E. Quinson

D-201

8R, periods 2 and 3

 

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 upcoming 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 1st 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.
  1. Review/summarize.

H.W.:   1.  Finish reading “The Secret” by Arthur C. Clarke for tomorrow.  2.  Create a notes page for “The Secret.”  4.  Independent reading.  Consider science fiction for your independent reading:  Isaac Asimov?  Ray Bradbury?  H.G. Wells?  3.  Writer’s notebooks will be collected later this week.  Be prepared!

 

Thursday, December 11, 2008 – or I may do the stories on the next lesson plan.  Or, we may read all of them. I simply have not decided…. J

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,” “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’ve 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.

 

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’ve 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.

 

 

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