Short Stories Draft 2

Today we will be working on DRAFT 2 of you stories.  These are due Monday.

Look over the notes I made on your drafts and follow them.

First words of the day!

Monday!!!!!

Today, you will turn in the 1st drafts of your short stories and we will being UNIT II - Fahrenheit 451.  Over the next few weeks we will revise your stories, work on grammar and grammar projects, read, and write reading logs. 

For every 10 pages you will be posted on your blog.


THE READING LOG:

 A short synopsis of the action and character development (what happened who was involved?  Did anyone change? )
 Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?)
 Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?)
 Vocabulary—unfamiliar words (Look up the words you do not know!!!!)

Warm-ups go here

NEW VOCABULARY

Pedantry
Odious
Luxuriant
Dictum
Cacophony
Proclivity
Proboscis
Stratum
Mausoleum
Marionette
Phoenix

Unit Learning goal: Students will be able to write a 1-2 page essay citing textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Scale/Rubric relating to learning goal:

4 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale and connect the analysis to real world problems. 

3 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

2 – With some direction/help from the teacher the student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale

1 – Even with help from the teacher the student is unable to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Essential Questions: 

How is Fahrenheit 451 a cautionary tale?  Cautionary against what?

Is Technology taking over our lives?

What is your connection to television?

Why do people read or tell stories? 

What is censorship and how does it appear in the world? 

Why is it important to fight against censorship? 

Is our nation reading less? 

How do we convey complex thoughts or emotions? 

What if books were illegal?  What if music became illegal?   

Does the white clown love you? 

Objectives: At the end of the book students will be able to

1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound

3) Be able to explain and give at least three examples of scenes that fit the following themes:

The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity

4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols

Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books

10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.

33) Define Dystopia. 

Friday!

Today you should be working a draft of your short story.  For those of you in class I will be reading over your shoulder and talking about where you are.  

REMEMBER - 1st drafts due Monday!

1st Drafts of Short Stories

Please turn in your comparison essays. 

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Plot	Story not only has conflict but conflict, plot, character and idea weave effortlessly.  Each element of plot is given adequate space for development	Story has conflict and all six elements of plot.  One or more of the parts of plot are rushed or not given adequate space for development.	Story is missing either conflict, or missing one or more parts of plot.	Not Evident
Details	The use of imagery has a near-poetic effect and the reader feels apart of the world evoked by the story.  Imagery and emotion are connected.  The writer uses 4-5 senses to create images. Metaphors, similes are an integrated part of the story.  The student my also be using symbols to express themes	The use of imagery allows the reader to experience the world of the story.  The writer evokes more than two  of the five senses to create this effect and the story uses some metaphors and similes to help explain emotions or ideas.	Story lacks some essential imagery to allow the reader into the world of the story.  The writer evokes less than two of the five senses, and uses little or no metaphors or similes, or the metaphors or similes used are cliché.	Not Evident
Characters	The main characters are real.  The reader develops an attachment to them or against them by the end of the story.  Conflict and character are one.	The main characters are believable: they are round and have both good and bad traits.  There is a dynamic character.  The protagonist may help determine the conflict	The main characters are not all believable.  They don’t seem human or are not dynamic or the plot is forced around them.	Not evident
Voice	The narration is individualistic, engaging and impressive.  The writer’s own enthusiasm or interest is apparent	The narration does have a strong sense of personal commitment or involvement.  The writer may seem self-conscious and the story lacks individuality	Story is lifeless, mechanical and stilted.  The writer and narrator are indifferent to the topic.	Not Evident
Mechanics	There may be occasional errors in the mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.)  However it is hard to find the errors unless you look for them	Errors in mechanics are noticeable but do not impair the understanding of the story	Numerous errors that distract the reader and effect the readability of the story	Not Evident

Short Stories

Today - you will start writing your short stories.  Some of you are LATE with your pre-write outlines. 

Writing A Short Story

                             WRITING A SHORT STORY:

Outline = 25 points             Short Story = 100 points

            Every student will be responsible for writing one short story of 5-10 pages of length.  Each story must be about the search for identity in some way and each student must be able to explain this search to class.  It should be fictional, though it could contain some real events.  The story must have a protagonist, an antagonist, a dynamic character, a static character, conflict and all parts of plot—exposition, inciting event, rising action, climax, falling action, and resolution.  Furthermore the protagonist must be a round character who completely aligns him/herself with the three elements of characterization (check your notes).  The dynamic character must fit the three elements of believable change (check your notes).  You will be graded, partially on how well you meet the above requirements.  You will also be graded on your development of character, plot, your voice, sentence structure, conventions, and use of physical descriptions to allow the reader into the world of your story. 

            While very few authors begin with a detailed theme written out, all authors do begin a story by prewriting.  Depending on the story and how the story is driven (plot, characterization, or theme) they either jot down ideas for events, a physical and emotional description of the main characters or they describe a situation in which a character might or might not change in some radical way.  All authors do think about point of view and their exposition.  Every story will need to go through an outline guide (this guide), and two drafts. 

1^st Draft DUE DATE: 10/27

IDEA FOR STORY: 10/21

My story is driven by  PLOT/ CHARACTERIZATION/ THEME

(circle one)

Point of view:

Type of conflict:

Briefly describe the conflict:

Setting of story:

Ideas for plot (make a list—use back if necessary):

CHARACTERS (begin a list of characters you think you want to include in your story and begin to briefly describe them.  List both their emotion and physical description.  Also discuss if a character is dynamic, static, flat or round).

PROTAGONIST:

Antagonist (if it is a character):

Other characters:

Briefly describe the major events in your story:

Most authors begin writing out their exposition and some of them figure out their resolution before they begin writing.  All authors think about parts of plot.  A close friend of my says that the key to fiction is simple:  “Every event must further the plot.  If it does not get rid of it.” 

EXPOSTION (remember this is an introduction to the main character, the setting and contains a hint at the main idea of the story):

RESOLUTION:

Any important tools that you want to use in your story—you must use figurative language (examples: allusions, foreshadows, metaphors, symbols, similes, descriptions, dialogue):

Give examples of these tools:

Graphic Organizer for Comparison Essay

Thesis Statement:

Generalizations that back up thesis statement:

I. Body Paragraph Topic Sentence:

Specific #1 (direct quote from text):

Explanation of quote:

Specific #2 (direct quote from text):

Explanation of quote:

II. Body Paragraph #2 Topic Sentence:

Specific #3 (direct quote from text):

Explanation of quote:

Specific #4 (direct quote from text):

Explanation of quote:

III.  Conclusion:

Friday

Compare Granddaddy Cain to Pa Sexton by physical descriptions, outlook on life, on character development.  You must have a thesis statement and conclusion, and you must use specifics from the text. 

Grading –

Thesis Statement

5 points – do you have a thesis statement that directs the essay

Organization

5 points – does your body paragraphs back up your thesis statement and flow smoothly into each other (you should have at least three body paragraphs)

Specifics

10 points – to you have 2 specifics per body paragraph that backs up your essay thesis or paragraph topic sentence

Conclusions

5 points – do you have a conclusion that restates your thesis and discusses what has been learned and ends the essay. 

Review

Today - we are going to start filling out your review guides.  Please cut and paste the outline below.

Short Story Outlines.

Today we will be working on short outlines and then taking notes to review.

SHORT STORY FINAL: REVIEW

Some things you will have to know

1) Be able to define: blues, irony, foreshadow, dialect, conflict, character, plot, tone, theme, symbol, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion

Irony (3 types - situational, dramatic, verbal):

Foreshadow:

Dialect:

Conflict:

Character:

Plot:

Theme:

Symbol:

Protagonist:

Antagonist:

Static Character:

Dynamic Character:

Round Character:

Flat Character:

Allusion:

2) For each story be able to list the protagonist and the antagonist and the type of conflict

a) “The Most Dangerous Game”


b) “The Cask of Amontillado”


c) “The Lady or the Tiger”


d) “The Split Cherry Tree”


e) “Blues Ain’t No Mockin’ Bird”

g) “Where Have You Gone Charming Billy”


3) For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss why they fit the category you chose.

a) “The Most Dangerous Game”




b) “The Cask of Amontillado”




c) “The Lady or the Tiger”




d) “The Split Cherry Tree”




e) “Blues Ain’t No Mockin’ Bird”





g) “Where Have You Gone Charming Billy”

4) For each story list the point of view it is told from

a) “The Most Dangerous Game”

b) “The Cask of Amontillado”

c) “The Lady or the Tiger”

d) “The Split Cherry Tree”

e) “Blues Ain’t No Mockin’ Bird”

g) “Where Have You Gone Charming Billy”


5) For each story write out a theme using “writing a theme” guide and the six elements of theme

a) “The Most Dangerous Game”




b) “The Lady or the Tiger”



c) “The Split Cherry Tree”



d) “Blues Ain’t No Mockin’ Bird



e) “Where Have You Gone Charming Billy”


6) For each story list one event for each of the six elements of plot (exposition, inciting event, rising action, climax, falling action, resolution)

a) “The Most Dangerous Game”
exposition:

inciting event:

rising action:

climax:

falling action:

resolution:




c) “The Lady or the Tiger”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:


d) “The Split Cherry Tree”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:


e) “Blues Ain’t No Mockin’ Bird”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:


f) “Where Have You Gone Charming Billy”


exposition:

inciting event:

rising action:

climax:

falling action:

resolution:


g) “The Cask of Amontillado”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:


7) For the following stories pick out two or more examples of allusion and discuss what it alludes to:

“Blues Ain’t No Mockin’ Bird”


a) “Where Have You Gone Charming Billy”


“The Most Dangerous Game”

8) For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:

“The Most Dangerous Game”



a) “Where Have You Gone Charming Billy”


“The Lady or the Tiger”


9) For the following stories pick out an example of irony and discuss why its ironic:

“The Most Dangerous Game”


“The Cask of Amontillado”


10) For the following stories discuss what the following symbols and or images represent and mean:


“The Split Cherry Tree”: The cherry tree


The tree imagery: Dead-leaf, hands like gnarled roots, face like a ripe fodder blade:


“Blues Ain’t No Mockin’ Bird”: The title


The two chicken hawks:


“The Cask of Amontillado” – all the symbols

11) Briefly discuss how dialect is used in “The Split Cherry Tree”? What does it tell us about Pa, Dave and Professor Luster. Why is dialect important in this story? Why is dialect important in “Blues Ain’t No Mockin Bird”?

12) Both Toni Cade Bambara and Jesse Stuart use imagery to build the characters of Granddady Cain and Luster (Pa) Sexton. Both of these characters have some similarities and some differences. In an essay with a definite thesis statement compare and contrast the two characters—what they look like, the metaphors involved in their description, how they act and how they think. Please do not say they author never says. Think about what might be implied.

13) List the setting for every story.

14) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them):


Granddaddy Cain
Granny
Cathy
Smilin
Camera
General Zaroff
Rainsford
Paul Berlin
The Princess
The King

The Princess’ Lover

Pa Sexton

Dave Sexton

Professor Herbert



15) Be able to answer various comprehension questions—short answer, true or false, multiple choice

If you have lost or need to redo a short story outline, please either see me or cut and paste the following form:

                                                             Short Story Outline

Title of Story: _______________________________Author:_______________________________

Setting:  Time: ________________

               Place(s): ________________

Point of View: ____________________

List of Characters: _________________________________________________

Protagonist: _______________                    Dynamic character: _______________

           

Briefly explain how the dynamic character changes:

Antagonist: _______________                     Static character: _________________

Round character(s): _______________       Flat character(s): ___________________

Briefly discuss the different aspects of the round characters life that we see:

Briefly explain the conflict: ___________________________________________

What type of conflict is this: __________________________________________

Give three examples of foreshadow: ________________

Briefly discuss the theme (this should be in your own words and should be a statement):

Plot:    Exposition: ______________________

           

            Inciting Event: ___________________

            Rising Action (list at least three events):

            Climax: _________________________

Falling Action: (list as many events as you can)

            Resolution: ______________________

Summary:  Write a brief summary of the story.

Examples of allusions:

Symbol:

Examples of metaphors and similes:

A copy of the story?

For a copy of the story, "Blues Ain't No Mockingbird" go HERE

Blues

Today we are going to finish, "Blues Ain't No Mockingbird" and fill out short story outlines:

As you read mark allusions, dialect, character development, and outline the plot.  Also remember that titles can act as symbols.  The title of this story is a symbol.



HW: On your blog, you need to record the following:

Descriptions of Granddaddy Cain


3 examples similes, 3 examples of metaphors


3 allusions


and discuss how the chicken hawks symbolize Granny and Granddaddy Cain.  

 
 

Quizlet

Go HERE

Blues Ain't No Mockingbird

Today we are going to read, "Blues Ain't No Mockingbird".

As you read mark allusions, dialect, character development, and outline the plot.  Also remember that titles can act as symbols.  The title of this story is a symbol.

blues

blo͞oz/

noun

plural noun: blues; plural noun: the blues

1. 1.

   melancholic music of black American folk origin, typically in a twelve-bar sequence. It developed in the rural southern US toward the end of the 19th century, finding a wider audience in the 1940s as blacks migrated to the cities. This urban blues gave rise to rhythm and blues and rock and roll.

   • a piece of blues music.

     noun: blues

     "we'll do a blues in C"
2. 2.

   informal

   feelings of melancholy, sadness, or depression.

   "she's got the blues"

Okay - everyone click HERE

Blues Ain't No Mockingbird

  Today we are going to look over your outlines for "Where Have You Gone Charming Billy?" and then discuss the interview with Tim O'Brien (that you should have read for homework).  

Objective: To be able to use evidence from the text to support your ideas.

The last thing we'll do is start - "Blues Ain't No Mockingbird?" As you read it think about allusions, dialect, character development, and plot. 

 

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.

Class Quizlet

Go HERE

Vocabulary Quiz

Remember - you have a vocabulary quiz today.  And then you need to fill out Short Story Outlines for "Where Have You Gone Charming Billy?"

Objectives: Students will be able to pick out examples of allusions, irony (and describe the type of irony), dynamic and static characters, explain the setting, and outline the plot.

On a further note - go HERE

HW: You need to read the interview with Tim O'Brien on page 836.  You need to answer question #8 on page 837.

Where Have You Gone Charming Billy?

Today we will begin "Where Have You Gone Charming Billy?".

Objectives: Students will be able to pick out examples of allusions, irony (and describe the type of irony), dynamic and static characters, explain the setting, and outline the plot.

Remember your UNIT GOAL.  Begin to think about a story you want to write.