Lost and Found
- Students discussed theme parties to understand what a thematic concept is.
- We watched a YouTube video: "How to Find a Theme," by D4Darious to help us better understand theme.
- See some of our ideas below (excuse the misspellings)
- We listened to "Amazing Grace" and discussed how the song fits into the lost and found theme.
- We also listened to "Home" by Phillip Phillips
- Students recognize that both songs have a character vs. self conflict.
- We practiced making inferences and making personal connections to text.
- Students annotated "Home" with the class and then annotated "Fight Song," by Katie Herzig on their own.
See a copy of our ideas:
We know we can lose ourselves at times in life... death, divorce, depression. These songs are about personal struggles to find our way.
How are timeless themes developed?
- Students recognized that literary devices help develop the thematic concepts.
- Completing Figurative Language Handouts
- Creating a poster with: a title, definition, example, imagery, literal interpretation
- Analyzing the creative use of figurative language in an advertisement (assignment found in Google Classroom)
- Organizing, rehearsing and delivering a presentation in stations
To Organize our presentations students have been planing using a web, chart, or outline. See criteria set and rubric development below:
Using a rubric which level (Expert, Apprentice, Novice, Limited) does this example fit into?
9G Student Developed Rubric for MY PLAN:
9E Student Developed Rubric for MY PLAN:
How do I give feedback that will encourage the presenter to make improvements?
- Students rehearsed, gave feedback, improved presentations then Presented in STATIONS.
STUDENT GENERATED FEEDBACK FORM:
What kind of problems might be in a LOST and FOUND text?
- Students brainstormed different story problems and we sorted them as a class after much discussion. See items below:
- Students begin by watching the video and then explaining the central conflict and how the story fits into the theme: Lost and Found
- Introduction with a hook (using GRAB)
- G: generalization
- R: rhetorical question
- A: anecdote
- B: bold statement
- transition (with title and author)
- State your thesis (main idea + reason/idea 1, reason/idea 2, and reason/idea 3)
- Topic sentence (using main idea in order from thesis)
- Develop your ideas with specific support (examples / quotes / proof) in body paragraphs
- Maintain the order mentioned in thesis
- Use transitions (between and in body paragraphs) to direct the reader
- Concluding sentence (return to main idea)
- restate the thesis in a new way
- identify what seems most important to leave the audience with
- Topic sentence with main idea in order from thesis (underline main idea)
- Support: 2 or 3 examples from the story - (highlight)
- Support: explain these examples
- 3 Transitions inside paragraphs - (bold)
- Concluding sentence - restate main idea in a new way. (underline)