Monday, January 12, 2009

SWBAT:  analyze mood and suspense in “The Cask of Amontillado” by Edgar Allen Poe

DO NOW:  Write an entry:  What do you know about Edgar Allen Poe?

DEVELOPMENT:

  1. Discuss Poe.
  2. Discuss horror as a genre.  So far, we’ve read mystery and humor.  Although, both in a way were rather horrific.  Can we really put stories purely into one genre or another?  Why bother?  Well, people like to categorize, I suppose.  But it’s important to notice elements of these different genres at any rater. 
  3. Discuss what Amontillado is.  No, we are not going to have a sherry tasting in school….
  4. Also discuss Carnivale in Venice (or Rio???). Mardi Gras in New Orleans, so students have a sense of the setting.  I think the setting has to be Venice, though, because of the Italian names…  Also discuss catacombs….  Pretty horrible right????
  5. Discuss mood, literarily speaking.  Linked to tone.  What’s that again?
  6. Students read story on their own?  Play CD? 
  7. When students finish reading, discuss:  What makes this horror?  The setting?  The suspense?  The motive.  Ummmm.  What was the motive again?  Do we perhaps see Mr. Martin actually carrying out his sentence?  What similarities do we see with this story and “The Catbird Seat?”  Now there’s a question I never thought I’d be asking….
  8. Read “The Tell-Tale Heart” aloud.
  9. Again, when we’ve done reading, makes this horror?  The setting?  The suspense?  The motive?
  10. Review/summarize

H.W.:  1.  Create a notes page for both “The Cask of Amontillado,”  and “The Tell-Tale Heart.”  Turn them in on your weblocker.  2.  Finish reading the stories if we have not done so in class.  They are both widely available on the web.  “The Cask of Amontillado” is available in your green textbook, and you may borrow and old brown book if you prefer to read “The Tell-Tale Heart” in print.  3.  Read “The Necklace” by Guy de Maupassant.  Again, on the web, or in your green textbook.

 

Tuesday, January 13, 2009

SWBAT:  analyze irony and plot twist in “The Necklace” by Guy de Maupassant.

DO NOW:  Take out your notes page for a quick check and also, write an entry:  why did Mathilde want to wear the necklace in the first place?  Why is it ironic that she wanted to wear a “fake” necklace to appear wealthy and then had to spend a large part of her life replacing a fake necklace with a real one?  In other words, what is deMaupassant trying to teach us?   

DEVELOPMENT:

  1. Discuss the theme of “The Necklace” 
  2. Discuss symbolism and the ironic use of this necklace in both lives?
  3. How do Mme Loisel and Mathilde differ in their views of wealth and class?  Why?  What are we supposed to learn from this?
  4. Do you think people who value material possessions too much are likely to face hardship in life?  In other words is it really her poverty that harms Mathilde or her own over-valuing of possessions?  Is she really poor?
  5. So!  A surpise ending forces us to stop and reflect about our own lives???? 
  6. Remember to keep adding notes of what we discuss in class to your notes page.
  7. Transition to another story about society’s values:  “The Lottery.”
  8. Ask students to read “The Lottery” quietly to themselves.
  9. When they finish, they should write an entry:  How did the ending surprise you?  Now that you know the ending, go back and find elements of foreshadowing.
  10. If time allows, we will discuss “The Lottery”

H.W.:  1.  Finish reading “The Lottery” if we have not done so in class, and write the entry.  Notice again that a surprise ending leads us to question ourselves.  Forces us to stop.  Take a minute, figure it out.  INFER!!!  Think!!!  Reflect!!!  Isn’t that what we should be doing in life as well?  2.  Notes page for “The Lottery.”  Turn it in on your weblocker.  3.  Read “One Ordinary Day with Peanuts” in your textbook at home.  I don’t think it is available on the web…?

 

Wednesday, January 14, 2009

SWBAT:  analyze characterization and point of view in “Charles” by Shirley Jackson.

DO NOW: Write an entry in your writer’s notebook:  Did you ever get in trouble with the teacher in elementary school?  Describe the event and your parents’ reaction, if applicable.

DEVELOPMENT:

1.      Write an entry in your writer’s notebook:  Did you ever get in trouble with the teacher in elementary school?  Describe the event and your parents’ reaction, if applicable.

2.      Review entries.

3.      Review “chunking strategy”

4.      Begin read aloud of “Charles.”

5.      Consider 1st person narration in fiction.

6.      Create a character web of Charles and Laurie.

7.      Discuss direct and indirect characterization.

8.      Review/summarize.

H.W.:  1.  Create a notes page for “Charles.”  2.  Read “One Ordinary Day with Peanuts” in your green literature book.

 

Thursday, January 15, 2009

SWBAT: analyze perspective and characterization in “One Ordinary Day with Peanuts” by Shirley Jackson.

DO NOW: 

DEVELOPMENT:

  1. Class discussion about “One Ordinary Day with Peanuts.”
  2. Theme?
  3. Characterization?
  4. point of view?
  5. Irony?
  6. Review test format etc.

H.W.:  Study for test on short stories tomorrow.  Multiple choice.  NO essay.

 

Friday, January 16, 2009

SWBAT:  demonstrate mastery of short story author studies.

DEVELOPMENT:

Test!

H.W.:  Begin reviewing all of the work we’ve done together for the final.  Gather your materials. 

 

 

 

 

 

 

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