Say What Resources Needed: Internet access, projector screen or PC monitor, handout for reading, paper and pen

Objectives: The student will determine the meaning of words, including their connotations and denotations The student will make complex inferences related to the reading text

Procedures: You may follow these specific steps or adjust as needed. Step 1: Go to www.youtube.com and type in say what you need to say bucket list. This video is a combination of John Mayers song and clips from the movie The Bucket List. Watch the video. If you are not familiar with the song or movie, you may need to read a quick online review to help explain the overall theme to the students. Step 2: After the video clip, have students answer the following questions on a sheet of notebook paper: 1. What does the word regret mean to you? 2. Why do some teenagers and their parents/guardians argue? 3. How are scars formed? Step 3: Discuss the differences between emotional and physical scars. I do this by creating two columns on the board and having students give me ideas and input. This process should take 5-10 minutes. Step 4: Make sure the students understand the basic elements of a story: Who? What? When? Where? Why? How? As a model, I will have students help me brainstorm with an example involving a personal story from my life. Again, I create columns on the board and involve students in helping recreate the story. I am not as concerned about its accuracy as I want the students to actively participate in the development of ideas and their personal voice. Step 5: Students will brainstorm and use their notebook paper to write down details about a time they will never forget (favorite, worst, dangerous, scary or sad moment). Give students about ten minutes to brainstorm. After they are finished, have them keep their notes handy. They will be used later. Step 6: Give each student a copy of the handout from The Scarlet Ibis by James Hurst. Have the students read the selection then proceed to step 7.

Step 7: On a new sheet of paper, students are to copy the following chart. Diction (word choice) Literal (Denotative) Meaning- use a dictionary 1. Mental Associations with a word (Connotations) 1. Tone or Mood (Atmosphere) created by diction 1.

1.

2.

2.

2.

2.

3.

3.

3.

3.

4.

4.

4.

4.

5.

5.

5.

5.

Step 8: On the same sheet of paper, students will complete the following chart. Image words/phrases from the text 1. Draw a sketch that depicts the image word 1. Why do you think the author uses this specific diction? 1.

2.

2.

2.

3.

3.

3.

4.

4.

4.

5.

5.

5.

Step 9: Lead a discussion over the excerpt. You can focus on language/syntax or literary elements. Ask students to compile a list of pertinent questions that could be discussed (Level 1, 2 and 3 questions). Level 1: Who? What? When? Where? How? Level 2: Complex inferences/ character analysis/ drawing conclusions Level 3: Real World Application/ Purpose of the text in todays society

Step 10: Self-Edit Rubric for Personal Narrative Essay (1st person POV) You may wish to have the students write a 1 page narrative from the information in step 5. After they have written their response (you may want to use this as a timed writing), the following rubric can be used to help the students identify areas to address in their essay. a. Circle the first three words of each sentence (If any sentence starts out similarly, change the word choice). b. Highlight all action, linking, and helping verbs (If any verbs are used too often, consider changing some of them). c. Using your image and diction list, go back to your original writing and consider using some of James Hursts words. d. Underline any transitional words or phrases. If you do not have any, consider using some when and where appropriate. e. Double underline all coordination conjunctions. Do not use the same conjunctions over and over. f. Consider varying sentence structures.

I usually work on thesis statement, topic sentences, and use of literary devices during the second draft.