I give you a few minutes (5 minutes) to work on your essays today and then we will be moving onto the short story "The Possibility of Evil" in your textbooks.
If you have the essay finished please look up the your vocabulary words (quiz a week from Friday).
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.
Essays are due tomorrow.
Grading:
Thesis – 10 pts
Examples from text – 15 pts
Grammar – 5 pts
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4
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3
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2
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1
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Thesis Statement
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Clear and
defendable thesis, hook and order of development connect with thesis
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Defendable thesis,
hook present
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Thesis statement
attempted, but might be clunky, wordy, or unclear
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No thesis
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Evidence
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2 pieces of
evidence for each point; evidence is analyzed and makes connections between
the evidence and the thesis
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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
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Evidence form at
least two sources. No analysis is made
between the evidence and the thesis.
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Body paragraphs
either simply restates the thesis or the evidence is unclear or unrelated to
the prompt; or less than two sources are provided.
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Sophistication of
Writing
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Effective
paragraph structures, high level vocabulary, vivid writing, varied sentence
structures and effective rhetorical choices
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Some high level
vocabulary and some variety of sentence structures. Some effective rhetorical strategies.
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Essay use same
words over and over again. Sentences
are wordy and/or clunky.
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Student makes
sweeping generalizations or comparisons that are oversimplified. Very little variety in word choice and
sentence structure.
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Grammar/Conventions
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1-2 small mistakes
that do not impair reading
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3-5 small mistakes
that do not impair reading
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Many mistakes;
and/or reading impaired by mistakes made
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Writing is plagued
with errors |
https://docs.google.com/document/d/1owH9-VeJPge70lz8aB-42k48rJkFfHpmfyVWbtc0TIw/edit?usp=sharing
https://docs.google.com/document/d/1I_Clp6a3R1aT9fCNJ0EpJAboYQyYqPSCxw8y_v_nKDA/edit?usp=sharing
https://docs.google.com/document/d/1RDQYfhU88oMM0POHDx3xyt3ZhGPiRhRaV6pspvFiz2k/edit?usp=sharingVocabulary List #2
Doctrine
Hertiage
Maladroit
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?
