This week Mr. Firchau's Language Arts class will continue reading Laurie Halse Anderson's novel, Fever, 1793. We will use the novel to explore comprehension strategies, story elements, create expressive and assessment written responses, and extend learning using technology.
From Amazon.com ... During the summer of 1793, Mattie Cook lives above the family coffee shop with her widowed mother and grandfather. Mattie spends her days avoiding chores and making plans to turn the family business into the finest Philadelphia has ever seen. But then the fever breaks out.
Disease sweeps the streets, destroying everything in its path and turning Mattie's world upside down. At her feverish mother's insistence, Mattie flees the city with her grandfather. But she soon discovers that the sickness is everywhere, and Mattie must learn quickly how to survive in a city turned frantic with disease.
Learning Targets
Reading Applications: Literary Text
I can ...
• Explain how a character’s thoughts, words and actions reveal his or
her motivations.
• Explain the influence of setting on the selection.
• Identify the main incidents of a plot sequence and explain how they
influence future action.
• Identify the speaker and explain how point of view affects the text.
• Summarize stated and implied themes.
• Interpret how an author’s choice of words appeals to the senses and
suggests mood.
• Identify and explain the use of figurative language in literary
works, including idioms, similes, hyperboles, metaphors and
personification.
READING
In the the second section (ch. 6-10) of the novel Fever 1793 we will focus on character development and motivation, and point-of-view. The setting of the novel changes in this section so we will explore the ways that this change impacts the characters and the plot.
The students are to document their thoughts throughout their reading by writing in the Reading Response Journal that was distributed in class. This should be done at the end of each chapter.
Please check your student's agenda for daily assignments.
INTERNET HUNT
In order to provide the students with an opportunity to practice technology-based research, they will complete an activity called The Internet Hunt. The Internet Hunt for the novel will provide the students with an opportunity to use technology to deeply explore the context of the story. The students are required to use the links contained in the hunt to answer questions about clothing in the 18th century, yellow fever, and other cultural aspects. The Internet Hunt is due on the date of the final assessment of the novel.
WRITING
The students will be given various novel-related topics in which to respond to in class. In addition to the writing prompts, each section of the novel will be assessed using a comprehension instrument which will contain standards-based extended-response, short answer, and multiple choice questions.
SPELLING/VOCABULARY
Section 2 (ch. 6-10)
droll
bestir
conceded
implore
harrumphed
gumption
pestilence
vehemently
taut
cajoling
Spelling/vocabulary for Section 2 will be assessed Friday, May 11.
WORD STUDY
The students will be required to complete a word study for each of the words. The word study includes the following:
• Correct spelling
• Part of speech (noun, verb, adjective, adverb, etc.)
• Synonym
• Create a meaningful analogy, association, or illustration (graphic description of mental picture) of the word's meaning.
Each word study application should be completed on loose-leaf paper within the format discussed in class.
