Thursday

 Today, we are going to read chapter 6, but first let us review chapters 4 and 5.

 

 

Tuesday

 Today, we are going to discuss your blog entries for chapter 3, review Animal Farm through chapter 3, and begin chapter 4. We will not have class tomorrow but you will need to read chapter 5 on your own and write blogs for chapter 4 and 5 for Thursday.

 

Monday

 Today we will discuss chapter two of Animal Farm and begin reading chapter 3.

I will also give you some time to work on your reading journals. 

Thursday

 Today we are going to review chapter 1 and give a brief intro. to chapter 2.

I'm also going to ask what you wrote about on your blogs.

Homework for Monday is to read chapter 2.

Wednesday

 Today we are starting Animal Farm

 

 

Unit Learning goal: Students will be able to create a multi-part literary project that details the following items:

 

The Literature Project  

Rationale: The purpose of this project is to assess your ability to read, summarize, analyze, and connect pieces of literature as well as assess your writing skills.  This is your chance to show me everything you know and have learned.  This is your chance to dazzle, shine, dance, sing, shout (during your presentation).

 

Assignment: You will read Animal Farm.  This final project will consist of five parts. 

1) A reading log revealing your engagement with the literature.  This part should be very thorough and should contain all the things listed below. You will create a log for every chapter.

2) A creative connection

3) A book summary/personal response paper

4) A connection—a one page paper connecting the book to a short story or novel read last year by either symbolism or theme. 

5) A presentation (this could be creative—and has to be 3 minutes with visual aids): this is an overview of your project and your understanding of the novel.

 

POINT VALUES: The log, creative connection, personal response, presentation, and connections are worth 50 points each.  Therefore, the total point value is 250 points.  This is nearly your entire project grade for the semester.

EXPECTATIONS:

THE READING LOG:  The reading log reveals your engagement with literature.  Furthermore, a detailed reading log will significantly aid you in the development of the rest of the project.  After reading each chapter, you should write in your log:

n  A short synopsis of the action and character development

n  Your interpretation of the significant events occurring in the chapter

n  Noteworthy figurative language and other literary elements

n  Vocabulary—unfamiliar words

Please note that the copying of Cliff Notes or Internet Sites is plagiarism.  I want only your thoughts, don’t steal.  Cheating will equal a ZERO. 

 

THE CREATIVE PART: 

Draw a picture (or some sort of visual representation) drawing from the reading. Be sure to include a written component explaining why you chose to create your visual representation.

 

Book Review/ Personal Response:  Give a detailed summary of the book.  What did you like?  What did you not like?  Would you recommend this book to a friend?  Why or why not?

 

THE CONNECTION: 1-2 pages connecting the novel to a short story read in class.  You may focus on theme, characterization (think dynamic), or figurative language.

 

THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid. 

 

GRADING SCALE for READING LOGS:

4 – The student analyzes what happens in a chapter and the noteworthy literary elements in the chapter to larger ideas (themes) and how they relate to the novel as a whole. Journal has a short but detailed summary (synopsis), 3-4 noteworthy literary elements, and 3-4 unfamiliar words (vocabulary). 

3 – The student can analyze what happened in a chapter and make connections with larger themes or how the action in the chapter connects/relates to the novel as a whole.  The student is beginning to analyze the meaning of literary devices in connection with larger meanings (example how symbols reinforce main ideas).  Journal has a short detailed summary (synopsis), 2-3 noteworthy literary elements, and 2-3 unfamiliar words (vocabulary).

2 – The student can summarize the events in a chapter discussing what happened with good detail.  The student can list literary devices but might not be able to analyze them and connect them to larger ideas.  The student is beginning to make connections between what happened in a chapter and how it reinforces larger themes.  Journal could also be missing vocabulary words or might only list literary elements.

1 – The student can summarize events in the chapter, but is not able to accurate list literary devices or make connections on how the chapter reinforces larger themes or ideas.

Wednesday

 Today we are going to review for tomorrow's test.

HOMEWORK:Study

Tuesday

 Today - your personal narratives are due.

Please turn them in. Also we will continue to work on your review guides.

Tomorrow we will play a review game. Test on Thursday and/or Friday.

Monday

 Today, you will need to start to put together a note guide for the UNIT I Test.

Please get out all of your Short Story Outlines and use them for this assignment. 

I will be handing out a previous test for you to fill out.

Friday

 Today, you will take a vocabulary quiz and then you will have time to either a) work on your personal narratives; b) study to make a note card or fill out the study guide for next weeks test.

I will pass out study guides in class.

Tuesday

 Today, we are going to write sentences with words of the day (9) Canopy and 10) Patrimony), read "TOLERANCE" (on page 482), and work on your first draft of your personal narratives. First draft of your personal narrative will be due next TUESDAY.

Personal Narrative

      A Personal Narrative is a form of writing in which the writer relates an event, incident, or experience in his or her own life. It is usually focused on one idea.  The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer. 

           

Remember the first paragraph, just like an essay, should have a grabber or an attention getting statement and it can set up your reason for writing—it could contain a controlling idea and can also state a list of topics that you will discuss in your essay (these are not bad things to practice and you should look at the student examples).   It should follow a plot with an exposition, inciting event and a resolution. 

            Some things you can discuss:

1)    Who are you and where are you from?  What is your family like?   What do your parents or relatives do? 

2)    Tell me something was important in your life (example: describe winning a race, or attending your sister’s marriage, etc.)

3)    Tell a story about your past (maybe this past summer—such as your job)?

4)    Overcoming some problem or situation (example: I had a girl in the Marshall

Islands write about battling anorexia).

5)    Take an experience from your life, an experience that taught you something about life (either about suffering, about healing, about people, about yourself) –Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of usually makes a good story.”  

6) What you learned from COVID (how you grew); or what you've learned from BLM, living through climate change, Ruth Ginsburg's death, etc. 

I’m looking for passion, excitement, description, dialogue, and your voice coming out and calling the reader to pay attention because what you have to say is important! 

Please use details, imagery and if possible figurative language (metaphors, similes, personification, etc.)  If you don’t know these terms do not worry, we will cover them in class during the year.  Before you begin writing I’d like you to begin by pre-writing and thinking about organization.  Never just start writing without jotting down ideas or writing out some sort of map or outline. 

The purpose of this assignment is for you to start to format letters/ideas for you to use as a senior when you apply to colleges and for scholarships.  It will also give you valuable writing practice for writing is a skill that needs constant practice and developing.    

Requirements:  Your narrative needs to be at least 3 pages long (it can be double-spaced).  There is no maximum length.  You will be graded on a rubric broken into ideas, organization, voice, word choice (usage), sentence fluidity (structure), and conventions. 

Grade:  This assignment will be worth 150 points.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Personal Narrative Rubric

	4	3	2	1
Ideas: Introduction to the topic.  Engaging and orienting the reader by setting out a problem or a situation.  This should include a controlling idea or suggested theme. (W2a, W3a)	Topic – controlling idea or theme is clear, and engaging.  There is a problem or conflict in the personal narrative.  The controlling idea links all sections of the narrative.  The presentation is near poetic in effect.	Topic – controlling idea or theme is clear and engaging.	Topic – controlling idea or theme is not clear, or the introduction is not engaging.  There might be no conflict or problem or the intro. is wordy and /or rambles without getting to the point.	The introduction is hard to read or to understand as far as it relates to a central idea or theme.
Details: Use of narrative techniques such as dialogue, descriptions, concrete details.  This could include figurative language (metaphor, similes, symbols, personification), use of allusions, irony, and/or effective dialect. (W2b, W3b, W3c, W3d)	Details are effective and add depth to the narrative.  The use of strategies such as figurative language relate back to the controlling idea or theme.  Use of many techniques or strategies.	Details are effective and concrete.  Use of many techniques or strategies.	The narrative could use more details to develop the setting, problem or the readers understanding of the storyline.	No specific details.  Narrative is a collection of generalizations.
Organization: Use of transitions to idea with idea, sequencing of events or plot strategies, the presentation of ideas in a logical format.  (W2c, W2f, W3b, W3c, W3e)	The sequence of events and/or use of transitions to connect ideas and adds to the text’s meaning or is innovative.  Techniques such as flashback, foreshadowing, use of parallelism, and sentence organization (loose and/or periodic structures) might be used.	The sequence of events and/or use of transitions is effective.	Narrative is either missing transitions or the sequence of events are out of order, illogical, or confusing as presented.	Narrative lacks structure or organization.
Word Choice/Syntax: Use of precise language, interesting word choice, SAT vocabulary and varied syntax (w2d, w2e, L3)	Impressive and effective vocabulary.  Effective and engaging syntax.  Use of high-level vocabulary and many types of sentences and sentence lengths for effect.	Precise and effective language/vocabulary.  Varied syntax.	Overuse of “to be” verbs or repetitious language.  Syntax is not varied much.	No variation in syntax.  Word choice is simplistic.
Conventions/Spelling (L1, L2)	No noticeable grammar errors	1-3 noticeable errors, but errors do not distract from the readability of the narrative.	3 or more noticeable errors, or an error or errors that distract from the readability of the narrative.	Narrative is plagued with grammar errors and is hard to read

 

Monday

 

WORDS OF THE DAY: Exonerate and Capitulate

Today, we will read "From Farewell to Manzanar" in your textbook and compare it with "The Montgomery Bus Boycott" and discuss the personal narratives that you will write. At the end of class you will be given time to start a pre-write for your PERSONAL NARRATIVES. You should post these to your blog.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:
4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Friday

WORDS OF THE DAY: 7) Svelte and 8) Diurnal

Today, I want to discuss your study questions from yesterday.

 We will read "From Farewell to Manzanar" in your textbook and compare it with "The Montgomery Bus Boycott" and discuss the personal narratives that you will write.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:
4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Thursday

 Today, we will begin reading a nonfiction memoir (or section of a memoir) on the Montgomery Boycott.  Remember, your unit goal is to write a personal narrative using elements of fiction that you have learned from the short story unit.  Think about how Coretta Scott King uses literary elements in her story.  Also, think about how you would compare this story to "Everyday Use".

Turn to page 968.

Questions: 1-4, 7 and 8 on page 978.