Quizlet Class

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Tuesday

We are going review "The Split-Cherry Tree" outlines and review lit terms - dialect, imagery, simile, metaphor, and symbol. 

If we got done with this we will move on to "Where Have You Gone Charming Billy?"

Remember your unit goal:

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, 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 their own short story using these structures. 

 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 short story using these elements to create a text with complex themes.

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 short story using these elements to create a text with a valid and justifiable theme.

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 short story using these elements to create a text with a theme.

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 short story using elements covered during this unit.

HOMEWORK FOR WEDNESDAY

HOMEWORK - you will need to write a sequel to this story.  Remember Montresor is telling this story to someone 50 years after the events in the story happened.  Who is he talking to and why?  This story needs to be at least 3 paragraphs long. 

The Split Cherry Tree Journal

JOURNAL ENTRY—Keep a list of imagery, physical descriptions of the characters, the farm, the school, and the country and landscape.


How you should organize your journal:

PROFESSOR HERBERT:

Professor Herbert wore a gray suit of clothes. The suit matched his gray hair.




DAVE:





PA (LUSTER) SEXTON:

Pa’s eyes danced fire. His face was getting red. The red color was coming through the brown, weather-beaten skin on Pa’s face.




MA SEXTON:





FARM:



SCHOOL:
Metaphor:


Simile:


Dialect:

New Vocabulary Words

Preclude
Impunity
Immolation
Abscond
Repose
Aperture
Termination
Subside
Inaugurate
Exhilarates

Today, we are going to go over "The Cask of Amontillado" (think quiz tomorrow) and discuss what happened and why?

 We will also read how true events inspired Poe to write the story. 

 When we are done:

On your blogs you will need to write how "The Cask of Amontillado" uses three types of irony - verbal, situational and dramatic - and relate the overall message of the story (what is the theme and how does theme reinforce idea).

HOMEWORK - you will need to write a sequel to this story.  Remember Montresor is telling this story to someone 50 years after the events in the story happened.  Who is he talking to and why?  This story needs to be at least 3 paragraphs long. 

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, 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 their own short story using these structures. 

 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 short story using these elements to create a text with complex themes.

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 short story using these elements to create a text with a valid and justifiable theme.

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 short story using these elements to create a text with a theme.

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 short story using elements covered during this unit.

Thursday and Friday

Zoe will lead you in the reading of "The Cask of Amontillado" (page 370).  You will need to fill out a short story outline.

If you get down early, you can play a JEOPARDY review game.  The link to the game is HERE
or take a review QUIZ

OR watch this movie version (parts 1 and 2):
PART 1:

 

Simulation

Today we need to take notes on more Literary Elements and then ACT: 

      “THE LADY OR THE TIGER?”

OBJECTIVES:

At the end of class students will be able to

1)    Given a story be able to discuss the emotional descriptions of a character in the story

2)    List the three qualities of believable characterization

3)    Demonstrate an understanding of the story by acting out parts of it

ACTIVITES:  SIMULATION

 ROLES:  KING, PRINCESS, HERO, ANNOUNCER, LADY.

Announcer:

Welcome to another exciting addition of “CHOOSE A DOOR”.  The game where the convicted picks his own fate.  Behind one door awaits a mean tiger, ready to rip the convicted to shreds and devour him.  If the convicted chooses this door, he has found himself guilty and has received his just punishment.  Behind the other door awaits a beautiful maiden, who is ready and willing to give herself in Holy marriage to the convicted if he so chooses her door.  If the convicted chooses this door, he has found himself innocent and has received his just reward.  Today on our show, a rare thing indeed: we expect a full stadium.  Today, in the arena the lover of the King’s daughter, the princess.  This lover, this hero, dared to love a being above his lowly station in life, and therefore must choose his fate.  Did he do right in loving someone so far above him, or was the deed a crime that deserves just retribution: the fangs of the fiercest tiger in the world.  Let us talk with the King.

KING:

I am a man of exuberant fancy.  This vast amphitheater with its encircling galleries, its mysterious vaults and unseen passages, is an agent of poetic justice were crime is punished and virtue rewarded.  I, with the help of this theatre of justice, have made the crooked straight and have crushed down the uneven places.  Today the seats will be filled with the crowds all waiting for the outcome this man accused of loving my daughter.  I must take my seat.  The people must see their King.

ANNOUNCER: 

Let’s us go talk with the maiden who will wait behind one of the doors. 

LADY:

I’m so happy to be here.  This is so exciting.  The accused is a hero and very brave and handsome.  He’d make an excellent husband and a good father, so I hope he doesn’t choose the door with the tiger.  You know, I used to flirt with him before—when he was still seeing the princess.  I used to wink at him and pucker my lips before him and kiss him on the cheek and tell him I needed hugs.  We used to talk about all kinds of things.  Once we had a conversation about organizing a real theatre and getting rid this semi-barbaric court system.  I should be quiet.

ANNOUNCER:

Let us go down into the dungeon, down this twisting stairs and through some mysterious passages and talk with the accused hero.

HERO:

I cannot believe her father—what a barbarian.  I cannot believe he has thrown me in here because I’m not good enough for his daughter.  I don’t make enough money.  I don’t have the right parents.  BAH!  When I get out of here I start a revolution.  And yes, I’m getting out.  His daughter, my love, will find the secret of the doors.  She has a heart like his and she won’t sleep until she knows which door is the tiger and which is the lady.  I’ll look at her and ask her with my eyes and she’ll tell me.  And then, afterwards when the King is congratulating me—I’ll spit in his eye. 

ANNOUNCER:

Well, he’s a little hot.  Let’s go back upstairs and see if we can find the Princess.  Oh, there she is.  Princess—Princess can we have a few words with you.

PRINCESS:

How often in my waking hours and how often in my dreams have I seen my love eaten by the cruel fangs of the tiger.  But how much oftener have I seen him and her.  How have I seen her flushing cheek, her sparkling eye and how she lead him forth, my lover’s whole frame kindled with the joy of recovered life.  Would it not be better for him to DIE NOW!!!  BWAHAAHAHAHAHA!

ANNOUNCER:

Do you really want him to die?

PRINCESS:

No, but do I want her to have him?  (SHE BEGINS TO LAUGH)  I know the secrets of the doors.  I can save him, or I can…  (SHE WALKS OFF)

ANNOUNCER:

Well—there you have it folks.  Passion and jealous mixed together in that woman.  Let us view the show and see what fate awaits the hero.

(FLICKERING OF LIGHTS as the Hero comes in.  MUSIC.  The Hero bows to the King but looks at the Princess—she makes a motion to her right.  The hero goes to the door on the right.  Now either a tiger or a lady comes out.)

   

THE LADY OR THE TIGER?

Today's Objective: Students will be able to finish the plot of "The Lady or the Tiger?" by writing the ending (the falling action or resolution) or by rewriting a continuation of the story that includes a resolution.

Today - we will go over your short story outlines and then you will begin to write you own ending of the Lady or the Tiger? Be original.  Note: you need to use imagery and dialogue.  Your story also needs resolution.  

Storyboard Project

STORYBOARD PROJECT:

By yourself, you will create a storyboard for “The Most Dangerous Game”.  I want you to use your notes on the list of events in the plot.  Things you will need to include in your storyboard:

1)    At least twelve events from the story.  Make sure you have at least one scene dedicated to each part of the part. 

2)    Above the scene write the part of plot in which the scene happens.

3)    Below the scene write a brief description of the scene.

GRADING:

Your will be graded in the following ways:

1)    Drawing of each scene – 24 points

2)    Labeling of plot for each scene – 12 points

3)    Explanation or description of each scene – 12 points

4)    Neatness and coloring drawing – 5 points

TOTAL POINTS POSSIBLE: 53 pts.  This project will be due on Thursday and will be put on the walls for everyone to see – including future students.  

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, 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 their own short story using these structures. 

 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 short story using these elements to create a text with complex themes.

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 short story using these elements to create a text with a valid and justifiable theme.

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 short story using these elements to create a text with a theme.

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 short story using elements covered during this unit.

Reviewing PLOT STRUCTURE and the "THE MOST DANGEROUS GAME"

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, 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 their own short story using these structures.  

Today we will go over the plot of The Most Dangerous Game and do an activity called CAROUSEL to help job your memory.  We will also go over your Short Story Outline sheets.