Wednesday, March 23, 2016

Learning Objective and Key Questions:

• What is an allegory and how can an allegory develop a theme?
• How can diction be dangerous?

Please have your Double Entry Journal for the Literature Circle open during your group's discussion.  I'd like to stamp it.



Opening:
Review: What is our Embedded Assessment and what are the expectations for your presentation at the end of this unit of study?

1. What are the characteristics of fluent and dramatic reading?

2. In your literature circle group, complete #5 after sharing your paragraphs (last night's homework)
Class Notebook: 3/22: Terrible Things Theme

• Write a paragraph explaining how the theme of Bunting's work is similar in theme to Wiesel's excerpt and Neimoller's poem.

3. #6: Take 10 minutes to mark the text and rehearse.

• Pauses
• Emphasis
• Volume
• Tone

Let me know when you are ready and I'll pair you with another group.

4. Share your dramatic interpretation of your passage.

5. With your literature circle group, discuss #8:

• What did your group do well?
• What will you do differently next time?

Work Period:
6. Return to your seat.  Login to SpringBoard Activity 3.6.

7.  What is diction?

• What is denotation?  
• What is connotation?
• What, then, is euphemism?

8. Modeling:
Look up the word "Relocation" in the dictionary.

• What are its denotations?  Share definitions.
• What is the words use in the context of the Holocaust?  Does anyone know?
• Describe the difference in your chart.  How is "relocation" a euphemism?

9. Use research techniques to determine how the Nazis used euphemisms as a strategy for controlling the language used within their regime, in the press, and among their citizens.  

• Complete the remainder of #1

Closing:

10. Homework: If time remains, jigsaw the terms for #2 among pairs in the classroom...