E. Quinson

D-201

9H, period 5

 

Monday, January 5, 2009

SWBAT: analyze what makes a good short story.

DO NOW:  Write an entry in your writer’s notebook:  based on your wide experience as a reader, what makes a good story?

DEVELOPMENT:

  1. Share out what we think makes a good story. 
  2. Remind students that we have worked on the envisioning reading strategy.  Now we want to work on INFERENCE!  How often story tellers let us figure things out for ourselves and this makes for more interesting stories.
  3. Introduce Saki, a master story teller.  Let’s see what he has to say.
  4. Begin read aloud of “The Story-teller.”
  5. Stop and write:
    1. Middle page P. 578—what can we infer about the aunt?
    2. Top p. 579.  From what details can you draw the inference that the bachelor understands children?
    3. Lower p. 580—in what way is the message of the bachelor’s story different from the aunt’s.  Which was better, more interesting.
    4. End p. 581—What does the contrast between the two stories suggest about the whole story’s theme?
  6. Review/summarize. 
    1. How does inference help make the story more fun? 
    2. How well could we envision the bachelor’s story. 
    3. The aunt’s?
    4. What makes a good story?  Have we changed our minds at all?

H.W.:  1.  Blog it!  2.  Finish reading “The Story-teller” if not done in class and read “The Interlopers” in your textbook at home. 

 

Tuesday, January 6, 2009

SWBAT:  analyze characterization, suspense and plot twists in “The Interlopers.”

DO NOW:  Review possible discussion questions about "The Interlopers" 

DEVELOPMENT:

  1. Discuss Round-Table discussions.  I'd like us to have a conversation today, but I also want us to learn to take notes about what everyone says and use it for the purpose of creating a notes page for this story.
  2. Discuss note taking based on class discussion.  We are going to have a class discussion today, well we do every day.  But as we discuss, if you hear something smart you want to add to your notes page, please do so.  I don’t want to tell you, “Aha!  Add this!”  I want you do take notes based on what you glean on your own!  Take responsibility for your own notes.  J
  3. Discussion questions:
    1. What is the setting for this story?
    2. Who are the characters?
    3. What started the feud?
    4. Consider cause and effect. 

                                                               i.      What caused the feud?

                                                             ii.      Why are they there at night?

                                                            iii.      What is the cause of their predicament?

                                                           iv.      What is the cause of their reactions to one another?

    1. How did the author deliberately mislead us?
    2. Saki is known for his surprise endings, much like O.Henry. 
    3. Could we have foreseen this ending?  Why or why not?
    4. What literary elements can we find?

                                                               i.      Indirect characterization of both men?

                                                             ii.      Anything else?

    1. WHAT IS THE SIGNFIICANCE OF THE TITLE?  Who are the Interlopers in reality????  How silly was this feud? 
  1. Make changes to your notes page as necessary based on our class discussion.  You may do so as we talk as well.

H.W.:  1.  Create a notes page for "The Interlopers” and for “The Story-teller.”  See handouts on website if we have not discussed this adequately in class.  Turn them in on your weblocker.  2.  Read “Adventure of the Speckled Band.”  This is widely available on the web, which you can simply read there, or print out, if you prefer.  Or, if you like you can borrow an old brown book, or if you like, 

 

Wednesday, January 7, 2009

SWBAT:  analyze characterization in “The Red-Headed League” by Sir Arthur Conan Doyle.

DO NOW:    Pop Quiz!

DEVELOPMENT:

  1. Review pop quiz.
  2. Discuss previous knowledge of Sherlock Holmes and Sir Arthur Conan Doyle.
  3. Discuss notes page and distribute hand out detailing what they must include. One page only, please!  Don’t go nuts, but it is a useful note-taking method.
  4. Begin reading of “The Red-Headed League”
  5. Discussion points to consider:
  • Characterization of:
    1. Holmes
    2. Watson (narrator)
    3. Mr. Jabez Wilson
  • Setting
  • Plot Elements
    1. What does Holmes’ comment about Watson indicate about the crime solver in this mystery?
    2. What details about Wilson’s appearance does Watson find important?  What details does Holmes notice?  Why the difference?  What does this tell us?
    3. Why is Spaulding willing to work for so little? 
    4. What is suspicious about the Red Headed League?
    5. Why is Holmes interested in the buildings behind Saxe-Coburg Square?
    6. How did Holmes solve the case?
  1. Review/summarize.

H.W.:  1.  Finish reading “The Red-Headed League” if we have not done so in class.  2.  Notes page for “Red-Headed League.”  Put it in your weblocker  3.  Blog it! 

 

Thursday, January 8, 2009

SWBAT:  analyze the interweaving of fantasy and reality in “The Secret Life of Walter Mitty” by James Thurber.

DO NOW:  Take out your notes page for a quick check and also, write an entry:  What kind of day dreams do you indulge in during a boring class?  Not mine, of course….

DEVELOPMENT:

  1. Discuss DO NOW entries.
  2. Ask students about previous knowledge of Thurber, perhaps “The Night the Bed Fell”
  3. Begin read aloud.  Discuss how a reader situates him or herself to make meaning. 
  4. Notice the characteristics of the heroes that Walter Mitty fantasizes about. 
  5. How do people outside Mitty’s fantasies treat him? 
  6. Notice how the fantasy follows from reality. 
  7. Analyze description of Mrs. Mitty.
  8. Analyze description of Walter Mitty.  Is he really so milque toast?  Pretty smart actually.  Reminds me of Richard in “Keeping Up Appearances.”

H.W.:  .:  1.  Finish reading “The Secret Life of Walter Mitty” if we have not done so in class.  2.  Blog it!  3.  Notes page for “Walter Mitty” due.  Turn it in on your weblocker.

 

Friday, January 9, 2009

SWBAT:  analyze characterization and plot twist in “The Cat Bird Seat” by James Thurber.

DO NOW:  Take out your notes page for a quick check and also, read quietly:  “The Unicorn in the Garden” and “Little Red Ridinghood.” 

DEVELOPMENT:

1.      Discuss any “themes” of these little stories.  Are there any similarities to Walter Mitty.  Can we begin to see a sense of this author’s style?  Could anyone imitate this?

2.      Discuss how Thurber almost always writes from the 3rd person, but from a particular person’s point of view.  The put upon male dominated by an annoying female.  This one is no exception and one of my favorites.

3.      Begin read aloud.  Discuss how a reader situates him or herself to make meaning. 

4.      Notice the characteristics of the protagonist and antagonist.   

5.      What plan does the protagonist hatch? 

6.      How is this protagonist similar to or different from Walter Mitty? 

H.W.:  1.  Finish reading “The Cat Bird Seat” if we have not done so in class.  2.  Blog it!  3.  Notes page for “Catbird Seat” due.  Turn it in on your weblocker.

 

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, ask them to write an entry:  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. Review/summarize
  9. Begin reading “Hop Frog” if time allows.

H.W.:  1.  Create a notes page for “The Cask of Amontillado.”  Turn it in on your weblocker.  2.  Blog it!  3.  Read “Hop Frog” by Edgar Allen Poe.  Copy provided.  

 

Tuesday, January 13, 2009

SWBAT:  analyze suspense and horror in the conclusion of “Hop-Fog” by Edgar Allen Poe.

DO NOW: Write an entry in your writer's notebook: Describe, in your own words what Hop Frog did?  You may re-read if you like.  How did he get his revenge, exactly. It’s hard to understand!  What makes this story a horror story? 

DEVELOPMENT: 

1.      Discuss DO NOW entries. 

2.      Discuss what life might have been like for Hop Frog. 

·        What change does Hop-Frog undergo?

·        What does Hop Frog tell the King about his "novel" plan for the  masquerade?  (Be sure students are all clear on what masquerade means!)

·        What was the plan physically? 

·        How were the King and his ministers to be dressed and chained? 

·        How much detail is added  (ex.: flax not feathers!  Why?)

·        How and most important WHY does Poe describe the lighting so carefully?

·        Discuss conclusion. 

·        What effect does the end have on the reader? 

·        How does Poe achieve this effect? 

·        Hop-Frog planned this revenge but under what circumstances? 

·        Review Do Now.

·        Was this gruesome murder wrong?  Was it justified?  How?  Why?

·        How How does Poe develop characterization of Hop-Frog? 

·        What effect does this characterization have on our analysis of the moral issues behind this story?

·        What effect does the setting have upon our moral judgment of the crime (or crimes?) in question?  Warped Fairy Tale? 

·        Plot and climax are vital to Poe's tale and to his theme.  The story leads detail upon detail to its gruesome end. 

·        Is there are “theme” to this story?

·        What similarities do we see with “Cask of Amontillado?”

o       Gruesome crime

o       Motivation

o       Fantastic setting

o       Any similarities of theme or lack thereof?

3.      Review and summarize.  Closure!  We have done a lot of discussion today about various elements of a short story:  characterization, setting, theme.   Notice how each in this case are dependent on one another and are intertwined with the plot development, rising action and climax in order to teach Poe's lesson.

4.      If time allows, read “The Tell Tale Heart” in class.

5.      Or…  depending on time begin discussion of de Maupassant.  Need to read literature in other languages.  Ask Olga about Crime and Punishment.  Bart about Polish poet.  Other students about their own native language writers.  

6.      Discuss French society. Need for a dowry.  (Perhaps discuss Grandmaman???)  Nature of marriage in the 19th century.  Has education replaced class in U.S. society?

7.      Begin reading, aloud?  CD?

H.W.:  1.  Blog it!  2.  Create a notes page for “Hop Frog.”  Turn it in on your weblocker.  3.  Read “The Necklace” by Guy deMaupassant. 

 

Wednesday, January 14, 2009

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

DO NOW:  Take out your notes page for a quick check and also, write an entry:  why id 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:

7.      Discuss the theme of “The Necklace” 

8.      Discuss symbolism and the ironic use of this necklace in both lives?

9.      How do Mme Loisel and Mathilde differ in their views of wealth and class?  Why?  What are we supposed to learn from this?

10.  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?

11.  So!  A surpise ending forces us to stop and reflect about our own lives???? 

12.  Remember to keep adding notes of what we discuss in class to your notes page.

13.  Transition to another story about society’s values:  “The Lottery.”

14.  Ask students to read “The Lottery” quietly to themselves.

15.  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.

16.  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. 

 

Thursday, January 15, 2009–and Friday, January 16, 2009

SWBAT:  analyze the importance of perspective in the short stories of Shirley Jackson.  Read “Charles,” “One Ordinary Day with Peanuts,”  and “The Lottery.”  3.  Notes page for “Charles,” “One Ordinary Day,” and “The Lottery” will be due by Tuesday and we will have a test on Tuesday, January 20, 2009 on all the stories we’ve read.  The test format will most likely be multiple choice and short answer.  No essay.  I will not have time to grade em!  JMs.Q

 

 

 

 

 

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