Thursday, September 29, 2022

Friday

 Today you will have 10-15 minutes to work on your comparison essays (note - you may have to rewrite them if they aren't perfect) and then we are going to look at the last story that we will read for this Unit: "A Christmas Memory".

After it we will begin to review for the UNIT FINAL - which will be comprehensive and long.




      SHORT STORY FINAL: REVIEW

Some things you will have to know
1)    Be able to define: irony, foreshadow, dialect, conflict, character, plot, tone, theme, symbol, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
      Irony:
      Foreshadow:
      Dialect:
      Conflict:
      Character:
      Plot:
      Tone:
      Theme:
      Symbol:
      Protagonist:
      Antagonist:
      Static Character:
      Dynamic Character:
      Round Character:
      Flat Character:
      Allusion:
2)    For each story be able to list the protagonist and the antagonist and the type of conflict.  Hint: conflict, protagonist and antagonist must all be equal and you may want to justify your answer.
a)    “The Most Dangerous Game”
b)    “The Cask of Amontillado”
c)     “The Lady or the Tiger?”
d)    “The Split Cherry Tree”
e)    “Blues Ain’t No Mockin’ Bird”
3)    For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss in 3-5 sentences why they fit the category you chose.  Remember and apply the three elements of characterization and the three conditions for believable change.
a)     “The Most Dangerous Game”
b)    “The Cask of Amontillado”
c)     “Where Have You Gone Charming Billy”
d)    “The Split Cherry Tree”
e)    “Blues Ain’t No Mockin’ Bird”
4)    For each story list the point of view.  If it is 1st person tell who the narrator is.  If it is 3rd person-limited list the character the narrator follows around
a)    “The Most Dangerous Game”
b)    “The Cask of Amontillado”
c)     “The Lady or the Tiger?”
d)    “The Split Cherry Tree”
e)    “Blues Ain’t No Mockin’ Bird”
5)    For each story write out a theme—
a)    “The Most Dangerous Game”
b)    “The Cask of Amontillado”
c)     “The Lady or the Tiger?”
d)    “The Split Cherry Tree”
e)    “Blues Ain’t No Mockin’ Bird”
6)    For each story outline the plot according to the six elements (exposition, inciting event, rising action, climax, falling action, resolution)
a)    “The Most Dangerous Game”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
b)    “Where Have You Gone Charming Billy?”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
c)     “The Cask of Amontillado”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
d)    “The Split Cherry Tree”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
e)    “Blues Ain’t No Mockin’ Bird”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
7)    For the following stories pick out two or more examples of allusion and discuss what the allusions refers to
“Blues Ain’t No Mockin’ Bird”
“The Most Dangerous Game”
8)    For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:
“The Most Dangerous Game”
“The Cask of Amontillado”
“Where Have You Gone Charming Billy?”
9)    For the following stories pick out two or more examples of irony and discuss why its ironic and what type of irony it is (situational or verbal)
“The Most Dangerous Game”
“Where Have You Gone Charming Billy?”
      “The Cask of Amontillado”
      “Blues Ain’t No Mockin’”
10) For the following stories discuss what the following symbols and or images represent and mean in relation to the theme and characters.
“The Split Cherry Tree”:  The cherry tree
A dead leaf on a tree of growing leaves:
“Blues Ain’t No Mockin’ Bird”: The title
The two chicken hawks:
11) Other than the list above pick out two symbols from any of the stories and discuss what they represent and mean in relation to the theme and characters.
11) Briefly discuss how dialect is used in “The Split Cherry Tree”?  What does it tell us about Pa, Dave and Professor Herbert. 
12) List the setting for every story.  Remember there are two elements to setting.
13) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them).  Also, be able to describe (and possibly argue) whether the characters are flat, round, dynamic or static.
Paul Berlin
Granddaddy Cain
Granny
Cathy
Smilin
Camera
Montresor
Fortunato
Pa Sexton
General Zaroff
Rainsford
Dave Sexton
Professor Herbert
Whitney
Narrator from “Blues”
Tyrone and Terry
           
14) Be able to answer various comprehension questions—short answer, true or false, multiple choice
15) From the stories “Split Cherry Tree” and “Blues Ain’t No Mockin’ Bird” pick out 2-3 examples of metaphors and similes and briefly discuss what is being compared.
16) From the stories “Split Cherry Tree” and “Blues Ain’t No Mockin’ Bird” pick out examples of dialect: word choice and pronunciation for the following character: Pa Sexton and Granny Cain or the narrator from “Blues”
17) For the following stories briefly discuss what the plot reveals about the main character:
“The Most Dangerous Game”
“The Cask of Amontillado”
“The Split Cherry Tree”

18) For any of the stories be able to write a brief summary.

Wednesday, September 28, 2022

Comparison

T oday we are going to begin comparison/contrast essays.

These are due on Friday. 

1st - make sure you have a complete list of descriptions for Pa Sexton and Granddaddy Cain.

Then fill out the outline I have given you.

These essays should be about a page long. You will need specific details from the text, so if you didn't take notes on the stories, and most of you didn't, you will need to find your stories and go back through them.

For the comparison think about the following - the characters can be compared by - how they are described, how the handle problems, where they live, and anything else you can think of. Please don't say one is white and the other is black. 

“The Split-Cherry Tree” and “Blues Ain’t No Mockin’ Bird” Comparison Essay

 

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

 

A.    THESIS (Write your thesis here):

Pa Sexton from “The Split Cherry Tree” and Granddaddy Cain from “Blues Ain’t No Mockin’ Bird” can be (compared or contrasted) by __________.

 

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.


 

Tuesday, September 27, 2022

Where Have You Gone

 Today, we are going to do the short story outline together as you need to start to be able to get everything on it correct and there is only one person in class that is consistently doing that, and then we need to move onto the journal.

JOURNAL - Find four examples of symbolism and discuss what the symbolism represents.

Tomorrow you will be writing an essay that compares Granddaddy Cain and Pa Sexton and later this week you will read the last story for this Unit - "A Christmas Memory".


 


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 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
 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
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?

Monday, September 26, 2022

Monday

 Today, you need to turn in homework - short story outlines and journals for "Blues Ain't No Mockin Bird" and then we are going to move onto "Where Have You Gone Charming Billy?" It is a story about the Vietnam War.  We have only two stories to read before the end of Unit I. 

You will need to fill out a short story outline as we read.

Journal - keep a list of symbols. You should have at least five.





Thursday, September 22, 2022

Thursday

Today we will fill out short story outlines for the "Blues Ain't No Mockin' Bird" and then do the journal review questions below on google docs.

First we will review vocabulary for the upcoming quiz.

You will be required to compare Granddaddy Cain and Pa Sexton in an essay soon.

 HOMEWORK: Study for tomorrow's vocabulary quiz

FOR JOURNALS:

1) What are some descriptions of Granddaddy Cain?  (List all you can find.  You'll need to compare him to Pa Sexton).

2) What are some descriptions of Camera and Smilin' (is there anything ironic about their names?)

3) List all the allusions you can find.

4) List descriptions of the setting?

5) List examples of dialect.


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.
 




 

Wednesday, September 21, 2022

Wednesday

 Today we will continue to read "Blues Ain't No Mockin' Bird". When we are finish we will fill out the Short Story Outline and work on the journal entry questions.

First we will review vocabulary for the upcoming quiz.

You will be required to compare Granddaddy Cain and Pa Sexton in an essay soon.

 

FOR JOURNALS:

1) What are some descriptions of Granddaddy Cain?  (List all you can find.  You'll need to compare him to Pa Sexton).

2) What are some descriptions of Camera and Smilin' (is there anything ironic about their names?)

3) List all the allusions you can find.

4) List descriptions of the setting?

5) List examples of dialect.


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.

 




Monday, September 19, 2022

Tuesday

 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

You will be required to compare Granddaddy Cain and Pa Sexton in an essay soon.

 

FOR JOURNALS:

1) What are some descriptions of Granddaddy Cain?  (List all you can find.  You'll need to compare him to Pa Sexton).

2) What are some descriptions of Camera and Smilin' (is there anything ironic about their names?)

3) List all the allusions you can find.

4) List descriptions of the setting?

5) List examples of dialect.


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.
 

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



 

 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 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
 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
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?

 

Thursday, September 15, 2022

Friday

 You will take a literary terms quiz. When you are done please write sentences with all the vocabulary words for this week, or work on make-up work. If and when you are finished with both of those things you may read a book or work on other homework.

Thursday

Today we are going to write sentences with Cacophony and Proclivity. Then we are going to move onto review for the literary term quiz tomorrow. I will give you some time to create a quizlet.

Finally we will do a carousel activity or - if that seems like it's not going to work - we'll begin reading "Blues Ain't No Mockin' Bird".

HW: Study for your literary terms quiz coming up tomorrow.


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 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
 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
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?

 

Thursday

 TEST.    Dance around.