Wednesday

 Test!

Tuesday

 Test day. 

Monday

 Today we are going to continue to review for your Unit test. Please take out your study guides. The test will be tomorrow. Please do not ask about retakes. 

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: 

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? 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? 

 

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. 

Friday

Today we will begin reviewing for your final next week.

Essays are due tomorrow.  

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. 

Wednesday

 Today we will review vocabulary and then give you some time to work on essays. Today we will begin review for your test on the short story unit. The test will be next week - probably Tuesday.

New Vocabulary

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

Tuesday

Today you need to work on your essays. Please turn in your outlines (they are due). Essays will be due on Friday.

Also remember you have a new vocabulary list. The quiz is on Friday. 

New Vocabulary

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

Assignment: 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

New Vocabulary

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

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.

Thursday

 Today you need to work on your essays. Please turn in your outlines and your questions to "The Montgomery Bus Boycott"

Assignment: 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

New Vocabulary

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

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.

Wednesday

 Today I want you to share your journals on your personal narrative ideas. Then work on essay below. Please fill out the outline before you write and use specific examples - quotations from the stories - as your evidence. 

Assignment: 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

New Vocabulary

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

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.