Valentine’s Day
sweetheart
spouse, husband or
wife, partner
partner- spouse
Terms of
endearment: honey, dear, baby, sweetheart, darling, pumpkn pie, candy, sugar
Today’s agenda
·
Continue “What
Happened During the Ice Storm”
Prepare
for a test tomorrow- paragraph
· Daily pronunciation
Thursday
· Test#2
· Teach compound sentences-semicolons
Friday
· No school
Professional
Day
School for
me
No school
for you
Monday
· BC Family Day
No school
for us
Tuesday
· Back to the grind.
l “What
Happened During the Ice Storm”
Read aloud.
Think about setting, plot, conflict,
character.
Also new vocabulary
VOCAB
-pheasant- wild bird, game bird,
-game, game animal- you can hunt it
contrast
-livestock – domesticated farm animals, keep for $ to use
wild pheasants
rabbit snare -
There are lots of laws about hunting in Canada
hunter- PAL- Purchase and Acquisition Licence, Hunting
Licence, hunting tags – species tags -individual animals
-cattle- group of cows
huddle(v,n)- get into a small close group, sports team, hide
from the rain or cold
flush- scare wild birds into the open
flush – get a red face
IDIOM flush- rich, lots of money
Birds are well camouflaged to hide in grass.
“What Happened During the Ice Storm Thought Questions”
-Get into small groups (4-5)
-Discuss the Thought Questions, make notes of new ideas
-sharing ideas, sharing knowledge, collaborating, co-learning
Later, we will report out from the groups.
We will be prepared to write tomorrow.
Report out:
1.
setting – time, place, culture
farm
winter
during ice storm
hail
silver thaw
“farmer” “barn” “livestock” “animals” “fence” “barbed
wire”
culture of farming life- “harvest the
pheasants”
harvest- crops, plants
clinical word- kill -businesslike
1.
kill/harvest
hunt
copy their parents
prove they are mature, grownups
follow their friends
2.
euphemism- using a polite word instead of the
harder word
pass away- die
challenging-
difficult
Interesting. Wrong
3.
a.breath, “puffs of steam”
b.turning their heads back and forth
c.both covered with ice, shiny
d.both standing still?
Why does the writer compare the boys
and the birds?
-make a connection
-create sympathy sympathize empathy
sympathy empathy- meanings a bit different
-empathy – I have been throught the
same thing.I feel what you feel.
-sympathy- I understand you are having
a hard time, I feel bad for you.
-compassion-
New vocab:
crouching(v) crouch(v)
blindfolded(a) blindfold(v)
huddle(v)
pounce(v)
clinging(v) clingy(a)
flake(v)(n)
ditch(n)(v) She ditched her useless idiot husband. dump
barn(n)
fence posts
‘But” – pivot point in the story, change in tone, conflict
-
what follows is a mix of beauty and
danger/menace
silver thaw- freezing rain
pheasant – wild bird, game bird
harvest(v,n)- usually crops,
euphemism- harvest kill
How beautiful! people said when ...
But the freezing rain kept coming.
Then broke like glass.
-not standard grammatical sentence writing
- creative piece of writing- normal rules do not necessarily apply
For school writing, we should follow the structures of sentences.
SIMPLE COMPOUND COMPLEX
empathy, sympathy – understanding of another creature’s
suffering/experience
concluding – uncertainty
First paragraph- contrast beauty and danger
“What Happened During the Ice Storm” Thought Questions
1.
What is the setting of the story?
setting- time and place
also culture, psychology, religion
milieu- overall situation
-cold, winter
-farm, rural
urban- city
suburban-
rural-countryside
-village -suggests more than just one family
“people said”
-northern place- freezing rain
-writer in American- guess that it’s US
psychology of characters- contrast –
farmers, adults and the boys, children, younger teens
boys unable/reluctant to harvest the
pheasant- inexperienced, unsure, uncertain what to do,
-unprepared for the task- no tools- no
clubs, no sacks
-contrast- how they deal with the birds
- adults- “harvest” kill- used to killing
livestock and game animals
- boys save, protect, “covered
- gentle , kind
- new experience, daunting- challenging, a little
bit scary
- faced with the reality of killing the
birds, cruelty, harsh,
- emotionally difficult to kill a living
creature, not prepared
2.
The word ‘But’ in the third sentence causes the
mood of the story to change. How is this a pivot point in the story?
e.g. When she came to Canada, she had to
pivot in her choice of career.
3.
Why do the boys go out in the storm?
-find, harvest
-following their dads, parents
-wanting to help, act like the grownups
4.
What does “harvest the pheasants” (paragraph 2)
mean?
-kill, clean, prepare for cooking or
freezing
-process the birds to use later
- trade, barter
-EUPHEMISM “harvest”
-harvest – crops, plants e.g. rice, potato,
tomato, corn, pumpkin
-herb garden, vegetable garden, flower
garden
Community Gardens – all over Vancouver
container garden – grow in big pots
5.
What are four comparisons the writer creates
between the birds and the boys in the third paragraph?
-pheasant- eyes frozen shut- very
vulnerable, totally helpless, need protection
-conparison established a feeling of empathy
between the boys and the pheasants
empathy, sympathy- similar but slightly
different meanings
6.
What is the simile comparing the grass seeds,
the pheasants, and the boys?
simile- comparison between two things using
the words ‘like’ or ‘as;
e.g. He is as tall as a tree.
She is as smart as a whip. pun on the word ‘whip’ synonyms hurt-smart
My fingers smarts. new vocab
smart- brainy intelligent
pun -funny based on a word having two
meanings
similes and metaphors – used in poetry
e.g. Romeo and Juliet- uses imagery of the
sun, btight light
symbolism
simile- comparison using ‘like’ or ‘as’
metaphor- direct comparison
yolk and white- eggs
egg- new life, new birth
seeds
7.
What is the climax of the story?
climax – the high point of a story, the most
exciting point of a story or movie
8.
Why do the boys act in the manner they do?
-
keep the pheasants
-
want to save the birds
-
feel sympathy, empathy
-
kind, compassionate
-
sacrifice their own comfort for the birds’
survival
9.
What is the resolution (denouement) of the
story?
-“slippery
fields” “unsure of their footing”
-“blurry
lights”
Test#2
-paragraph
I
will ask you a very straightforward question about the story.
Focus on the question.
Put together a decent paragraph.
You can “quote” a few words if you want.
Don’t copy from the story.
Grabber
Topic sentence
Supporting points
Concluding sentence
(150-200 words)
Pronunciation of the Day
/R/ vs /L/ Minimal Pairs Examples
1.
Grammar / Glamour
grammar / glamour
Minimal pair sentence of the day: Learning
grammar has no glamour.
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