|Lesson Plans for Eighth Grade for November 6th & 9th
|8th Grade Instructional Focus:
Words and Phrases
|Ichabod Crane and
Katrina Van Tassel,
by Daniel Huntington (1861)
|HOW CAN READING AMERICAN LEGENDS, SET IN THE LATE 18TH CENTURY, HELP YOU TO UNDERSTAND WHAT LIFE IN AMERICA WAS LIKE DURING THIS TIME PERIOD?|
|WASHINGTON IRVING IS BEST KNOWN FOR THE LEGEND OF SLEEPY HOLLOW. THIS STORY HAS BEEN TOLD IN MANY DIFFERENT FORMATS. THE STORY TAKES PLACE IN THE LATE 18TH CENTURY, IN A FICTIONAL VALLEY, CALLED SLEEPY HOLLOW, WHICH IS THE LOWER HUDSON RIVER AREA BY THE TAPPAN ZEE AND NEAR TARRYTOWN, NEW YORK, WHICH HE MENTIONS IN THE STORY, IN FACT, HE LIVED IN TARRYTOWN AND NAMED HIS HOME THERE, SUNNYSIDE. ACCORDING TO IRVING, HOW DID "TARRY TOWN" GET ITS NAME?|
|When Henry Hudson entered the Tappan Zee, he thought he may have found the Northwest Passage to the Spice Islands. It was named "Tappan" for the Tappan Indians who once lived there and "Zee" meaning "Sea" in the Dutch language. Click onto the painting above to learn more about it.|
|Click onto Washington Irving's home, Sunnyside, to learn more about it.|
|Was there a real Ichabod Crane?
CLICK ON THE PICTURE
TO FIND OUT..
|What are Ichabod's character traits?|
| Journal Writing:
Write the Essential Question and answer it by writing a good paragraph.
|Click onto the ABC's to see the vocabulary you need to know from The Legend of Sleepy Hollow.|
|Click on the painting below to find out what the "Rules of Civility" were, as written by our First President, George Washington.|
|1. Turning back to The Legend of Sleepy Hollow, explain what the stated moral at the end of the story means.
2. What was Irving's view of the professional politician?
3. What were the character traits of Ichabod Crane? What do these traits infer about his social identity?
4. How does his antagonist, Brom Van Brunt, contrast with Ichabod in the contest for Katrina Von Tassel?
|First, There Will Be a Review of Vocabulary and then, Students Will Answer the Following Questions:|
|7th & 8th Grade Lesson for November 8th
|Your projects are worth 6 grades and are due November 13th and 14th|
|Authors use figurative language to help the reader visualize what is happening in a story or poem. It is language expanded beyond its literal meaning and creates vivid impressions. Figurativre language usually contains a stated or implied comparison between things essentially not alike. Some common types of figurative language are: simile, metaphor, personification, hyperbole, idiom, and pun. We are going to look at personification and students will write poetry using personification.|
|A figure of speech in which human characteristics are assigned to nonhuman things, or life is attributed to inanimate objects.|
|a great mosquito dance
i look down from the high bank
eaten with dirt caves below
close to the crumbling edges
and see that the talking river
is brown and angry and has risen above the beaver dam and roars
with a low grumbling and eats
great mouthfuls of mud
and skimming sliding over his back
a great cloud of swallows
white and green are dancing
a great mosquito dance
their flying is so swift and true
the air may hold them tightly
and as i look down on them
they become a single great bird
|by, Norman H. Russell|
The student engages in both self-initiated and teacher directed writing for a variety of purposes
Students can identify personification and determine when to use it in their writing, especially for FCAT Writing +
Identify & Use
|Areas of Interaction:
Approaches to Learning: Literary Terms
|Lesson Plans for November 13th & 14th
Words and Phrases
1. To state the author's purpose
2. To investigate word origins
3. To identify the main idea and supporting details.
4. To understand a myth
|Areas of Interaction:
ATL - Vocabulary
|All Projects are due on November 20th and 21st. (Note: The due date was changed.)|
|Discussion: What other myths do you know about that explains how man got fire?
* Journal -- How would people react to some phenomenon in nature that has never happened before? How would people try to explain such an event? How might earlier peoples have explained shooting stars? What, then, is the Author's Purpose for telling such myths or legends?
* Note: Students will read "American Myths, Legends, and Folktales" on pages 623-625 in Prentice Hall: Literature (Silver Ed.)
* Pair-up Discussion:
What myths, legends, or folktales have you known since childhood? Students will write down any stories that are not known to them, which may be uniquely ethnic or regional in origin and not familiar to them,
* "The Origin of Fire" -- Why do you think the boy wore a shell around his neck? What other things do you think his guardian spirit does?
Was there anything you still have a question about concerning this myth?
* "The Girl Who Hunted Rabbits" -- What elements of the story make it a legend and not a factual tale?
(Questions come from Prentice Hall: Literature (Silver Ed.)
* Both Stories -- What do you think the people's attitude toward the great power was? What feelings did they have about it?
|Click on the Fire, and read an Apache myth about the origin of fire.|
|To read a Nez Perce legend, click onto the Nez Perce Child, above.|
1. prudent - showing good judgement and restraint; suitable in bringing about a desired result under circumstances.
2. inveterate - firmly established over time, fixed, deep-rooted 2.a. implore - urgent request, beg
3. propensity - established pattern of behavior, inclination, tendency
4. stripling - boy, a male person who has not reached adulthood
5. reverberated - echo, resonate, resound
6. remnant - remainder, scrap, remaining portion or group; unused or unwanted piece
7. sequestered - isolated, to set or keep apart from others; confiscate, take ownership or control by authority
8. glen - a small, secluded valley
9. pervade - spread throughout, permeate
10. pow wow - Native Am. family reunion, religious ceremony; gathering and ceremonial dances to honor members.
11. potlatch - ceremonial feast given by Indians of the N.W. where the host lavished gifts upon guests (reciprocation)
12. Hendrick Hudson - Englishman who searched for a Northwest Passage to "Islands of Spicery" in 1609: explored the Hudson River
13. reverie - lost in thought; daydreaming, study, contemplation, dream. meditation
14. gambols - a time or instance of carefree fun, fling
15. apparition - ghost
16. collating - compare critically; verify the order to arrange in order
17. allege - to state as a fact without proof, claim; bring forward as a reason or excuse
18. imbibe - drink, to swallow in liquid form; absorb, to take in liquid through small pores
19. incessant - continual, to continue without interruption, unceasing
20. abode - (abide) await; withstand, tolerate, bear; sojourn, to continue in a place, continue
21. wight - a living being, human being; creature
22. sojourn - a temporary stay
23. tarried - (tarry) to linger in expectation; to delay in acting or doing; wait; to stay or abide in or at a place
24. cognomen - surname, last name
25. withe - a slender and flexible branch or twig, one used as a band or line
26. potentates - ruler, sovereign, one who wields great power or sway
27. urchin - a mischievous and often poor and raggedly clothed youngster
28. chastisement - punishment; severe censure
29. consolatory - comforting, consoling
30. convoy - escort for protection, accompany
31. behove - (behoove) to be proper, necessary
32. dilating - commenting at length, discourse; to enlarge, expand in bulk, distend, widen
33. onerous - burdensome, troublesome, oppressive
34. rustic - rural, characteristic of country; lacking in social graces; made of rough limbs of trees
35. drone - parasite, one who lives on the labors of others, drudge; a male bee that has no stinger & gathers no honey
36. ingratiating - deliberately gaining favorable acceptance
37. magnanimously - showing or suggesting nobility of feeling and generosity of mind; showing lofty or courageous spirit
38. vanity - conceit, inflated pride in oneself or appearance
39. denominate - nominate, to give a name to; designate
40. pedagogue - a teacher, schoolmaster; a dull, formal or pedantic teacher
41. swains - male admirers or suitors; rustic, peasant, shepherd
42. supernumerary - exceding what is necessary; numerous
43. itinerant - traveling from place to place; covering a circuit
44. erudition - extensive knowledge acquired from books
|Vocabulary from The Legend of Sleepy Hollow|
|45. shrewdness - having keen insight; clever
46. credulity - willingness to believe on slight or uncertain evidence
47. capacious - able ot hold or contain much, roomy
48. direful - dreadful, terrible
49. harbinger - forerunner and announcer of something to come
50. varlet - a groom
51. portentous - ominous; amazing, extraordinary
52. uncouth - marked by awkwardness, oddity; coarse, boorish, or unrefined in manner or speech
53. perambulations - to walk through or over, traverse; to walk around as to inspect a boundary; to walk about, stroll
54. coquette - a woman or girl who flirts, especially to gratify her vanity
55. paternal - pertaining to the father, derived from one's father, hereditary, related through one's father
56. piqued - to excite resentment in, to stimulate, or arouse; provoke, irritate, nettle, offend
57. flail - an implement consisting of a wooden bar hinged or tied to a handle for separating grain
58. tenement - a room, or set of rooms for a family; apartment, flat
59. trumpery - worthless finery; rubbish, nonsense; having a showy appearnace, but worthless
60. eaves - the projecting edge of a roof
61. piazza - a veranda or porch; an open square; a covered outer walk, or gallery
62. husbandry - farming, thrifty management
63. linsey-wooley - a cloth made of linen and wool or cotton and wool mixed.
64. festoons - a decorative garland hanging in a curve between two points. An ornamental carving resembling such a garland.
65. covert - concealed, secret; sheltered; a place of shelter or concealment as for hunters or game.
Any of the feathers overlying the bases of the quils of a birds wings or tail.
66. errant - roving or wandering
67. yore - time long past (days of yore)
68. adversary - an opponent or enemy
69. adamant - In legends, a very hard but imaginary mineral. Very hard, immovable and unyielding as in purpose.
70. caprice - a sudden, unreasonable impulse or change of mind, whim.
71. impediment - that which hinders or impedes; an obstruction; a speech defect
72. portal - a passage for gaining entrance, door, esp. one that is grand or imposing
73. countenance - the face or features; expression, appearance
74. dexterous - possessing mental quickness or skill, adroit
75. Don - title of respect
76. Cossacks - Russian cavalrymen
77. sparking - courting
78. pliability - flexible, easily bent or twisted; easily persuaded or controlled
79. preceptor - a teacher
80. ferule - a metal ring or cap; a thimble
81. despotic - tyrranical, autocratic
82. treacle - molasses
82. undulate - to move in a wave-like motion
83. arrant - notoriously bad
84. maraud - to invade for plunder
85. Mynheer - Mr. (Dutch title of address)
|Lesson Plan for November 13th & 14th
Words and Phrases
|1. According to Washington Irving, how did Tarry Town, New York get its name?
2. What were the character traits of Ichabod Crane?
3. What do these traits infer about his social identity?
4. Name three different occupations that Ichabod Crane had and explain each job.
5. What were the character traits of Brom Van Brunt?
6. How does his antagonist, Brom Van Brunt, contrast with Ichabod in the contest for Katrina Von Tassel?
7. What kind of man was Mynheer Von Tassel?
8. From reading The Legend of Sleepy Hollow, what was life like in the late 1800's in the United States?
9. Explain what the end of the story means.
10. What was Irving's view of the professional politician?
|Ichabod Crane and
Katrina Van Tassel,
by Daniel Huntington (1861)
|Click on the painting to find out what the "Rules of Civility" were, as written by our First President, George Washington.|
|What was Washinton Irving's purpose for writing
The Legend of Sleepy Hollow?
|Students will finish reading The Legend of Sleepy Hollow.|
|Learning How to Write Metaphors|
|Following directions from two different handouts, students will learn how to write poetry using metaphor. Students will write 38 different metaphors in their journals, and will be able to use the ones they like best in writng poetry. The goal is for students to be able to write FCAT-style essays using figurative language. With practice in writing them, all students will be able to do so.|
|What is a metaphor? A metaphor is a figure of speech in which a word or phrase which ordinarily means one thing is applied to another thing in order to suggest a likeness between the two. For example, a heart of stone. It is a comparison of two nouns (persons, places, things or ideas) that are not alike and giving them a commonality. Finding a commonality between two unusual and unrelated nouns is the key in writing a good metaphor. My heart is a chain-linked fence. Why is that so? Explain why,|
|Students will have a choice of either illustrating or writing a poem about a character or a scene from the story or stories we are reading in class.
|Areas of Interaction|
7th Grade students will write an essay on: What qualities should a person have to be a leader?
Homo Faber: Writing Poetry
|ALL Students will:
Revise their essays: How To Be Cyber Savvy
(Dear Sub, these essays are in a folder on top of my desk, on the left side. Pass them out to students and then show them the
transparency/ies -- on Sentence Fluency, which is one of the photocopied transparencies in one of the two transparency boxes on my desk.)
Afterwards, have students rewrite their essays, improving their sentence fluency and mistakes previously found when peers proof-read the essays.
|Thursday and Friday -- 11/2 & 11/3|
|8th grade students should have finished reading The Legend of Sleepy Hollow and completed defining words -- adding these to their vocabulary section of their notebooks.|
Elements of Plot
Main Idea - Theme
|After reading Rip Van Winkle, (books are under the desks), 8th grade students are to answer the following questions and turn them in:
1. What is the main theme for this legend? Explain fully. Are there any other themes?
2. Explain in detail what the author's purpose was for writng Rip Van Winkle.
3. What viewpoint was this legend written in?
4. How did life in the village change in the 20 years from the time Rip Van Winkle fell asleep to the time he woke up? Explain in detail.
5. What was the role of women in this time period? And men? What was domestic life like?
6. How and when did Rip Van Winkle fall asleep? And who is all around him when he does so?
7. At the story's end, Rip has found his profession, what is it?
8. Turning back to The Legend of Sleepy Hollow, explain what the stated moral at the end of the story means.
9. What was Irving's view of the professional politician?
10. What were the character traits of Ichabod Crane? What do these traits infer about his social identity?
11. How does his antagonist, Brom Van Brunt, contrast with Ichabod in the contest for Katrina Von Tassel?
|Rip Van Winkle ewaking up.|
|Turn the work in.|