Transcript 8th grade language arts - Hillsboro School District

th
8
grade language arts
Discovery MYP Unit
Narrative Writing
• Analyze howStandards
particular lines of
dialogue or incidents in a story or
drama propel the action, reveal
aspects of a character, or provoke a
decision.
• Write narratives to develop real or
imagined experiences or events
using effective technique, relevant
descriptive details, and wellstructured event sequences.
• How does
discovery
affect our
lives
and/or the
world?
• How do we
understand
what we
are
reading?
• What
makes a
good story?
Essential Question
Human
Ingenuity (AOI)
Area of
Interaction
• Human ingenuity focuses on the contributions of
humans in society.
• These contributions result in the ability to
appreciate and develop the human capacity to
influence, transform, enjoy and improve the
quality of life
• Understand the relationships among subjects
through examining, experiencing and reflecting on
the creative process
Making the Connection
• How does story-telling relate to Human
Ingenuity? (Think about stories that have
shaped/influenced a culture, community, or
even within your own family).
• By yourself: In your journal, spend three
minutes brainstorming stories that you feel
represent Human Ingenuity; be ready to share
with others as well as EXPLAIN your reasoning.
• For those who
celebrate
Christmas, the
story of St. Nick
only giving
presents to
‘good little boys
and girls’ is
meant to inspire
children to be
on their best
behavior,
especially in
December!
For Example
• In Europe, there is
another story, but this
one is a little darker.
Krampus is St. Nicholas’
counterpart, or opposite
partner; he is the one
who gets to punish
children who are
naughty, not nice.
Again, this story/legend
was created/is told to
help influence people to
lead more positive lives.
• _________________ is a
Human Ingenuity and
Storiesthat
story/legend/myth/fairy
tale/fable
shows Human Ingenuity because
_________________________________
_________________________________
_________________________________
____________.
• Remember, you want to focus on stories
that were created to transform, inspire,
influence and/or somehow cause a
change in humans.
Time to
Share
Share
• Time
Room isto
split
into quadrants: story that
affects only you or your family; story
that affects just your surrounding
community (as in Hillsboro); story that
affects an entire culture (La Llorona);
story that affects the entire world (the
Bible).
• Decide which category your story fits
into, and then walk over to the
appropriate corner of the room.
• Share your story with the rest of the
group.
• Each group will then share one story to
the entire class.
Learner Profiles
• In this unit we will focus on the following
learner profiles:
– Open minded
– Risk Takers
– Reflective
How do these qualities help people to discover?
Persistence
Persistence
• What does persistence mean?
• Working hard, not giving up even
when times are tough.
• How do you practice persistence in
your own life?
• Why is persistence important in
school and in life?
100
100Questions
Questions
• Write down 100 questions that you have
about the world, life, or anything you are
curious about.
• You will need to use persistence!
• Write your questions in your language arts
journal.
Elements of Narrative
Narrative Writing
• What is narrative writing?
• How do you know that you are reading or
writing a narrative story?
• Have you ever written a narrative story?
Narrative Stories
• What are some characteristics of narrative
stories?
Think-pair-share
• One minute to think of everything you know
about narrative stories or examples of narrative
stories you have read or heard about.
• ______________ is an example of a
narrative.
• A defining characteristic of narrative
stories is _______________.
• The key components of the narrative
genre are _______, _______, _______,
_______, ________, and ________.
• Use your Cornell notes
Get readyformat:
to take notes
–Two columns
–First column write the
topic
–Second column write
the details and
important information
Topic:
Name:
Period:
Date:
Questions/Main Ideas:
Notes:
Summary
Narrative Elements
• Plot
• In a _____, there
are five key
elements:
_______ and
______, _______,
_________,
_______, and
______.
Plot
Setting, mood, rising action, climax,
falling action, and resolution
Climax
Setting
& mood
Rising
action
Falling
action
Resolution
Setting
• Time
–
–
–
–
Historical period
Time of year
Season
Time of day
• Place
– Geographic region
– Environment
– Community
Point of View
• 1st person
– “I”, “Me”,
“My”
– The audience
sees the world
from the
perspective of
the main
character only.
– The audience
only knows the
thoughts of
one person.
Characterization
TOAD
• T= thoughts of the
character
• O= opinions of the
character and opinions
that others have of
the character.
• A= actions of the
character
• D= dialogue
Conflict
• 7 major types of
conflict
– Man vs. nature
– Man vs. self
– Man vs. technology
– Man vs. society
– Man vs. man
– Man vs. supernatural
– Man vs. unknown
Summarizing Your Notes
• The notes on_______________ explain
the key elements of the genre (type of
writing). The main components of this
category include the following:
________, __________, _______,
__________, and ___________. It is
___________ that these elements exist
in order to make a writing piece
considered ____________.
The Great Rat Hunt
By Laurence Yep
Take Notes on each Vocab Word
• Each group writes a sentence for each word.
• I will be the judge – best sentence wins!
1) Perpetual (adj):
lasting for an
indefinitely long
time; continuing
without
interruption
• Example Sentence:
Ms. Talbot’s
classroom is in
perpetual darkness.
2) Fumigate (verb): to use smoke or
fumes in order to kill off rodents or
insects; to disinfect
• Example Sentence:
A person must
leave a building
that is being
fumigated for
insects, because it
is impossible to
breathe when the
room is full of
smoke.
3) Rationalize (verb): to make selfsatisfying but incorrect explanations
about one’s behavior
• Example Sentence:
John rationalized
flunking in all of his
8th grade classes
because middle
school ‘didn’t
matter’; when he
got to high school
and flunked his
freshman year, he
wasn’t feeling so
satisfied as he
grumbled through
summer school.
4) Brusquely (adverb): in an abrupt,
sudden manner
• Example Sentence: Enrique brusquely
stopped picking his nose when he noticed the
gorgeous Natalie staring at him in disgust.
5) Reserve (noun): self-restraint in the
way one looks or acts
• Example Sentence: Politicians have to have a
lot of reserve while facing protesters and
hecklers.
6) Ineptitude
(noun):
incompetence,
clumsiness,
displaying a lack of
judgment
• Example Sentence:
The player showed
his ineptitude by
hitting the ball with
his face instead of
the bat.
7) Mug (noun): the face
• Example Sentence:
A mug shot is a
picture of one’s
face that is taken
when one is sent
to jail.
8) Barricade (noun): a structure set
up to block a passage
• Example Sentence: Every Saturday in
Hillsboro, there are barricades put on opposite
sides of Main Street for the Farmers’ Market
so that people can shop in the streets without
cars being in the way.
9) Improvise (verb): to put together
or act with little or no preparation or
planning
• Example
Sentence:
When the
student tried to
improvise his
speech, not
surprisingly, he
earned an ‘F’.
10) Ravage (noun): serious damage;
widespread destruction
• Example Sentence: Hurricane Katrina left New
Orleans in ravages.
The Great Rat Hunt
Narrative Analysis
1. What is the setting of the story, The Great Rat Hunt?
Be as specific as you can with time and place.
2. What point of view is the story told from? Give
specific examples from the story to prove your point.
3. What are two conflicts in the story? Which categories
are they in (man vs.)?
4. Describe the character Yep through TOAD. Give at
least one example of his thoughts, opinion, actions,
and dialogue.
5. What did Yep discover about his family throughout
this story?
6. How did what he discovered about his family affect
him?
Challenge Enhancement
• Yep describes his failures in dramatic and exaggerated
terms. Look for three examples in which Yep uses
overly strong language to describe his failures.
– Copy down the three quotes
– Give a reason why you think that Yep uses such dramatic
language to describe his failures.
• Yep believes that his father would rather have Eddy’s
help than his. Do you agree with Yep’s interpretation
of his father’s silence? Give specific examples (2) from
the text to explain your answer.
Ticket Out The Door
• “The Great Rat Hunt” is set in ____________.
The first major event is __________________.
Next, ________________________________.
Then, _________ occurred, which led to ____.
The climax of the story is when
_____________________________________.
In the end, Yep discovered _______________.
Life Map
• Think of a minimum of 10 significant events in
your life (ex: birth of brother or sister, broken
arm, moving to a new house or school, death,
learning how to ride a skateboard or a bike).
• Chart these events along with images, either
drawn or pasted from magazines, computers, or
photos. The final project should be a
representation of your life up to this point.
• You may be as creative as you want in this project
remember to have at least ten important events
and a picture to go along with each event.
Raymond’s Run
Vocab
Ticket Out the Door
• The main conflict in “Raymond’s Run” is
_____________________________________
_____________________________________.
“When I was
Puerto Rican”
Dialogue Lesson
• Yellow Spiral Book
“When I Was Puerto Rican”
1. What is the setting of the story, When I Was Puerto
Rican? Be as specific as you can with time and place.
2. What point of view is the story told from? Give
specific examples from the story to prove your point.
3. What are three conflicts in the story? Which
categories are they in (man vs.)?
4. Describe Esmeralda through TOAD. Give at least one
example of her thoughts, opinion, actions, and
dialogue.
5. Create a plot diagram of the story – be sure to include
exposition, rising action, climax, falling action, and
resolution.
Dialogue Formative Assessment
• Construct an imaginary conversation between
you and one of the characters from any of the
previous stories we have read.
Dialogue Frame
State of Being Verb vs Action Verbs
The Barn
• As you read the story, each person will search
for one of the following:
– State of being verbs (blue)
– Action Verbs (green)
– Adjectives (red)
– Transitions (black)
Adjective Activity
• Each group will have two minutes to list as
many adjectives (descriptive words) for the
picture at the table.
• After two minutes, each group will rotate to
the next picture.
• Continue to list adjectives, but you may NOT
use any of the previous groups’ words!
• Go back to your original table group.
• Ticket out the door: write a descriptive
paragraph about the picture, using any of the
adjectives on the list.
Emotions
• Make a list of as many emotions that you can
think of.
Emotions
• Think of a time in your life when you felt that
emotion.
Writing Rubric
Emotions
• In your journal write down as many emotions as
you can think of.
• Be ready to share
• Take five of the emotions and think about a time
when you intensely felt one of these emotions.
• Write down some details about each of those
experiences. One of these might be a good story
to write about.
Pre-writing
• Decide on an experience that you will write
about.
– The experience should be something that actually
happened to you and that was somehow
important to you.
• Create a plot map BEFORE you begin writing.
Decide what your climax is and work from
there.
– Make sure that you have an exposition, rising
action, climax, falling action, and a resolution.
– Once you have that, you should begin a rough
draft.
Dialogue
“I think I’ve hooked a big one,” screamed
Jeff as he grabbed the pole and tugged hard.
“This thing must weigh a ton.”
“Make sure the drag is set properly,” directed
his father. “If there is too much tension on the
line a heavy fish like that will snap in no time.”