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

Today, we are going to discuss your blogs, review vocabulary words, and finally read "Everyday Use".

HW: Study Vocabulary words.  We will be playing vocabulary charades tomorrow. 

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

Commiserate

Indomitable

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

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! 

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?

 

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

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?

 

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