English 9 Content Guide Unit 2 PDF

English 9 Content Guide Unit 2 ============================== This content guide will help you remember your thinking and your strategy use while you are taking the course. If you fill it out as you go, you will deepen your knowledge, do better on your assignments, and become a better reader. There...

English 9 Content Guide Unit 2 ============================== This content guide will help you remember your thinking and your strategy use while you are taking the course. If you fill it out as you go, you will deepen your knowledge, do better on your assignments, and become a better reader. There are places on the pages in the modules for **Unit 2** that indicate where to take notes. The boxes expand when you type in them. Remember to save the file every time you write so you do not lose your work. You will submit this guide at the end of **Module 10**. +-----------------------+-----------------------+-----------------------+ | Module | Page Title: | Assignment and Notes | | | | Here | +=======================+=======================+=======================+ | 6 | Before-Reading | What PRE-reading | | | Strategies | strategies have you | | | | learned about? | | | | | | | | I have learned about | | | | taking background | | | | information and | | | | applying it to the | | | | current reading! I | | | | have also learned | | | | about reading the | | | | headings and | | | | paragraphs so I can | | | | apply found | | | | knowledge. One thing | | | | I love is looking at | | | | the back of a book | | | | and reading a | | | | paragraph, then | | | | looking up | | | | challenging words or | | | | topics! | +-----------------------+-----------------------+-----------------------+ | 6 | Before-Reading | 1. What have you | | | Strategies Response | noticed about | | | | your reading | | | | strategies?  | | | | | | | | For me, I have been | | | | noticing how I focus | | | | on the background or | | | | culture of the text I | | | | am beginning to | | | | start. It really | | | | helps me analyze what | | | | I am starting, and | | | | helps me focus | | | | better! I also have | | | | been looking up books | | | | by the same author to | | | | see if I could find | | | | more about their | | | | writing style, so I | | | | could read it better! | | | | | | | | 2. What is your | | | | chosen novel for | | | | this unit, and | | | | why did you | | | | choose it? | | | | | | | | I chose *Seedfolks*, | | | | because I really like | | | | the way that the | | | | story had plot twists | | | | just in the | | | | description! I also | | | | loved the way it | | | | showed the video how | | | | the people were all | | | | together, but it | | | | would ask questions | | | | such as: Will they be | | | | together in the end?, | | | | or Will they continue | | | | this community as the | | | | seasons pass by?. | | | | | | | | 3. What are your | | | | reading goals for | | | | this novel? | | | | | | | | My reading goals are | | | | to gain a personal | | | | understanding for | | | | more challenging | | | | texts, for I have | | | | found that I am more | | | | accustomed to easier | | | | texts with simple | | | | explanations! I | | | | really want to have | | | | my comprehension | | | | level be higher and | | | | my knowledge to be | | | | expanded more. I also | | | | would love it if I | | | | could remember things | | | | more clearly, because | | | | books like this are | | | | great to have in | | | | memory! | +-----------------------+-----------------------+-----------------------+ | 6 | All About Phrases | What is the | | | | difference between a | | | | clause and a phrase? | | | | | | | | A clause has both a | | | | subject and a verb, | | | | whereas a phrase has | | | | one or the other. | | | | | | | | What is an example of | | | | each so you can | | | | remember? | | | | | | | | Clause - I went to | | | | the store. | | | | | | | | Phrase - The very | | | | happy squirrel. | +-----------------------+-----------------------+-----------------------+ | 7 | A Look at | What is the | | | characterization | difference between | | | | Direct and Indirect | | | | characterization? | | | | | | | | Direct | | | | characterization | | | | means that the author | | | | focuses more on their | | | | personality whereas | | | | indirect | | | | characterization the | | | | author shows what the | | | | character is like. | +-----------------------+-----------------------+-----------------------+ | 7 | Characterization in | What does S. T. E. A. | | | the *Cat in the Hat* | L. stand for? And why | | | | is it important when | | | | it comes to | | | | characterization? | | | | | | | | **S**peech, | | | | **T**houghts, | | | | **E**ffect on others, | | | | **A**ction, **L**ooks | | | | | | | | This is an important | | | | thing to understand | | | | because it's what | | | | tells us whether the | | | | character is direct | | | | or indirect. | +-----------------------+-----------------------+-----------------------+ | 7 | Identifying | 1. Have you ever had | | | Roadblocks in My | a roadblock while | | | Reading | reading? | | | | | | | | Looking back on all | | | | of these roadblocks, | | | | I have encountered | | | | all of them! But my | | | | main one that has | | | | been harder than the | | | | rest is reading | | | | without comprehending | | | | what it was! | | | | | | | | 2. How did you fix | | | | it? | | | | | | | | I fixed this when I | | | | started to slow down | | | | and take a moment to | | | | consider what it was | | | | that I was reading. | | | | | | | | 3. What are some | | | | fix-it strategies | | | | you learned on | | | | this page? | | | | | | | | I learned to slow | | | | down, ask questions, | | | | and bring in | | | | background | | | | information! | +-----------------------+-----------------------+-----------------------+ | | Identifying | Page \#, Reading Ro | | | roadblocks in my | adblock D | | | anchor text | escription of how you | | | | fixed your understan | | | (part 2) | ding | | | | ------------------- | | | | ------------------- - | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --- | | | | 2 & 3 : Not remembe | | | | ring things well. I | | | | tried to put myself | | | | in her shoes and feel | | | | what she was feeling | | | | ! | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | +-----------------------+-----------------------+-----------------------+ | 7 | Attribute: Humility | Think of ways you can | | | | act with more | | | | humility. | | | | | | | | One way I can be more | | | | humble is being | | | | kinder. I've found | | | | that the most humbled | | | | people are the ones | | | | that have been kind | | | | to others all around | | | | them. | +-----------------------+-----------------------+-----------------------+ | 8 | Figurative Language | What are the five | | | | examples of | | | | figurative language? | | | | Provide examples of | | | | each so you can | | | | remember them. | | | | Knowing types of | | | | figurative language | | | | will help you be a | | | | better reader and a | | | | better writer. | | | | Knowing these | | | | examples will also | | | | help you with your | | | | upcoming assignment | | | | due at the end of | | | | this module. | | | | | | | | Simile : Life is like | | | | a box of chocolates | | | | | | | | Metaphor : Argument | | | | is war | | | | | | | | Personification : The | | | | shoe lays around | | | | | | | | Hyperbole : The bag | | | | weighed a ton | | | | | | | | Allusion : I feel | | | | like I'm in the | | | | hunger games whilst I | | | | walk through the | | | | snow. | +-----------------------+-----------------------+-----------------------+ | 8 | Examining Figurative | *My Name* by Sandra | | | Language in text | Cisneros. While | | | | watching the video, | | | | write down the types | | | | of figurative | | | | language this author | | | | uses. | | | | | | | | **Simile** : Just | | | | like that, as if she | | | | were a fancy | | | | chandelier. | | | | | | | | **Metaphor** : In | | | | Spanish, it means too | | | | many letters. | +-----------------------+-----------------------+-----------------------+ | 8 | English Skill | Write a brief summary | | | Enrichment: | of several of the | | | Vocabulary | words you learned | | | | during your practice | | | | session on | | | | vocabulary. | | | | | | | | Parole - A | | | | conditional release | | | | from imprisonment | | | | | | | | Hack - Cut or chop | | | | away | | | | | | | | Wilt - Become limp | | | | | | | | Trowel - A small hand | | | | tool with a handle | | | | and a metal blade | +-----------------------+-----------------------+-----------------------+ | 9 | Reliability in the | Is Calvin telling the | | | *Calvin and Hobbes* | truth about how he | | | Cartoon | feels about Susie | | | | Derkins?  | | | | | | | | Calvin didn't tell | | | | the truth about Susie | | | | at all! | | | | | | | | How do you know he is | | | | or is not telling the | | | | truth?  | | | | | | | | Calvin said he didn't | | | | know Susie's name, | | | | but later used it to | | | | her face! | | | | | | | | Based on this comic, | | | | do you think Calvin | | | | is a reliable | | | | narrator? Why or why | | | | not? | | | | | | | | I don't think Calvin | | | | is a reliable | | | | narrator because he | | | | gave us as readers | | | | not to trust him! He | | | | lied to us even | | | | though he could have | | | | just told the truth | | | | at the very | | | | beginning! | +-----------------------+-----------------------+-----------------------+ | 9 | Exploring Anchor Text | Choose one important | | | Narration | or memorable scene | | | | that you have | | | | encountered in your | | | | anchor text so far. | | | | | | | | Choose one of the | | | | following activities | | | | to do: | | | | | | | | 1. Write about (or | | | | make a video | | | | about) the | | | | differences that | | | | scene might have | | | | if it was written | | | | from the point of | | | | view of another | | | | character. If you | | | | choose to make a | | | | video, include | | | | the link to the | | | | video on this | | | | document. | | | | | | | | 2. Rewrite the scene | | | | from the point of | | | | view of another | | | | character.  | | | | | | | | I walked outside to | | | | water my beans as I | | | | regularly had. As I | | | | strode up to my | | | | little garden, I saw | | | | a man. I didn't know | | | | who he was or where | | | | he came from. He sat | | | | there, watering my | | | | beans with a pitcher. | | | | I froze. What was he | | | | doing? Was he trying | | | | to run my plants? Was | | | | he helping me? He | | | | stood up and started | | | | to slowly back away. | | | | That was something I | | | | was not expecting to | | | | see. | | | | | | | | A written response | | | | should be at least | | | | four or five | | | | sentences. | +-----------------------+-----------------------+-----------------------+ | 9 | Narrator Reliability | How reliable is the | | | | narrator in your | | | | anchor text? Use the | | | | following questions | | | | as prompts for your | | | | answer. | | | | | | | | - - - - - - | | | | | | | | | | | | Your response should | | | | be at least two | | | | paragraphs long. | | | | | | | | When Wendell talked | | | | about his experience | | | | in the beginning | | | | about being afraid | | | | when the phone rang, | | | | it really felt that | | | | he had opened up in a | | | | good way. He showed | | | | that he had real | | | | world experience! I | | | | also think he is | | | | reliable when he did | | | | as Ana had asked, | | | | even though it was as | | | | stupid as watering | | | | beans behind a | | | | refrigerator. I liked | | | | the way he showed | | | | kindness to Kim, | | | | because that's | | | | something that anyone | | | | should do. You don't | | | | ever know the | | | | circumstances someone | | | | is in. | | | | | | | | There are parts of | | | | him that emitted | | | | kindness, and he | | | | proved to me as a | | | | reader that he was | | | | trustworthy. He was | | | | very good with | | | | showing consistency | | | | with his thoughts and | | | | actions. I like the | | | | way he decided to | | | | grow a garden, just | | | | as the little girl | | | | did, for he knew how | | | | to do it and decided | | | | to join the little | | | | garden party. | | | | Finally, I find that | | | | he has enough | | | | knowledge to be | | | | reliable, because he | | | | knew about the plant | | | | and what to do with | | | | it, as well as | | | | situations he had | | | | been in. | +-----------------------+-----------------------+-----------------------+ | 10 | What is a theme? | What is a theme? | | | | | | | | A theme is more of an | | | | idea, or a subject. | | | | It can be phrased in | | | | just a couple of | | | | words. | | | | | | | | What is a topic? | | | | | | | | A topic is an | | | | opinion, that is | | | | backed up with the | | | | characters, story, | | | | and plot. | +-----------------------+-----------------------+-----------------------+ Please submit this guide at the end of Module 10. They are worth 25 points.