Mar
8
Foreshadowing/Prediction via Implication/Inference
March 8, 2008 | Leave a Comment
Objectives:
Notice how an author uses hints to influence an audience by:
manipulating tone via word choice
using “negative indicators”
Understand the value in making predictions:
monitoring comprehension
making inferences
Warm-up:
Look at this famous optical illusion and explain how artists can use negative space to make meaning.
Mini Lesson:
Talk about what the students thought about the optical illusion.
Sometimes what is missing or left [...]
Mar
4
Dialect
March 4, 2008 | Leave a Comment
Objectives:
Know what dialect is
Understand how dialect creates effects mood
Warm-up:
Pretend each person in the following situations asks you how you are feeling. Write a sentence or two, appropriate for the situation, answering the question.
Your at a black-tie ball, and a waiter politely asks…
Your at a concert, and that person you’ve noticed all night finally comes over [...]
Mar
4
Onomatopoeia
March 4, 2008 | Leave a Comment
Objectives:
Know what onomatopoeia is.
Understand how “sound-words” can convey meaning that strictly denotative words can’t.
Warm-up:
Describe a situation or a time when words could not express how you really felt, for example when something amazing or devastating happened, or when you felt uncomfortable or “on the spot.” What kinds of words/sounds came out of your mouth by [...]
Mar
3
Rationale:
The magic of writing comes when an author and an audience harmonize–the author anticipates what the reader needs, and the reader feels like the author “gets” them. Mastery of this art means we can commune(icate) over centuries, across cultures and past other chasms that would divide us.
It’s not so unusual to feel this in conversation [...]
Mar
1
Sentence Fluency
March 1, 2008 | Leave a Comment
*Note to teacher:
“Fluency” is a term that seems confused in education…especially in writing instruction.
I’ve heard teachers talk about “fluency” as being the ease to which a student can put words and sentences down on the page. I contend that this is not fluency, but automaticity or expertise.
Fluency (for the purposes of this lesson) is [...]
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