Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Cen Idea: LP 6 The story of an hour

No description
by

Christine LaRubio

on 22 November 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Cen Idea: LP 6 The story of an hour

Do Now

1.Share out your Do Now with the person sitting next to you.
2.LISTEN to what your partner says.
3.THEN respond VERBALLY using one of the following ACCOUNTABLE TALK SENTENCE STARTERS:
***I agree with _____; but on the other hand…
***I can add to what ____ just said…
***Now I am wondering…
***I am confused about what____said because…
***This makes me think____ because…
Turn & Talk
Aim: How do we write about the author's central idea and discuss a literary device?
Aim: How do we write about the author's central idea and discuss a literary device?

Remember, share out is about what your partner said! We will talk about what the two of you discuss!!!
<
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
Aim: How do we write about the author's central idea and discuss a literary device?
Aim: How do we write about the author's central idea and discuss a literary device?
Aim: How do we write about the author's central idea and discuss a literary device?
Aim: How do we write about the author's central idea and discuss a literary device?
Aim: How do we write about the author's central idea and discuss a literary device?

Aim: How do we write about the author's central idea and discuss a literary device?
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
Theme is the same as the CENTRAL IDEA
Dominating meaning or central idea that he or she is trying to convey.
Author's thoughts about a topic
Title usually points to what the writer is saying
Author may use various literary devices or elements to emphasize the theme.
A THEME CAN NEVER BE ONE WORD.
Exit ticket: 3-2-1
3 things you feel confident now about writing central idea
2 things you want to work on
1 thing you feel unsure/very unsure about
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
I can determine central ideas or themes of a text and analyze their development over the course of a text
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
I can thoroughly annotate a text by underlining major points, circling challenging vocabulary/phrases, writing notes in the margins, and asking questions to further analyze the text
I can use cognitive reading strategies to analyze a difficult text
Identify the central idea in the following short poem by Dorothy Parker. Explain why you believe this is the central idea in 2 sentences.
"Unfortunate Coincidence" --Dorothy Parker

By the time you swear you're his,
Shivering and sighing, 2
And he vows his passion is
infinite, undying-- 4
Lady, make a note of this:
One of you is lying. 6

love, deception, betrayal, relationships
deception
The author believes relationships inevitably end in deception and betrayal.
Relationships inevitably end in deception and betrayal.
In Dorothy Parker's "Unfortunate Coincidence" it is clear that the male in the relationship has betrayed the female.
To illustrate, when the speaker states, "And he vows his passion is/ infinite, undying--/ Lady, make a note of this,/ One of you is lying," (l. 3-6). Clearly the man in the poem has proclaimed his "infinite, undying" love for the woman in the poem (l. 4). In addition, it is obvious that the pair have been intimate with one another because the woman has "[sworn she's] his,/ shivering and sighing" (l. 1-2)......
USING THE TEMPLATE!!!!
You now have to add on a literary device.

YOU MUST USE TONE FOR THE LITERARY DEVICE.

What was the TONE of the poem we just went over?
The author uses tone to develop the central idea. She is sarcastic and uses an element of surprise when she states in the final lines, "Lady, make a note of this,/ One of you is lying," (l.5-6). Obviously the reader does not expect the man to betray the woman, nor does the reader expect the speaker to make the statement in an abrupt way!
Full transcript