Class began the usual way. Students completed a welcome activity that asked them three questions about subject and predicate. The questions and answer are below:
- What are the three things a group of words needs to be a complete sentence?
- Complete thought
- Is this a complete sentence: President Trump walked down the steps of the White House in a black suit.
NO because it is missing a COMPLETE THOUGHT
- The student accidentally knocked over a pile of freshly copied papers.
YES – “the student” is the subject, and the rest of the sentence is the predicate
After going over the WA, students grabbed their notebooks for NBT, and, after reviewing what situational irony is, I showed them the video below as the prompt:
Students were invited to write a different ending to the video, write something with situational irony, or write about anything they wanted.
The main lesson today dove more deeply into mood and word choice. Students looked at the example below, and I identified specific words like broken, withered, and papery that created a sad or depressed mood.
He never ate. Never drank a drop. He stayed in his pen because he could barely walk on his withered leg. I could count his ribs, and through his papery skin you could see their broken edges. When I got home from school in the afternoons, he would look at me, and his tail would wag a few times. I would pet him – though I have to be honest here and say that the feel of his flesh made my skin crawl – then he would stare off into space, and I would be as good as alone until he came back, however long that might be. My buddies said he was sick, that I ought to have him put to sleep. I asked them if they’d like to be put to sleep when they got sick, and that shut them up.
Next, I showed students how I would use those specific words to explain the mood of the paragraph.
- MODEL: The mood of this passage is depressing or heartbreaking due to use use of words like withered and broken. These words create a depressing mood because when I think of something withered, I think of something that was once full of life and now is not, and that concept of something dying is sad. Broken is similar and makes me think something like a broken vase or even a broken heart, and both of those things are upsetting.
Students then practiced this with their group members with the next passage, first identifying the mood and then looking for specific words that help create that mood.
- “I’m doing it!” I shouted as I rose after my friends and their dogs in the bright sky. I heard a familiar barking close behind. I looked back. Rebel’s white wings had grown, and he was following me. I flapped upward, following the others who followed Ben. “Not so fast, Ben!” I cautioned, but he was soaring toward seventy feet. He deserved to fly, I thought, for what he had endured on the ground. Thumper and Buddy swooped around and around in a long lazy circle, and Rebel barked to be allowed in the game. Chief, like his master, was more of a loner. Then Rebel swooped over toward me again and licked my face, and I put my arms around his neck and together we soared above the treetops.
After discussing with their groups, students shared out, practicing how you would explain WHY a specific word helps create a specific mood.
Students then worked either on their own or with a partner to complete an activity using the story “Duffy’s Jacket.” Students looked at four different passages, identified the mood in each passage, picked out words that help create that mood, and explained them. Students ONLY worked on the BACK of the handout below.
If students didn’t have time to finish in class, they will finish tomorrow during reading time.
We ended class by playing vocabulary bingo!
Same as yesterday’s post! You will find your link there.