Commentary+Unit

Commentary Unit Sept. 21, 2011 In paragraph form (x3) create a short commentary (individually) Closing: Please Post this commentary on the wiki under “A Rose for Emily Mini-Commentary”
 * 1. Hook and Thesis: Explain what the story’s main effect/idea is on the reader and how the author creates this effect/idea (please select one SIFTSEI or other literary element to use as support).
 * 2. Body: Use your annotations as details to support your arguments.
 * 3. Closing paragraph: Explain how the reader is personally affected by the author’s use of language in the text.

=[|Helpful literary annotation terms]= Please use this resource to guide you while completing a close analysis (annotation) of a text.= Objective: Students will be able to draw connections between a close analysis of an excerpt of text and the text’s entirety. Student will apply annotation skills independently.
 * __ Unit 2: Commentary Sept 23nd, 2011 __**

W-up Journal: What is one of the weirdest most bizarre personal stories you ever learned about - Write and it down and discuss– Turn and Talk.

Learning Activities:
 * Get in your lit circle groups and read the story: A Rose for Emily.


 * After reading the story how does your analysis of the excerpt appreciate and understand the text more? – discuss and take group notes.

HW. Please read “The Story of an Hour” for homework and annotate.
Objective: Students will be able to apply SIFSEI analysis on an excerpt of text and outline ideas for a written analysis
 * __ Unit 2: Commentary Sept. 26th, 2011. __**

W-Up: What do you think about the woman’s reaction to her husband’s supposed death?
 * 1) Students will pair up and use independent annotations to “SIFSEI” or unpack "The Story of an Hour".
 * 2) Students will identify the major effect or idea of text (THESIS)
 * 3) Students will outline the major elements(x3) showing how the author created the effect or idea
 * 4) Use outline to help organize thoughts[[file:commentary outline.docx]]
 * 5) Students can start writing commentary using google doc

HW: Students complete commentary using google doc sharing – Must invite teacher to view and edit when complete

O Objective: Students will be able to peer edit by applying commentary do’s and don’ts
 * __ Unit 2: Commentary Sept. 28th, 2011. __**

W-UP: Assigning [|Do’s and Dont’s] of written commentary – Activities: HW - re-write and turn in
 * IN pairs - Students will create a way to remember several tips from the do’s and don’ts
 * Students will present these ideas to classmates
 * Classmates in turn will [|take notes] and make their own memory sheet
 * Pairs take these notes in addition to the [|Guidelines for Writing Commentary] and apply these lessons to edit their commentary –

W-UP: Students will finish presenting these ideas to classmates How to write a thesis continued� Read HB pgs248-289 from student handbook and take [|notes] in pod groups HW � Read next excerpt TBA � and annotate
 * __ Unit 2: Commentary Sept. 29th, 2011. __**
 * Classmates in turn will [|take notes] and make their own memory sheet
 * Pairs take these notes in addition to the [|Guidelines for Writing Commentary] and apply these lessons to edit their commentary � (10 Minutes)[[file:GUIDELINES FOR COMMENTARY WRITING[1].docx]]
 * Students will trade papers and outline peer�s paper highlighting necessary elements of commentaries
 * Students will then check for organization and some mechanics
 * Students will conferences with one another and discuss findings and ideas
 * Individuals re-write and turn in before the end of class

Unit 2: October 4, 2011 Objectives: · Analyze “Salvation” using SIFTSEI · Complete an outline for a commentary on the text.

Warm-Up: What is your faith story (whether related to Christianity or something else)? What experiences or realizations in your life have shaped what you believe and/or practice spiritually? Write it down.

Learning Activities: 1. Refamiliarize selfs about “Salvation” by Langston Hughes through sharing your annotations at your partner 2. Using your annotations, complete a SIFTSEI analysis of the text. 3. Develop your thesis statement and complete an outline for your commentary.


 * __ Unit 2: October 12, 2011 __**
 * w-up: Speed Round Google commentary comments – What did you like? – What could they change? – Please provide specific constrictive criticism – Point to one thing…this will be more helpful! **
 * 1) ** Read comments – Edit as needed – 10 minutes **
 * 2) ** Peer Edit Commentary…complete peer edit and then swap outlines as a reality check – how did you do????[[file:Peer Edit Commentary Check 2012.docx]] **
 * 3) ** Re-write commentary **
 * HW – Finish next draft of commentary – bring in hard copy. **

[|Christianity]