1.) Define the term "social misfit". What does it mean to be a social misfit?

Transcription

1 Long, Long After School By Ernest Buckler (pg Sightlines 9) Personal Opinion- Text to Self 1.) Define the term "social misfit". What does it mean to be a social misfit? 2.) Stereotypically, what kind of situations do social misfits find themselves in? 3.) Consider stereotypes of "cool" kids in today s society. What is it that makes them "cool"? What are cool things to do in high school and what are the uncool things? Setting- Text to Text The setting of a story is the time and place that the action occurs. Like characterization, details about the setting are sometimes inferred by the reader through indirect clues. Describe the setting of Long, Long After School in point form below: Time Place Mood/Atmosphere

2 Characterization: Complete the chart below by examining the direct and in-direct characterization of each character. Include proof from the text to support your ideas. Character: Traits: List each character s personality, social status, values, beliefs, interests etc. What proof from the text (adjectives, quotes, opinions etc.) support your observations? Wes Narrator (Chairman of the School Board) Ms. Tretheway Character Types: Which characters from Long, Long After School can you match with each of the character types learned in class? Write one point form reason to explain how they fit this profile. Character name: Dynamic ± Static Flat --- Round O Reason why they suit this type.

3 Point of View- From what point of view is this story told? How do you know? Idioms- Look at the vocabulary list for this story and select expressions that are examples of idioms. Idioms are expressions that do not have a literal, but instead a figurative meaning. They can be culturally and geographically based. They are puzzling if you are unfamiliar. Idiom found What the idiom means Picture you draw Chip on his shoulder Helter-skelter Teacher s pet Vocabulary: Become familiar with the following vocabulary words and be prepared to use these in future writing and on tests. In addition, capture both the denotation and connotation of each word. New Vocabulary Denotation of the Word/Expression Connotation of the Word/Expression Paul Jones Fitting A person s name (allusion) it is a type of dance... Gesture

4 New Vocabulary incongruous Denotation of the Word/Expression Connotation of the Word/Expression conventional alumni dogged coax siphoned quaint Conflict- Element of Plot What conflicts exists? in the square, write the type of conflict (ie. person vs nature). In the circles, place the name of the person and the issues that each one is battling against. vs vs

5 Applying Knowledge- Text to World through real life Everyone has usually had to face being in the in-group and the out-group. Either you have witnessed it or been clearly in the situation. Think of such a situation. Jot a few notes as reminders of what came to mind: Now think of something out in the world that you can see connecting to this exclusion, this isolation among many where does this exist a lot? Where is there a need for intervention? Where can it be unsafe? What came to mind and how is it evidence of Text to World? Applying Knowledge- Text to World through media After watching The One with the Rumor (season 8, episode 9) of Friends, complete the questions below. Describe each characters personality and define their type (dynamic, static etc.): Rachel (Jennifer Aniston) Will (Brad Pitt) What type of character is Rachel? What type of character is Will? Explain.

6 Themes The underlying idea or ideas that are present in an author's work. Theme is not something that is directly (explicitly) stated, but something implicit (implied) that the reader needs to determine from the characters, their actions, the plot, symbols, etc. Themes are general rather than specific and can generally be summarized in a word or short phrase. A theme should not state character names, but rather be a universal statement that is instructive to all people, in all places, at all times. Some examples of theme include: Strong family relationships are essential to build confidence. Prejudice eventually causes people to hate even themselves. Fate cannot be outsmarted. Even though these are very different stories, they share some common themes. List at least TWO themes, and two topics. (A topic is a word, but a theme is the writer s opinion on this idea/issue that teaches the reader a lesson.) Topics: Themes: Personification Describe the effect, strength, visual that is created by the use of personification in two instances within the story. Where Word 116 Effect, strength, visual created 116

7 Paragraph Planning & Writing TASK: In a well-organized, 2PPE paragraph prove that the Chairman is a dynamic character. Or, prove the time setting of the story. Then conduct peer reviews. Writing Reminders: no contractions, spell out numbers, find direct quotes and source them using MLA (Buckler ), format according to MLA, no personal pronouns, and write in third person present tense - pretend the story is real and current. Follow this guide and ensure that each line flows after the other and is written in a paragraph format. Creative Title Topic Sentence eg: At the end of the short story, Long, Long After School by Ernest Buckler, the author purposefully provided the reader with hope for change in the world when ignorance is replaced with perspective and compassion. Link - can be embedded into the topic sentence or alone - this is where you state the author and the story. Blueprint - name the three things you will prove - just a teaser. Point #1 Proof #1 Integrate your proof INTO the sentence so it does not sit alone. Also, add the page number for the quote. Explanation #1 about how the proof and point prove your topic sentence Transition word (therefore, in addition, firstly, etc. - remember to add a comma after) Point #2 Proof #2 Integrate your proof INTO the sentence so it does not sit alone. Also, add the page number for the quote. Explanation #2 about how the proof and point prove your topic sentence Concluding idea/statement - wrap up and remind the reader of what great points you just made. Write out your paragraph on a separate piece of paper. When you are done, read over your work and edit for errors. Work with a peer. Ask them to read over your paragraph and help you to edit it and improve it. They complete the rubric and sign it. Underline (NOT highlight) each of the following in your paragraph, and if you do not have something to underline, then you are missing a key element of your paragraph. green = topic sentence and concluding sentence blue = transition words (should be two) pink = point made yellow = proof used including the MLA citation orange = comment/explanation of how this proof and point prove your main argument from the topic sentence

8 Peer Rubric/ checklist to circle Topic sentence is a awkward but there. Structure Topic sentence presents your specific argument, but is missing the title and/or author - or the other way. Topic sentence is very clear, formatted correctly, has all the elements and is written well. Transition words are used consistently Transition words are used effectively Concluding sentence is present Supporting sentences are relevant and argumentative Content Supporting sentences provide sufficient proof Mechanics Supporting sentences consistently provide strong, meaningful analysis Accurate spelling Run-on sentences are eliminated Apostrophes are used properly Sentence fragments (lacks a subject and a verb) are eliminated Present tense verbs are used consistently Commas are used accurately only 3rd person POV used Spacing used after punctuation numbers spelled out Below are two examples of proper paragraphs. Each uses a story commonly used and they explain, using quotations directly from the story, one of the elements of short stories. Note how short and long quotations are used. Integrated Quotation Style In the story Gore, the character Amy is clever and dramatic, making her a round character. For example, Amy shows she is clever by plan[ing] a strategy. (Gordimer 65) When faced with the daunting situation of retrieving her book from her brother who is a lot bigger, faster and stronger than her, she is able to quickly devise a plausible plan. Furthermore, Amy is known to be dramatic as her own brother sarcastically congratulates her performance, saying, Very dramatic, Lady MacBeth. (Gordimer 66). Her brother acknowledges her acting ability by making reference to her as one of the most famous of all Shakespearean characters, one who happens to have a flair for the dramatic in the script as well. A round character is one who displays various personality traits. Amy clearly is both clever and dramatic, therefore she is undoubtedly a round character.

9 Block Quotation Style A theme of the short story Once Upon A Time by Nadine Gordimer is being too fearful can become tragic. This theme is evident throughout the story, as the parents are fearful of the outside elements, and thus install numerous items to help the family remain secure. This eventually becomes tragic. The parents think of this early on in the work, while walking together: Placed the length of walls, it consisted of a continuous coil of stiff and shining metal serrated into jagged blades, so that there would be no way of climbing over it and no way through its tunnel without getting entangled in its fangs. There would be no way out, only a struggle getting bloodier and bloodier, a deeper and sharper hooking and tearing of flesh. The wife shuddered to look at it. You re right, said the husband, anyone would think twice. (Gordimer 67) Despite thinking twice, the parents do install this, and this eventually leads to their child s death, as he does exactly what his father believes he would avoid, climbs into the teeth of the fence. Since the parents are so fearful of the outside elements, they continue to add security until they finally add the element that actually leads to their child s death. Thus the theme of being too fearful can become tragic is evident in this story. Planning sheet exemplar: Short Stories Elements Paragraphs Final draft of planning sheet exemplar

10 Final draft of above planning sheet: In the story Gore, the character Amy is clever and dramatic, making her a round character. For example, Amy shows she is clever by plan[ing] a strategy (Gordimer 65). When faced with the daunting situation of retrieving her book from her brother who is a lot bigger, faster and stronger (Gordimer 65) than her, she is able to quickly devise a plausible plan. Furthermore, Amy is known to be dramatic as her own brother sarcastically congratulates her performance, saying, Very dramatic, Lady MacBeth. (Gordimer 65) Her brother acknowledges her acting ability by making reference to her as one of the most famous of all Shakespearean characters, one who happens to have a flair for the dramatic in the script as well. A round character is one who displays various personality traits. Amy clearly is both clever and dramatic, therefore she is undoubtedly a round character. NOTE : colours have been used to demonstrate connectivity and parallel structure (clarification of points in the same order in which they are originally mentioned, in this case clever, then dramatic.) These colours are not required in your final draft. Expository Paragraph Writing Rubric >1 1 emergin g 2 developing 3 proficient 4 excelling R1.2 Using Reading Comprehension Strategies selects appropriate proof based on inference, re-reading, and analysis R1.3 Demonstrates Understanding of Content clear and reasonable point constructed R2.1 Text Forms evident comprehension and analysis of the literary form to glean meaning Writing Conventions - how is your grammar, spelling, word choice, etc.? W1.4 Organizing Ideas appropriate placement and structure within assigned paragraph format W1.5 Reviewing Content evident planning through effective use of brainstorming, planning, peer editing W3.7 Producing Finished Works submission package is complete, organized, tidy, typed and highlighted as required Responsibility - Completing and submitting class work, NI NI S G E homework and assignments according to agreed-upon timelines Organization - Prioritizing and managing time to achieve goals NI NI S G E Independent Work - Using class time appropriately to NI NI S G E complete tasks Cooperative Skills - working together constructively with peers, using supportive language, and being available to others. NI NI S G E