Today we are going to go over your review guide, finish watching the video and give you some time to work on your personal narratives.
Review Guide for UNIT I
1)For the following stories be able to outline the
plot:
“Harrison Bergeron”
“The Pedestrian”
“There Will Come Soft Rains”
“The Lottery”
“The Possibility of Evil”
“Everyday Use”
2)For the following stories be able to list the
protagonist, the antagonist, the type of conflict and briefly discuss what the
conflict involves”
Harrison Bergeron”
“The Pedestrian”
“There Will Come Soft Rains”
“The Lottery”
“The Possibility of Evil”
“Everyday Use”
3)For all the stories list point of view.If the point of view is 1st
person, discuss who is telling the story.If the point of view is 3rd Limit, discuss the point of view
the story follows.
4)For each story pick out and be able to discuss a
symbol.
5)For “There Will Come Soft Rains” be about to
pick out three allusions and discuss how the allusions reinforce the main idea
of the story.
6)Be able to pick out an irony for each story and
discuss the meaning of the irony.
7)For all stories be able to list the dynamic and
static characters, and discuss how the dynamic characters change.
8)For each story be able to list and discuss the
theme.
9)List the setting for every story.
10)Be able to compare, using details, various stories
to each other by using theme, characters or figurative language.
11)Discuss who the following characters are and why
they are important to the text:
Harrison Bergeron
Leonard Mead
Maggie
Hakim-a-barber
Wangero (or Dee Dee)
Mama
George Bergeron
Hazel Bergeron
Diana Moon Glampers
The House
The Dog
Miss Adela Strangeworth
Mr. Lewis
Dave Harris
Linda Stewart
12) For any story be able to summarize the events of the story.
Today we need to take notes on dashes and commas and discuss your
review guide and test. The test will be on Wednesday. We also need to
discuss personal narratives.
Personal
Narrative
A PersonalNarrative 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.
Personal Narrative Rubric
4
3
2
1
Ideas:
Introduction to the topic.Engaging
and orienting the read by setting out a problem or a situation.This should include a controlling idea or
suggested theme.
(W2a,
W3a)
Topic
– controlling idea or theme is clear, and engaging.There is a problem or conflict in the
personal narrative.The controlling
idea links all sections of the narrative.The presentation is near poetic in effect.
Topic
– controlling idea or theme is clear and engaging.
Topic
– controlling idea or theme is not clear, or the introduction is not
engaging.There might be no conflict
or problem or the intro. is wordy and /or rambles without getting to the
point.
The
introduction is hard to read or to understand as far as it relates to a
central idea or theme.
Details:
Use of narrative techniques such as dialogue, descriptions, concrete
details.This could include figurative
language (metaphor, similes, symbols, personification), use of allusions, irony,
and/or effective dialect.
(W2b,
W3b, W3c, W3d)
Details
are effective and add depth to the narrative.The use of strategies such as figurative language relate back to the
controlling idea or theme.Use of many
techniques or strategies.
Details
are effective and concrete.Use of
many techniques or strategies.
The
narrative could use more details to develop the setting, problem or the
readers understanding of the storyline.
No
specific details.Narrative is a
collection of generalizations.
Organization:
Use of transitions to idea with idea, sequencing of events or plot
strategies, the presentation of ideas in a logical format.
(W2c,
W2f, W3b, W3c, W3e)
The
sequence of events and/or use of transitions to connect ideas and adds to the
text’s meaning or is innovative.Techniques such as flashback, foreshadowing, use of parallelism, and
sentence organization (loose and/or periodic structures) might be used.
The
sequence of events and/or use of transitions is effective.
Narrative
is either missing transitions or the sequence of events are out of order,
illogical, or confusing as presented.
Narrative
lacks structure or organization.
Word
Choice/Syntax: Use of precise language, interesting word choice, SAT
vocabulary and varied syntax
(w2d,
w2e, L3)
Impressive
and effective vocabulary.Effective
and engaging syntax.Use of high-level
vocabulary and many types of sentences and sentence lengths for effect.
Precise
and effective language/vocabulary.Varied syntax.
Overuse
of “to be” verbs or repetitious language.Syntax is not varied much.
No
variation in syntax.Word choice is
simplistic.
Conventions/Spelling
(L1,
L2)
No
noticeable grammar errors
1-3
noticeable errors, but errors do not distract from the readability of the
narrative.
3
or more noticeable errors, or an error or errors that distract from the
readability of the narrative.
Narrative
is plagued with grammar errors and is hard to read
Thursday: Students need to read “On Tolerance” on
page 484 and do questions 1-4 and 9 on 487. Students should also fill out and
study the review guide (found on the blog) for the test on Monday.
Friday: Vocabulary Quiz (Please find it under this
sheet). After the quiz students should fill out and study the review guide.
Today you will have some time to work on your essays. We will review vocabulary first and discuss the review guide below. If you finish your essay please work on either 1) Studying for the vocabulary quiz on Friday, and/or 2) Filling out the review guide below.
Before you begin to outline your essay please write sentences with Canopy and Patrimony
Write an
Essay comparing two of the following stories: “The Possibility of Evil”, “The Lottery”, and/or “Everyday Use”
either by theme, character, symbolism, or irony.
4
3
2
1
Thesis Statement
Clear and
defendable thesis, hook and order of development connect with thesis
Defendable thesis,
hook present
Thesis statement
attempted, but might be clunky, wordy, or unclear
No thesis
Evidence
2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
Two pieces of
evidence for each point; some analysis is made between the evidence and
thesis but it might be taken out of context, misinterpreted or oversimplified
Evidence form at
least two sources.No analysis is made
between the evidence and the thesis.
Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
Sophistication of
Writing
Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
Some high level
vocabulary and some variety of sentence structures.Some effective rhetorical strategies.
Essay use same
words over and over again.Sentences
are wordy and/or clunky.
Student makes
sweeping generalizations or comparisons that are oversimplified.Very little variety in word choice and
sentence structure.
Grammar/Conventions
1-2 small mistakes
that do not impair reading
3-5 small mistakes
that do not impair reading
Many mistakes;
and/or reading impaired by mistakes made
Writing is plagued
with errors
Review Guide for UNIT I
1)For the following stories be able to outline the
plot:
“Harrison Bergeron”
“The Pedestrian”
“There Will Come Soft Rains”
“The Lottery”
“The Possibility of Evil”
“Everyday Use”
2)For the following stories be able to list the
protagonist, the antagonist, the type of conflict and briefly discuss what the
conflict involves”
Harrison Bergeron”
“The Pedestrian”
“There Will Come Soft Rains”
“The Lottery”
“The Possibility of Evil”
“Everyday Use”
3)For all the stories list point of view.If the point of view is 1st
person, discuss who is telling the story.If the point of view is 3rd Limit, discuss the point of view
the story follows.
4)For each story pick out and be able to discuss a
symbol.
5)For “There Will Come Soft Rains” be about to
pick out three allusions and discuss how the allusions reinforce the main idea
of the story.
6)Be able to pick out an irony for each story and
discuss the meaning of the irony.
7)For all stories be able to list the dynamic and
static characters, and discuss how the dynamic characters change.
8)For each story be able to list and discuss the
theme.
9)List the setting for every story.
10)Be able to compare, using details, various stories
to each other by using theme, characters or figurative language.
11)Discuss who the following characters are and why
they are important to the text:
Harrison Bergeron
Leonard Mead
Maggie
Hakim-a-barber
Wangero (or Dee Dee)
Mama
George Bergeron
Hazel Bergeron
Diana Moon Glampers
The House
The Dog
Miss Adela Strangeworth
Mr. Lewis
Dave Harris
Linda Stewart
12) For any story be able to summarize the events of the story.
Today you will have time to work on your essays. Please fill out an outline guide first.
Before you begin to outline your essay please write sentences with Svelte and Diurnal
Write an
Essay comparing two of the following stories: “The Possibility of Evil”, “The Lottery”, and/or “Everyday Use”
either by theme, character, symbolism, or irony.
4
3
2
1
Thesis Statement
Clear and
defendable thesis, hook and order of development connect with thesis
Defendable thesis,
hook present
Thesis statement
attempted, but might be clunky, wordy, or unclear
No thesis
Evidence
2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
Two pieces of
evidence for each point; some analysis is made between the evidence and
thesis but it might be taken out of context, misinterpreted or oversimplified
Evidence form at
least two sources.No analysis is made
between the evidence and the thesis.
Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
Sophistication of
Writing
Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
Some high level
vocabulary and some variety of sentence structures.Some effective rhetorical strategies.
Essay use same
words over and over again.Sentences
are wordy and/or clunky.
Student makes
sweeping generalizations or comparisons that are oversimplified.Very little variety in word choice and
sentence structure.
Grammar/Conventions
1-2 small mistakes
that do not impair reading
3-5 small mistakes
that do not impair reading
Many mistakes;
and/or reading impaired by mistakes made
Today you will have time to work on your essays. Please fill out an outline guide first.
Before you begin to outline your essay please write sentences with Exonerate and Capitulate
Write an
Essay comparing two of the following stories: “The Possibility of Evil”, “The Lottery”, and/or “Everyday Use”
either by theme, character, symbolism, or irony.
4
3
2
1
Thesis Statement
Clear and
defendable thesis, hook and order of development connect with thesis
Defendable thesis,
hook present
Thesis statement
attempted, but might be clunky, wordy, or unclear
No thesis
Evidence
2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
Two pieces of
evidence for each point; some analysis is made between the evidence and
thesis but it might be taken out of context, misinterpreted or oversimplified
Evidence form at
least two sources.No analysis is made
between the evidence and the thesis.
Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
Sophistication of
Writing
Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
Some high level
vocabulary and some variety of sentence structures.Some effective rhetorical strategies.
Essay use same
words over and over again.Sentences
are wordy and/or clunky.
Student makes
sweeping generalizations or comparisons that are oversimplified.Very little variety in word choice and
sentence structure.
Grammar/Conventions
1-2 small mistakes
that do not impair reading
3-5 small mistakes
that do not impair reading
Many mistakes;
and/or reading impaired by mistakes made
Today, we take notes on colons and and discuss the nonfiction memoir (or section of a memoir) on the
Montgomery Boycott. You have a few questions below to answer. Think about how Coretta Scott King uses literary elements
in her story. Also, think about how you would compare this story to
"Everyday Use". After our discussion you will need to finish the questions in the textbook and begin to outline your essay comparing "The Possibility of Evil", "The Lottery" and "Everyday Use" (compare two of the three). If you need a graphic organizer for the outline please let me know.
First we need to write sentences with 3) Inundate and 4) Deprecate
Turn to page 968.
Questions: 1-4, 7 and 8 on page 978.
Assignment: Write an
Essay comparing “The Possibility of Evil”, “The Lottery”, and “Everyday Use”
either by theme, character, symbolism, or irony.
4
3
2
1
Thesis Statement
Clear and
defendable thesis, hook and order of development connect with thesis
Defendable thesis,
hook present
Thesis statement
attempted, but might be clunky, wordy, or unclear
No thesis
Evidence
2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
Two pieces of
evidence for each point; some analysis is made between the evidence and
thesis but it might be taken out of context, misinterpreted or oversimplified
Evidence form at
least two sources.No analysis is made
between the evidence and the thesis.
Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
Sophistication of
Writing
Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
Some high level
vocabulary and some variety of sentence structures.Some effective rhetorical strategies.
Essay use same
words over and over again.Sentences
are wordy and/or clunky.
Student makes
sweeping generalizations or comparisons that are oversimplified.Very little variety in word choice and
sentence structure.
Grammar/Conventions
1-2 small mistakes
that do not impair reading
3-5 small mistakes
that do not impair reading
Many mistakes;
and/or reading impaired by mistakes made
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.
