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MR. MARC'S DOJO

thurs. 12/5, Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

12/5/2019

DO NOW: VIEW BRAIN POP VIDEO ON HOW TO IDENTIFY THEME

CRITERIA FOR SUCCESS:
-I CAN DETERMINE A THEME AND/OR CENTRAL IDEA OF A TEXT
-I CAN DETERMINE HOW IT IS CONVEYED THROUGH PARTICULAR DETAILS
-I CAN PROVIDE A SUMMARY OF THE TEXT DISTINCT FROM PERSONAL OPINIONS OR JUDGMENTS.

TODAY we are going to be assessed on our ability to identify and analyze mood and tone in a text, as well as theme vs. main idea.

MODELED INSTRUCTION:
This is LINKED to our review yesterday of Mood/Tone, and Theme vs Main Idea. LET'S REVIEW THE VOCAB.

GUIDED PRACTICE:
Actively ENGAGE with the online text in ILLUMINATE CFA 3 UNIT 1. Answer Question 1-14

INDEPENDENT PRACTICE:
Complete "Mother & Daughter" and "Growing Up" Assessment Activities on Common Lit

EXIT TICKET:
SIGN UP FOR CLASS CRAFT [PBIS POINTS WILL BE EARNED]

12/4/19, Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

12/4/2019

Directions: Read the passage below and answer the question(s) that follow.

"The Lad Who Went to the North Wind"
adapted from The Lad Who Went to the North Wind by Peter Christen Asbjornsen
from East of the Sun and West of the Moon: Old Tales from the North

Once upon a time there was an old widow who had one son; and as she was poorly and weak, her son had to go out into the pantry to fetch the meals for cooking. But when he got outside the pantry, and was going down the steps, there came the North Wind puffing and blowing. It caught up the meal, and went away with it through the air. Then the lad went back into the pantry for more; but when he came out again on the steps, the North Wind came again and carried off the meal with a puff; and, more than that, he did so the third time. At this the lad got very angry; and as he thought it terrible that the North Wind should behave so, he thought he'd just look him up, and ask him to give up his meal.

2 So off he went, but the way was long, and he walked and walked; but at last he came to the North Wind's house.

3 "Good day!" said the lad, "and thank you for coming to see us yesterday."

4 "Good day!" answered the North Wind, with a voice loud and gruff, "and thanks for coming to see me. What do you want?"

5 "Oh!" answered the lad, "I only wished to ask you to be so good as to let me have back that meal you took from me on the pantry steps, for we haven't much to live on; and if you're to go on snapping up the morsels we have, there'll be nothing for us but to starve."

6 "I haven't got your meal," said the North Wind; "but if you are in such need, I'll give you a cloth which will get you everything you want, if you only say, 'Cloth, spread yourself, and serve up all kinds of good dishes!'"

7 With this the lad was well content. But, as the way was so long he couldn't get home in one day, he turned into an inn on the way; and when he was going to sit down to supper, he laid the cloth on a table which stood in the corner, and said:

8 "Cloth, spread yourself, and serve up all kinds of good dishes."

9 He had scarcely said so before the cloth did as it was bid, and all who stood by thought it a fine thing, but most of all the landlady. So, when all were fast asleep at night, she took the lad's cloth, and put another in its place, just like the one he had got from the North Wind, but which couldn't so much as serve up a bit of dry bread.

10 So, when the lad woke, he took his cloth and went off with it, and that day he got home to his mother.

11 "Now," said he, "I've been to the North Wind's house, and a good fellow he is, for he gave me this cloth, and when I only say to it, 'Cloth, spread yourself, and serve up all kinds of good dishes,' I get any sort of food I please."

12 "All very true, I daresay," said his mother; "but seeing is believing, and I shan't believe it till I see it."

13 So the lad made haste, drew out a table, laid the cloth on it, and said:

14 "Cloth, spread yourself, and serve up all kinds of good dishes."

15 But never a bit of dry bread did the cloth serve up.

16 "Well," said the lad, "there's no help for it but to go to the North Wind again," and away he went.

17 So he came to where the North Wind lived late in the afternoon.

18 "Good evening!" said the lad.

19 "Good evening!" said the North Wind.

20 "I want my rights for that meal of ours which you took," said the lad; "for, as for that cloth I got, it isn't worth a penny."

21 "I've got no meal," said the North Wind; "but yonder I have a ram that will make nothing but golden coins as soon as you say to it: 'Ram, ram! Make money!'"

22 So the lad thought this a fine thing; but as it was too far to get home that day, he turned in for the night to the same inn where he had slept before.

23 Before he called for anything, he tried the truth of what the North Wind had said of the ram, and found it right; but, when the landlord saw that, he thought it was a famous ram, and, when the lad had fallen asleep, he took another which couldn't make gold coins, and changed the two.

24 Next morning off went the lad; and when he got home to his mother, he said:

25 "After all, the North Wind is a jolly fellow; for now he has given me a ram which can make golden coins if I only say: 'Ram, ram! Make money!'"

26 "All very true, I daresay," said his mother; "but I shan't believe any such stuff until I see the coins made."

27 "Ram, ram! Make money!" said the lad; but if the ram made anything, it wasn't money.

28 So the lad went back again to the North Wind, and blew him up, and said the ram was worth nothing, and he must have his rights for the meal.

29 "Well!" said the North Wind; "I've nothing else to give you but that old stick in the corner yonder; but it's a stick of that kind that if you say: 'Stick, stick! Lay on!' it lays on till you say: 'Stick, stick! Now stop!'"

30 So, as the way was long, the lad turned in this night too to the landlord; but as he could pretty well guess how things stood as to the cloth and the ram, he lay down at once on the bench and began to snore, as if he were asleep.
31 Now the landlord, who easily saw that the stick must be worth something, hunted up one which was like it, and when he heard the lad snore, was going to change the two; but, just as the landlord was about to take it, the lad bawled out:

32 "Stick, stick! Lay on!"

33 So the stick began to attack the landlord, till he jumped over chairs, and tables, and benches, and yelled and roared:

34 "Oh my! Oh my! Bid the stick be still, and you shall have back both your cloth and your ram." 35 When the lad thought the landlord had got enough, he said:

36 "Stick, stick! Now stop!"

37 Then he took the cloth and put it into his pocket, and went home with his stick in his hand, leading the ram by a cord round its horns; and so he got his rights for the meal he had lost.

December 04th, 2019

12/4/2019

Directions: Read the passage below and answer the question(s) that follow.

"Alice's Adventures in Wonderland"
from Alice's Adventures in Wonderland by Lewis Carroll

1 A large rose-tree stood near the entrance of the garden; the roses growing on it were white, but there were three gardeners at it, busily painting them red. Suddenly their eyes chanced to fall upon Alice, as she stood watching them. "Would you tell me, please," said Alice, a little timidly, "why you are painting those roses?"

2 Five and Seven said nothing, but looked at Two. Two began, in a low voice, "Why, the fact is, you see, Miss, this here ought to have been a red rose-tree, and we put a white one in by mistake; and, if the Queen was to find it out, we should all have our heads cut off, you know. So you see, Miss, we're doing our best, afore she comes, to ..." At this moment, Five, who had been anxiously looking across the garden, called out, "The Queen! The Queen!" and the three gardeners instantly threw themselves flat upon their faces. There was a sound of many footsteps and Alice looked 'round, eager to see the Queen.

3 First came ten soldiers carrying clubs, with their hands and feet at the corners; next the ten courtiers; these were ornamented all over with diamonds. After these came the royal children; there were ten of them, all ornamented with hearts. Next came the guests, mostly Kings and Queens, and among them Alice recognized the White Rabbit. Then followed the Knave of Hearts, carrying the King's crown on a crimson velvet cushion; and last of all this grand procession came the King and Queen of Hearts.

4 When the procession came opposite to Alice, they all stopped and looked at her, and the Queen said severely, "Who is this?" She said it to the Knave of Hearts, who only bowed and smiled in reply.

5 "My name is Alice, so please Your Majesty," said Alice very politely; but she added to herself, "Why, they're only a pack of cards, after all!"

6 "Can you play croquet?" shouted the Queen. The question was evidently meant for Alice.

7 "Yes!" said Alice loudly.

8 "Come on, then!" roared the Queen.

9 "It's, it's a very fine day!" said a timid voice to Alice. She was walking by the White Rabbit, who was peeping anxiously into her face.

10 "Very," said Alice. "Where's the Duchess?"

11 "Hush! Hush!" said the Rabbit, "She's under sentence of execution."

12 "What for?" said Alice.

13 "She boxed the Queen's ears," the Rabbit began.

Page 1

14 "Get to your places!" shouted the Queen in a voice of thunder, and people began running about in all directions, tumbling up against each other. However, they got settled down in a minute or two, and the game began.

15 Alice thought she had never seen such a curious croquet-ground in her life; it was all ridges and furrows. The croquet balls were live hedgehogs and the mallets live flamingos; the soldiers had to double themselves up and stand on their hands and feet to make the arches.

16 The players all played at once, without waiting for turns, quarrelling all the while and fighting for the hedgehogs; and in a very short time, the Queen was in a furious passion and went stamping about and shouting, "Off with his head!" or "Off with her head!" about once in a minute.

17 "They're dreadfully fond of beheading people here," thought Alice, "the great wonder is that there's anyone left alive!"

18 She was looking about for some way of escape, when she noticed a curious appearance in the air. "It's the Cheshire-Cat," she said to herself, "now I shall have somebody to talk to."

19 "How are you getting on?" said the Cat.

20 "I don't think they play at all fairly," Alice said, in a rather complaining tone, "and they all quarrel so dreadfully one can't hear oneself speak, and they don't seem to have any rules in particular."

21 "How do you like the Queen?" said the Cat in a low voice.

22 "Not at all," said Alice.

23 Alice thought she might as well go back and see how the game was going on. So she went off in search of her hedgehog. The hedgehog was engaged in a fight with another hedgehog, which seemed to Alice an excellent opportunity for croqueting one of them with the other; the only difficulty was that her flamingo was gone across to the other side of the garden, where Alice could see it trying, in a helpless sort of way, to fly up into a tree. She caught the flamingo and tucked it away under her arm that it might not escape again.

24 Just then Alice ran across the Duchess (who was now out of prison). She tucked her arm affectionately into Alice's and they walked off together. Alice was very glad to find her in such a pleasant temper. She was a little startled, however, when she heard the voice of the Duchess close to her ear. "You're thinking about something, my dear, and that makes you forget to talk."

25 "The game's going on rather better now," Alice said, by way of keeping up the conversation a little.

26 "'Tis so," said the Duchess, "and the moral of that is, 'Oh, 'tis love, 'tis love that makes the world go 'round!'"

Page 2

27 "Somebody said," Alice whispered, "that it's done by everybody minding his own business!"

28 "Ah, well! It means much the same thing," said the Duchess, digging her sharp little chin into Alice's shoulder, as she added, "and the moral of that is, 'Take care of the sense and the sounds will take care of themselves.'"

29 To Alice's great surprise, the Duchess's arm that was linked into hers began to tremble. Alice looked up and there stood the Queen in front of them, with her arms folded, frowning like a thunderstorm!

30 "Now, I give you fair warning," shouted the Queen, stamping on the ground as she spoke, "either you or your head must be off, and that in about half no time. Take your choice!" The Duchess took her choice, and was gone in a moment.

31 "Let's go on with the game," the Queen said to Alice, and Alice was too much frightened to say a word, but slowly followed her back to the croquet-ground.

32 All the time they were playing, the Queen never left off quarreling with the other players and shouting, "Off with his head!" or "Off with her head!" By the end of half an hour or so, all the players, except the King, the Queen, and Alice, were in custody of the soldiers and under sentence of execution.

33 Then the Queen left off, quite out of breath, and walked away with Alice.

34 Alice heard the King say in a low voice to the company generally, "You are all pardoned."

35 Suddenly the cry "The Trial's beginning!" was heard in the distance, and Alice ran along with the others.

tues. 12/3/19, I can determine a theme (central idea) of a text. I can provide a summary of the text distinct from personal opinions or judgments

12/3/2019

DO NOW:
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…” (A Tale of Two Cities by Charles Dickens)

What is the literary theme of the passage?

A. Life is full of paradoxes.
B. Opposites attract.
C. Seasons come and go.
D. Inner strength is more important than outer strength.

MODELED INSTRUCTION:
TW: Show a short video of the three little pigs
TW: Share a Chart with students Theme VS Main Idea
TW: clarify theme The moral message or lesson the author wants us to learn, vs the main idea what the story is mostly about.

Lets list some details that help us to identify the main idea
Now lets list some ideas that could help us determine the theme

As we determine theme, let's consider the following questions:
Who is involved?
What is the conflict?
What is the end result and why?
What is the lesson learned?

TW: Use the story of the three pigs to demonstrate how to use these questions to find theme

GUIDED PRACTICE:
TW: Give the students an alternate ending for the three little pigs (The three pigs will invite the wolf in for dinner)
Students will address the same thinking strategies used for the modeled story.

Who is involved?
What is the conflict?
What is the end result and why?
What is the lesson learned?

With their elbow neighbor SW: use the thinking strategy to answer the questions and some groups will share out how did the change affect the theme

INDEPENDENT PRACTICE: SW: use the story read the day before (Mother & Daughter) with the “thinking strategy and complete a graphic organizer to determine theme vs main idea

EXIT TICKET:
Read the passage and answer the following question:
Determine the central idea and theme of the (fable) text.
How is it conveyed through the details the author chose?
Provide a summary of the text, distinct from your personal opinion or judgment.

“The Dog and His Shadow”

It happened that a Dog had got a piece of meat and was carrying it home in his mouth to eat it in peace. Now on his way home he had to cross a plank lying across a running brook. As he crossed, he looked down and saw his own shadow reflected in the water beneath. Thinking it was another dog with another piece of meat, he made up his mind to have that also. So he made a snap at the shadow in the water, but as he opened his mouth the piece of meat fell out, dropped into the water and was never seen more.

December 02nd, 2019

12/2/2019

DO NOW:
It's hard to imagine what things were like before there was money, but such a time did exist. During these times people exchanged goods using the barter system. The word barter means to trade. People using the barter system traded things instead of buying and selling them. So if you were a rice farmer, you would trade your rice with many people to get all the things that you wanted or needed. Unfortunately, the people from whom you needed things might not want your rice. Isn't it nice to just go to the store and buy candy instead of having to trade rice for it?

Summarize this paragraph in one sentence.
Be specific and clearly explain the main idea.

GUIDED PRACTICE:
Read 1 (P. 1-.8) Which of the following describes Yollie’s relationship with her mom?
Read 2 (P. 10-20) Why does Yollie’s mom want to dye her dress?
Read 3 (P. 20-30) What happens when Yollie gets to the dance? Why does the rain upset Yollie?

INDEPENDENT PRACTICE:

Read 4 (P 30-40)
5. Mrs. Moreno feels…

A. sad that she can’t afford to buy Yolliethings.

B. angry that her daughter blames her.

C. unappreciated for what she does for Yollie.

D. embarrassed that she can’t provide for her daughter.

(P.46-48)
6. Which of the following describes Mrs. Moreno’s decision at the end of the story?

She tells Yollie she has to make her own money.

She encourages Yollie to save her money for school.

She reprimands Yollie for caring too much about clothes.

She gives Yollie the money she has been saving.

EXIT TICKET:
Read the passage and answer the following question: Determine the central idea and theme of the (fable) text.
How is it conveyed through the details the author chose?
Provide a summary of the text, distinct from your personal opinion or judgment.

“The Lion and the Boar”

On a summer day, when the great heat induced a general thirst, a Lion and a Boar came at the same moment to a small well to drink. They fiercely disputed which of them should drink first, and were soon engaged in the agonies of a mortal combat. On their stopping on a sudden to take breath for the fiercer renewal of the strife, they saw some Vultures waiting in the distance to feast on the one which should fall first. They at once made up their quarrel, saying: "It is better for us to make friends, than to become the food of Crows or Vultures, as will certainly happen if we are disabled."

11/21, I can explain how an author's purpose is conveyed in the text.

11/21/2019

DO NOW:
Grab an Ipad – CLICK LINK – read paragraph 1 of the article, “Malala the powerful”

1.(Part A) Why do you think the author begins with Malala’s shooting? (Text Structure)

2.(Part B) Who is the author of the article “Malala the Powerful”?

MODELED INSTRUCTION:
Active Engagement: I will read an independent section “Malala the Powerful” and model for students how to read one paragraph at a time and annotate the main ideas and key details.

Link: I will show you how to read the text and determine “what is the key idea of what the author is stating in that particular section of the text?”

•Students will annotate.

•Read 1 – Annotate the Text using Coding Skills Chart
•Read 2 – Read pg. 6 (exclusively)

Guiding Question –
2. On page 6 what details help you understand the meaning of “oppressive” in the sentence “Those who live in areas under Taliban control or forced to follow oppressive religious rules.” (Context Clues)

GUIDED PRACTICE:
•Read 3 - “School Ban” section
3. In the section “School Ban”, what can you infer about Malala‘s family from their decision to keep the school open? (Inference)

4. The author calls Malala’s voice a “weapon”. How is it a weapon? (Figurative Language)

INDEPENDENT PRACTICE:
•Read 4 – pg. 9
5. On page 9 you read that protesters, many of them kids, carried signs that said, “I am Malala”. What did the signs mean? (Inference)

EXIT TICKET: Quick Write:
6. Overall, what was the author’s point of view or purpose in this text, and explain how it is conveyed in the text.

wed. 11/20, I can explain how an author's point of view is conveyed in the text.

11/20/2019

Connect: Yesterday we determined how a central idea is conveyed through particular details Teach: “Today: we will determine the author’s point of view in a text by using the Boxes and Bullets strategy.”

Active Engagement: TW read independent section “Building Green” and model for students identifying author’s point of view by reading one paragraph at a time and annotate the main idea, author’s opinion, evidence, etc. [Intended responses: There are other ways you can conserve energy that will result in reduced pollution, and you don’t have to move!.)
Students will annotate Paragraphs 2 –3 to answer Question

3. How does the author’s choice of facts or examples influence how readers think about the topic?
4. What does the author want to accomplish in this text?

Link: TW show students how to annotate the text for word choice, reasons, and evidence to determine author’s perspective and point of view. Eliminate any unnecessary details.

INDEPENDENT PRACTICE:
Students will complete RI6 – Most Valuable Player Activity Sheet

EXIT TICKET:
Quick Write:
4. How does the ‘If,...I would…’ structure in the poem develop the speaker’s perspective towards her goals?

Mon. -tues. 11/18, 11/19, I can determine how a central idea is conveyed through particular details.

11/19/2019

Connect: These two days, we will work to understand how that central idea is conveyed through particular details in the text. How does the author elaborate or explain?

Teach: We will determine how the central idea is conveyed through particular details in a text, using a subsection of “Eyes in the Sky,” from “View from the Tower” by using the Boxes and Bullets strategy.”

Active Engagement: TW read independent section “View from the Tower” and model for students how to read one paragraph at a time and annotate the text for key details. [Intended responses: ie. The windows of these towers offer a 360-degree view of the land below.)

Students will annotate the section “Life Without TV with the teacher.

Link: TW show students how to read the text and determine “ the key details that convey what the author is stating in that particular section of the text?” Eliminate any unnecessary details.

INDEPENDENT PRACTICE:
Students will read “Harriet Tubman: Conductor on the Underground Railroad” text independently to annotate paragraph 1-4, and find the central idea. They will use ‘Boxes and Bullets’ to then find the supporting details of this text.

fri.11/15, I can write an essay on an explanatory/informational prompt.

11/14/2019

Do Now:
ILLUMINATE ASSESSMENT(S)

TURN IN:
Informative/Explanatory Essay
and
Alias Turkey & Explanatory Paragraph on Google Classroom

Exit Ticket:
Read Ch. 9 thru 11 of The Lightning Thief by Rick Riordan

thurs. 11/14, I can examine informational essays for thesis, ideas, and relevant content.

11/14/2019

Do Now:
Michael Jordan was the greatest basketball player of all time. When he played for the Chicago Bulls, they had one winning season after another. He scored more than 100 points in 1,108 games, won two Olympic gold medals, and was ranked #1 by ESPN Magazine. Chosen for the NBA All-Stars 14 times, Jordan was ten times the scoring champ, five times the Most Valuable Player, and six times the scoring champ of the NBA. When he began losing his hair, he shaved his head completely and started a fashion trend for other players. He was chosen to make an animated movie called “Space Jam” with Bugs Bunny. No other player has come close to those achievements.

1. Which of the following is NOT a reason why Michael Jordan is considered the greatest basketball player of all time, according to the passage?

A. Michael Jordan shaved his head.
B. Michael Jordan won two gold medals in the Olympics.
C. Michael Jordan scored more than 100 points in 1,108 games.
D. Michael Jordan was the Most Valuable Player five times.

2. Why did the author write this passage about Michael Jordan?

A. To tell about how Michael Jordan made a movie with Bugs Bunny.
B.To show what a great basketball player Michael Jordan is.
C. To give reader’s Michael Jorda n’s life story.
D.To tell people what it is like to be a famous basketball player.

The correct answer is A and B

Modeled Instruction: GUIDED PRACTICE - Scholastic News Article on "Timed Writing Test"

Guided Practice - Writing A Conclusion Paragraph

Independent Practice - Complete a 4 to 5 Paragraph Argumentative Essay [BE SURE TO INDENT PARAGRAPHS]

Exit Ticket: TURN IN completed 4 to 5 Paragraph Argumentative Essay [BE SURE TO INDENT PARAGRAPHS]