Thursday

 First review game go here: https://quizizz.com/join?gc=27764974

When you finish please study vocabulary for tomorrow's test.

If you're having trouble with "A Christmas Memory" look at the following:

https://prezi.com/lkxhtbdrkops/a-christmas-memory/ 

or

https://hinglk.weebly.com/uploads/2/4/3/5/24354033/a_christmas_memory_sift_2015.pdf

Wednesday

 TAKE QUIZ.

If you finish, work on homework.

Tuesday

 Read "A Christmas Memory" on page 336. Fill out short story guides.

Monday

 Today we are going to write sentences with Proboscis and Stratum and then finish reading "Where Have You Gone Charming Billy?" We will also read the interview with Tim O'Brien and finish filling out short story guides.

HW: Study for your literary terms quiz coming up on Wednesday.

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, 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 their own short story using these structures.  

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 short story using these elements to create a text with complex themes.

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 short story using these elements to create a text with a valid and justifiable theme.

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 short story using these elements to create a text with a theme.

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 short story using elements covered during this unit.

OBJECTIVES:
At the end of this unit students will be able to
1)    Define tone, blues, metaphor, irony, foreshadow, dialect, conflict, character, plot, mood, theme, symbol, imagery, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
2)    Given a story be able to list its theme, plot, conflict, irony, point of view
3)    Given a story be able to discuss which characters are round and which are flat
4)    Given a story be able to pick out the protagonist and the antagonist
5)    Given a story be able to pick out the static characters and the dynamic characters and briefly in a paragraph discuss why.
6)    Given a story pick out examples of foreshadow and allusion
7)    List the three elements of characterization
8)    List the three conditions for believable change in a character
9)    Given a series of images discuss what they mean in relation to a story or a character in a story
10) Given a story identify the characters with descriptions—physical and emotional descriptions as well as whether the character fits as either an antagonist, protagonist, dynamic or static character
11) Given a story be able to describe the symbols used in the story and what they mean in relation to the characters and theme.
12) Given a story discuss in a paragraph or two what the story’s plot reveals about the main character
13) Recognize whether a story is told from a 1^st person, 2^nd person or 3^rd person limited, 3^rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) In an essay of a page or more (at least two paragraphs of five sentences each) compare and contrast how two authors use imagery, metaphor, and dialect to develop their characters.
16) Define various vocabulary words from each short story (these words will be given on Monday or Tuesday of the week)
17) Demonstrate an understanding of a story by developing a project
18) Given a story identify the different events that fall into different parts of the plot.  Example: Be able to describe the exposition or climax of a story.
19) Write a script and act out a story or the sequel to a story keeping true to the characters and the plot
20) Incorporating devices of setting, character, plot, conflict, point of view, and believable characterization and change for the protagonist, write a short story of at least three pages.
20) Write various journal entries that correspond to the stories and various elements in those stories
 STORIES TO BE READ INCLUDE:

1. “The Cask of Amontillado” by Poe
2. “The Most Dangerous Game” by Richard Connell
3. “A Christmas Memory” by Truman Capote
4. “Where Have You Gone Charming Billy” by Tim O’Brien
5. “Blues Ain’t No Mockin’ Bird” by Toni Cade Bambara
6. “The Lady or the Tiger?” by Frank Stockton
7. “The Split-Cherry Tree” by Jesse Stuart
8. “The Gift of the Magi” by O’Henry
9.  One story of the student's choice

ESSENTIAL CONCEPTS:
 What are the different types of conflicts found within stories; What is an unreliable narrator and what does an unreliable narrator do for a text; What is an allusion?  Why does an author use allusions?  How is a complex character created?  Why does an author use imagery?  What does dialect do for a story?  What is irony and what is the effect of irony when it is used in a story?  Can you find irony in the real world?  What happens when part of the plot is left out of a story?  What is figurative language and how does an author effectively use it in a story?

Where Have You Gone Charming Billy?

 Today we are going to look at the story, "Where Have You Gone Charming Billy?" and discuss/pick out examples of allusion, irony, symbol. First let's talk about the title and the meaning of the song.

Thursday

 Today, we are going to review "Literary Terms", begin the story, "Where Have You Gone Charming Billy", and fill out short story outlines. But first we need to discuss "Blues Ain't No Mockin' Bird" and how to compare Granddaddy Cain to Pa Sexton.

Imagery for Granddaddy Cain:

Imagery for Pa Sexton:

How are they a like?

Pa Sexton and Granddaddy Cain can be compared by ________.

Your homework is to completely fill out your study guides for the "Literary Terms" quiz.  You might have some time at the end of class to do this!

Good Luck.

Wednesday

 Today we are going to finish reading "Blues Ain't No Mockin' Bird" - and look for imagery, allusions, metaphors, similes, symbols, dialect, and irony.  You need to take notes on the description of Granddaddy Cain.

When we are done I need you to post your notes on Granddaddy Cain and fill out a short story outline.

First write sentences with Pedantry and Odious

Blues

 Today we are going to read "Blues Ain't No Mockin' Bird" - and look for imagery, allusions, metaphors, similes, symbols, dialect, and irony.  You need to take notes on the description of Granddaddy Cain

Definition of Blues:

noun

1.

melancholic music of black American folk origin, typically in a twelve-bar sequence. It developed in the rural southern US toward the end of the 19th century, finding a wider audience in the 1940s as blacks migrated to the cities. This urban blues gave rise to rhythm and blues and rock and roll.

 

New Vocabulary

Pedantry
Odious
Luxuriant
Dictum
Cacophony
Proclivity
Proboscis
Stratum
Mausoleum
Marionette
Phoenix  

http://musicalperceptions.blogspot.com/2005/11/how-to-sing-blues.html

Friday

 When you finish the vocabulary quiz please work on the following:

Split Cherry Tree Journal
JOURNAL ENTRY—Keep a list of imagery, physical descriptions of the characters, the farm, the school, and the country and landscape.


How you should organize your journal:

PROFESSOR HERBERT:

Professor Herbert wore a gray suit of clothes. The suit matched his gray hair.




DAVE:





PA (LUSTER) SEXTON:

Pa’s eyes danced fire. His face was getting red. The red color was coming through the brown, weather-beaten skin on Pa’s face.




MA SEXTON:





FARM:



SCHOOL:



Metaphor:


Simile:


Dialect:

Thursday

 Today, we will turn in Short Story Outlines and work on the Split-Cherry Tree Journal. 

If you finish, please study for your vocabulary quiz.

Split Cherry Tree Journal
JOURNAL ENTRY—Keep a list of imagery, physical descriptions of the characters, the farm, the school, and the country and landscape.


How you should organize your journal:

PROFESSOR HERBERT:

Professor Herbert wore a gray suit of clothes. The suit matched his gray hair.




DAVE:





PA (LUSTER) SEXTON:

Pa’s eyes danced fire. His face was getting red. The red color was coming through the brown, weather-beaten skin on Pa’s face.




MA SEXTON:





FARM:



SCHOOL:



Metaphor:


Simile:


Dialect:

Wednesday

 Today we are going to review vocabulary and finish the story, "The Split-Cherry Tree".

HW: Short story outlines.

Tuesday

 Today we are going to continue reading "The Split-Cherry Tree". First words of the day - write sentences with termination and subside. As you read keep track of the following (you will need to post these to your blog for a blog grade):


Split Cherry Tree Journal
JOURNAL ENTRY—Keep a list of imagery, physical descriptions of the characters, the farm, the school, and the country and landscape.


How you should organize your journal:

PROFESSOR HERBERT:

Professor Herbert wore a gray suit of clothes. The suit matched his gray hair.




DAVE:





PA (LUSTER) SEXTON:

Pa’s eyes danced fire. His face was getting red. The red color was coming through the brown, weather-beaten skin on Pa’s face.




MA SEXTON:





FARM:



SCHOOL:



Metaphor:


Simile:


Dialect:

Dialect

 Today we are going to talk some notes on dialect, review literary terms, and finally begin reading "The Split-Cherry Tree". 

First we need to write sentences with "repose" and "aperture"

Vocabulary # 2

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates    

Friday

 Today we are going to review "The Cask of Amontillado". You will play a review game, take some notes, and write a journal entry.

 

JOURNAL  

Today you will write the sequel to “The Cask of Amontillado”.  It is fifty years after Montressor 

has buried Fortunato.  He is telling his story to someone, but who?  You must decide who he is telling his story t

o and why?  You can take any slant on the story that you like.  Perhaps Fortunato escaped?   Someone went l

ooking for him and found him?  Perhaps Montressor is confessing to a priest?  Perhaps the person who 

Montressor is confessing/bragging to doesn’t quite like the idea of burying someone alive?  Perhaps one of 

Fortunato’s relatives is in the audience.  Whatever you do, it must be at least a page long, and it must use

 details and imagery, one type of irony, a symbol, a foreshadow or two, and have a clear setting.

Thursday

Today we are going to write sentences with immolation and abscond. Then we are going to do the following questions in small groups. First turn in your homework.

 1) Compare and contrast Montresor and General Zaroff: how they think, how they view the world, how they view others, how they view themselves, the places they live, how they act—in essence compare their emotional, mental, and physical existences.
2) Why does Montresor feel justified in carrying out his plan against Fortunato?
3) Which character traits make Fortunato such an easy prey for Montresor (needs to be more than just his “connoisseurship in wine”.
4) In what ways are Montresor and Fortunato alike? How are they different?

5) List an irony of situation, a verbal irony, and a dramatic irony found in "The Cask of Amontillado".

6) List and explain one symbol in the story.

Wednesday

 Today we are going to write sentences with Preclude and Impunity, finish the story "The Cask of Amontillado", fill out short story outlines.

HW: On your blogs list as many ironies (verbal, situational, and dramatic) as you can (have at least 5 total), and three symbols, and one allusion. 

If you finish everything in class start answering the questions below:

Discussion Questions to think about

1) Compare and contrast Montresor and General Zaroff: how they think, how they view the world, how they view others, how they view themselves, the places they live, how they act—in essence compare their emotional, mental, and physical existences.
2) Why does Montresor feel justified in carrying out his plan against Fortunato?
3) Which character traits make Fortunato such an easy prey for Montresor (needs to be more than just his “connoisseurship in wine”.
4) In what ways are Montresor and Fortunato alike? How are they different?

5) List an irony of situation, a verbal irony, and a dramatic irony found in "The Cask of Amontillado".

6) List and explain one symbol in the story.

The Cask of Amontillado

Today - we need to look up new vocabulary and then begin "The Cask of Amontillado".  As we read remember to look for 1) Irony (three types - situational, verbal, and dramatic); 2) Symbols; 3) Foreshadow; and 4) Allusions.
 

Discussion Questions to think about

1) Compare and contrast Montresor and General Zaroff: how they think, how they view the world, how they view others, how they view themselves, the places they live, how they act—in essence compare their emotional, mental, and physical existences.
2) Why does Montresor feel justified in carrying out his plan against Fortunato?
3) Which character traits make Fortunato such an easy prey for Montresor (needs to be more than just his “connoisseurship in wine”.
4) In what ways are Montresor and Fortunato alike? How are they different?

5) List an irony of situation, a verbal irony, and a dramatic irony found in "The Cask of Amontillado".

6) List and explain one symbol in the story.

Vocabulary # 2

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates    

Audio book - "The Cask of Amontillado"

Song - "The Cask of Amontillado" 

Mr. Fielding's English 10 - "The Cask" 

Friday

 Today we will take a vocabulary quiz. Once the class is finished we will continue our notes on irony and symbolism.

Blog assignment - list two ironies (and the type) found in "The Lady or the Tiger?" Also, find a verbal irony on-line and post it on your blog. 

Tuesday we will begin "The Cask of Amontillado"

Thursday

 Today we are going to discuss the endings of your story for "The Lady or the Tiger?", we are going to read a simulation based on it, and play a review game, and if we have time take notes on types of irony, but first, a review quiz. 

SIMULATION - "THE LADY OR THE TIGER?"

SEQUEL TO "THE LADY OR THE TIGER?"

HW: Study for vocabulary quiz

"The Lady or the Tiger?" movie:

 

The ending of "The Lady or the Tiger?"

We will review vocabulary words and then work on the following:

Today's Objective: Students will be able to finish the plot of "The Lady or the Tiger?" by writing the ending (the falling action or resolution) or by rewriting a continuation of the story that includes a resolution.

Today - we will go over your short story outlines and then you will begin to write you own ending of the Lady or the Tiger? Be original.  Note: you need to use imagery and dialogue.  Your story also needs resolution. 

A simulation based on The Lady or the Tiger?