E. Quinson

Room D-201

8R periods 2 and 3

 

Monday, November 24, 2008

SWBAT: analyze what makes a good short story.

DO NOW:  Independent reading.

DEVELOPMENT:

  1. Write an entry in your writer’s notebook:  based on your wide experience as a reader, what makes a good story?
  2. Share out what we think makes a good story. 
  3. 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.
  4. Introduce Saki, a master story teller.  Let’s see what he has to say.
  5. Begin read aloud of “The Story-teller.”
  6. 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?
  7. 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.  Create a notes page for “The Story-teller.”  2. Independent reading.

 

Tuesday, November 25, 2008

SWBAT: begin reading “Charles” by Shirley Jackson and draw a character web of Laurie and Charles.

DO NOW:  Independent reading.

DEVELOPMENT:

1.      Discuss independent reading. How did it go over the weekend?  Make sure you have a new book lined up for when you finish this one!

2.      Discuss the definition of short story

a.       Meant to be read in one sitting

b.      FICTION

3.      Discuss the difference between short story/fiction and memoir.

a.       Remember!  Even fiction can be written from the 1st person perspective. 

b.      Why would an author do that?

c.       What effect does it create?

4.      Distribute Vocabulary Sheets for Charles to review vocabulary before we read.

5.      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.

6.      Review entries.

7.      Review “chunking strategy”

8.      Begin read aloud of “Charles.”

9.      Consider 1st person narration in fiction.

10.  Create a character web of Charles and Laurie.

11.  Discuss direct and indirect characterization.

12.  Review/summarize.

H.W.:  1.  If we have not done so in class, finish reading “Charles” in your textbook at home.  (It ends on p. 26 in new textbook.)  2.  Create a notes page for “Charles”.  3.  Independent reading.

 

Wednesday, November 26, 2008

SWBAT:   Review ending of “Charles” and write dialogues between mother and teacher.

DO NOW: Independent reading. 

DEVELOPMENT:

1.      Define direct and indirect characterization.  What do we know by indirect and what do we know by direct characterization?  Add direct and indirect characterization to your literature page.

2.      Discuss ironic ending.  Predict what might have happened next?  Add irony to your literature page. 

3.      Create class list of rules for dialogue.

4.      Assign writing a continuation dialogue of “Charles” for homework, due Monday.

5.      If time allows, students begin in class. 

6.      Review H.W.:  you will be graded on creativity and mechanics.  Review your Guidelines for Dialogue Punctuation if you have questions.

H.W.:  1. Write a dialogue continuing the ending for “Charles” by Shirley Jackson.  Approximately one page, typewritten, or two pages of loose-leaf: continue the conversation between Laurie’s mother and teacher.  You will be graded for creativity, and punctuation!  2.  Independent Reading. 

 

Thursday, November 27, and Friday, November 28, 2008 – Thanksgiving Recess

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