Friday

 Make sure you resend your essays to me - they are due.

Today we will finish talking about "Seeing England for the First Time" and then move onto "Tolerance" (on page 482),

HW: questions 1-4 on page 487.

I am moving your vocabulary quiz back to October 13th (if you have not looked up the words please do soon). 

Next week we will have a Unit Test on Tuesday. Below is a review guide:

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 1^st person, discuss who is telling the story.   If the point of view is 3^rd 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.  

Thursday

 

 Today we are going to read "Tolerance" in your textbook and "Upon Seeing England for the First Time". We will discuss what the essays have in common and how "Upon Seeing England for the First Time" is a personal narrative. 

HW: Finish Essays. There are DUE tomorrow at 8:10 am.

https://egyankosh.ac.in/bitstream/123456789/26888/1/Unit-23.pdf

https://www.somersschools.org/cms/lib/NY01913963/Centricity/Domain/989/Kincaid%20On%20seeing%20England%20for%20the%20first%20time.pdf

Wednesday

 Today - you will have time to work on your comparison essays. Remember this are due Friday. This will be your last day to work on them. Tomorrow we will be moving on to reading a couple of essays, and we will be taking a Unit Test next week and writing personal narratives.

Below is your next set of vocabulary words:

New Vocabulary

1) Palliate
2) Confiscate
3) Inundate
4) Deprecate
5) Exonerate
6) Capitulate
7) Svelte
8) Diurnal
9) Canopy
10) Patrimony

Tuesday

 Please make sure you share with me your questions from "The Montgomery Bus Boycott" if you have not done so. Essay will be due on Friday and you can take them home. I'm going to give you some example - but if you want an outline please let me know.

In-Class  QUIZ:

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	Writing is plagued with errors

Monday

 Today, you have time to finish reading the Montgomery Boycott on page 968 if you have not do so, and to do the questions: 1-4, 7 and 8 on page 978.

If you are finished with this please begin outlining and then writing your essay comparing "The Possibility of Evil" "The Lottery" and "Everyday Use". We will be doing this tomorrow in class (but you can start early).

Thursday and Friday

Thursday: Vocabulary charades and reading "from the Montgomery Bus Boycott"

Friday:Vocabulary quiz and finish reading "from the Montgomery Bus Boycott". Finish questions by Monday.

 

Wednesday

 Today, I will give you some time to finish short story outlines and to go over your sentences (does anyone want to share one?), and then we will begin reading a nonfiction memoir (or section of a memoir) on the Montgomery Boycott.  Remember, your unit goal is to write a personal narrative using elements of fiction that you have learned from the short story unit.  Think about how Coretta Scott King uses literary elements in her story.  Also, think about how you would compare this story to "Everyday Use".

Turn to page 968.

Questions: 1-4, 7 and 8 on page 978. 

Tuesday

  Today we are going continue our discussion types of sentences, and sentence arrangement. We are also going to review vocabulary words and give you a few minutes to finish up your short story outlines of "Everyday Use".  NOTE: You will be having an upcoming quiz comparing "The Possibility of Evil", "The Lottery", and "Everyday Use" together. Make notes. 

cumulative sentence (also known as loose sentence)

periodic sentence 

 

HW: To write sentences that are loose, periodic, parallel, complex, compound, complex-compound.

 Vocabulary List #2

Doctrine

Heritage

Commiserate

Indomitable

Rudimentary

Savoring

Voluble

Wizened

Fusillade

Maladroit

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.

Friday

 Today we are going to look at a syntax primer and then finish "Everyday Use"

 
HW: Study for vocabulary and do questions (1-4, 6 and 9) on page 61.

We are going to work with types of sentences, parallelism, sentence length and all various writing exercises to get you ready for writing your personal narratives.  We will be working on this for the next couple of class periods, be ready.

cumulative sentence (also known as loose sentence)

periodic sentence 

 

Thursday

 

Today we are going write sentences with your vocabulary words, discuss your essays and then begin reading "Everyday Use".

HW: Study for vocabulary and do questions (1-4, 6 and 9) on page 61.

Tomorrow, we are going to work with types of sentences, parallelism, sentence length and all various writing exercises to get you ready for writing your personal narratives.  We will be working on this for the next couple of class periods, be ready.

cumulative sentence (also known as loose sentence)

periodic sentence

For Grammar Girl's hints on Introductory Paragraphs - click here

Wednesday

 Today we are going to look at the new vocabulary words and give you time to write sentences with them. We will also discuss yesterday's quizzes, and finally, we will get back to "The Lottery" and fill out the short story outlines and work on the following journal: make a list of comparisons with "The Possibility of Evil".  Things you should think about - 1) Symbols (Roses, Names, Black Box, places); Characters (Miss Strangeworth, Tessie Hutchinson); Themes - traditions, the meaning of home, appearance vs reality.

 Vocabulary List #2

Doctrine

Heritage

Commiserate

Indomitable

Rudimentary

Savoring

Voluble

Wizened

Fusillade

Maladroit

Tuesday

 In an essay with a thesis statement (or a controlling idea) compare “There Will Come Soft Rains” to the "The Pedestrian" and/or “Harrison Bergeron” (so three stories) by either characters, symbols, allusions or themes. Make sure you use specific examples from the text to back up your thesis.

 

Grading:

 

Thesis – 10 pts

Examples from text – 15 pts

Grammar – 5 pts 

	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

 

The Lottery

 Today, we are going to read "The Lottery" and fill out short story outlines. You should start to think about comparisons with "The Possibility of Evil". Think characters, theme, and symbols.

HW: Look up new vocabulary words.

Vocabulary List #2

Doctrine

Hertiage

Commiserate

Indomitable

Rudimentary

Savoring

Voluble

Wizened

Fusillade

Maladroit

 

Friday

 Today we are going to take a vocabulary quiz.

When you are done you can start outlining your quiz (that you will have this week). Comparing "Harrison Bergeron" "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, or symbol.

 

NOTE HERE IS THE RUBRIC:

 

4- Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point) and analyze the evidence, making connections between the evidence and the thesis.

 

3 -  Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point), some analysis or connection is made between evidence and thesis but it might be taken out of context, misinterpreted, or oversimplified.  

2 - Student can write a thesis statement connecting "Harrison Bergeron" and either "There Will Come Soft Rain" or "The Pedestrian".  Evidence from at least two sources is used but little connection or no analysis is made between the evidence and the thesis.

1- Thesis statement is attempted.  Body paragraphs either simply restates the thesis or the evidence is unclear or unrelated to the prompt; or less than two sources are provided.

 

Thursday

 Today, we are going to play vocabulary charades and then finish working on the short story outlines for "The Possibility of Evil".

Please note that I do not have everyone's journal for "The Possibility of Evil".

Wednesday

 Today we are going to continue with and finish "The Possibility of Evil"

THE POSSIBILITY OF EVIL

Objective: Text analysis - students will be able to explain the motivation between the protagonist's actions after reading the story, "The Possibility of Evil" and relate it to a theme.  Remember that in the Unit Goal - the writing of your personal narrative you'll need a theme or a controlling idea.  After we finish the story you will need to write a two paragraph blog entry about the protagonists motivations and why the story is called, "The Possibility of Evil".


"The Possibility of Evil" is on page 202.

HW: Questions 6, 8 and 9 on page 215.

 #6.  Analyze Irony.  Reread lines 219-238.  Explain the irony, or the contrast between appearance and reality, in Miss Strangeworth's insistence upon living "graciously".

#8.  Evaluate.  Is the punishment that Miss Strangeworth receives at the end of the story appropriate?  Why or why not?

#9.  Predict.  How will Miss Strangeworth's life in town be different after her secret is discovered?

 

When you are done you can start outlining your quiz (that you will have this week). Comparing "Harrison Bergeron" "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, or symbol.

 

NOTE HERE IS THE RUBRIC:

 

4- Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point) and analyze the evidence, making connections between the evidence and the thesis.

 

3 -  Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point), some analysis or connection is made between evidence and thesis but it might be taken out of context, misinterpreted, or oversimplified.  

2 - Student can write a thesis statement connecting "Harrison Bergeron" and either "There Will Come Soft Rain" or "The Pedestrian".  Evidence from at least two sources is used but little connection or no analysis is made between the evidence and the thesis.

1- Thesis statement is attempted.  Body paragraphs either simply restates the thesis or the evidence is unclear or unrelated to the prompt; or less than two sources are provided.

 

 

Tuesday

 Today we discuss your quizzes on Friday, review vocabulary for the vocabulary quiz on Friday, and look at the next study.

THE POSSIBILITY OF EVIL

Objective: Text analysis - students will be able to explain the motivation between the protagonist's actions after reading the story, "The Possibility of Evil" and relate it to a theme.  Remember that in the Unit Goal - the writing of your personal narrative you'll need a theme or a controlling idea.  After we finish the story you will need to write a two paragraph blog entry about the protagonists motivations and why the story is called, "The Possibility of Evil".


"The Possibility of Evil" is on page 202.

HW: Questions 6, 8 and 9 on page 215.

 #6.  Analyze Irony.  Reread lines 219-238.  Explain the irony, or the contrast between appearance and reality, in Miss Strangeworth's insistence upon living "graciously".

#8.  Evaluate.  Is the punishment that Miss Strangeworth receives at the end of the story appropriate?  Why or why not?

#9.  Predict.  How will Miss Strangeworth's life in town be different after her secret is discovered?

 

When you are done you can start outlining your quiz (that you will have this week). Comparing "Harrison Bergeron" "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, or symbol.

 

NOTE HERE IS THE RUBRIC:

 

4- Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point) and analyze the evidence, making connections between the evidence and the thesis.

 

3 -  Student can write a thesis connecting "Harrison Bergeron", "There Will Come Soft Rains" and "The Pedestrian" by either theme, character, symbol and back up his or her position with at least two pieces of evidence (for each point), some analysis or connection is made between evidence and thesis but it might be taken out of context, misinterpreted, or oversimplified.  

2 - Student can write a thesis statement connecting "Harrison Bergeron" and either "There Will Come Soft Rain" or "The Pedestrian".  Evidence from at least two sources is used but little connection or no analysis is made between the evidence and the thesis.

1- Thesis statement is attempted.  Body paragraphs either simply restates the thesis or the evidence is unclear or unrelated to the prompt; or less than two sources are provided.

Friday

 Today, you will take a Literary Terms Quiz.

Then you have time to work on your journals from yesterday (or any make up work you may have):

On your journals you will outline the day routine of the family that lived in the house.   You will do this by going back through the story and marking what happens with the house and when it happens.  Create a hour-time line.  Example: 8 am: "Time to Run".  The house plods the children out the door to go to school.   The garbage door opens indicating that the father will be leaving for work.  The house begins to clean... Please do not skip anything or your journal grade may suffer.  You will need 3-4 detailed sentences per time.