Class began the usual way. Students completed a WA where they had to identify the different parts of speech, and then we went over this as a class. I informed the students that they will have a quiz over parts of speech, capitalization, and vocabulary next week on Friday, but we will also be reviewing these concepts until that time.
Since today is Friday, students had four prompts to choose from for NBT. Those prompts are listed below.
Write about a dream you have had recently.
What is something you have a strong opinion about? What is that opinion? Why do you feel that way?
If you could become invisible whenever and wherever you wanted, what are some of the things you would do?
Imagine you wake up one day and your world is completely different. Your family is different. Your friends are different. Your home is different. However, no one else acknowledges these differences. Write a story about what happens to you on this day.
After writing, we moved into working with those plot terms we began reviewing yesterday, and I walked students through how we would identify each part of the plot with the movie “For the Birds.” The steps we discussed are listed below:
- Identify the problem.
- Identify the inciting incident (when the problem first arises).
- Identify the climax.
- Identify the resolution.
- Fill in the gaps.
Breaking down a plot in this way can help it become a much more manageable process. IF YOU WEREN’T HERE TODAY, you will want to rewatch “For the Birds” (attached below) and complete the plot diagram on the back of your yellow note paper using the steps above.
Next, students were on their own for analyzing plot in this way. They watched the video “Presto” and afterwards worked with their groups figure out the structure of the plot by sorting different pictures into the right category (exposition, inciting incident, rising action, etc.).
The inciting incident is DEFINITELY the most difficult part to identify, and that is why it is SO crucial to identify the problem correctly. The problem isn’t just that the bunny wants a carrot; the problem is that the bunny wants a carrot, and he is willing to go to extreme lengths to get it. Therefore, the inciting incident doesn’t happen until we realize the bunny is going to cause trouble for the musician if he doesn’t get what he wants.
After going over the answers and talking through the “why” of each response, students got computers, and I showed them how they can go to the vocabulary study page on this website and review their vocabulary terms through flashcards and games. They had about 15 minutes to explore this and study.
If we had time, we ended class with a few W.O.W. sharings.
- Read for 60 minutes.