Objective: Students will understand the different affixes they will find most common in the first chapter of Dracula at a 80% accuracy level. English Language Arts Standards: Reading: Literature: Grades 11-12: Craft and Structure CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Introduction: "Tell me a tip about figuring out the meaning of an unusual word."
Model: I filled out the first two sections of the KWL chart as related to the first chapter of Dracula. The vocabulary from the first chapter may be a bit different from what you have seen before. But by knowing affixes, such as the prefix and suffix, you will gain one more strategy in finding the proper definition of an unknown word.
Guided Practice: Each group, 3-5 people each, was given a copy of the first chapter of Dracula. I supplied a list of common affixes with the meaning related to the affix stated. You also had computers available to access the site affix.org if more meanings were needed. You went through the chapter as a group to find words with affixes. Then, on a sheet of paper, you stated what you thought the original meaning was from the context and how the affix helped them find a closer definition of the word. Each group was required to give 15 examples. Example of list:
Prefix
Meaning
a-
Not or without
Bene-
Good; well
Com-
Joint, mutual
Ex-
out
Im-
Not; without
Super-
Above, over, or beyond
Desm-
A bond or chain
Suffix
Meaning
-y
Full of, having quality of
-en
Within, inside
-esque
In the style of; resembling
-tion
Nouns denoting verbal action
-ment
Formation of nouns
Independent Practice: You filled out the first two sections of the KWL chart before the guided practice and the last section before class is over and turned it in.
Assessment : Write down at least 10 examples from the first chapter of unknown words, the affixes related to them, and a description the meaning.
Dracula Writing Phonics Help
Objective: Students will understand what an archetype is and how it relates to the novel, Dracula. English Language Arts Common Core Standards: Literacy: Grades 11-12: Craft and Structure CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Introduction: "What do you think an archetype is?"
Model: An archetype is a constantly recurring symbol or motif in literature. The archetype of vampires is shown everywhere in this day and age. It has become a pattern in current literature. Please review the examples from class on how vampires are used as archetypes in your young adult novel and how it started from the novel, Dracula.
Guided Practice: Come up with examples of the listed archetypes found in the novel; Creature of Nightmare, The Temptress or Black Goddess, Motif of Blood.
Independent Practice: Use the novel, Dracula (idea from http://www.enotes.com/documents/dracula-archetype-writing-assignment-48573) to write a paragraph (5-8 sentences) about how one of the archetypes discussed in groups fits into the novel. Use specific definitions from words and examples in the novel. Use what you have learned about affixes and root words to determine such meanings.
Assessment: I will read through the essays and determine from examples and use of definitions what the you have truly learned from the novel.
Chapter 1 Dracula Reading Phonics:
Objective:
Students will understand the different affixes they will find most common in the first chapter of Dracula at a 80% accuracy level.
English Language Arts Standards: Reading: Literature: Grades 11-12: Craft and Structure
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Introduction:
"Tell me a tip about figuring out the meaning of an unusual word."
Model:
I filled out the first two sections of the KWL chart as related to the first chapter of Dracula. The vocabulary from the first chapter may be a bit different from what you have seen before. But by knowing affixes, such as the prefix and suffix, you will gain one more strategy in finding the proper definition of an unknown word.
Guided Practice:
Each group, 3-5 people each, was given a copy of the first chapter of Dracula. I supplied a list of common affixes with the meaning related to the affix stated. You also had computers available to access the site affix.org if more meanings were needed. You went through the chapter as a group to find words with affixes. Then, on a sheet of paper, you stated what you thought the original meaning was from the context and how the affix helped them find a closer definition of the word. Each group was required to give 15 examples.
Example of list:
Independent Practice:
You filled out the first two sections of the KWL chart before the guided practice and the last section before class is over and turned it in.
Assessment :
Write down at least 10 examples from the first chapter of unknown words, the affixes related to them, and a description the meaning.
Dracula Writing Phonics Help
Objective:
Students will understand what an archetype is and how it relates to the novel, Dracula.
English Language Arts Common Core Standards: Literacy: Grades 11-12: Craft and Structure
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Introduction:
"What do you think an archetype is?"
Model:
An archetype is a constantly recurring symbol or motif in literature. The archetype of vampires is shown everywhere in this day and age. It has become a pattern in current literature. Please review the examples from class on how vampires are used as archetypes in your young adult novel and how it started from the novel, Dracula.
Guided Practice:
Come up with examples of the listed archetypes found in the novel; Creature of Nightmare, The Temptress or Black Goddess, Motif of Blood.
Independent Practice:
Use the novel, Dracula (idea from http://www.enotes.com/documents/dracula-archetype-writing-assignment-48573) to write a paragraph (5-8 sentences) about how one of the archetypes discussed in groups fits into the novel. Use specific definitions from words and examples in the novel. Use what you have learned about affixes and root words to determine such meanings.
Assessment:
I will read through the essays and determine from examples and use of definitions what the you have truly learned from the novel.