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|1. Introduce Genre – Memoir|2. Continue Intro. |3. Characteristics of |4. Characteristics of |5. Characteristics of |
|Lecture |Characteristics of Memoir –|Memoir – Places |Memoir – Animals |Memoir – Object |
|Read examples, class |Person. |Writing Activity w/ |Examples, look for |Share personal example, |
|discussion. Key |Highlight: Making writing |pictures. Read examples. |descriptive words. |group discussion. |
|characteristics & |personal. |Discuss good & bad |Discussion: purpose |Brainstorm object, |
|real-world connections. |Examples. |descriptions. HW: Journal |HW: Journal entry about a |illustrations. HW: Finish |
|Collect & Assign Monday |HW: Journal entry on a |entry about a place. |pet or favorite animal. |drawing, Journal entry & |
|Paragraph. |special person. | | |Monday Paragraph. Finish |
| | | | |with Free Write |
|6. Narrowing the Topic. |7. Determine Focus/Purpose.|8. Providing enough |9. Figurative Language & |10. Using Literary Device. |
|Discuss final unit project.|Breakdown previous |(quality) info. Emphasize |Imagery |Define, provide examples. |
|Individually or in small |examples. Activity: Purpose|importance of details & |Define (add to notes) |Group Activity: Complete |
|groups, narrow topics. |Statements. (Exit Pass – |making connections. |Look at examples, underline|worksheet of make your own |
|Create list of top choices |turn in at the end of the |Activity: Question Sheet |good sentences on |similes & metaphors. End |
|for HW. |hour.) |(guidance) |SmartBoard* |with Free Write Friday. |
|Collect & Assign Monday | |Pair & Share. |Continue practicing quality|HW: Rewrite 5 Boring |
|Paragraph. | |HW: Finish ?’s |examples. |Sentences & Monday |
| | | | |Paragraph |
|11. Sensory Writing. |12. Mini-lesson on Framing.|13. Writing Day! |14. Writing Day 2 & Peer |15. Wrap up PR, Mini-lesson|
|Activity: 5 Senses | |Allow for review/questions |Review |on Revision, & (Extended) |
|Assign RD, Peer Review on |Read examples, practice |if necessary. Students can |Spend 1st half wrapping up |Free Write Friday. |
|Day 14. |with flashbacks, etc. HW: |spread out. Sit at desk, |writing. 2nd half = Peer |Encourage students to have |
|Collect/Assign Monday |Journal entry of writing a |offer help or conferencing.|Review. (Remind them of PR |nearly complete draft for |
|Paragraph. |frame for memoir. Review |No extra HW. |process) Provide handouts |Day 17/18. HW: Draft & |
| |aspects of memoir, writing | |for PR. |Monday Paragraph |
| |time. | | | |
|16. Mini-lesson on Catchy |17. Mini-lesson on |18. Publishing day in |19. Publishing, Day 2. |20. Celebrate final day of |
|Titles. |important aspects of |Computer Lab. Continue |Encourage students to turn |unit. Final Memoir due. |
|Allow for 20-30 minutes of |Memoir, review vocab terms.|teacher conferencing if |in Memoir early. Free |Enjoy snacks, Jeopardy game|
|writing time. Offer teacher|Continue writing day & |necessary. |reading and/or writing if |& possible video. Free |
|conferencing for those who |teacher conferencing. | |done early. HW: Final |Write Friday – End of Unit |
|want it. |HW: Final drat due Day 20 | |Memoir due Day 20 |Journal Entry |
|Collect/Assign Monday | | | | |
|Paragraph. | | | | |
|Day 10: Effectively Using Literary Devices (Plus, Free Write Friday) |
|Materials – Notebook/Journal, Literary Devices Handout |
|Connection |Good morning! Today we’re going to learn about |0 |
| |literary devices and how good writers use them to| |
| |make their pieces more interesting. We’ll begin | |
| |defining our key literary devices in our notes. | |
| |Then you’ll work with your table groups to create| |
| |strong sentences while using the devices we’ll | |
| |learn about. | |
|Teaching Point |As we’ve seen in many of our memoir examples, |2 |
| |good writers include strong, descriptive | |
| |sentences. Today we’re going to talk about three | |
| |of the most commonly used literary devices that | |
| |make for strong sentences. Writers often use | |
| |similes, metaphors, and personification to create| |
| |clear pictures with their writing. | |
| |Similes us “like” or “as” to compare two objects.| |
| |An example would be, her hair was as dark as the | |
| |night sky. Metaphors also compare objects, but | |
| |they do so without using “like” or “as.” For | |
| |example, Mr. Smith drove a cherry red Mercedes to| |
| |work yesterday. Finally, writers make inanimate | |
| |objects appear to come to life when they use | |
| |personification. A good example might be, the | |
| |branches of the willow tree tapped on my window | |
| |during last night’s storm. | |
| |In each of these sentences, I’ve compared similar| |
| |objects and given inanimate objects human | |
| |qualities. Right now we’re going to read a few | |
| |more examples and practice making some as a whole| |
| |class. Then you’ll receive a worksheet to fill | |
| |out with your table groups. | |
|Active Engagement |Students will receive a handout that will require|10 |
| |them to compare objects and practice | |
| |personification. This will be done in groups. | |
|Formative Assessment |Walk around and read the examples that the groups| |
| |make. Provide assistance or suggestion to | |
| |struggling students. After sufficient time, ask | |
| |each group to share their strongest sentence by | |
| |writing it on the board. I’ll go over each | |
| |sentence for accuracy. | |
|Reinforcement |You guys did a great job using literary devices |50 |
| |today! After looking over a lot of your | |
| |sentences, I see that you really thought hard to | |
| |create strong imagery. We’ll keep practicing | |
| |using strong imagery for the rest of the unit. | |
|Sending |For tomorrow, be thinking about how you can use |52 |
| |the Five Sense to make create vivid imagery in | |
| |your writing! | |
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