Intro to Short Story

Goal:
Students will define words using context clues
Students will discuss and understand short story terms

The students will identify, recognize and recall literary terms and definitions.

Students will review and practice the note taking process

1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)

—Bell Ringer- For each bell ringer, you will write the correct answer and circle the relevant context clues in the sentence:

Tuesday, 8/27 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

◦Florence Nightingale, the famous nursing reformer, had the eccentric habit of carrying a pet owl around in one of her pockets.

–A. ordinary    B. odd  C. careful

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

 The great ballplayer and civil rights leader Jackie Robinson was the epitome of both physical and moral strength.

–A. a perfect model  B. an opposite  C. a main cause 

Thursday, 8/29-Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues

Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.

–A. firm      B. uncertain      C. flexible

2. Students will complete their writing samples and turn their work into www.turnitin.com

3.. Students will practice taking essential notes from lecture/ PowerPoint

Terms:  See Short Story Terms on PowerPoint

4. There will be a test on these terms on Wednesday, 9/4

Materials:  
Literary Notes                                                                            Literary Terms Power Point

                        Pen/Pencil                                                        Whiteboard

CLOSURE ACTIVITY

8/27  

—Write a sentence using the word eccentric CORRECTLY in a sentence.  Remember to show meaning of the word within the sentence.

8/28
—Write a sentence using the word epitome CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence.

8/29
—Write a sentence using the word adamant CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence

                                      

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

Vocabulary

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

 The great ballplayer and civil rights leader Jackie Robinson was the epitome of both physical and moral strength.

–A. a perfect model  B. an opposite  C. a main cause 

Thursday, 8/29-Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues

Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.

–A. firm      B. uncertain      C. flexible

Wednesday, 8/28

Goal: 
Students will define words using context clues

1. Students will complete Unit One Chapter 1 (Pages 8-11 in the packet)

2. On a separate sheet of paper, students will write one original sentence for each word.

3. Please keep the packet and sentences in your 3-ring binder

4. There will be a test on these words, parts of speech and spelling next Friday

Closure Activity:

8/28
—Write a sentence using the word epitome CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence. 

Standards: 

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Goals: Students will complete their rough drafts

Bell Ringer:

Write the Sentence.  Write the answer.  Place an arrow from the underlined word to the part of the sentence that serves as the context clue.

◦In the ring, the two boxers were antagonists,  but in their private lives they were good friends.

–A. a supporter     B. an enemy     C. an example

 

The Scream

Goals:  Students will complete their rough drafts

Students will check their work in  to www.Grammarly

Students will submit their work to Www.turnitin.com

Students will engage in cooperative analysis

(Read, Respond and Reflect/ write about the works of other students)

Reflection

Reflective writing:

The need to think reflectively improves your ability to read critically and analyze ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.

Thinking reflectively helps you:

Understand the concept of reflective writing

Recognise the benefits of reflecting on your developing an idea or philosophy

Click on the following link to view the painting:

http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg

 

Painting: The Scream

Artist: Edvard Munch

ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:

1. Your emotional reaction

2. What emotion is being expressed?

3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)

Closure Activity: 
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response. 

Daily Closure Activity:(Click on the appropriate day when completing the closure activity 
Monday, 8/26: Would you describe your responses as figurative or 1iteral? Explain 



Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
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Mrs. Christian's classes will sign in to www.turnitin.com

 

 

 

 

The Scream

Reflection

Thursday, August 22, 2013

Bell Ringer:  In a few sentences, describe the clock without being evident.  (Be creative)

8/23  Determine the meaning of the underlined word using the context clues surrounding the term. (Write the entire sentence, write the answer, and draw an arrow that shows the key part of the sentence that helped you determine your answer

◦ILL will between the two families goes back so many generations that nobody remembers what originally caused the animosity.

–A.  strong dislike      B. admiration  C.  great fear

Reflective writing:

The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.

Thinking reflectively helps you:

Understand the concept of reflective writing

Recognise the benefits of reflecting on your developing an idea or philosophy

Click on the following link to view the painting:

http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg

Painting: The Scream

Artist: Edvard Munch

ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:

1. Your emotional reaction

2. What emotion is being expressed?

3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)

Closure Activity: 
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response. 

Daily Closure Activity:(Click on the appropriate day when completing the closure activity 
Thursday, 8/22: Would you describe your responses as figurative or literal? Explain 



Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
PDFPrint

Mrs. Christian's classes will sign in to www.turnitin.com

Welcome!

Welcome!

World Literature Syllabus

Grade 10

Course # 021

Contact Information:   

 Mrs. Theresa Christian

tchristian@berwicksd.org

www.berwicksd.org

Texts

Prentice Hall Literature Grade Ten (Penguin Edition)

Fahrenheit 451

Course Description:

This course gives students a background in the various forms of literature— novel, short story, essay, poetry, and drama. It reviews and continues to expand skills in speech, writing, vocabulary, grammar usage, and literature appreciation.

Prerequisite:

Successful completion of Grade 9 English

Standards:

1.1                Reading Independently

1.2                Reading, Analyzing and Interpreting Text

1.3                Reading, Analyzing and Interpreting Literature – fiction and nonfiction

1.4                Types of Writing

1.5                Quality of Writing

1.6                Speaking and Listening

1.7                Characteristics and Functions of the English Language

1.8                Research

1.9                Information, Communication and Technology Literacy

Content Information:

Content will include literature selections from around the world and will include multiple genres. Genres will include both fictional and nonfictional prose, drama, and poetry. All students enrolled in the World Literature course will read pieces from the aforementioned genres but may do so at different times throughout the year.

Learning Objectives:

Upon completion of the course, the student will be able to:

Understand and share knowledge of World Literature.

 Understand and explain the literary terms utilized throughout the course.

 Analyze both prose and poetry.

Evaluate literature in a variety of genres.

 Produce prose and poetry which meet the academic standard for quality of writing.

Course Outline:

The following represents an approximate timeline for the course.  Variation may be necessary to better meet the needs of the students

Marking Period One:

·         Short Story Unit

·         Completion of critical essays/ projects relative to major works studied

·         Vocabulary development

·         Response journals

Marking Period Two:

·         Poetry

·         Nonfiction

·         Completion of critical essays/ projects relative to major works studied

·         Vocabulary development

·         Response journals

Marking Period Three:

·         Nonfiction

·         Drama – Julius Caesar

·         Completion of critical essays/ projects relative to major works studied

·         Vocabulary development

·         Response journals

Marking Period Four:

·         Drama – Julius Caesar

·         The Novel

·         Completion of critical essays/ projects relative to major works studied

·         Vocabulary development

·         Response journals

Grading Policy:

a.        Grades will be calculated on a total points system for each marking period.

b.       Quarterly exams will be given each marking period.

c.        Assignments will be “weighted” based on level of work required to complete.

Classroom Procedures:

1.        Respect yourself and the rights of others

2.        Be prepared for class with the appropriate materials.  You will NOT be allowed to return to your locker.

a.        Bring your textbook, notebook, folder and writing utensil

b.       Bring completed homework

3.        One person talks at a time

4.        Work:

a.        If you are absent, it is your responsibility to find out what was missed in your absence and to make it up.

b.       As per district policy, you will have the number of days absent plus one to complete any missed work for full credit.

c.        If you skip class, your work cannot be made up. You will receive a zero for any graded work assigned that day.

d.       Turning in late assignments is discouraged; however, in some circumstances, it will be accepted for a deduction of  
five points/day. Please note, if the assignment is “long standing”, late submissions will NOT be accepted as per district policy.

5.        Compliance with District Policies:

a.        Passport-required to leave the room; must be your own.

b.       Dress Code-read the handbook; violations will be reported to the office.

c.        Food/Beverages-Only items from the coffee shop are to be visible in the hallway; however, I will allow water bottles/snacks if the classroom is kept neat AND if said items are kept stowed in a backpack/purse/etc. when in the hallways.

d.       Backpacks/Gym bags/Purses-These may be brought to the classroom, but each must be stowed in the front of the classroom. If a bag needs to be taken to the restroom, please do so with a minimum amount of disruption.

e.        Cell Phones/Electronic Devices-These items are NOT to be visible in the hallways or classrooms. If seen, they will be confiscated. AT NO TIME is texting or use of social media allowed. These items is not permitted, they must be stowed in gym bag/backpack/purse/pocket.

Assessments:

Multiple forms of assessment (both formal and informal) will be used throughout the year to determine student need and progress. These may include, but will not be limited to:

a.        Quizzes

b.       Tests

c.        Homework

d.       Response journals (entries will be counted as test grades)

e.        Written Work (timed, formal, and informal)

f.         Presentations

g.       Projects

h.       Discussion (large and small group)




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