1. Do now Journal #1:
Aim: How can we become more productive listeners of
passages, audio, and media to understand author’s purpose
and recall the evidence that proves that purpose?
Journal #1 Journal #2
The Perks of Being a Wallflower
Which music artist do you listen
to for their lyrics specifically. List Summarize the pages read
the artist, song, and one line aloud.
from the song that stays in your What struck you as the most
mind. How do you stay attentive
to the artists lyrics, and why do important part of this
you remember them? passage?

2. Barack Obama Speech:
 Author:
 Title:
 Is this a speech/narrative (story)/film scene/presentation?

 Topic(s):
 What is the piece or author saying about the topic?

 Is this informative/ opinion/ entertaining/persuasive?
(Fact, Fiction, Opinion, Joke, or Motivational).


3. Second Listen:
 Write down any quotes/examples/explanations that support the
topic?


 What does the piece or author say or use to support the topic?
(Fact and Data, Opinion, Life Experiences, Explanations)

 Any images that come to mind or seem important in the
presentation?
 Summarize the piece in your own words?

4. Video Notes : Our Deepest Fear
by Marianne Williamson
 Vocabulary:
 Inadequate: failing to reach an expected or required
level or standard
 Fill in the top of the notes on your own on the first
listen.
 Fill in the bottom on your second listen:
 New Question any images that strike you as important in
the video or add to the context of the quote?
 Class Discussion:

5. Class work questions:
 What is the purpose of this quote?
 Persuade
 Inspire/Motivate
 Amuse/entertain
 Argue
Explain why you believe so?
 What do you believe the author of the quote is saying about
fear?

6. Intro Paragraph Listeners Scavenger
Hunt
 Goal put together a clear intro-paragraph with the three
essential elements.
 1. Hook
 2. Topic/Main Points
 3. Thesis Statement/Controlling Idea
Each student will receive one of the three parts of an introduction
paragraph that is either (for or against) the argument that
school should have a later start time.
Copy this down on a separate sheet of paper.

7. Scavenger Hunt (Hook, Topic, Thesis)
 Step One: Write down what pieces you need to complete
your intro paragraph.
 Step Two: Decide whether the piece you have is (for or
against ) later start times for students.
 Step Three: Find the other two pieces from your classmates
and write them down to create a intro –paragraph. The
pieces you find from your peers must agree with the
argument (for or against).

8. Example – 15 minutes to find the other
two pieces?
 Rules
 You must read your piece to anyone who asks?
 You can read anyone else's piece
 Ask them if they have 1 of the three pieces you need?
 If they do, listen to their piece and decide if it agrees with
your piece?
 Then write down in the appropriate place on your paper.
 Complete when you find all three pieces of an intro-
paragraph .

9. Correct Introduction Paragraphs
For later start times:
 Do you enjoy going to school at 7 in the morning? Are you fully
awake and think you can handle life’s many daily challenges to the
fullest of your ability? I think not. -We at Fordham High School
need more sleep. In order to fulfill this task, the school day would
have to start at a later time. Everyone would benefit from these
changes. Students would be less irritable in class, and they would
also be more attentive to teachers little lectures, because their
books will not be used as pillows. Many teenage high school
students are tired during the school day, distracting them from
their studies. This is one of the many good reasons why the
starting time of school should be later in the day.


10. Correct Intro-Paragraph
Against Later Start Times
 Isn’t nice finishing school at 3:00 and having your whole
afternoon ahead of you? The down side for starting school at
a later time is the fact that we would be in school later in the
day. We would not get out of school until 4:30 instead of
3:00. That would throw off everything, work schedules,
athletic schedules, detentions; all sorts of things would be
different. Starting school late and ending the day later would
pose a problem to the bus company, day care centers, and
the working parents of the students. So we should not change
the start time of school, because it would in fact create huge
problems at the end of the day.

11. Individual:
 Add a body paragraph that supports or opposes your
completed introduction paragraph? Use personal experience
for evidence and support of your opinion (for or against).
 Restate what you are talking about in the first sentence.
 When finsished:
 Take turns reading your completed essay to your partner,
while the other person takes listening notes?
 All class work to be collected

12. Exit Card: Homework
 What other notes, procedures, or behaviors might be
important for effective listening and response that we may
not have covered today?
 Take notes on someone speaking, audio, or video in the
format of your guided notes and write one paragraph that
describes the authors opinion and their evidence to support
it. – Due Tuesday -11/16/10
 Late Assignments : Comparative Essay/Informational
Pamphlet – Confusions/Questions/Problems

13. Do now: Journal
 What is similarity or
How do you believe
controlling idea between
education and success in the
your generation is
future? Example (it takes different from the
hard work; it’s a waste of ones before? What
time, its jus one step to my do you believe that
future). First name what you will change
you hope to have success in about the world as
your future and how
you reach success
education is related. Then
write one sentence that in your field? What
connects the two stated in are you going to
the first sentence. change about the
field you’re in?

14. Read Aloud.- The Perks Pages
177 - 182
 Class work what is similar and what is different
about Charlie’s generation from yours.
 Mini Lesson: Generation: all of the people who were
born at approximately the same time, considered as a group,
and especially when considered as having shared interests and
attitudes.
 Read Aloud
 Class work: What do you believe the defining
charactersistics of Charlie’s generation are?

15.  Video Presentation – {4 mins.}
 Listening Notes
 What are some of the defining events in the last ten
years of that are important to you?
 What are some important events that this video has
missed in the last ten years that are important to
you?

16. Short Essay Response
 Create a controlling idea of generation.
 Write an essay that uses the controlling idea of
generation and the events of the last ten years to
connect to your life?
 Write a paragraph predicting what the next ten
years might bring? Use the evidence from the video
to support your answer?

17. Share out homework: –{4 min}
What controlling ideas can we
make from our homework
assignment?

18. Aim: Understanding author’s use of
tone and purpose.
Silently Read the next letter of The
Perks of Being A Wallflower
What do you
 Paraphrase the
emotions do you
events of the believe the author
chapter. is trying to convey
through Charlie’s
story.

19. Mini Lesson #1 - Tone
 Tone - Tone is a particular way of expressing feelings or
attitudes that will influence how the reader feels about
the characters, events, and outcomes. Speakers show
tone more easily than writers because they can use voice
tone, gesture, and facial expressions. A writer must use
words alone.“
 It is not what the story makes you feel! It’s the way the
characters feel.
 How do we know what the characters feel?

20. Individual – Class work
 Listen to the Passage –
 Determine the tone of the passage .
 What do the characters feel?
 How do you know? Determine the tone of the passage –
what words/ and language did the author use?

21. Activity Pair/Share – 10 minutes
 Write a story about one of the following as a pair that
conveys the tone that you receive. You can’t use the feeling
word your receive. Use a thesaurus – Well-developed
paragraph
 A musician their first performance at the VMAs
 A soldier the first day at war.
 A dancer her first day on broadway
 An artist having their first showcase.

22.  How did the passage make you feel?
 Mood- how the story makes you feel after reading?
 Read aloud more The Perks of Being A Wallflower
 Class work : determine the tone and the mood.

23. Creating The Charlie Event Line
 5 Event from The Perks of Being A Wallflower
 that are important to the overall story and development of
the main Character Charlie
 Each Event must have a summary/time of the event in
Charlie’s life
 setting/conflict/characters/ and the tone of the event/pic
 Last line of the poster – What was Stephen Chbosky’s
purpose for telling us this story?
 Leader/Artist/Researcher/Recorder- Names - Role

24. Do Now- Read The Passage.
 Journal #1 – Answer Journal #2 – What is the topic of
the Questions: the passage?
What do you believe the author is
 The tone of this saying about the topic?
passage is ..?
 What is the author’s
purpose.

25.  In ancient Greece, Socrates was reputed to hold knowledge in high
esteem. One day one fellow met the great philosopher and said, "Do
you know what I just heard about your friend?". "Hold on a minute,"
Socrates replied. "Before telling me anything I'd like you to pass a little
test. It's called the Triple Filter Test.". "Triple filter?". "That's right,"
Socrates continued. "Before you talk to me about my friend, it might be
a good idea to take a moment and filter what you're going to say. That's
why I call it the triple filter test. The first filter is Truth. Have you made
absolutely sure that what you are about to tell me is true?" "No," the
man said, "actually I just heard about it and...". "All right," said
Socrates. "So you don't know if it's true or not. Now let's try the second
filter, the filter of Goodness. Is what you are about to tell me about my
friend something good?" . "No, on the contrary...". "So," Socrates
continued, "you want to tell me something bad about him, but you're
not certain it's true. You may still pass the test though, because there's
one filter left: the filter of Usefulness. Is what you want to tell me about
my friend going to be useful to me?" "No, not really." "Well,"
concluded Socrates, "if what you want to tell me is neither true nor
good nor even useful, why tell it to me at all?"

26. Listening Note Practice
 I will read the end of the passage twice.
 Take notes
 Topic
 Author’s Purpose
 Type of passage
 Any important quotes or examples the author uses to support
their controlling ideas.
 Why did the author write this?

27. Listening Questions
 1.
 The tone of this poem is best described as
3. critical
4. ironic
5. light
6. proud

2.
 According to this poem, what is true about the women of the past?
9. They had little formal education.
10. They tended to be heavy-set.
11. They were more violent than they had to be.
12. They could not have dealt with today's problems.

28. 3.
Which phrase best suggests that women were faithful to their role while
trying to change it?
3. "battered down Doors" (lines 7 and 8)
4. "ironed Starched white Shirts" (lines 9 through 11)
5. "led Armies . . . Across mined Fields" (lines 12 through 16)
6. "they knew what we Must know" (lines 22 and 23)
4.
The poet feels that the women of the past were striving for
9. educational opportunities for their children
10. the right to work for equal pay
11. equal representation in the army
12. rights of future generations to vote

29. 6.
The theme of this poem most likely is that women have…
3. served their country well, especially in wartime
4. neglected their children in order to be activists
5. changed and do not know as much as they did a generation
ago
6. been the source of change and progress in society

30. MINI- LESSON – TASK 3 Directions
 #1
 Write a well developed paragraph in which you use ideas
from both passages to establish a controlling idea about
____________. Develop your controlling idea using
specific examples and details from each passage.
#2
 Choose a specific literary element (e.g., theme,
characterization, structure, point of view) or literary
technique (e.g., symbolism, irony, figurative language, ect.)
used by one of the authors. Using specific details from that
passage, in a well- developed paragraph, show how the
author uses that element or technique to develop the
passage.

31. #1 Break Down
 Create a controlling idea about ________________.
 Use example/quotes/ explanations to support the
controlling idea you have created.

32. #2 Break Down
 Choose a specific literary element or technique to show how
the author develops their passage.
 What seems to be the most important element within the
passage that the author uses to write about the topic?
 Show some examples.

33. Anchor Text – Wrap Up
 What are the major themes of this book?
 What was the purpose of this book
 What did Stephen Chbosky teach us about life through
Charli’e’s story?

34. TASK #3 Practice
 #1
 Write a well developed paragraph in which you use ideas
from both passages to establish a controlling idea about
belonging/wrongfully accused. Develop your
controlling idea using specific examples and details from each
passage.
#2
 Choose a specific literary element (e.g., theme,
characterization, structure, point of view) or literary
technique (e.g., symbolism, irony, figurative language, ect.)
used by one of the authors. Using specific details from that
passage, in a well- developed paragraph, show how the
author uses that element or technique to develop the

35. Do I belong?
Written By: shrith.
Lost in a world so full of rights,
Nobody cares to see my plight.
Born as a child filled with a want,
I am still the female gene nobody wants.
Excluded from society
Here I stand loosing my dignity.
What more could i ask for than a life,
But now I pray for my sacrifice.
Day by day, I am a liability,
I stand now showing you my ability.
I am the child you once rejected,
And now all I ask is for you to take me back


36.  Wrongfully Convicted
 by Angelina Merrill Some people are wrongfully convicted.
Putting in Appeals, hoping the charges will be lifted.
A prison cell, now their new home.
Entrapped, inside razor barb fences.
With no more freedom to roam.
A lot of precious years, will be lost.
At somebody else's cost.
Taking everything day by day.
The only thing left to do is hope and pray.
Maybe some day, the real criminal will meet their fate.
Wrongfully convicted, and having a lot of hate.
Pushed through the system, so they can close the case.
Not able to accept what has happened.
Sooner or later, it will have to be faced.
Innocent as hell, we shouldn't be here.
Living a life of constant fear.
Maybe, they'll realize they made a mistake.
Hopefully some day, when I awake.
I will hear I'm a free man.
And a journey home, I'll take.

37. Do : Set up your listening section
graphic organizer in the notes section
of your exam.
 Who  Purpose
 What
 Where  Author
 Why
 When  Vocabulary
 How
 Question Clues to look for.