Class Quizlet

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Tuesday

Today we are going to go over your outlines of "The Lottery". 

Then we will read, "EVERYDAY USE".

Objective: At the end of "EVERYDAY USE" students will be able to compare "EVERYDAY USE", "THE POSSIBILITY OF EVIL" and "THE LOTTERY" together by either theme, character, or figurative language.

Vocabulary List # 3

1) Caprice

2) Aberration
3) Zealously
4) Fecund
5) Callous
6) Compulsory
7) Manifest
8) Bequeath
9) Skirted
10) Ambivalence
11) Ebbing
12) Ineffable

Evil

Today we are going to take a 2-question quiz to assess your ability to use specifics to back up your opinions on a text and to relate texts to each other. 

After you finish we will be go on to "The Lottery" by Shirley Jackson.  The same author who wrote, "The Possibility of Evil".  Think about how you could compare the texts.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Thursday/Friday

Thursday/Friday Class Work:

Objective: Text analysis - students will be able to explain the motivation between the protagonist's actions after reading the story, "The Possibility of Evil" and relate it to a theme. 

Students need to write a blog entry of an least 1 paragraph explaining the protagonists motivations for her action in “The Possibility of Evil”.  Students need to cite at least three pieces of evidence to support their analysis. 

Students also need to write a 2-3 paragraph sequel to show how Miss Strangeworth’s life is different after her secret is revealed.

Both of these pieces of writing should be posted on the blog.

Possibility of Evil

Objective: Text analysis - students will be able to explain the motivation between the protagonist's actions after reading the story, "The Possibility of Evil" and relate it to a theme.  Remember that in the Unit Goal - the writing of your personal narrative you'll need a theme or a controlling idea. 

First - we will do words of the day (think about writing complex sentences), and then finish discussing what you wrote on the sheets on the wall - and adding some more information.

"The Possibility of Evil" is on page 202. 

Monday

Today's Objective: Students will be able to chart similarities between stories and discuss how they might be able to use imagery, allusions, and themes in their own personal narratives.

After we do the words of the day, I will collect your short story outlines.  Then, we will play the carousel game outlining the similarities between all the stories that you have read.  Lastly, we will talk about how you can use allusions in your own personal narratives (remember - you should have already answered this question on your blogs).

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Classwork for Thursday/Friday

On THURSDAY – students should write a blog entry:

“Using evidence from the text, write a story about the daily habits of the family who own the house from, “THERE WILL BE SOFT RAINS.”  This is before the bomb/war.  Note specific evidence of the family’s daily routine is in the story.  REREAD IT.

On FRIDAY – students need to read “Inside the Home of the Future” on  page 337 and answer questions 1-4 on page 339.

Tuesday September 9

Today - you will hand in your short story outlines.  Then we will move onto "THERE WILL BE SOFT RAINS".  

Essential Question: Can Technology Save US?  


Objective: Be able to pick out 3 allusions and explain how they reinforce the main idea (theme)? 

NOTE: How could you use allusions in a personal narrative?  

NEW VOCABULARY

Doctrine

Hertiage

Commiserate

Indomitable

Rudimentary

Savoring

Voluble

Wizened

Fusillade

Maladroit

HW - Write the sequel to "The Pedestrian".  What happens to Leonard Mead once he reaches the pyscho ward.  Will they cure him?  Will he escape?  Will he finally learn to like TV?

Spelling

For those who want a spelling challenge go HERE

Or a game with sentences go HERE

Monday September 8

Today - we will be filling out Short Story Outlines on "The Pedestrian".

Students will also be looking back through the story and picking out

5 - descriptions/imagery that they feel appealing
5 - examples of figurative language

They will post these on the blogs with 2-3 sentences discussing how imagery and/or figurative language makes this story more effective.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Friday

Today we will be taking a vocabulary quiz and then begin reading "The Pedestrian" by Ray Bradbury.