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?

 

Monday

Today we are going to finish "The Cask of Amontillado". First we will write sentences with Repose
and Aperture, and then look at a play based on "The Lady or the Tiger?"

A simulation based on The Lady or the Tiger?

SEQUEL TO "THE LADY OR THE TIGER?"  

"The Cask of Amontillado".  As we read remember to look for 1) Irony (three types - situational, verbal, and dramatic); 2) Symbols; 3) Foreshadow; and 4) Allusions. You will also be filling out a short story outline.

Discussion Questions to think about

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.

 

The Cask of Amontillado audio book

 

Friday

Please write sentences with immolation and abscond. What is the part of speech for each? What is the definition?

After you finish, I will give you a few minutes to finish your short story outlines for "The Lady or the Tiger?" and then we will read/act a play based on the simulation and finally begin "The Cask of Amontillado". 

A simulation based on The Lady or the Tiger?

SEQUEL TO "THE LADY OR THE TIGER?"  

"The Cask of Amontillado".  As we read remember to look for 1) Irony (three types - situational, verbal, and dramatic); 2) Symbols; 3) Foreshadow; and 4) Allusions. You will also be filling out a short story outline.

Discussion Questions to think about

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.

 

The Cask of Amontillado audio book

 

Thursday

Today we will finish reading "The Lady or the Tiger?" and work on story outlines.

HW: Journal entry on "The Lady or the Tiger?" - see below

Vocabulary List #2

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates 

Preclude (verb) to prevent the presence, existence, or occurrence of; make impossible 

Impunity (noun) exemption from punishment 

Today we are going to write sentences with Preclude and Impunity

Without basic swim lessons, swimming the channel precludes success.

You do not have impunity for missing class.

Today's Objective: Students will be able to finish the plot of "The Lady or the Tiger?" by writing the ending (the falling action or resolution) or by rewriting a continuation of the story that includes a resolution. These endings need to be at least ten sentences long.

Today - we will go over your short story outlines and then you will begin to write you own ending of the Lady or the Tiger? Be original.  Note: you need to use imagery and dialogue.  Your story also needs resolution. 

A simulation based on The Lady or the Tiger?

 

Audio book for "The Lady or the Tiger?"

Wednesday

Today we will discuss where you are on your storyboards, take some notes on literary elements and then we will read "The Lady or the Tiger?"

HW: Look up your new vocabulary words.

Vocabulary List #2

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates 

When you write your sentences try and have fun with it:

contempt (noun): the feelings or attitude toward a person one considers unworthy

The contempt that Jackie felt for her ex-boyfriend amounted to her burning all his photos and letters, smashing his cds with a sledgehammer, donating all his clothes to charities, cracking eggs on the hood of his car, spitting in his new girlfriend’s face, and writing a letter: “Dear Mike, you are such a bastard and I don’t deserve how you mistreated me –locking me in your closet for two days – so I pray that some hour soon, you will be impaled by a sharp object, through the stomach, and that your death ends up on the six o’clock news (by the way, I have a knife); on the day of your death, I will have a party and laugh all night with the thoughts of your suffering.”

retribution (noun): deserved punishment

Jackie’s letter of retribution disturbed Mike; he moved out of state, changed his name and phone number, and had plastic surgery done on his face.

 

Audio book for "The Lady or the Tiger?"

Tuesday

Today we will discuss where you are on your storyboards. These are due tomorrow and then we will read "The Lady or the Tiger?"

HW: Look up your new vocabulary words.

Vocabulary List #2

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates 

When you write your sentences try and have fun with it:

contempt (noun): the feelings or attitude toward a person one considers unworthy

The contempt that Jackie felt for her ex-boyfriend amounted to her burning all his photos and letters, smashing his cds with a sledgehammer, donating all his clothes to charities, cracking eggs on the hood of his car, spitting in his new girlfriend’s face, and writing a letter: “Dear Mike, you are such a bastard and I don’t deserve how you mistreated me –locking me in your closet for two days – so I pray that some hour soon, you will be impaled by a sharp object, through the stomach, and that your death ends up on the six o’clock news (by the way, I have a knife); on the day of your death, I will have a party and laugh all night with the thoughts of your suffering.”

retribution (noun): deserved punishment

Jackie’s letter of retribution disturbed Mike; he moved out of state, changed his name and phone number, and had plastic surgery done on his face.

 

Audio book for "The Lady or the Tiger?"