We are going to continue to work on your Personal Narratives. I do want to spend some time discuss what you are writing about, the sophistication of your writing, and conflict (what it is, can be, and might look like in a personal narrative).
Remember 1st drafts are due on Wednesday. Some of you are struggling with meeting deadlines, or giving dedicating yourself to doing your best.
Monday, September 30, 2019
Wednesday, September 25, 2019
Wednesday
Today - you are going to hand in your essays.
Watch the following video, look at the Personal Narrative Rubric and discuss it, and finally begin to make notes for your Personal Narrative.
1st Draft will be due on 10/2. Next Wednesday.
Watch the following video, look at the Personal Narrative Rubric and discuss it, and finally begin to make notes for your Personal Narrative.
1st Draft will be due on 10/2. Next Wednesday.
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.
Personal Narrative Rubric
|
|
4
|
3
|
2
|
1
|
|
Ideas:
Introduction to the topic. Engaging
and orienting the read by setting out a problem or a situation. This should include a controlling idea or
suggested theme.
(W2a,
W3a)
|
Topic
– controlling idea or theme is clear, and engaging. There is a problem or conflict in the
personal narrative. The controlling
idea links all sections of the narrative.
The presentation is near poetic in effect.
|
Topic
– controlling idea or theme is clear and engaging.
|
Topic
– controlling idea or theme is not clear, or the introduction is not
engaging. There might be no conflict
or problem or the intro. is wordy and /or rambles without getting to the
point.
|
The
introduction is hard to read or to understand as far as it relates to a
central idea or theme.
|
|
Details:
Use of narrative techniques such as dialogue, descriptions, concrete
details. This could include figurative
language (metaphor, similes, symbols, personification), use of allusions, irony,
and/or effective dialect.
(W2b,
W3b, W3c, W3d)
|
Details
are effective and add depth to the narrative.
The use of strategies such as figurative language relate back to the
controlling idea or theme. Use of many
techniques or strategies.
|
Details
are effective and concrete. Use of
many techniques or strategies.
|
The
narrative could use more details to develop the setting, problem or the
readers understanding of the storyline.
|
No
specific details. Narrative is a
collection of generalizations.
|
|
Organization:
Use of transitions to idea with idea, sequencing of events or plot
strategies, the presentation of ideas in a logical format.
(W2c,
W2f, W3b, W3c, W3e)
|
The
sequence of events and/or use of transitions to connect ideas and adds to the
text’s meaning or is innovative.
Techniques such as flashback, foreshadowing, use of parallelism, and
sentence organization (loose and/or periodic structures) might be used.
|
The
sequence of events and/or use of transitions is effective.
|
Narrative
is either missing transitions or the sequence of events are out of order,
illogical, or confusing as presented.
|
Narrative
lacks structure or organization.
|
|
Word
Choice/Syntax: Use of precise language, interesting word choice, SAT
vocabulary and varied syntax
(w2d,
w2e, L3)
|
Impressive
and effective vocabulary. Effective
and engaging syntax. Use of high-level
vocabulary and many types of sentences and sentence lengths for effect.
|
Precise
and effective language/vocabulary.
Varied syntax.
|
Overuse
of “to be” verbs or repetitious language.
Syntax is not varied much.
|
No
variation in syntax. Word choice is
simplistic.
|
|
Conventions/Spelling
(L1,
L2)
|
No
noticeable grammar errors
|
1-3
noticeable errors, but errors do not distract from the readability of the
narrative.
|
3
or more noticeable errors, or an error or errors that distract from the
readability of the narrative.
|
Narrative
is plagued with grammar errors and is hard to read
|
Tuesday, September 24, 2019
Tuesday
Today, we are going to review vocabulary words and read "Tolerance" by E. M. Forster on page 484.
Finally, you will have time to work on your essays. Final drafts due tomorrow!!!!
Good Luck.
Finally, you will have time to work on your essays. Final drafts due tomorrow!!!!
Good Luck.
Monday, September 23, 2019
Today, we need work on vocab words, to finish "From Farewell to Manzanar" and discuss how it relates to Personal Narratives. Finally, I want to give you some time to work on your essays from last week. Note, the next draft is due on Wedensday.
On Thursday, you will be starting your Personal Narratives. I will give you some hard due dates for it on Wednesday.
For those of you who haven't written sentences with your words yet, below is an example of the fun you can have:
On Thursday, you will be starting your Personal Narratives. I will give you some hard due dates for it on Wednesday.
For those of you who haven't written sentences with your words yet, below is an example of the fun you can have:
contempt (noun): the feelings or
attitude toward a person one considers unworthy
The contempt that Jackie felt for her ex-boyfriend amounted
to her burning all his photos and letters, smashing his cds with a
sledgehammer, donating all his clothes to charities, cracking eggs on the hood
of his car, spitting in his new girlfriend’s face, and writing a letter: “Dear
Mike, you are such a bastard and I don’t deserve how you mistreated me –locking
me in your closet for two days – so I pray that some hour soon, you will be impaled
by a sharp object, through the stomach, and that your death ends up on the six
o’clock news (by the way, I have a knife); on the day of your death, I will have a party and laugh all night
with the thoughts of your suffering.”
retribution (noun): deserved punishment
Jackie’s letter of retribution disturbed Mike; he moved out
of state, changed his name and phone number, and had plastic surgery done on
his face.
Friday, September 20, 2019
Friday
The panda eats, shoots and leaves. (What is wrong with that panda?)
Let's eat Grandma. (???)
Today, I want to discuss your essays and what you did on them, what strategies you took, how you studied, and take any questions you might have on them.
Then, I want to review vocabulary...and finally I want to look at "From Farewell to Manzanar" in your textbook and compare it with "The Montgomery Bus Boycott" and discuss the personal narratives that you will write.
HW: Write sentences with your vocabulary words.
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.
Let's eat Grandma. (???)
Today, I want to discuss your essays and what you did on them, what strategies you took, how you studied, and take any questions you might have on them.
Then, I want to review vocabulary...and finally I want to look at "From Farewell to Manzanar" in your textbook and compare it with "The Montgomery Bus Boycott" and discuss the personal narratives that you will write.
HW: Write sentences with your vocabulary words.
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, September 19, 2019
Thursday
Assignment: Write an
Essay comparing “The Possibility of Evil”, “The Lottery”, and “Everyday Use”
either by theme, character, symbolism, or irony.
|
|
4
|
3
|
2
|
1
|
|
Thesis Statement
|
Clear and
defendable thesis, hook and order of development connect with thesis
|
Defendable thesis,
hook present
|
Thesis statement
attempted, but might be clunky, wordy, or unclear
|
No thesis
|
|
Evidence
|
2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
|
Two pieces of
evidence for each point; some analysis is made between the evidence and
thesis but it might be taken out of context, misinterpreted or oversimplified
|
Evidence form at
least two sources. No analysis is made
between the evidence and the thesis.
|
Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
|
|
Sophistication of
Writing
|
Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
|
Some high level
vocabulary and some variety of sentence structures. Some effective rhetorical strategies.
|
Essay use same
words over and over again. Sentences
are wordy and/or clunky.
|
Student makes
sweeping generalizations or comparisons that are oversimplified. Very little variety in word choice and
sentence structure.
|
|
Grammar/Conventions
|
1-2 small mistakes
that do not impair reading
|
3-5 small mistakes
that do not impair reading
|
Many mistakes;
and/or reading impaired by mistakes made
|
Writing is plagued
with errors
|
Wednesday, September 18, 2019
Wednesday
Today, we will finish reading a nonfiction memoir (or section of a memoir) on the
Montgomery Boycott. Remember, your unit goal is to write a personal
narrative using elements of fiction that you have learned from the short
story unit. Think about how Coretta Scott King uses literary elements
in her story. Also, think about how you would compare this story to
"Everyday Use".
Turn to page 968.
Questions: 1-4, 7 and 8 on page 978.
Homework:
Turn to page 968.
Questions: 1-4, 7 and 8 on page 978.
Homework:
Assignment: Write an
Essay comparing “The Possibility of Evil”, “The Lottery”, and “Everyday Use”
either by theme, character, symbolism, or irony.
|
|
4
|
3
|
2
|
1
|
|
Thesis Statement
|
Clear and
defendable thesis, hook and order of development connect with thesis
|
Defendable thesis,
hook present
|
Thesis statement
attempted, but might be clunky, wordy, or unclear
|
No thesis
|
|
Evidence
|
2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
|
Two pieces of
evidence for each point; some analysis is made between the evidence and
thesis but it might be taken out of context, misinterpreted or oversimplified
|
Evidence form at
least two sources. No analysis is made
between the evidence and the thesis.
|
Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
|
|
Sophistication of
Writing
|
Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
|
Some high level
vocabulary and some variety of sentence structures. Some effective rhetorical strategies.
|
Essay use same
words over and over again. Sentences
are wordy and/or clunky.
|
Student makes
sweeping generalizations or comparisons that are oversimplified. Very little variety in word choice and
sentence structure.
|
|
Grammar/Conventions
|
1-2 small mistakes
that do not impair reading
|
3-5 small mistakes
that do not impair reading
|
Many mistakes;
and/or reading impaired by mistakes made
|
Writing is plagued
with errors
|
Tuesday, September 17, 2019
Tuesday
Today we will discuss your essays - those of you who have turned them in - and finish reading the grammar packet that I handed out.
cumulative sentence (also known as loose sentence)
periodic sentence
Finally, we are going to read a nonfiction memoir (or section of a memoir) on the Montgomery Boycott. Remember, your unit goal is to write a personal narrative using elements of fiction that you have learned from the short story unit. Think about how Coretta Scott King uses literary elements in her story. Also, think about how you would compare this story to "Everyday Use".
Turn to page 968.
Questions: 1-4, 7 and 8 on page 978.
RUBRIC FOR ESSAY
HOMEWORK: Edpuzzle
https://edpuzzle.com/assignments/5d7c179d83b95940b6bf139e/watch
cumulative sentence (also known as loose sentence)
periodic sentence
Finally, we are going to read a nonfiction memoir (or section of a memoir) on the Montgomery Boycott. Remember, your unit goal is to write a personal narrative using elements of fiction that you have learned from the short story unit. Think about how Coretta Scott King uses literary elements in her story. Also, think about how you would compare this story to "Everyday Use".
Turn to page 968.
Questions: 1-4, 7 and 8 on page 978.
RUBRIC FOR ESSAY
4- Student can write a thesis connecting "Harrison Bergeron", "There
Will Come Soft Rains" and "The Pedestrian" by either theme, character,
symbol and back up his or her position with at least two pieces of
evidence (for each point) and analyze the evidence, making connections
between the evidence and the thesis.
3 - Student can write a thesis connecting "Harrison Bergeron", "There
Will
Come Soft Rains" and "The Pedestrian" by either theme, character, symbol
and back up his or her position with at least two pieces of evidence
(for each point), some analysis or connection is made between evidence
and thesis but it might be taken out of context, misinterpreted, or
oversimplified.
2 - Student can write a thesis statement connecting "Harrison Bergeron"
and either "There Will Come Soft Rain" or "The Pedestrian". Evidence
from at least two sources is used but little connection or no analysis
is made between the evidence and the thesis.
1- Thesis statement is attempted. Body paragraphs either simply
restates the thesis or the evidence is unclear or unrelated to the
prompt; or less than two sources are provided.
HOMEWORK: Edpuzzle
https://edpuzzle.com/assignments/5d7c179d83b95940b6bf139e/watch
Monday, September 16, 2019
Monday
Today we are going to discuss types of sentences, and sentence arrangement.
HW: To write sentences that are loose, periodic, parallel, complex, compound, complex-compound.
New Vocabulary
1) Palliate
2) Confiscate
3) Inundate
4) Deprecate
5) Exonerate
6) Capitulate
7) Svelte
8) Diurnal
9) Canopy
10) Patrimony
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.
HW: To write sentences that are loose, periodic, parallel, complex, compound, complex-compound.
New Vocabulary
1) Palliate
2) Confiscate
3) Inundate
4) Deprecate
5) Exonerate
6) Capitulate
7) Svelte
8) Diurnal
9) Canopy
10) Patrimony
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.
Wednesday, September 11, 2019
Wednesday
Today we are going to review for tomorrow's vocabulary quiz and then finish reading "Everyday Use".
HW: Study for vocabulary and do questions (1-4, 6 and 9) on page 61.
Tomorrow, we are going to take a vocabulary quiz and work with types of sentences, parallelism, sentence length and all various writing exercises to get you ready for writing your personal narratives. We will be working on this for the next couple of class periods, be ready.
cumulative sentence (also known as loose sentence)
periodic sentence
HW: Study for vocabulary and do questions (1-4, 6 and 9) on page 61.
Tomorrow, we are going to take a vocabulary quiz and work with types of sentences, parallelism, sentence length and all various writing exercises to get you ready for writing your personal narratives. We will be working on this for the next couple of class periods, be ready.
cumulative sentence (also known as loose sentence)
periodic sentence
Tuesday, September 10, 2019
Monday, September 9, 2019
Monday
Today we are going to practice vocabulary words and write sentences with them. Discuss your essays, and discuss the story - "The Lottery". You will fill out short story outlines and finally on your blogs make a list of comparisons with "The Possibility of Evil". Things you should think about - 1) Symbols (Roses, Names, Black Box, places); Characters (Miss Strangeworth, Tessie Hutchinson); Themes - traditions, the meaning of home, appearance vs reality.
HW: Finish blog
Good luck. Vocabulary test on Thursday.
Vocabulary for today:
Doctrine
Hertiage
HW: Finish blog
Good luck. Vocabulary test on Thursday.
Vocabulary for today:
Doctrine
Hertiage
Commiserate
Indomitable
Friday, September 6, 2019
Friday
Today, we are going to talk about your Essay Quizzes (started yesterday), and then move on to "The Lottery". You might want to think how you can connect this story to "The Possibility of Evil".
Thursday, September 5, 2019
Thursday
Today - we will be taking a quiz. If you get done before the class is over you can work on homework - remember you have a blog assignment for "The Possibility of Evil" and study questions for the story.
Tomorrow we will be looking at "The Lottery" by Shirley Jackson. Good luck!
Tomorrow we will be looking at "The Lottery" by Shirley Jackson. Good luck!
Wednesday, September 4, 2019
Wednesday
Today, we will start with new words of the day, and then move on to the following:
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. After we finish the story you will need to
write a two paragraph blog entry about the protagonists motivations and
why the story is called, "The Possibility of Evil".
First - we will do words of the day (think about writing complex sentences).
"The Possibility of Evil" is on page 202.
HW: Questions 6, 8 and 9 on page 215.
#6. Analyze Irony. Reread lines 219-238. Explain the irony, or the contrast between appearance and reality, in Miss Strangeworth's insistence upon living "graciously".
#8. Evaluate. Is the punishment that Miss Strangeworth receives at the end of the story appropriate? Why or why not?
#9. Predict. How will Miss Strangeworth's life in town be different after her secret is discovered?
First - we will do words of the day (think about writing complex sentences).
"The Possibility of Evil" is on page 202.
HW: Questions 6, 8 and 9 on page 215.
#6. Analyze Irony. Reread lines 219-238. Explain the irony, or the contrast between appearance and reality, in Miss Strangeworth's insistence upon living "graciously".
#8. Evaluate. Is the punishment that Miss Strangeworth receives at the end of the story appropriate? Why or why not?
#9. Predict. How will Miss Strangeworth's life in town be different after her secret is discovered?
When you are done you can start outlining your quiz (that you will have tomorrow).
NOTE HERE IS THE RUBRIC:
4- Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point) and analyze the evidence, making connections between the evidence and the thesis.
3 - Student can write a thesis connecting "Harrison Bergeron", "There Will
Come Soft Rains" and "The Pedestrian" by either theme, character, symbol
and back up his or her position with at least two pieces of evidence
(for each point), some analysis or connection is made between evidence and thesis but it might be taken out of context, misinterpreted, or oversimplified.
2 - Student can write a thesis statement connecting "Harrison Bergeron" and either "There Will Come Soft Rain" or "The Pedestrian". Evidence from at least two sources is used but little connection or no analysis is made between the evidence and the thesis.
1- Thesis statement is attempted. Body paragraphs either simply restates the thesis or the evidence is unclear or unrelated to the prompt; or less than two sources are provided.
Tuesday, September 3, 2019
Tuesday
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. After we finish the story you will need to
write a two paragraph blog entry about the protagonists motivations and
why the story is called, "The Possibility of Evil".
First - we will do words of the day (think about writing complex sentences).
"The Possibility of Evil" is on page 202.
HW: Questions 6, 8 and 9 on page 215.
#6. Analyze Irony. Reread lines 219-238. Explain the irony, or the contrast between appearance and reality, in Miss Strangeworth's insistence upon living "graciously".
#8. Evaluate. Is the punishment that Miss Strangeworth receives at the end of the story appropriate? Why or why not?
#9. Predict. How will Miss Strangeworth's life in town be different after her secret is discovered?
First - we will do words of the day (think about writing complex sentences).
"The Possibility of Evil" is on page 202.
HW: Questions 6, 8 and 9 on page 215.
#6. Analyze Irony. Reread lines 219-238. Explain the irony, or the contrast between appearance and reality, in Miss Strangeworth's insistence upon living "graciously".
#8. Evaluate. Is the punishment that Miss Strangeworth receives at the end of the story appropriate? Why or why not?
#9. Predict. How will Miss Strangeworth's life in town be different after her secret is discovered?
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.Vocabulary List #2
Doctrine
Hertiage
Commiserate
Indomitable
Rudimentary
Savoring
Voluble
Wizened
Fusillade
Maladroit
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