis Summary
template so that you have
a summary of who your
character is based on the
conflict that he faces.
Use the character traits
that were discussed in
your pairs.
When you are finished,
rewrite your paragraph in
your notebook and paste
your template on top of
it.
young and likes to have fun, (tell the role of the character)
wants
the tree to give him everything that he wants (tell the character’s motivations)
because
the tree is always forthcoming and wants to see the boy happy. (tell why the character is
motivated).
However, because
the boy is selfish, (tell how the character influences the conflict)
he decides to go away for a long time, (tell what the conflict is)
which
breaks the tree’s heart. (tell an effect of the conflict).
In the end,
the boy comes back to the tree because he has no where else to go, (tell how the conflict
was solved)
therefore,
the tree’s heart is once again whole. (tell the biggest effect of the conflict being solved)
How to take your
NAAMES chart and
apply it to the
paragraph template:
The boy, (name of the character)
who is
N:
(name(S)/
nicknames)
CHARACTER ANALYSIS SUMMARY FOR the boy from The Giving Tree
Fill in the following blank spaces to write a summary paragraph of the
character that you analyzed.
The boy
young and likes to have fun, (tell the role of the character)
wants
A:
(appearance)
A:
(actions)
M:
(mentality)
E:
(emotions)
youthful, older, needy, frail
the tree to give him everything that he wants (tell the character’s motivations)
because
takes from the tree, leaves the
tree, plays with and on the tree
the tree is always forthcoming and wants to see the boy happy. (tell why the
character is motivated).
However, because
the boy is selfish, (tell how the character influences the conflict)
takes things for granted;
self-centered; selfish
he decides to go away for a long time, (tell what the conflict is)
which
weary (tired)
breaks the tree’s heart. (tell an effect of the conflict).
In the end,
S:
always asks the tree for
something… “Can you…?”
(ways of speaking)
the boy comes back to the tree because he has no where else to go, (tell
how the conflict was solved)
therefore,
the tree’s heart is once again whole. (tell the biggest effect of the conflict
being solved)
CHARACTER ANALYSIS SUMMARY FOR the boy from The Giving Tree
Fill in the following blank spaces to write a summary paragraph of the character that you analyzed.
The boy, (name of the character)
who is
young and likes to have fun, (tell the role of the character)
wants
the tree to give him everything that he wants (tell the character’s motivations)
because
the tree is always forthcoming and wants to see the boy happy. (tell why the character is motivated).
However, because
the boy is selfish, (tell how the character influences the conflict)
the boy decides to go away for a long time, (tell what the conflict is)
which
breaks the tree’s heart. (tell an effect of the conflict).
In the end,
the boy comes back to the tree because he has no where else to go, (tell how the conflict was solved)
therefore,
the tree’s heart is once again whole. (tell the biggest effect of the conflict being solved)
Tues., Sept. 11, 2012
“How does characterization affect a story?”
DO NOW 1:
Quick-write about Cosby
character analysis
Character Analysis Summary:
•
Cut and glue the top
portion of your template
onto your notebook so
that it creates a flap. DO
NOT GLUE THE ENTIRE
PAGE.
•
Underneath the flap of
your template, rewrite
the paragraph so that it
consists of three
complete sentences.
CHARACTER ANALYSIS
SUMMARY:
CHARACTER ANALYSIS SUMMARY FOR the boy from The Giving Tree
Fill in the following blank spaces to write a summary paragraph of the character that you analyzed.
The boy, who is young and likes to
who
is
have
fun, wants the tree to give him
young
and
likes
to
have fun, he
(tell the wants
role of the character)
everything
because the tree is
wants
always forthcoming and wants to make the
the tree to give him everything that he wants (tell the character’s motivations)
boy happy. However, the boy decides to go
because
a long
time,
breaks
theaway
tree is alwaysfor
forthcoming
and wants to
see the boywhich
happy. (tell why
the character isthe
motivated).
tree’s
heart.
In
the
end,
the
boy
comes
However, because
back to the tree because he has nowhere
the boy is selfish, (tell how the character influences the conflict)
else to go, therefore, the tree’s heart is
the
boy decides
to go
away for a long time, (tell what the conflict is)
once
again
whole.
The boy, (name of the character)
which
breaks the tree’s heart. (tell an effect of the conflict).
In the end,
the boy comes back to the tree because he has no where else to go,
(tell how the conflict was solved)
Reflection
(or Summary):
therefore,
the tree’s heart is once again whole. (tell the biggest effect of the
conflict being solved)
CHARACTER ANALYSIS SUMMARY FOR the boy from The
Giving Tree
Fill in the following blank spaces to write a summary paragraph
of the character that you analyzed.
Template Paragraph
The boy, (name of the character)
who is
young and likes to have fun, (tell the role of the character)
wants
the tree to give him everything that he wants (tell the character’s
motivations)
The boy, who is young and likes to
have fun, wants the tree to give him
everything he wants because the tree is
always forthcoming and wants to make the
boy happy. However, the boy decides to go
because
away for a long time, which breaks the
the tree is always forthcoming and wants to see the boy happy. (tell
why the character is motivated).
tree’s heart. In the end, the boy comes back
However, because
the boy is selfish, (tell how the character influences the conflict)
the boy decides to go away for a long time, (tell what the conflict is)
to the tree because he has nowhere else to
go, therefore, the tree’s heart is once again
whole.
which
breaks the tree’s heart. (tell an effect of the conflict).
In the end,
the boy comes back to the tree because he has no where else to go,
(tell how the conflict was solved)
therefore,
the tree’s heart is once again whole. (tell the biggest effect of the
conflict being solved)
Final Paragraph
DO NOW 2:
My favorite
character from
a novel
DO NOW 2:
Who is your favorite or the most interesting
character that you’ve read about in a story?
Explain and give at least 2 reasons why that
character was interesting.
1.
You will be assigned a partner and
the two of you will receive one
conflict.
2. First, the two of you will share the
NAAMES chart for the characters
that you have created.
3.
Then you will discuss what kind of
relationship the two characters will
have and how they will deal with
the conflict.
4. Create a 1-2 minute skit that shows
how the two characters enter into
the conflict and then solve the
conflict.
5.
The traits from your NAAMES chart
should be apparent through your
character in the skit…which is how
you will bring your character to life!