Objective:
Students will be able to:
practice writing a new style of sentence; learn media literacy;
practice with previously taught class material; and practice analytical writing.
- NO COMPUTER
- TURN IN "Independent Reading Packets"
- TURN IN "Independent Reading Packets" for "Perseus"
- Warm-UP: Write Sentence Model 6 (SUMMATIVE)
- Write five sentences.
- All five must be Sentence Model 6 Sentences
- Create your own.
- Video: "Clash of the Titans"
- Comparative Analysis/Media Unit
- DUE on Today (12.15.10) B Day: Independent reading packets.
- DUE on Today (12.15.10) B Day: Independent Reading Packet on "Perseus"
- Perseus Reading Packet: All Remaining Parts
- Independent Reading Packets: All Remaining Parts
- Summative: Sentence Model 6 Sentences.
TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to: (A) describe how meanings are communicated through elements of design, including shape, line, color, and texture; (B) analyze relationships, ideas, and cultures as represented in various media; and (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. (20)viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to: (B) deconstruct media to get the main idea of the message's content; (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, and symbols; (D) recognize how visual and sound techniques or design convey messages in media such as special
effects, editing, camera angles, reaction shots, sequencing, and music; (E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and
(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the internet. (21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; 17(C)use a variety of correctly structured sentences; 20(A) use conventions of capitalization; 20(B) use correct punctuation marks.
