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:

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

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.

Grammar Girl

For Grammar Girl's hints on Introductory Paragraphs - click here

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

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: 

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

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

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

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.