Wednesday

Today we are going to continue with the Syntax Primer for the first 15-20 minutes.  Then I will give you some time to work on finishing your short story outlines.  You will need to turn these in before the end of the period, and finally you'll need to start creating a review outline using the review guide I gave you yesterday.

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.

Tuesday

Today we are going to put the words of the day on the board, and then in small groups fill out the short story outline for "Everyday Use".

Afterwards we will go over types of sentences.  

Homework:  Write the following types of sentences: simple, compound, complex, compound-complex, loose, periodic, and a sentence with parallel structure.

You also might want to start reviewing for next week's test.

Suggestion - put Literary Terms on Quizlet.

Monday

Today we are going to put words of the day on the board, turn in your comparison essays and read the last story in the "Short Story" Unit: "Everyday Use" by Alice Walker.

As we read, fill out the short story outline.  Once we are done we will start looking over review guides both for literary terms and the unit as a whole.

Vocabulary quiz on Friday; Unit Test next week. 

https://www.acpsd.net/site/handlers/filedownload.ashx?moduleinstanceid=6626&dataid=60620&FileName=everyday_use_full-text.pdf

Friday

Today we are going to put words of the day on the board and then work on your essays.  Most of you should be WRITING your essays today.  If you did well on your outlines you shouldn't have a great deal of work today.  Make sure you double-space your essays; make sure you have a title; and make sure you have a conclusion.  Have someone read over your essay for grammar.

Essays are due on Monday.   Unit Test will be a week from Monday.


GOOD LUCK! 

Thursday

Today we need put the words of the day on the board, review vocabulary, and work on comparison essays.  If I haven't seen or commented on your outline you need to turn it in NOW. 

Further - use this time wisely.  Essays on due on Monday.

Wednesday

Today - we need to put words of the day on the board and work on your essays. 

I need you to turn in your outlines by the end of class. 

Remember essays are due on Monday!

Tuesday

Today we are going to look up new vocabulary words and then I will talk with you 1-on-1 about where you are on the outlines and what your thoughts are about your comparison essays.

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

Monday

Today we are going to talk about writing a comparison essay.  You will need copies of "The Possibility of Evil" and "The Lottery", a highlighter and either a pencil or pen.

Before we start I want you to do a pre-write.

ESSAY #1

1)   In an essay with a thesis statement (or controlling idea) compare “The Possibility of Evil” and The “The Lottery” by either characters, images, metaphors, symbols, allusions or themes.  Make sure you use specifics from the text. 

Remember – Topic sentence, generalization that relates back to the topic sentence, specific examples that reinforce generalization. 

You need at least 2 generalizations and four specific examples

You will be graded on the following:

1) Introductory Paragraph - Hook, Thesis Statement, Order of Development 

2) Body Paragraphs - How well you use specific evidence to back up/reinforce your comparisons.

3) Conclusion Paragraph - do you return to your thesis and hook, and do you offer the reader something further to consider

4) Syntax and Grammar - do you vary your sentences, and are there any grammar errors.

If you haven't highlighted anything on your stories you may wish to do so before you begin writing.  We will be going over an outline guide in class.

OUTLINE:

I.               Opening Paragraph (Hook, Thesis, Order of Development)

A.     THESIS (Write your thesis here):

B.     Order of Development (the two or three points)

II.             Body Paragraphs

A.     Comparison #1

1.     Evidence from text to back up Comparison:

a.     Explanation of evidence

2.     Evidence #2

a.     Explanation of evidence

B.     Comparison #2

1.     Evidence #1

a.     Explanation

2.     Evidence #2

III.           Conclusion

Reword thesis, return to hook, end with something further for the reader to consider.

Thursday

You have a vocabulary quiz.  If you finish the vocabulary quiz they need to start outlining the similarities between “The Possibility of Evil” and “The Lottery”.  You will have an in-class test on this on Monday.

Tuesday

Today we need to put the last words of the day on the board, and then finish reading "The Lottery".

Finally in groups you'll need to fill out Short Story Outlines.

Remember your quiz that will be coming up soon:

English 10: Quiz #2

1)   In a paragraph with a topic sentence (or controlling idea) compare “The Possibility of Evil” and The “The Lottery” by either characters, images, metaphors, symbols, allusions or themes.  Make sure you use specifics from the text. 

Remember – Topic sentence, generalization that relates back to the topic sentence, specific examples that reinforce generalization. 

You need at least 2 generalizations and four specific examples

Rubric

5 points for an accurate topic sentence/thesis

5 points for a generalization

15 points for specific examples

Monday

Today - we are going to review vocabulary, put vocabulary words on the board, then work on "The Possibility of Evil" blogs, and finally talk about and start "The Lottery".

Think about Traditions and Heritage before reading "The Lottery".

Friday

Today we will finish reading "The Possibility of Evil" and discuss the short story outlnes.

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".


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?

Thursday

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?

Wednesday

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?

Tuesday

Today, we are going to take a quiz on the stories you've read.  If you get done early you need to look up your new vocabulary.  After everyone has finished the quiz we will discuss an essay assignment on these stories. 

HW: Reading "The House of the Future" on page 336 answer question 3 on your blogs.

Vocabulary List #2

Doctrine

Hertiage

Commiserate

Indomitable

Rudimentary

Savoring

Voluble

Wizened

Fusillade

Maladroit

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.