New Vocabulary

1) Palliate
2) Confiscate
3) Inundate
4) Deprecate
5) Exonerate
6) Capitulate
7) Svelte
8) Diurnal
9) Canopy
10) Patrimony

Monday!

We will workshop Dainean and Colton's narratives and look at UNIT II: A Brave New World

Unit Learning goal: Students will be able to create a multi-part literary project that details the following items:

The Literature Project  

Rationale: The purpose of this project is to assess your ability to read, summarize, analyze, and connect pieces of literature as well as assess your writing skills.  This is your chance to show me everything you know and have learned.  This is your chance to dazzle, shine, dance, sing, shout (during your presentation).

Assignment: You will read A Brave New World.  You must have the book read by Spring Break.  This final project will consist of five parts. 

1) A reading log revealing your engagement with the literature.  This part should be very thorough and should contain all the things listed below.

2) A creative connection

3) A book summary/personal response paper

4) An analysis focusing primarily on the development of one striking element in the novel: symbolism, characterization, figurative language, theme, plot and how that element contributes to the development of the novel’s overall meaning.

5) A connection—a one page paper connecting the novel to either Huck Finn or Macbeth by either symbolism or theme. 

6) A presentation (this could be creative—and has to be 3 minutes with visual aids): this is an overview of your project and your understanding of the novel.

POINT VALUES: The analysis is worth 100 points each.  The log, creative connection, personal response, presentation, and connections are worth 50 points each.  Therefore, the total point value is 350 points.  This is nearly your entire project grade for the semester.

EXPECTATIONS:

THE READING LOG:  The reading log reveals your engagement with literature.  Furthermore, a detailed reading log will significantly aid you in the development of the rest of the project.  After reading each chapter, you should write in your log:

n  A short synopsis of the action and character development

n  Your interpretation of the significant events occurring in the chapter

n  Noteworthy figurative language and other literary elements

n  Vocabulary—unfamiliar words

Please note that the copying of Cliff Notes or Internet Sites is plagiarism.  I want only your thoughts, don’t steal.  Cheating will equal a ZERO. 

THE CREATIVE PART:  Choose one of the three options below:

Take a minor character and write a 1-2 page monologue / journal entry about what they think of the situation / action / motivations in the book so far.

Make a newspaper story about one of the major events of the novel. How would a journalist take on those events and how would that story be different than Scout's interpretation?

Draw a picture (or some sort of visual representation) drawing from the reading. Be sure to include a written component explaining why you chose to create your visual representation.

Book Review/ Personal Response:  Give a detailed summary of the book.  What did you like?  What did you not like?  Would you recommend this book to a friend?  Why or why not?

THE LITERARY ANALYSIS: Choose one literary element of the book and develop a thesis around it.  Back up your thesis statements with proof from the text.  This paper should be at least 3 pages.

THE CONNECTION: 1-2 pages connecting the novel to a short story read in class.  You may focus on theme, characterization (think dynamic), or figurative language.

THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid.  

   

Scale/Rubric relating to learning goal:

4 – The student can create A Brave New World project that relates the novel the real world citing both textual evidence and examples from contemporary society. 

3 – The student can create A Brave New World project that incorporates all sections of the project.

2 – With some direction/help from the teacher the student is able to create A Brave New World project that incorporates all sections of the project.

1 – Even with help from the teacher the student is unable to create A Brave New World project that incorporates all sections of the project.  The student may be able to do some sections, but not all of them. 

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1)  Outline the plot

2)  Discuss Brave New World as a 3-part structure

3)  Discuss the importance of the following characters (including the meaning/allusions of their names): Bernard Marx, John the Savage, Linda, Lenina, D.H.C. (Tomakin), Mustapha Mond, Helmholtz Watson, Henry Foster, Fanny Crowne, Pope.

4)  Give and explain at least three scenes that fit the following themes:  The Meaning of Freedom, Individual vs. Society, The Meaning of Power

5)  Discuss five ways people are controlled in this society

6)  Discuss the title and how its meaning changes throughout the course of the novel

7)  Discuss whether or not the novel contains any elements of hope

8)  Discuss why Shakespeare is referenced so often

9)  List and discuss at least three literary and three historical allusions and how they relate to the meaning of the novel as a whole

10)          Explain how and why everyone is similar

11)          List Two Symbols other than FORD and discuss how they relate to the meaning of the novel as a whole.

12)          List and explain three ironies

13)          Discuss death in this novel and the deaths of the following: Linda, John, and the average person in this society.

14)          Explain the “Bokanovsky Process”

15)          Analysis with proof from the text whether Mustapha Mond is really powerful or is controlled by society as much as everyone else.

16)          Keep a chapter by chapter reading blog.

17)          Create a drawing/poster of a major scene in A Brave New World and explain the meaning of that scene.

Essential Questions:

What is the price of freedom? 

Is technology a good thing?

How does heritage shape us?

What if everyone was the same?

What are the dangers of genetic engineering? 

What is the meaning of family or home?

UNIT I FINAL

We will be taking the UNIT I FINAL today - GOOD LUCK!!!!!

Next week, we start A Brave New World

 

Review Guide for UNIT I

1)   For the following stories be able to outline the plot:

“Harrison Bergeron”

“The Pedestrian”

“There Will Come Soft Rains”

“The Lottery”

“The Possibility of Evil”

“Everyday Use”

2)   For the following stories be able to list the protagonist, the antagonist, the type of conflict and briefly discuss what the conflict involves”

Harrison Bergeron”

“The Pedestrian”

“There Will Come Soft Rains”

“The Lottery”

“The Possibility of Evil”

“Everyday Use”

3)   For all the stories list point of view.   If the point of view is 1^st person, discuss who is telling the story.   If the point of view is 3^rd Limit, discuss the point of view the story follows.

4)   For each story pick out and be able to discuss a symbol.

5)   For “There Will Come Soft Rains” be about to pick out three allusions and discuss how the allusions reinforce the main idea of the story.

6)   Be able to pick out an irony for each story and discuss the meaning of the irony. 

7)   For all stories be able to list the dynamic and static characters, and discuss how the dynamic characters change.

8)   For each story be able to list and discuss the theme.

9)   List the setting for every story.

10)                  Be able to compare, using details, various stories to each other by using theme, characters or figurative language.

11)                  Discuss who the following characters are and why they are important to the text:

Harrison Bergeron

Leonard Mead

Maggie

Hakim-a-barber

Wangero (or Dee Dee)

Mama

George Bergeron

Hazel Bergeron

Diana Moon Glampers

The House

The Dog

Miss Adela Strangeworth

Mr. Lewis

Dave Harris

Linda Stewart

12) For any story be able to summarize the events of the story.  

This Week

Today and tomorrow we are going to go over your essays on the Smart Board.  On Friday you will be taking the Unit I final.

Sentences

For HOMEWORK,

I want you to write a loose sentence, a periodic sentence, a sentence with parallel structure, an inverted order sentence, a split order sentence, and an interrupted order sentence; also a compound, complex, and compound-complex sentence.   

Tuesday - Personal Narratives

Today - we are going to take your prewrites and your outlines and begin writing your personal narratives. 

Remember that you introductory paragraph needs a hook, and some sort of controlling idea. 

 Personal Narrative

                                                Excellent                    Good                           Fair                             Poor               

IDEAS                                        20                      19     18      17          16      15     14               13     12     11

Is the essay focused?

Does it define a purpose?

Does the letter address an

audience? 

DETAILS                                   20                      19    18      17           16      15      14              13     12     11

Extent which you back

up your main ideas with

examples, the extent which

you describe a scene with

imagery.

ORGANIZATION                   20                       19      18    17             16      15     14              13       12     11

Extent to which you

effectively organize information

so the reader can follow

(includes: paragraph structure,

topic sentences, how well paragraphs

stay aligned with thesis, etc.)

SENTENCE FLUENCY/ VOICE  20                19     18     17             16       15     14            13       12      11

Do you the sentences flow,

are they varied: complex, compound,

simple.  Does the writer have his/her

own voice?  Is the voice original?

CONVENTIONS                20                          19     18     17             16    15      14                13    12    11

Correct us of the conventions of spelling

punctuations, etc.

Today we are going to start your personal narratives. 

Personal Narrative

      A Personal Narrative is a form of writing in which the writer relates an event, incident, or experience in his or her own life. It is usually focused on one idea.  The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer. 

           

Remember the first paragraph, just like an essay, should have a grabber or an attention getting statement and it can set up your reason for writing—it could contain a controlling idea and can also state a list of topics that you will discuss in your essay (these are not bad things to practice and you should look at the student examples).   It should follow a plot with an exposition, inciting event and a resolution. 

            Some things you can discuss:

1)    Who are you and where are you from?  What is your family like?   What do your parents or relatives do? 

2)    Tell me something was important in your life (example: describe winning a race, or attending your sister’s marriage, etc.)

3)    Tell a story about your past (maybe this past summer—such as your job)?

4)    Overcoming some problem or situation (example: I had a girl in the Marshall

Islands write about battling anorexia).

5)    Take an experience from your life, an experience that taught you something about life (either about suffering, about healing, about people, about yourself) –Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of usually makes a good story.” 

I’m looking for passion, excitement, description, dialogue, and your voice coming out and calling the reader to pay attention because what you have to say is important! 

Please use details, imagery and if possible figurative language (metaphors, similes, personification, etc.)  If you don’t know these terms do not worry, we will cover them in class during the year.  Before you begin writing I’d like you to begin by pre-writing and thinking about organization.  Never just start writing without jotting down ideas or writing out some sort of map or outline. 

The purpose of this assignment is for you to start to format letters/ideas for you to use as a senior when you apply to colleges and for scholarships.  It will also give you valuable writing practice for writing is a skill that needs constant practice and developing.    

Requirements:  Your narrative needs to be at least 3 pages long (it can be double-spaced).  There is no maximum length.  You will be graded on a rubric broken into ideas, organization, voice, word choice (usage), sentence fluidity (structure), and conventions. 

Grade:  This assignment will be worth 150 points.

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.

Parellel Structure

Objective: Students will be able to recognize and use parallel structure.

Today we will discuss parallel structure and then do some exercises on parallel structure.  If we have time remaining we will look at a memoir (in preparation of your own personal narratives) called "The Montgomery Boycott".

First, What is parallel structure?

Julius Caesar: "I came, I saw, I conquered."

JKF: "Ask not what your country can do for you, ask what you can do for your country."

Samuel Johnson: "If you are idle, be not solitary; If you are solitary, be no idle."

Or

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

Let's go HERE 

Here is another example - GO HERE

Now let's look at Abraham Lincoln's Gettysburg Address  (pick out the parallelism)

Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battle field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

EXERCISES:

GO HERE

Everyday Use

Today we are going to finish everyday use.  Remember your objective: You'll need to be able to compare the story to "The Possibility of Evil" and "The Lottery" by either theme, character(s), or figurative language, and be able to use specifics from the texts to back up your ideas.