Today we need to go back to writing your short stories. The next draft will be due on Thursday. This draft should have the plot completed. You have all day to work on the draft. Most of you need to work on details (descriptions), and some of you need to work on varying your types of sentence structures.
B. Four Basic Sentence Structures
Simple sentence: one independent clause
Example: The singer bowed to her adoring audience.
Compound sentence: two or more independent clauses (joined by a coordinating
conjunction—and, but, for, or, not, yet, so—or a semicolon). Example: The singer bowed gratefully to the audience, but she san no encores.
Example: The singer bowed gratefully to the audience; however, she sang no
encores.
Complex sentence: one independent clause and one or more dependent
(subordinate) clauses. Example: Although the singer bowed gratefully to the audience, she sang no
encores.
Compound-complex: two or more independent clauses and one or more dependent
(subordinate) clause(s). Example: Although the audience clapped wildly, the singer sang no encores, but
she did bow gratefully.
WRITING SHORT STORIES
Today, you have the class to work on your SHORT STORIES. Remember that your first draft is due on Tuesday.
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.
4
3
2
1
Plot
Story not only has conflict but conflict,
plot, character and idea weave effortlessly.Each element of plot is given adequate space for development
Story has conflict and all six
elements of plot.One or more of the
parts of plot are rushed or not given adequate space for development.
Story is missing either conflict,
or missing one or more parts of plot.
Not Evident
Details
The use of imagery has a
near-poetic effect and the reader feels apart of the world evoked by the
story.Imagery and emotion are
connected.The writer uses 4-5 senses
to create images. Metaphors, similes are an integrated part of the
story.The student my also be using
symbols to express themes
The use of imagery allows the
reader to experience the world of the story.The writer evokes more than twoof the five senses to create this effect and the story uses some
metaphors and similes to help explain emotions or ideas.
The main characters are
real.The reader develops an
attachment to them or against them by the end of the story.Conflict and character are one.
The main characters are
believable: they are round and have both good and bad traits.There is a dynamic character.The protagonist may help determine the
conflict
The main characters are not all
believable.They don’t seem human or
are not dynamic or the plot is forced around them.
Not evident
Voice
The narration is individualistic,
engaging and impressive.The writer’s
own enthusiasm or interest is apparent
The narration does have a strong
sense of personal commitment or involvement.The writer may seem self-conscious and the story lacks individuality
Story is lifeless, mechanical and
stilted.The writer and narrator are
indifferent to the topic.
Not Evident
Mechanics
There may be occasional errors in
the mechanics (spelling, fragments, run-ons, punctuation, capitalization,
usage, etc.)However it is hard to
find the errors unless you look for them
Errors in mechanics are
noticeable but do not impair the understanding of the story
Numerous errors that distract the
reader and effect the readability of the story
I'm going to give you a few minutes to work on your Reading Journals from yesterday and then we are going to review vocabulary. Remember you have a quiz on Monday.
First we need to look at Hank Green and compare his analysis of Part I with John Green.
Today we are going to read the next ten pages of Fahrenheit 451 and review vocabulary.
THE READING LOG:
A short synopsis of the action and character development (what happened who was involved? Did anyone change? ) Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?) Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?) Vocabulary—unfamiliar words (Look up the words you do not know!!!!)
Unit Learning goal:Students will be able to write a 1-2 page essay citing textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.
Scale/Rubric relating to learning goal:
4 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale and connect the analysis to real world problems.
3 – The student can cite textual evidence to support an analysis ofFahrenheit 451 as a cautionary tale.
2 – With some direction/help from the teacher the student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale
1 – Even with help from the teacher the student is unable to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.
Essential Questions:
How is Fahrenheit 451 a cautionary tale? Cautionary against what?
Is Technology taking over our lives?
What is your connection to television?
Why do people read or tell stories?
What is censorship and how does it appear in the world?
Why is it important to fight against censorship?
Is our nation reading less?
How do we convey complex thoughts or emotions?
What if books were illegal? What if music became illegal?
Does the white clown love you?
Objectives: At the end of the book students will be able to
1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound
3) Be able to explain and give at least three examples of scenes that fit the following themes:
The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity
4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols
Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books
10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12)
Discuss Montag’s relationship with Mildred. Is it a typical
relationship in this society? If so what does this say about this
society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18)
What’s important the significance of the following quote, who says it?:
“Go home and think of your first husband divorced and your second
husband killed in a jet and your third husband blowing his brains out,
go home and think of the dozen abortions you’ve hand and your children
who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24)
Describe the woman who burns herself up with her books. What does she
represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.
33) Define Dystopia.
Example of a READING LOG
451 pages 113-123 (Danny Brady's work)
After arriving at Montag's house he sees Mildred run out of the house,
stiffen when she passes Montag, and climb into a beatle and zoom off
saying, "poor family, poor family, oh everything gone, everything,
everything, everything gone now..."; she was the one who called in the
alarm. Beatty tells Montag that he must be the one to burn his own house
with the flamethrower, and then they will arrest him. Montag takes the
flamethrower and enters his house, he first burns some books; then he
burns the bed, which lit up in a orange and red blaze; then the bedroom
walls; the cosmetics chest; the chairs; the table; everything that
showed that he had lived here in this empty house with a strange woman
who would forget him tomorrow. If there was no solution, then now there
was no problem. Then he went into the parlor and burned the family. When
he was done and the house crumbling Beatty seeing montag listening to
Faber, strikes him and the green bullet flew out of Montag's ear. Beatty
picks it up and says that after arresting Montag they'll go after his
friend, Faber. In defiance Montag aims the Flamethrower at Beatty.
Beatty thinks that Montag is bluffing and takes a few steps towards him,
big mistake, Montag scorches Beatty and then knocks out Black and
Stoneman. He drops to the ground depressed about killing a man who he
once called a friend, when he recuperates, he gets up and is struck by a
car, breaking his leg. Montag forces himself to get up and move because
he heard sirens. He first walks, then trots, then he breaks into run to
the night.
Important Events:
"Beatty," he thought, you're not a problem now. You always said,
don't face a problem, burn it. Well now I've done both. Good bye,
Captain."
the chairs; the table; everything that showed that he had lived here
in this empty house with a strange woman who would forget him tomorrow.
If there was no solution, then now there was no problem.
Figurative Language
Faber was back there, sitting in a pile of black tar
"Beatty," he thought, you're not a problem now. You always said,
don't face a problem, burn it. Well now I've done both. Good bye,
Captain."
Today, you have the class to work on your SHORT STORIES. Remember that your first draft is due on Tuesday.
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.
4
3
2
1
Plot
Story not only has conflict but conflict,
plot, character and idea weave effortlessly.Each element of plot is given adequate space for development
Story has conflict and all six
elements of plot.One or more of the
parts of plot are rushed or not given adequate space for development.
Story is missing either conflict,
or missing one or more parts of plot.
Not Evident
Details
The use of imagery has a
near-poetic effect and the reader feels apart of the world evoked by the
story.Imagery and emotion are
connected.The writer uses 4-5 senses
to create images. Metaphors, similes are an integrated part of the
story.The student my also be using
symbols to express themes
The use of imagery allows the
reader to experience the world of the story.The writer evokes more than twoof the five senses to create this effect and the story uses some
metaphors and similes to help explain emotions or ideas.
The main characters are
real.The reader develops an
attachment to them or against them by the end of the story.Conflict and character are one.
The main characters are
believable: they are round and have both good and bad traits.There is a dynamic character.The protagonist may help determine the
conflict
The main characters are not all
believable.They don’t seem human or
are not dynamic or the plot is forced around them.
Not evident
Voice
The narration is individualistic,
engaging and impressive.The writer’s
own enthusiasm or interest is apparent
The narration does have a strong
sense of personal commitment or involvement.The writer may seem self-conscious and the story lacks individuality
Story is lifeless, mechanical and
stilted.The writer and narrator are
indifferent to the topic.
Not Evident
Mechanics
There may be occasional errors in
the mechanics (spelling, fragments, run-ons, punctuation, capitalization,
usage, etc.)However it is hard to
find the errors unless you look for them
Errors in mechanics are
noticeable but do not impair the understanding of the story
Numerous errors that distract the
reader and effect the readability of the story
Today we are going to read the next 10 pages of the book - or until page 20. I might put you in reading groups and see if this helps, but first here is the next vocabulary list:
1)Aggravate
2)Capillary
3)Illuminate
4)Trajectory
5)Jargon
6)Centrifuge
7)Exploitation
8)Quibble
9)Torrent
10)Figment
THE READING LOG:
A short synopsis of the action and character development (what happened who was involved? Did anyone change? ) Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?) Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?) Vocabulary—unfamiliar words (Look up the words you do not know!!!!)
Unit Learning goal:Students will be able to write a 1-2 page essay citing textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.
Scale/Rubric relating to learning goal:
4 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale and connect the analysis to real world problems.
3 – The student can cite textual evidence to support an analysis ofFahrenheit 451 as a cautionary tale.
2 – With some direction/help from the teacher the student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale
1 – Even with help from the teacher the student is unable to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.
Essential Questions:
How is Fahrenheit 451 a cautionary tale? Cautionary against what?
Is Technology taking over our lives?
What is your connection to television?
Why do people read or tell stories?
What is censorship and how does it appear in the world?
Why is it important to fight against censorship?
Is our nation reading less?
How do we convey complex thoughts or emotions?
What if books were illegal? What if music became illegal?
Does the white clown love you?
Objectives: At the end of the book students will be able to
1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound
3) Be able to explain and give at least three examples of scenes that fit the following themes:
The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity
4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols
Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books
10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12)
Discuss Montag’s relationship with Mildred. Is it a typical
relationship in this society? If so what does this say about this
society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18)
What’s important the significance of the following quote, who says it?:
“Go home and think of your first husband divorced and your second
husband killed in a jet and your third husband blowing his brains out,
go home and think of the dozen abortions you’ve hand and your children
who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24)
Describe the woman who burns herself up with her books. What does she
represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.
33) Define Dystopia.
Example of a READING LOG
451 pages 113-123 (Danny Brady's work)
After arriving at Montag's house he sees Mildred run out of the house,
stiffen when she passes Montag, and climb into a beatle and zoom off
saying, "poor family, poor family, oh everything gone, everything,
everything, everything gone now..."; she was the one who called in the
alarm. Beatty tells Montag that he must be the one to burn his own house
with the flamethrower, and then they will arrest him. Montag takes the
flamethrower and enters his house, he first burns some books; then he
burns the bed, which lit up in a orange and red blaze; then the bedroom
walls; the cosmetics chest; the chairs; the table; everything that
showed that he had lived here in this empty house with a strange woman
who would forget him tomorrow. If there was no solution, then now there
was no problem. Then he went into the parlor and burned the family. When
he was done and the house crumbling Beatty seeing montag listening to
Faber, strikes him and the green bullet flew out of Montag's ear. Beatty
picks it up and says that after arresting Montag they'll go after his
friend, Faber. In defiance Montag aims the Flamethrower at Beatty.
Beatty thinks that Montag is bluffing and takes a few steps towards him,
big mistake, Montag scorches Beatty and then knocks out Black and
Stoneman. He drops to the ground depressed about killing a man who he
once called a friend, when he recuperates, he gets up and is struck by a
car, breaking his leg. Montag forces himself to get up and move because
he heard sirens. He first walks, then trots, then he breaks into run to
the night.
Important Events:
"Beatty," he thought, you're not a problem now. You always said,
don't face a problem, burn it. Well now I've done both. Good bye,
Captain."
the chairs; the table; everything that showed that he had lived here
in this empty house with a strange woman who would forget him tomorrow.
If there was no solution, then now there was no problem.
Figurative Language
Faber was back there, sitting in a pile of black tar
"Beatty," he thought, you're not a problem now. You always said,
don't face a problem, burn it. Well now I've done both. Good bye,
Captain."
Example of a reading log (from Jenny's blog): A short synopsis of the action and character development (what happened who was involved? Did anyone change? ) Montag
is a firemen that starts fires to burn books. He loves his job, and he
lives watching things burn. When he was walking home one night before
he turns a corner he feels like there is someone around the corner.
When he turns the corner he sees that there is a girl there. It turns
out that it is Montag's new neighbor. He introduces himself, and she
asks him about his job. He finds out that her name is Clarisse
McClellan. She asks him weather he has read any books and how long he
has been a firemen. She also brings up the fact that firemen used to
put out fires. She also asks him if is happy. Then she runs away into
the moonlight. Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?) This
is probably the first time that Montag has ever been questioned about
his lifestyle. This might make him doubt whether he likes his life or
if he is just pretending to like it.Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?) Situational Irony - Montag calls himself a fireman when he starts fires. Symbol - 451 is the temperature that you burn paper at. Situational Irony - reading books is illegal, and right now we are all trying to get kids to read books.Vocabulary—unfamiliar words (Look up the words you do not know!!!!) Cream-tiled - a type of colored flooring.
