SWI Literature Applications January Lesson Plans 2011

Transcription

1 1 Tuesday, January 4, 2011 Turn in NaNoWriMo manuscripts The Literary Analysis Essay o The purpose of literary analysis o No more book reports! o How to write literary analysis The thesis statement Plot Analysis Exercise handout Thesis Template handout The body paragraphs Carrot in the Cookie Jar handout Topic Sentences handout Body Paragraph Flow Chart Example handout The nuts and bolts Wednesday, January 5, 2011 Using the information you received yesterday, the Plot Analysis Exercise Handout and the Thesis Template, write a thesis statement to answer the question: o How is suspense created in The Most Dangerous Game? You should have three suspense building techniques chosen from the Plot Analysis Exercise If we did not complete the Plot Analysis Exercise Handout, and you need to fill it in before choosing the three techniques, please do so Using the Body Paragraph Flow Chart, outline three body paragraphs o Body #1 will support technique #1; body #2 will support technique #2; body #3 will support technique #3 Thursday, January 6, 2011 Review student thesis statements Review student Paragraph Flow Charts Introduction of the Five Paragraph Essay o Review the Five Paragraph Essay Handout The use of decorations : alliteration, question, simile/metaphor, quotation (we ll go over paired words later) Review Literary Analysis Essay Checklist There will be no carrots in the cookie jar Hand out copies of Vocabulary in The Necklace (WttW te: 63) Painless Grammar: pp. 39 (Adj/Adv. Pointers) 45

2 2 Friday, January 7, 2011 Using the Body Paragraph Flow Charts already completed, and the Literary Analysis Essay Checklist you received in class, write the three body paragraphs of your essay do these paragraphs first Begin reading and annotating The Necklace by Guy de Maupassant As you read and annotate The Necklace, fill out Vocabulary in The Necklace Monday, January 10, 2011 Write the introduction and conclusion paragraphs to your essay o Underline thesis statement twice (introduction paragraph) o Underline topic sentences once (body paragraphs) o Review paragraphs using the Analysis Essay Checklist Finish reading and annotating The Necklace Finish Vocabulary in The Necklace Tuesday, January 11, 2011 It s 1/11/11! Five Paragraph Essay: How is suspense created in The Most Dangerous Game? o Students exchange essays o Using a clean copy of Literary Analysis Essay Checklist as a guide, edit the essay you received. o You can make notes in the margins, etc. Use our critique guidelines o Sign your name as editor and turn in edited essays Introduction to the concept of inference o Review Inference in Literature handout o Complete and review Inference Worksheet #1 o Implied vs. inferred Review conflict in literature o Introduce fate vs. chance vs. providence (WttW se 88-89) Review student annotations of The Necklace o Create a plot summary diagram (WttW te 68) o What is the central conflict? Is it man vs. power, man vs. society, man vs. himself? o Identify protagonist and antagonist Go over The Necklace vocabulary terms with their definitions Review tomorrow s homework assignment Bring in one or more receipts on Thursday (ask your parents) (Teacher s notes: WttW te: 63, 68-71; Wttw stu: 86 87)

3 3 Wednesday, January 12, 2011 Answer the following question: What is the central conflict of The Necklace? o Although there is no assigned length for this literary analysis, it should comply with all applicable elements of The Literary Analysis Essay Checklist (including thesis statement, examples from the story, quotations, etc.) Study The Necklace vocabulary words for a quiz tomorrow Don t forget to bring in your receipts Thursday, January 13, 2011 Hand in your Necklace essay. Take The Necklace vocabulary quiz Receive your first draft of Dangerous Game essay Decoration of the Day: the Euphemism o Review Euphemism handout o Do you know any euphemisms that are appropriate to share? Inference: o Discussion of Conversation Piece by Ned Guymon (1950) o Inference exercise: Receipt Piece The collected receipts will be handed out in random order Create a two page story using the receipts you receive Receive your new anthology o What blue words are and pencil annotation Friday, January 14, 2011 Work on Receipt Inference Story Make any changes to the Dangerous Game essay that you need to make. This will be turned in on Tuesday. Fundamentals of Literature: o Read pp. 2 3 o Begin reading and annotating Miss Hinch. Write down blue words/definitions on a separate sheet of notebook paper Monday, January 17, 2011 Finish reading and annotating Miss Hinch o Write down blue words/definitions on a separate sheet of notebook paper. o When you have finished the story, go back and try to find clues in the narrative that might have helped you predict the ending Answer the About the Story questions on pg. 18 in complete sentences. Finish Receipt Inference Story

4 4 Tuesday, January 18, 2011 Turn in final draft of Dangerous Game essay Turn in Receipt Inference Story Receive first draft of The Necklace essay from instructor Discuss Miss Hinch o This story begin in medias res. What does that mean? Because this is true, how does the author let us know what is going on? o How does the author create suspense? o How does the setting of the story enhance the mood? o Review answers to About the Story questions on pg. 18 o What clues did you find that could have helped you figure out the mystery? Writing euphemisms o Look through Miss Hinch. Can you find any euphemisms or dysphemisms? o Come up with three original euphemisms Painless Grammar: pp. 46 (brain ticklers) 51 Wednesday, January 19, 2011 Fundamentals in Literature: read and annotate Robin Hood and Little John, pp o Write down blue words/definitions on a separate sheet of paper Answer About the Poem questions on pg. 21 Make any changes necessary to The Necklace essay; turn in tomorrow Study for a quiz covering Miss Hinch blue words tomorrow Thursday, January 20, 2011 Take Miss Hinch blue word quiz Turn in final The Necklace essay Receive first draft of Receipt Story from instructor Review Robin Hood and Little John o The Ballad Form Review Ballads pdf, pg. 2, Background of Ballads Review Ballads pdf, pg. 4, I am iamb Review Ballads pdf, pg. 8, Poems o What is the rhyme scheme and rhythm of Robin Hood and Little John o Storyboard for Robin Hood and Little John You will be given squares of paper.

5 5 As a group/s, take turns drawing a stanza of Robin Hood and Little John on a story board Each member of the group drawing an equal number of storyboards, if possible Glue the storyboard squares (in order) onto cardstock; hand in o Go over About the Poem questions, pg. 21 o Decoration of the Day: Paired Words Review Paired Adjectives Sentence Openers pdf Go over paired verbs, paired adverbs Review homework assignments Friday, January 21, 2011 Make any changes necessary to Receipt story; final draft is due on Tuesday Think about a simple story you would like to use for your ballad. It could be an original story, or one based on a fairy tale, fable, or Bible story. Fill out Ballad Pre-Writing worksheet Draw a storyboard for the ballad that you will write. You will need one square for each stanza, and you will need (at least) twelve stanzas (you may have more if you wish) Monday, January 24, 2011 Read and annotate Through the Tunnel, Fun. Of Literature, pp o Write down the blue words/definitions on a separate sheet of paper Study Robin Hood and Little John blue words/definitions for quiz tomorrow Finish storyboard Tuesday, January 25, 2011 Turn in final Receipt story Take Robin Hood and Little John blue word quiz Ballad Project o Review Ballad Pre-Writing Handout o Present storyboards o Workshop a stanza or two based on student storyboards Review Through the Tunnel o Who is the central character? o Who/what is the antagonist? Is there more than one? (TE 23) o What is the central conflict? Is there more than one? (TE 23) o What is Jerry s age and family situation? How does that contribute to the story? o How is/are the conflict/s finally resolved?

6 6 o Why does Jerry keep his feat from his mother? o What does the last sentence of the short story imply? o Review About the Story questions on pg. 29 o Review the change in syntax when Jerry is in the tunnel Review Paired Words Decoration Painless Grammar: pp. 51 (top of) 55 Wednesday, January 26, 2011 Read and annotate A Jury of Her Peers (it is in last semester s anthology) Begin writing your ballad: it will be 12 stanzas long, tell a simple story, follow the chosen rhyme/rhythm scheme, and use one example of paired words decoration Thursday, January 27, 2011 Discuss Through the Tunnel and the modern and biblical views of growing up (F.O.L. TE 24 25) o Do you think Jerry and his mother have a healthy relationship? o Do you think that Jerry is rebellious? o Conflicts between parents and teens: When children desire freedom apart from responsibility When children desire freedom in violation of a parent s belief system When children desire freedom that parents believe they are not mature enough to handle o What are examples of independence that SHOULD be offered to children of your age? o What responsibilities accompany these freedoms? o What freedoms do teens (not necessarily yourself) clamor for that are NOT appropriate for them to have in your opinion? Why would teens want these freedoms? What problems could result from parents granting these freedoms? o What does the Bible say about the child/parent relationship? Review A Jury of Her Peers o Go over student annotations o Who is the protagonist? o Who is the antagonist/s? o What is/are the central conflict/s? o How did the setting contribute to: the conflict the resolution How is your ballad coming along?

7 7 Friday, January 28, 2011 Finish your ballad. Bring your completed Ballad Pre-writing handout and storyboards to class along with your rough draft. Work on your NaNoWriMo manuscript. Monday, January 31, your revised NaNoWriMo manuscript to Mrs. Nelson. Send an to and add your manuscript as an attachment. Tuesday, February 1, 2011 Volunteers to read their ballads Turn in ballad rough drafts o Include Ballad Pre-writing handout o Include storyboard Discussion of A Jury of Her Peers o We are called upon to use inference to come to important conclusions about Mrs. Wright and the events that occurred at the Wright house. Find and list specific examples. o Why are the women able to find so many clues that the men overlook? o What do you think about Mrs. Wright? Are you sympathetic? Does the author lead you to be sympathetic? o When should you protect or cover up for someone who has done something wrong, and when should you tell? First student will make his or her point. The next student will say, But on the other hand and complete this sentence. What are some examples from literature, history, or your personal experience that can back up your opinion? o Do men or women make the best detectives? Follow above steps A Jury of Her Peers Literary Analysis Essay o Question/Prompt: The men in the story are looking for something that would prove Mrs. Wright had a motive for murder. What clues does the author give that indicate that she did indeed have a motive? o Fill out the Jury Essay handout with possible clues and categories Write a thesis statement: this will be five paragraph essay, so you will need three clue categories with (at least) two examples each. If time allows: share and discuss thesis statements

8 8 Wednesday, February 2, 2011 Fill out a Body Paragraph Flow Chart for each of the three body paragraphs Read and annotate The Duel, Foundations in Literature, pp Answer the About the Story questions on pg. 34; use complete sentences Thursday, February 3, 2011 Do you have your flow charts filled out? Review The Duel o Go over answers to the About the Story questions on pg. 34 Duel: a formal combat with weapons fought between two persons in the presence of witnesses. Intended to settle a quarrel or point of honor, it represented an alternative to the usual process of justice. The judicial duel, or trial by battle, is reported in ancient sources and was prevalent in medieval Europe. A judge could order two parties to meet in a duel to settle a matter. It was believed that through such an appeal to the "judgment of God" the righteous would emerge victorious; the loser, if still alive, was dealt with according to the law. Duels of honor were private encounters over real or imagined slights or insults. Eventually fought with pistols, duels were frequent in France and Germany in the 19th and early 20th centuries, and they were legal or encouraged by the fascist regimes in Italy and Germany. By the late 20th century they were prohibited; the last duel recorded in France occurred in The most famous duel in the U.S. was that between Alexander Hamilton and Aaron Burr (1804). Information taken from: o What is the difference between honor and pride? Definition of Honor: High respect, as that shown for special merit; esteem: Good name; reputation; a source or cause of credit (was an honor to the profession);glory or recognition; distinction; a title conferred for achievement; high rank, the dignity accorded to position Definition of Pride: a high or inordinate opinion of one's own dignity, importance, merit, or superiority o Review the Discussion/Analysis questions on pg. 31 TE o Discuss the Application on pp TE Painless Grammar: pp Friday, February 4, 2011 Write your three body paragraphs for the Jury essay, then write the introduction and conclusion paragraphs. Monday, February 7, 2011 Read and annotate Top Man, Foundations of Literature, pp o Make a note of blue words/definitions Answer the About the Story questions on pg. 50 in complete sentences

9 9 Tuesday, February 8, 2011 Receive ballad rough drafts from instructor Turn in Jury essay rough draft Review Top Man o Read About the Author on pg. 50 in class Writing about what you know means you will excel in making your reader feel like he s right there in the story o Review student annotations o Review About the Story questions on pg. 50 o Review Additional Questions pg. 37 TE Introduction to Character o Read first paragraph of introduction aloud in class (Fundamentals of Lit., pg. 66) o Students write down the name of someone they know and admire Then write a one-to-two sentence description Support this description by recording an action/reaction Support this description by giving a quotation o Read the rest of the introduction o Review the Analysis questions, pp TE Decoration of the Day The Collective Noun o Review and complete The Collective Noun handout Wednesday, February 9, 2011 Correct and revise your ballad. Turn in this final draft tomorrow with all prewriting. Study for blue word quiz covering Top Man Thursday, February 10, 2011 Turn in final copy of ballad with all pre-writing Receive rough draft of Jury essay Take the Top Man blue word quiz Characterization from a Picture Book lesson plan Direct and Indirect Characterization o Dear Abby letter examples o Dear Abby letters Cinquain Poem o Review of the poem s form o Students choose a character we have analyzed to write a cinquain poem

10 10 Friday, February 11, 2011 Revise and rewrite (as necessary) the Jury essay. Final will be turned in on Tuesday Finish what we couldn t get done in class yesterday: Monday, February 14, 2011 Read and annotate all of the selections from Treasure Island, Fundamentals of Literature, pp Tuesday, February 15, 2011 Turn in final draft of the Jury essay with all relevant pre-writing Treasure Island o Read Discussion Introduction about the writing of Treasure Island on pp TE o Review student annotations o Go over About the Story questions (save #5 on pg. 90 to complete after discussion) o Answer the following: Who is the central character? What is the central character s goal? What character/s opposes the central character? What type of conflict does the central character deal with? What conflicts engage the secondary characters? o Students complete #5 on pg. 90 in writing Students read Phaethon on pp aloud o Go over About the Story questions o Review Discussion section on pp TE Wednesday, February 16, 2011 Read and annotate Marjorie Daw, pp , Foundations of Lit. Write down blue words/definitions Thursday, February 17, 2011 Marjorie Daw o (Analysis, pg. 96 TE) Read the first letter aloud in class What are specific characteristics of John Flemming and Edward Delaney that we can glean from the doctor s letter? o Review About the Story questions o Do you think John views himself as Edward views him? o What traits might Edward see in John that John is blind to? o What traits exist in Edward that John has failed to see?

11 11 o Which of these characters would you want for a friend? Why? Epistolary: literature based on letters (such as Marjorie Daw ) or diary entries (letters to oneself) Communication today o How did our grandparents communicate? Our parents? o How do we communicate today? o How has the changes in communication affected the English language, and writing in particular? The Round Robin Epistolary o Workshop a plot involving six characters Create a plot summary pyramid o These six characters will write letters to one another via a blog dedicated for this purpose Friday, February 18, 2011 Interview your character. Sit down and have a talk with him. What are his likes, dislikes? What does he struggle with? What are his flaws, his gifts, his goals? What is his family like? What does he look/sound like? You did this for your NaNo characters. You know the drill o I want to really know your character! Monday, February 19, 2011 Study for blue word quiz on Marjorie Daw for tomorrow Read The Revolt of Mother on pp Note the blue words/definitions Tuesday, February 20, 2011 Take blue word quiz covering Marjorie Daw Round Robin Epistolary o Students read their character interviews. o Plot map: what happens this week? Review The Revolt of Mother o Review student annotations o Go over About the Story questions o Analysis (pg 112 TE): Mary Freeman uses description, dialogue, and action in this story to describe her characters and reveal their complexity, and, in the case of Mother and Father, their growth. Find some examples. o Additional Activities (pg. 114 TE): # s 1 2 (have a Bible handy) Decoration of the Day Show, Don t Tell (use the Show, Don t Tell lesson plan)

12 12 Wednesday, February 21, 2011 Read and annotate My Last Duchess, Fund. of Lit. pp Answer the About the Poem questions in complete sentences If you have to write in the Round Robin Epistolary today (according to our plot map), please do so Thursday, February 22, 2011 My Last Duchess o Review Discussion: Introduction to Duchess on pg. 150 TE o Read the poem aloud in class o Review student annotations o Go over About the Poem questions o Review additional questions in Analysis, pg. 151 TE o Review Application on pg. 152 TE (ascribing wrong motives and coming to false conclusions based on how we behave, what we want, etc.) Write-a-thon: A letter to the Duke o The envoy has returned and given his report to the would-be second duchess. Write a letter as the intended second duchess to the duke. What would you say? Round Robin Epistolary o How is the story developing? o Plot map: what will happen this weekend? Read the introduction to Theme, pp o Find the theme in the Good Samaritan parable (Luke 10:25 37) Answer the following questions: What is the central conflict? Who is the protagonist of the story? Who is the antagonist? On which side of the conflict is each character? How does each character respond to events and to the other characters? How is the conflict resolved? What one idea doe the details of this story reveal? Volunteers to read their letters to the Duke Painless Grammar: pp. 76 (top of) 78 Friday, February 22, 2011 Read and annotate The Silver Mine o Make note of blue words and definitions Do the About the Story questions on pg. 168 If you have to write in the Round Robin Epistolary today (according to our plot map), please do so

13 13 Monday, February 28, 2011 Prepare for blue word quiz covering The Revolt of Mother If you have to write in the Round Robin Epistolary today (according to our plot map), please do so