Wednesday

Today we need to discuss your Personal Narratives.

Do words of the day.

And fill out review guides for the upcoming test.

BUT FIRST -

Tuesday

New Vocabulary Words 

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

We will also read "On Nuclear Disarmment", discuss your personal narratives, and short story final. 

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.

Grading Rubric

                                                Excellent                    Good                           Fair                             Poor               

IDEAS                                        20                      19     18      17          16      15     14               13     12

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

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

Correct us of the conventions of spelling

punctuations, etc.

Monday

Today we will continue to discuss non-fiction vs fiction and read the following memoir, "Farewell to Manzanar" on page 952.

On your blogs you will answer questions 1-4 and 11 on page 965, and #9 on page 978

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 need to do the words of the day, revisit parallel structure, work on the short story outlines, and then on blogs answer questions 1-4, 7 and 11 on page 61.

If you finish early start reading "The Montgomery Boycott" on page 968.

Monday

Today we need to turn in short story outlines, do the words of the day, and also:

Today - we are going to do "the lottery".  Then discuss the unit object, your quizzes and begin reading "Everyday Use".  You will need to think about "TRADITION" and "HERITAGE" again as a theme. 

"Everyday Use" is on page 48

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.

Friday

Today - we need to post new words of the day.  Discuss your quizzes.  Rewrite your quizzes and post them to the blogs, and finally complete short story outlines for "The Lottery".   If there is time left we will watch one of "The Lottery" films.

Remember to start thinking about your personal narratives. 

Good luck today!

Wednesday

Objective: Text analysis - students will be able to compare "The Lottery" with "The Possibility of Evil" by either theme, character, or symbol.  Remember that in the Unit Goal - the writing of your personal narrative you'll need a theme or a controlling idea.

Today we discuss how to compare texts by theme, character, or symbol.  We will look at your notes, do an exercise on the board and then take a short essay quiz. 


1st - Did anyone watch the lecture video (or any of the videos) on "The Lottery"? 

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 go over your paragraphs about the motives of "The Possibility of Evil". 

After we finish we will be go on to "The Lottery" by Shirley Jackson.  The same author who wrote, "The Possibility of Evil".  Think about how you could compare the texts.  Think QUIZ.  

Remember, specific examples from the texts will be needed for this quiz.


HW: Outline a comparison between "The Lottery" or "The Possibility of Evil" either by theme, character, or symbol.   Use specific examples from the text (this means quote the text).  

 

 

 

 

Monday

Today, we are going to put your words of the day on the board (note, vocabulary quiz in on 9/20).

Then we will discuss "The Possibility of Evil" in groups and answer the following questions:

1) Is Miss Strangeworth an evil person?  Support your opinion with evidence from the text.
2) How will Miss Strangeworth's life in town be different after her secret has been discovered?
3) What social or political issues are reflected in "The Possibility of Evil?

After these questions, you need to fill out your short story outlines.

And finally, write on your blog a letter from Miss Strangeworth to someone in town.

HW: Finish your blog writing and study your vocabulary.

Friday

Today - we are going to take a quiz, and then read the short story, "The Possibility of Evil" and fill out a short story outline. 

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.

"The Possibility of Evil" is on page 202.


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.

New Vocabulary:

Doctrine

Hertiage

Commiserate

Indomitable

Rudimentary

Savoring

Voluble

Wizened

Fusillade

Maladroit

Wednesday

Today, we will take vocabulary quiz #1. 

Then you will have time to finish the short story outlines, talk about the imagery and figurative language that you picked out, and write a blog entry on the Pedestrian.



HW: Write the sequel to "The Pedestrian".  What happens to Leonard Mead once he reaches the pyscho ward.  Will they cure him?  Will he escape?  Will he finally learn to like TV? 

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.

The Pedestrain

Learning Objective: Be able to pick out imagery and figurative language and discuss how they create meaning in a text


5 - descriptions/imagery that they feel appealing
5 - examples of figurative language
 

Go HERE

First, let us look at vocabulary words of the day.

After we finish, you will fill out a short story outline.

HW: Study vocabulary and  Write the sequel to the Pedestrian.  What happens to Leonard Mead when he reaches the pycho ward (or the ward for studies on regressive tendencies).

For those who want a spelling challenge go HERE

Or a game with sentences go HERE