Mrs. Staab English 135 Lesson Plans Week of 05/09/ /13/2011

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1 Mrs. Staab English 135 Lesson Plans Week of 05/09/ /13/2011 Standards: Explain how authors use literary elements and techniques to achieve the intended effect. (2A) Interpret and compare a variety of texts for purpose, structure, content, detail, and effect (2B) Analyze the structure and function of words in context. (1A) Compose informational writing that supports a topic or thesis statement with well articulated evidence. (3C) Objectives: Student will: 1) Use appropriate B/D/A reading strategies such as activating prior knowledge, previewing, discussing, and predicting to deepen their understanding of the author s message. 2) Use writing to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument. 3) Demonstrate ownership of appropriate vocabulary by effectively using a word in different modes and for different purposes. Monday, May 9, ) Daily Mind Builder Set 7 #1 3) Introduce vocabulary words- plunder, valor, ponderous, shun, cower, impudence, guise, renowned, jostle, aloof 4) Article of the Week # 14 5) Mini lesson on writing a literary analysis paper 6) Start rough draft of literary analysis paper- * final copy due Monday, May 16 Tuesday, May 10, ) Daily Mind Builder Set 7 #2 3) Review vocabulary definitions 4) Continue building background/note taking of The Odyssey-ppt 5) Homework- vocabulary sentences (due Friday)

2 Wednesday, May 11, ) Daily Mind Builder Set 7#3 3) Read part I of The Odyssey p and discuss Thursday, May 12, ) Daily Mind Builder Set 7 #4 3) Small groups share response to AOW #14 4) SSR Friday, May ) Daily Mind Builder Set 7 #5 (collect) 3) Finish reading/discussing part I of The Odyssey 4) Reminder- Literary analysis papers due Monday, May 16 Resources (Materials/ Texts/ Visuals/ Technology): Computer LCD Projector Literature textbook Handouts Assessment: Student participation Essential vocabulary Handouts

3 AOW # 14 Koreans Produce World s First Cloned Dog Associated Press- March 8, 2006 South Korea s pioneering stem cell scientist has cloned a dog, smashing another biological barrier and reigniting a fierce ethical debate while producing a perky, lovable puppy. The researchers, led by Woo-Suk Hwang, insist they cloned an Afghan hound, a resplendent supermodel in a world of mutts, only to help investigate human disease, including the possibility of producing stem cells for treatment purposes. But others immediately renewed calls for a global ban on human reproductive cloning before the technology moves any farther. Successful cloning of an increasing number of species confirms the general impression that it would be possible to clone any mammalian species, including humans, said Ian Wilmut, a reproductive biologist at the University of Edinburgh who produced the first cloned mammal, Dolly the sheep, from an adult cell nearly a decade ago. Researchers have since cloned cats, goats, cows, mice, pigs, rabbits, horses, deer, mules and gaur, a large wild ox of Southeast Asia. So far, efforts to clone a monkey or another primate with the same techniques have failed. Wilmut and others complimented Hwang s achievement, reported Wednesday in the journal Nature. But they said politicians and scientists must face the larger and more delicate issue how to extend research without crossing the moral boundary of duplicating human life in the lab. The cloned puppy was the lone success from more than 100 dogs implanted with more than 1,000 cloned embryos. Embryonic stem cells are the source of all tissue. Researchers believe they can be coaxed to grow into heart, brain or nerve cells that could be used to renew ailing organs. How they did it On scientific terms, the experiment s success was mixed. Like Dolly, Snuppy was created using a method called somatic cell nuclear transfer. Scientists took a skin cell from the ear of a 3-year-old male Afghan hound and extracted genetic material from the nucleus. They transferred it to an unfertilized egg whose nucleus was removed. The reconstructed egg holding the DNA from the donor cell was zapped with an electric current to stimulate cell division. Dog eggs have been problematic because they are released from the ovary at an earlier, less mature stage than in other mammal. This time, the researchers collected more mature eggs from the donors fallopian tubes.

4 They implanted 1,095 cloned embryos into 123 dogs and just three pregnancies resulted. That s a cloning efficiency rate lower than experiments with cats and horses. One fetus miscarried, and one puppy died of pneumonia 22 days after birth. That left Snuppy. He was delivered by Caesarean section from his surrogate mother, a yellow Labrador retriever. Topics to consider for WN: What are the uses of cloning? What is it good for? Is cloning right/ethical/ok? Should humans be cloned? Why or why not?

5 Literary Analysis Questions for To Kill a Mockingbird 1. Understanding Characterization: An important part of the novel is Harper Lee s characterization of the three children Scout, Jem and Dill, who gain life experiences and mature as they face different problems and interact with the adults in the novel. a. What does Scout learn throughout the novel? How does she change/evolve? Select three adults that Scout learns something from (both positive and negative lessons). b. Answer the same questions for Jem. c. Answer the same questions for Dill. 2. Understanding Point of View: The novel begins as the voice of a mature adult recalling events from childhood and sometimes shifts to the point of view of a six year old. Give examples of when Harper Lee uses this shift in perspective in three places in the novel. How are these perspectives the knowing adult s and the innocent child s developed in the narration? What advantages did the author have as a result of being able to move from one perspective to the other? 3. Understanding Setting: The story is set in a small town in southern Alabama during the Depression of the 1930 s. What aspects of the story seem to be particular to that place and time? What aspects of the story are universal, cutting across time and place? In what ways are people today similar to and different from those in Maycomb? Give examples. How has life in the rural South changed since the 1930 s as it was portrayed in the novel? In what ways has it remained the same? 4. Understanding Plot: Many readers see To Kill a Mockingbird as having two main plots: one centering on Boo Radley and the other on the trial of Tom Robinson. How did Harper Lee bring the two story lines together at the end of the novel? 5. Understanding Symbols: Certain objects take on symbolic value in To Kill a Mockingbird. That is, an object is used by the author as a part of the setting or narrative, yet that object points to or represents something outside itself. How do each of the following act as symbols in the novel? a. A mockingbird b. The mad dog c. The tree house d. Atticus pocket watch e. The gun f. The cemented hole in the tree g. Columns on the buildings h. Dolphus Raymond s paper bag

6 6. The Caste System of Maycomb County: caste refers to any rigid system of social distinctions. What were the various stratifications of the caste system that Harper Lee described in Maycomb County? How did caste affect the actions of the main characters in the novel? 7. Understanding Conflict: What are the chief conflicts of the novel? Do they have clear starting points and resolutions? What conflicts are left unresolved? Which conflict(s) were resolved in a way that may be considered disturbing? 8. Understanding Flashback: How does Harper Lee use flashback and the story of Boo Radley to frame the events of the entire novel? 9. Understanding Metaphor: A dominant motif, or recurring thematic idea, in Harper Lee s novel, To Kill a Mockingbird, is the symbolic importance of the mockingbird. In the story, Atticus tells his children,...it is a sin to kill a mockingbird. In a well-developed essay, explain how Atticus Finch, Tom Robinson, and Boo Radley are metaphorically portrayed as mockingbirds. Give specific examples and quotes to support these characterizations. 10. Understanding Theme: In To Kill a Mockingbird, there are occurrences of different kinds of prejudice. In a well-developed essay, provide evidence to support this statement. Remember to include specific details and examples from the novel in your essay. As you write, remember your essay will be scored based on how well you: Develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience. Support your thesis with meaningful examples and references from the text, carefully citing any direct quotes (EVIDENCE!) Organize you essay in a clear and logical manner, including an introduction, body, and conclusion. Use well-structured sentences and language that are appropriate to your audience. Edit your work to conform to the conventions of standard American English. Formatting Requirements: Paper must be typed Times New Roman 12-Point Font should be used (including your heading and title). Use 1.25 inch margins on the right and left and 1 inch margins on the top and bottom of your page. Heading should be on top left of the first page only and single-spaced. Title should be in Times New Roman 12-Point Font and centered on the first line of your paper. The paper should be double-spaced (except for your heading & title).

7 Name Period TKAM Literary Analysis Rubric (Quiz Grade = 100 points) - Introduction/Lead & Thesis Statement /15 Lead effectively gets the reader s attention Thesis Statement directly addresses the prompt Ideas are concise - Topic Sentence #1 is engaging, logical, concise, clear /8 - Topic Sentence #2 is engaging, logical, concise, clear /8 -Topic Sentence #3 is engaging, logical, concise, clear -Quotes support the Topic Sentences and are cited properly (3)- -Analysis of Quote (3) /8 /8 /8 Connects details together Provides appropriate information Is insightful Connects to thesis - Writer uses academic language to analyze the text /4 - Conclusion /15 Rephrases Thesis Brief discussion of perspective taking with real life examples Includes Clincher (the point is conclusively proven) -Grammar, Punctuation, Spelling Errors (-1 point per error) /8 - Rough draft attached to the paper /18 - Overall Score: /100