Tuesday

 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.

But first we should talk about "Blues Ain't No Mockin' Bird" and short story outlines.

HW: Study Vocabulary words

 

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?

Monday

 Today you will have time to finished your comparison essays. You will then move on to filling out short story outlines for "Blues Ain't No Mockin' Bird".  You can do this in groups. I am emailing everyone a copy of the short story outline. Finally you need write sentences with vocabulary words. Remember you have a vocabulary quiz this Friday. Email me if you have questions.

Also this week we will be reading "Where Have You Gone Charming Billy?" and "A Christmas Memory". Both of these stories are in your textbook.

 

New Vocabulary

Pedantry
Odious
Luxuriant
Dictum
Cacophony
Proclivity
Proboscis
Stratum
Mausoleum
Marionette
Phoenix  

Thursday

Today we are going to discuss "Blues Ain't No Mockin' Bird", how to compare Pa and Grandaddy Cain, and then begin comparison/contrast essays.

These are due on Monday. 

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.

 

Wednesday

Today we are going to continue to read "Blues Ain't No Mockin' Bird".

Things to look for 
1) Allusions
2) Metaphors
3) Similes
4) Descriptions of Granddaddy Cain
5) Descriptions of Granny Cain
6) Symbols
7) Examples of dialect

Remember you will be either comparing/contrasting Granddaddy Cain with Pa Sexton.

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 

 

Tuesday

Today you have some time to finish your short story outlines and your reading journals on "The Split-Cherry Tree", then 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

Monday

Today we will finish reading "The Split-Cherry Tree", work on reading logs, and short story outlines.

BELOW is your journal entry assignment for this story.

 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:

Unit I

SHORT STORY 

            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.

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

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?

 

Friday

Today we will continue to read "The Split-Cherry Tree". Please continue to mark things and record descriptions of characters, the farm, the school, and the country and landscape into your reading journals.

BELOW is your journal entry assignment for this story.

 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:

Unit I

SHORT STORY 

            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.

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

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

 We have a vocabulary quiz today and then we will go back to the story, "The Split-Cherry Tree".

Wednesday

Today we are going to review vocabulary and begin reading "The Split-Cherry Tree" but first we need to talk about your study questions and take some notes on literary elements part 3. As you read you need to keep a reading journal.

 Literary Elements #3

http://www.classicshorts.com/stories/cherry.html

BELOW is your journal entry assignment for this story.

 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:

Unit I

SHORT STORY 

            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.

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

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?

 

Tuesday

Vocabulary List #2

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates

 

Today we are going to play vocabulary charades and begin reading "The Split-Cherry Tree" but first we need to talk about your study questions and take some notes on literary elements part 3.

 Literary Elements #3

http://www.classicshorts.com/stories/cherry.html

BELOW is your journal entry assignment for this story.

 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:

Friday

 Please answer the questions below (you can do them in groups). Also please write sentences will your remaining vocabulary words and study for the upcoming vocabulary quiz.

Discussion Questions (please answer)

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.

 

Unit I

SHORT STORY 

            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.

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

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?