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.
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.
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