Today we will be writing sentences with Vigilance and Wince. We will review literary terms, read "The Pedestrian" and fill out short story
outlines as we read. First, I'd like to discuss your sequels to "Harrison Bergeron".
Link for "The Pedestrian"
Today we are going to write sentences with Neutralize and Synchronize,
then discuss your short story outlines (where you are and what you have
filled out).
1) finish short story outlines. 2) then discuss questions 1-9 on page 45
Note, storyboard coming up tomorrow.
Classwork/HOMEWORK:
Write a sequel to Harrison Bergeron. The choice of the sequel is up to
you, but you can discuss the parents' reaction when they are informed of
Harrison's death, or take the point of view of one of the ballerinas or
either write a sequel from the point of view of the Diana Moon
Glampers, the Handicapper General. Remember this world is a
negative-utopia.
Short Stories:
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 is 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.
THEME FOCUS: Technology (savior or destroyer), the meaning of home, traditions and heritage, and the idea of equality.
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.
Objectives (smaller chunks of overall goal) and suggested time periods
Students will be able to
1) Define metaphor, irony, foreshadow, dialect, conflict, character, plot,
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 1st person, 2nd person or 3rd person limited,
3rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) Given a story identify the different events that fall into different parts of plot
(example: be able to describe the exposition or climax of a story)
16) Given a story discuss how its theme is developed throughout the text
17) Students will be able to tell the difference between a short story and a personal narrative.
18) Students will be able to write an extension to a short story read in class and publish
them on their blog.
19) Students will be able to write personal responses to stories read in class.
20) Respond orally to a story by creating an outline and delivering it to class
Text(s)/Additional Instructional Resources (what will be reading):
“Harrison Bergeron” by Kurt Vonnegut
“Everyday Use” by Alice Walker”
“The Possibility of Evil” by Shirley Jackson
“There Will Come Soft Rains” by Ray Bradbury
“The Pedestrian” by Ray Bradbury
“Montgomery Boycott” by Coretta Scott King
“On Nuclear Disarmament” by Carl Sagan
“Stockpiles of Nuclear Weapons”
“I Have A Dream” by M.L. King
“The Lottery” by Shirley Jackson
“Inside the home of the Future/Car of the Future”
“The Race to Save Apollo 13”
ESSENTIAL CONCEPTS:
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? What is a personal narrative? How does
a personal narrative differ from a short story? How are they similar? What are some good themes for a personal narrative?
Today (on a google doc), you are going to write sentences with Consternation and Cower. Then finish taking notes and then begin reading "Harrison Bergeron" in your textbook. Remember you will have a lit term quiz soon.
HW: On a google doc, write a sequel to Harrison Bergeron. It should be at least 1/2 page and 2-3 paragraphs.
Today
we are going to play a review game, take some notes (you might have
these from last year) and look up vocabulary words (if you haven't yet). We also need to make
sure everyone is on remind.
Vocabulary List #1
Consternation
Cower
Neutralize
Synchronize
Vigilance
Wince
Manipulate
Oblivious
Paranoia
Silhouette
Sublime
Tremulous
HW: Read "How to Mark A Book"
Short Stories:
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 is 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.
THEME FOCUS: Technology (savior or destroyer), the meaning of home, traditions and heritage, and the idea of equality.
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.
Objectives (smaller chunks of overall goal) and suggested time periods
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 1st person, 2nd person or 3rd person limited,
3rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) Given a story identify the different events that fall into different parts of plot
(example: be able to describe the exposition or climax of a story)
16) Given a story discuss how its theme is developed throughout the text
17) Students will be able to tell the difference between a short story and a personal narrative.
18) Students will be able to write an extension to a short story read in class and publish
them on their blog.
19) Students will be able to write personal responses to stories read in class.
20) Respond orally to a story by creating an outline and delivering it to class
Text(s)/Additional Instructional Resources (what will be reading):
“Harrison Bergeron” by Kurt Vonnegut
“Everyday Use” by Alice Walker”
“The Possibility of Evil” by Shirley Jackson
“There Will Come Soft Rains” by Ray Bradbury
“The Pedestrian” by Ray Bradbury
“Montgomery Boycott” by Coretta Scott King
“On Nuclear Disarmament” by Carl Sagan
“Stockpiles of Nuclear Weapons”
“I Have A Dream” by M.L. King
“The Lottery” by Shirley Jackson
“Inside the home of the Future/Car of the Future”
“The Race to Save Apollo 13”
ESSENTIAL CONCEPTS:
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? What is a personal narrative? How does
a personal narrative differ from a short story? How are they similar? What are some good themes for a personal narrative?
Today we will be writing sentences with Vigilance and Wince. We will review literary terms, read "The Pedestrian" and fill out...
