Thursday: Read "Where Have You Gone Charming Billy?" on page 62.
Friday: Vocabulary Quiz
Monday: Finish reading "Where Have You Gone Charming Billy?" and begin short story outlines.
Wednesday 22 September 2010
Thursday 2 September 2010
Short Story Unit
SHORT STORY UNIT
In this unit students will read short stories from various authors and look at literary devices employed in each story. The short story is the most compact prose form and therefore the best to look at as an introduction to literature. The devices the students discover in this unit will reappear throughout the semester when we discuss The Novel, DRAMA and POETRY. The ultimate goal for students to acquire the basic understanding of the working of literary at a root and elementary level. Students will be required to read and take quizzes on each story and at the end of the unit take a unit test and present a Short Story Project orally to class.
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 1st person, 2nd person or 3rd person limited, 3rd 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
CLASS ACTIVITIES:
1) In-class reading: Everyone in class must read. It is 10 points of the daily grade.
2) Quizzes
3) Jeopardy Review
4) Group Work/ reading and writing Activities
5) Worksheets (for every story)
6) Note Guides for each story (sometimes to be filled out in yr. group)
7) Vocabulary
8) Oral presentations
9) Short Story Project
10) Journal Entries
11) Simulations/ Acting
12) Listening to music that corresponds with stories
13) Watching videos (if any) that correspond with stories
STORIES TO BE READ INCLUDE:
1. “The Cask of Amontillado” by Poe
2. “Blue’s Ain’t No Mockin’ Bird” by Toni Bambara
3. “Where Have You Gone Charming Billy”
4. “The Lady or the Tiger?”
5. “The Split Cherry Tree” by Jesse Stuart
6. “The Most Dangerous Game” by Richard Connell
7. “To Build A Fire” by Jack London
There will also be one story that can be read for extra credit (25 points).
During this unit reading quizzes will be T F, multiple choice, short answer and essay.
Vocabulary quizzes will be short answer.
The Unit Final will be T F, multiple choice, short answer and essay (it will be around 40 questions).
Again remember:
Daily assignments (this includes reading/ note guides/ work sheets and class participation): 10-25 points
Homework: 10-25 points
Quizzes: 30-80 points (usually 30-50)
Vocabulary Quizzes: 30 points
Short Story Project: 125 points
Short Story: 200
Final: 200 points
Journal: 10% of grade
In this unit students will read short stories from various authors and look at literary devices employed in each story. The short story is the most compact prose form and therefore the best to look at as an introduction to literature. The devices the students discover in this unit will reappear throughout the semester when we discuss The Novel, DRAMA and POETRY. The ultimate goal for students to acquire the basic understanding of the working of literary at a root and elementary level. Students will be required to read and take quizzes on each story and at the end of the unit take a unit test and present a Short Story Project orally to class.
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 1st person, 2nd person or 3rd person limited, 3rd 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
CLASS ACTIVITIES:
1) In-class reading: Everyone in class must read. It is 10 points of the daily grade.
2) Quizzes
3) Jeopardy Review
4) Group Work/ reading and writing Activities
5) Worksheets (for every story)
6) Note Guides for each story (sometimes to be filled out in yr. group)
7) Vocabulary
8) Oral presentations
9) Short Story Project
10) Journal Entries
11) Simulations/ Acting
12) Listening to music that corresponds with stories
13) Watching videos (if any) that correspond with stories
STORIES TO BE READ INCLUDE:
1. “The Cask of Amontillado” by Poe
2. “Blue’s Ain’t No Mockin’ Bird” by Toni Bambara
3. “Where Have You Gone Charming Billy”
4. “The Lady or the Tiger?”
5. “The Split Cherry Tree” by Jesse Stuart
6. “The Most Dangerous Game” by Richard Connell
7. “To Build A Fire” by Jack London
There will also be one story that can be read for extra credit (25 points).
During this unit reading quizzes will be T F, multiple choice, short answer and essay.
Vocabulary quizzes will be short answer.
The Unit Final will be T F, multiple choice, short answer and essay (it will be around 40 questions).
Again remember:
Daily assignments (this includes reading/ note guides/ work sheets and class participation): 10-25 points
Homework: 10-25 points
Quizzes: 30-80 points (usually 30-50)
Vocabulary Quizzes: 30 points
Short Story Project: 125 points
Short Story: 200
Final: 200 points
Journal: 10% of grade
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