E. Quinson

Room D-201

8R, periods 2 and 3

 

Monday, December 1, 2008

SWBAT: trace the beginning of rising action in "The Adventure of the Speckled Band" by Sir Arthur Conan Doyle and begin gathering and analyzing evidence so we can solve the mystery together!!!

DO NOW:       Independent reading.  Take out your dialogues for collection. 

DEVELOPMENT:

1.      Collect dialogues as students read.

2.      Review dialogue projects.  The narrative voice of “Charles” was a character in the story itself, and not an entirely trustworthy one, at that.  Remember to add the following literary elements to your notes page:

• Irony
• First person narrator
• Direct and indirect characterization. 
1. Direct says something outright:  Laurie was naughty.
2. Indirect lets you figure it out:  Laurie played a nasty joke on his father and laughed hilariously.
• Most of the foreshadowing that students found was indirect characterization!

3.      Discuss our next story:  What do you know about Sherlock Holmes? 

4.      Make a list of characteristics to be included in Literature section of binder.  It will be interesting to see how closely our prior knowledge matches up correctly with the Holmes Doyle actually describes.  As we read, keep in mind:  characterization, dialogue, narrative voice, rising action, turning point, falling action

5.      Distribute vocabulary sheets.  Review vocabulary.

6.      Describe the reading strategy of identifying and analyzing evidence.  This is part of inference.  See p. 461 in textbook.

7.      Begin reading aloud to "My dear fellow, I would not miss it for anything."  Stop to ask questions.

·        Who is this narrative voice? 

·        How is the story told? 

·        What questions do we have so far?

8.      Read aloud again until "I am all attention, madam."  Any further questions?

9.      Summarize the plot so far.  Explain that for homework they will read the story that the lady has to tell and sets the problem before Holmes.  Note that this story is told in the lady's voice, that is why everything is in quotation marks.  This is essentially still dialogue between Holmes and the lady in question.   Remember, pop quiz possible!

H.W.:  1.  Read to page 471 in the textbook, to the middle of the page, where the paragraph ends, “…she glided from the room.”  2.  Write one page in your writer's notebook in response to what we have read so far in “Adventure of the Speckled Band.”   What evidence can you find from Miss Stoner’s story?  What conclusions can you draw?  What inferences can you make?  3.  Independent reading.

 

Tuesday, December 2, 2008

SWBAT:  continue to gather evidence and make inferences to solve the mystery of  "The Adventure of the Speckled Band." Also, to discuss the reading strategy of questioning!

DO NOW:       Independent reading. 

DEVELOPMENT:

1.      Review vocabulary exercises.

2.      Review the responses from the night before. 

3.      Discuss the reading strategy of questioning, which is especially important in a mystery – why!  Why?  Why??!!

4.      Continue read aloud, probably from CD. 

5.      Stop to discuss evidence as it emerges, continue questioning. 

6.      Ask students to recount what happened.  Synopsis of Helen Stoner's story:  Also Review what we can add to the characters and setting part of our page.  Ask again, what questions do we have?

7.      Read aloud to "It was nearly..."  (p. 36)  Consider our characterization list of  Holmes, have we learned anything new?  He is brave, imperturbable,  Revise characters in general.  Add Dr. Grimesby Roylott, of Stoke Moran.

8.      Read aloud to "About nine o'clock."  (p. 41)

9.      Review clues as Holmes sees them.  What can be happening?   List clues on black board.  Decide what events/clues should be included on our short story page.

10.  Summarize and Review. 

H.W.:  1.  Finish reading the story if we have not done so in class (to p. 484).  2.  Write one page in your writer's notebook.   What is the answer to the mystery?  What clues have led you to discover the murderer as Holmes does?  3.  Complete a notes page for “The Adventure of the Speckled Band.”  4.  Independent reading.

 

Wednesday, December 3, 2008

1.      Review and Summarize our initial points that

a.       characterization

b.      dialogue

c.       narrative voice

d.      rising action, turning point, and falling action

are all an important part of the mystery-short story.  In fact, when you have a short story that relies heavily on plot and less on theme or figurative language and imagery to get its reader interested, you have to pay extra special attention to these elements.  Remember this, writers, when it is time for us to write our own short stories!

Pop quiz on “Speckled Band” and independent reading.

H.W.:  Make up any missing homework and independent Reading.

 

 

Thursday, December 4, 2008

SWBAT:  read and analyze “Thank You Ma’am” by Langston Hughes.

DO NOW:  Independent reading/Collect missing homework.

DEVELOPMENT:

1. Read story from English Journal about homework aloud.
2. Discuss importance of forgiveness. 
3. Write an entry:  How would you feel if you were in the mall or on a busy street, with a lot of saved-up money in your back-pack ready for a shopping expedition, and someone stole your backpack with all your money?  Would you chase the thief?  If you caught him, what should happen to the thief?
4. Review two reading strategies:  visualization and inference.  How do we use both of these as we read?  Remember, inference is usually how we arrive at the theme of a short story.
5. Begin read aloud, we are especially looking for a lesson in this story.
6. Ask yourselves as we read, “Would I do that?  Why or why not?”
7. Review/summarize.

H.W.:  1.  Finish reading “Thank You Ma’am” if we have not done so in class.  2.  Write one page in your writer’s notebook.  What is the theme of “Thank You Ma’am?”  Give text-based details from the story to support your answer.  3.  Create a notes page for “Thank You M’am”.  4.  Independent reading.

 

Friday, December 5, 2008

SWBAT:  read and analyze “The White Umbrella” by Gish Jen

DO NOW:  Independent reading. 

DEVELOPMENT:

1.  Write an entry:  Write about a time that you envied someone else’s possession.  Why was it so important to you?  (This should be a thing, not married parents, etc.)  Take some time to think about it carefully.

2.  Possessions are very important.  Discuss the Do Now entry.  Discuss the whys for which we envied the other’s possessions.  Often the things themselves were symbols of other things:  status, popularity, wealth, comfort, etc.

3.  Begin read aloud.  Stop to discuss as necessary.  Questions may include:

n      Who is the narrator?  What kind of a person is she?

n      Describe the narrator’s family, especially her mother.

n      Why doesn’t her mother tell her children what her job is?

n      How is the narrator similar to and different from her sister?  Is their relationship realistic?

n      How does the narrator feel about Eugenie Roberts?

n      Why does the narrator want the white umbrella?

n      How does the narrator feel about Miss Crossman?  Why?

n      Why doesn’t the narrator want to go inside to wait?  Why does her sister feel differently?  How would you feel?

n      What does the narrator say that embarrasses her and Miss Crossman?  Why?

n      Why does the narrator hide the white umbrella when her mother arrives?

n      How does the narrator react to the information about her mother’s job?  How does her sister react?  What does this say about them?

n      Why does the narrator secretly throw the white umbrella away?

H.W.:  1. Finish reading “The White Umbrella” in your new textbook at home.  The story begins on page 384 in the new book and ends on page 392.  You will need to figure out how far we read to together.   2.  Write an entry:  Why did the narrator throw the white umbrella away?  What had the umbrella come to mean to the narrator?   What is the significance of the title?  3.  Create a notes page for “The White Umbrella.”  4.  Independent reading.

 

Monday, December 8, 2008

SWBAT:  read and discuss “The Medicine Bag” by Virginia Driving Hawk Sneve.

DO NOW:  Independent reading.

DEVELOPMENT:

1. Write an entry:  Write about a time you were either afraid of being embarrassed by a family member or a time when you actually were embarrassed by a family member.  No one will be forced to share.
2. Discuss H.W. and DO NOW entries.
3. Begin read aloud.  Stop to discuss as necessary.  Questions may include: 
1. Who is the narrator?
2. How does Martin feel about his grandfather?
3. How does Martin represent his grandfather to his friends?
4. Why is he afraid of being embarrassed?
5. How do his feelings change?  Why do they change?
6. How do Martin’s feelings about the Medicine Bag change?  Why do they change?
7. What external conflicts does the grandfather face?
8. What internal conflicts does Martin face?
4. Review/summarize.

H.W.:  1.  Finish reading “The Medicine Bag” in your new textbook at home.  The story begins on page 582 in the new book and ends on page 590.  You will need to figure out how far we read to together.  2.   Write an entry:  What traditions are passed from generation to generation in your family.  You may want to think about the recent holidays, but you are not limited to that.  Birthdays, or other traditions are fine, too.  3.  Create a notes page for “The Medicine Bag.”  4.  Independent reading.

 

Tuesday, December 9, 2008

SWBAT:  predict an ending for “A Retrieved Reformation” by O. Henry.

DO NOW:  Independent reading.  DEVELOPMENT: 

1. Write an entry in their writer’s notebooks:  What does it mean for a criminal to reform him/herself?  Can a criminal truly reform?
2. Share and discuss DO NOW entries. 
3. Today, I will begin by reading aloud “A Retrieved Reformation”.  Discuss any prior knowledge of O. Henry. 
4. When we get to the bottom of the 1^st column page 60, students will write an entry in their writer’s notebooks.  How do you think the story will end? 
5. Students finish reading silently.  Write again in your writer’s notebook about the ending.  Were you right?  Why or why not? 
6. Find 3 examples of foreshadowing in the story that might have led you to figure out the ending. 
7. Summarize and review plot of story.  Brainstorm important events which must be included.

H.W.:  1.  Finish reading “A Retrieved Reformation” if we have not done so in class.  2.  Complete a notes page for “A Retrieved Reformation.”  3.  Independent reading.  4.  Writer’s Notebooks will be collected on Friday.

 

Wednesday, December 10, 2008

SWBAT:  read an example of science fiction:  “The Secret” by Arthur C. Clarke.  What moral questions does this story pose?

DO NOW:  Independent reading.

DEVELOPMENT:

1. Discuss what other moral issues science fiction may pose?  Think of “Flowers for Algernon” and The Giver and any other science fiction kids have read.
2. Read “The Secret,” partially aloud, and then silently, or in pairs.   Stop to discuss as necessary. 
3. Discussion Questions may include:

• What is the setting?
• How is it similar to or different from our present world?
• What seems to be the conflict or problem.
• Why is the doctor keeping a secret?
• Why is he unhappy that beings can live longer on the moon?
• Why would this be difficult for the journalist to write about?
• What moral issues does this pose for society?
• List any similar issues that may face our society.

4. Review/summarize.

H.W.:   1.  Finish reading “The Secret” by Arthur C. Clarke for tomorrow.  2.  Write an entry in your writer’s notebook.  How can you relate the theme of “The Secret”to real issues in our society?  Think carefully.  Try to relate it to the real world.  3.  Create a notes page for “The Secret.”  4.  Independent reading.  Consider science fiction for your independent reading:  Isaac Asimov?  Ray Bradbury?  H.G. Wells?  4.  Writer’s notebooks will be collected later this week.  Be prepared!

 

Thursday, December 11, 2008

SWBAT:  analyze the merging of fiction and poetry in “Eleven” by Sandra Cisneros; ALSO analyze the merging of fiction and memoir in “Game Life”

DO NOW:  Independent reading.

DEVELOPMENT:

1. Write an entry:  write about the worst teacher you ever had.  Don’t just complain, and don’t use a name:  describe a bad incident with great detail so your reader can picture it in his/her mind.
2. Discuss unfair teachers.  Everyone has such stories. 
3. Discuss meaning of simile, how we normally think of it in poems, but that it exists in lots of different kinds of literature.
4. Begin read aloud, Stop to discuss as necessary.
5. Then allow students to finish reading on their own.
6. When they finish, they are to review the story and underline the parts that seem the most poetic to them.
7. Then write an entry: why do those parts seem poetic?
8. Review/summarize.  Writer’s craft: imagery, repetition, book-end effect, ideas for our own short stories?
9. Write an entry:  have you ever gotten “addicted” to a video game?  So much so that you are too involved in it, that you lose sense of time, etc. 
10.  Read “Game Life.”

H.W.:  1.  Finish reading “Game Life” if we have not done so in class.  2.  Write an entry in your w.n.:  write about a similar experience you or someone you know has had.  Write with precise specific details, to make your story come alive for your reader.  3.  Independent reading.

 

Thursday, December 11, 2008 – we may not have time for this…?

SWBAT:  read short stories by and about teenagers, in preparation for writing our own tomorrow.

DO NOW:  Independent reading.

DEVELOPMENT:

1. Discuss possible short story topics: 
1. How about yourself?
2. Your friends?
3. Remember, many writers use their own lives in their fiction.
2. Begin read aloud of “Keep Out!  A Boy’s Bedroom”
3. Discussion questions:

·        Who is the narrator?

·        How is the narrator different from the author?  How do we know?

·        What is the voice of the narrator like?  How does the author achieve this?

·        What is fiction here?  What is reality?

·        How did the author get his/her ideas?

1. Discuss changes in friendships in middle school years and beyond.
2. Distribute student short stories on this subject.  Have students read aloud, probably aloud, because they will be sick of reading silently.
3. Stop to discuss as necessary.

5.  Review/summarize.

H.W.:  1.  Finish reading both   “Moves in the Game of Life” and “The Friday” if we have not done so in class.  2. Write an entry in your writer’s notebook:  what ideas do you have for a short story?  What itch do you want to scratch?  Think about the stories we’v read.  Think about the list of writing territories we created at the back of your writer’s notebook.  It’s up to you!  3.  Independent reading.   4.  Writers’ notebooks will be collected tomorrow.

 

Friday, December 12, 2008

SWBAT:  create a group character for a short story and then begin to create one for their own short stories.

DO NOW:   Writer’s notebook self-evaluation.  Independent reading.

DEVELOPMENT:

1.      Stop and think:  Who is your favorite fictional character?  Why?  Today we are going to begin developing our short stories and we are first going to concentrate on our main character or protagonist.

2.      Review DO NOW entries.

3.      Distribute copies of completed Main Character Questionnaire.  Describe the technique used to create a character.  Could be completely fictional or actually authors often draw on their actual experiences.

4.      Group creation of a character.  Brainstorm on overhead.

5.      Students will complete just such a character questionnaire for themselves for H.W.

6.      Students will complete a list of other students in the class they would be prepared to work with.

7.      Review and summarize.

H.W.:  1. Complete Short Story Main Character Questionnaire.  2.  Begin writing your short story!  Write for AT LEAST ONE HOUR.  Your story can be about anything, so long as it is appropriate for school…..   3.  We are going to the computer lab next week!  Right in the corner with Mr. Montague.  Be prepared!  4.  Independent reading.