Exploring Themes and Irony in Literary Texts

1. Honors English 9 Week 3: September 3-7, 2012

2. Due Today: Monday, September 3, 2012 • Walk-In: • Learning Objective: • Agenda: • No school—labor day Homework:

3. Due Today: Plot Chart for The Sniper Tuesday, September 4, 2012 • Walk-In:Pick up a blue literature textbook and take out your plot chart for The Sniper. • Learning Objective: • Students will understand that authors make deliberate choices about plot structure, the order of events, and the manipulation of time to shape a compelling, meaningful story. • Students will track major events while reading a short story to help identify the theme or message. • Agenda: • Plot Chart Review • Poison by Roald Dahl p. 80 Homework: Categorize Major Events from Poison Under General Subjects

4. Setting: (where & when): Symbolism: Point of View: Protagonist:________ Antagonist:_________ Major Characters:__________ _____________________ _____________________ Minor Characters:__________ _____________________ Modified Plot Line Name ________________________ Period _________________ Date _________________ Title__________________________ Author_________________________ Theme Statement: Climax: Falling Action Resolution Conflicts: (Person vs. Person; Person vs. Society; Person vs. Nature; Person vs. Self, Person v. Fate) ___________________________________________ R i s i n g A c t i o n (Events) Resolution Exposition

5. Poison—Short Story Exploration (pg 81) Turn to your Reading Section of your notebook, write today’s date, the title of the story, and the title of our activity, which is Reading Process Notes.

6. The Sniper—Reading Process Notes • Today we are going to read Poison on page 81 of the Elements of Literature textbook. • Before Reading: • Preview and Wonder: Look at any of the pictures and captions placed throughout the story. Based on what you see, what do you wonder? (questions or predictions) or does this remind you of anything? (connections) • Read page 80. Write down anything you learn about the historical context and suspense. • During Reading: • For each stopping point of the story you will need to record at least 4 major plot events that are important to character and conflict. • Page 82— “…malaria to me.” • Page 84 “—as my fingers passed over the handkerchief.” • Page 86 “I am trying to think of something else to do.” • Page 86 bottom of page • After Reading: • List all of the topics or general subjects that you think were addressed in this story.

7. Theme Homework: Step 1 • List all of the major plot events that occur that are important to character and conflict. Please list them in the order that they occur • 1. 9. • 2. 10. • 3. 11. • 4. 12. • 5. 13. • 6. 14. • 7. 15. • 8. 16.

8. Theme Homework: Step 2 • Now, go back and categorize the different events (in the order they occurred) under general topics or subjects in the story. • For Example: Fear ______ _______ ______ 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4.

9. Due Today: Poison Theme Notes and Paragraph Wed-Thurs, September 5-6, 2012 • Walk-In: Pick a blue literature textbook and open up to pages 212-213, on Irony. Preview the text. • Learning Objective: • Students will understand that authors make deliberate choices about plot structure, character development, the development of conflict, in order to create a theme. • Students will be able to identify theme subjects and corresponding plot points, in order to write a theme statement. • Agenda: • Irony Mini Lesson • Theme Mini Lesson • Theme Paragraph Homework: Read the Scarlet Ibis and complete Reading Process Notes

10. Poison Reading Check • The major struggle in the story is an external conflict. At what point do we learn precisely what the external conflict is? • What internal conflicts also exist? • What plan does Dr. Ganderbai put into action to resolve the conflict? • What is the outcome of the conflict with the snake? • What cruel things does Harry say to Dr. Ganderbai? • Reread the background information on page 80. How does knowing the story’s historical context help you understand Harry’s response to the generous Indian doctor?

11. Irony • Read p. 212-213 about Irony. • While reading, be sure that you understand the three different types of Irony, and think about any Irony present in Poison or The Sniper. Irony in Poison • What is ironic about the outcome of the story? • What is ironic about the relationship between Harry and Dr. Ganderbai? • What is the definition of suspense and how does suspense relate to Irony?

12. Pre-reading and Pass Back Papers • Open up to page 264. Read the information on theme. • While you are doing this I will be passing back your paragraphs. Please leave these out, as we will be using these later.

13. Paragraph Response Feedback • Ideas & Organization (length typically 8-10 sentences) M. = Main Idea • Broad or general enough to embrace the whole paragraph • Restate the question E. = Evidence (examples, facts, quotes, statistics, etc. . .) • Specific showing examples from text A= Analysis (explain the evidence and connect to prompt/main idea) • Explanation of the showing example and how it links to subject L. = Link back to main idea • Avoid just restating the topic sentence • Draw a deeper more insightful conclusion about the subject

14. Paragraph Response Feedback • Word Choice – Specific and Sophisticated Verb – Got – It’s gotta go! Adjective – Good, Great – Truly say how good or great superb, fabulous, extraordinary

15. Paragraph Response Feedback • Voice – Formal • Avoid first person “I” • Revise second person “you” – drop the vague pronouns and replace with a specific noun • You = who? readers, students, writers, teens, toddlers, etc. . . • Names of authors or persons in your written work: Liam O’Flaherty, Isaac Baascheiv Singer • First time – First and Last Name – • From then on just Last Name • Example: Liam O’Flaherty - - -> O’Flaherty

16. Theme Homework Theme: The theme or author’s message in a short story is developed over the course of the text, in how it emerges and is shaped by specific details, events, characters, and settings. Read Pages 264-265 & get out your yellow Theme page. Rules for a Theme Statement • The theme is usually not stated directly in the story at all; it is the author’s underlying message. • A theme must always be a statement; it must always be something that can be expressed in at least one sentence. • The theme reveals a truth about human behavior. • A theme statement does not refer to a specific work; it is a general statement about life. • The second person pronoun “you”—or any of its forms: your, you’re—is never used in a theme statement. • A theme statement doesn’t jump off the page and talk directly to the reader; it does NOT sound like a moral.

17. Theme Exploration • Now, go back and categorize the different events (in the order they occurred) under general topics or subjects in the story. • For Example: Fear ______ _______ ______ 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4.

18. Theme Exploration Theme development through conflicts/events: Subject • True Character • Examples to support in order of text structure • 1. • 2. • 3. • 4. • A person’s true character will show itself in the more stressful times.

19. Theme Paragraph • Now that you have identified the theme, your task is to write a paragraph following, or going beyond, the basic MEAL paragraph format. Be sure to use parenthetical citation when using a quote. • Main Idea—States the topic and/or directly answers a question (in this case the theme will be your topic) • Evidence—Specific examples from the text (quotes are preferable) that you feel support your answer. • Analysis—A detailed explanation that explains your thought process behind your selection of the evidence. How or why do those examples support your main idea. • Link—A more general statement that address ties the paragraph together.

20. The Scarlet Ibis • Homework: Your task is to read The Scarlet Ibis on page 315 of the Elements of Literature textbook. • Before Reading: • Preview and Wonder: Look at any of the pictures and captions placed throughout the story. Based on what you see, what do you wonder? (Questions or predictions) or does this remind you of anything? (Connections) • Read page 314. Write down anything you learn about the setting and symbolism. • During Reading: • For each stopping point of the story you will need to ask at total four questions or predictions while you are reading. • 2nd paragraph page 316 • Page break 317 • Page break 318 • Page break 320 • Bottom of left column page 322 • Also identify any passages that you feel might be symbolic and explain your selection. • After Reading: • Respond to the story in a paragraph. This can be a free write. Let you thoughts and feelings flow.

21. Due Today: Friday, September 7, 2012 • Walk-In: Pick up a blue textbook and take out your Reading Notes for The Scarlet Ibis. • Learning Objective: • Students will understand that authors make deliberate choices about plot structure, the order of events, and the manipulation of time to shape a compelling, meaningful story. • Students will understand Symbolism apply the definition to a short story. • Agenda: • Scarlet Ibis review • Symbolism Mini Lesson • The Scarlet Ibis Discussion • Homework Homework: Read American History and complete Reading Process

22. Setting: (where & when): Symbolism: Point of View: Protagonist:________ Antagonist:_________ Major Characters:__________ _____________________ _____________________ Minor Characters:__________ _____________________ Modified Plot Line Name ________________________ Period _________________ Date _________________ Title__________________________ Author_________________________ Theme Statement: Climax: Falling Action Resolution Conflicts: (Person vs. Person; Person vs. Society; Person vs. Nature; Person vs. Self, Person v. Fate) ___________________________________________ R i s i n g A c t i o n (Events) Resolution Exposition

23. Discussion Questions • Look back on page 317 and reread the paragraph before the page break (red W). Knowing what happened at the end of the story do you feel differently about the narrator. • How do you feel about the narrator’s behavior at the end of the story? Is he responsible for Doodle’s death? • By the end of the story, whom do you pity more, the narrator or Doodle? • What different personality traits appear throughout the story in both Doodle and the Narrator?

24. Symbolism • Open up to page 977 in the textbook. Read the definition of Symbol and the different examples they provide. • Make sure you have the definition in your notebook, and list some examples from the book, and some examples from your experience and what they represent. • Symbol = represents…..

25. Symbolism in The Scarlet Ibis • Now, go back to The Scarlet Ibis. What objects, people, places, colors, may hold greater meaning in The Scarlet Ibis? • Symbol = Represents

26. Theme Exploration Theme development through conflicts/events: Subject • Pride • Examples to support in order of text structure • 1. • 2. • 3. • 4. • A person’s pride in ones own accomplishments may cause a person to act cruel toward others.

27. Point Of View • Read about point of view on page 218-219. • Preview the text – bold headings, & cartoons • During Reading list and define the 3 points of view a story is typical told from

28. Point of view –Post Reading Discussion • Omniscient • all knowing (God like) • never uses first person “I” • never a character in the story • Third Person Limited • story zooms in just on one character’s perspective • knowledge of other characters is limited • never uses first person “I” • First Person • Uses first person “I” • We know what this person sees, feels and thinks about events and characters • Is not able to get in the mind of others

29. Point of View Writing Assignment • Your first task is to rewrite this passage, so that it is similar in length, and includes the same setting details (you may borrow some words/description from the text) but that it is written in first person from Doodle’s point of view. Try to imagine what he was thinking, feeling (emotionally and physically), and how he saw the worlds around him. You should be faithful to the character traits that you indentified on Tuesday.

30. Challenge Point Extra Assignment: Point of View Writing Assignment • Choose one of the passages from the class handout or the following passages from The Scarlet Ibis to rewrite in the omniscient point of view. • Option #1: page 318 “After that day…” to page 318 “Don’t leave me.” • Option #2: page 319 “At breakfast…” to page 319 “we would have been sent off to Dix Hill” • Option #3: page 322 “Sadly we all looked back at the bird.” to page 322 “Specially red dead birds!” • Option #4: page 322 “After we had drifted…” to page 323 “Soon I could hear his voice no more.”

31. Homework Read “American History”This story will be used for a reading assessment on Monday! • “American History” p. 292 – 299 • Use a process reading approach to read the short story “American History” • You are not required to have reading notes for before, during or after; however, you are encouraged to use a process approach to increase your understanding of the story. • To prepare for the assessment think about: • Plot Map • Objectives from this week: irony, theme, suspense, symbolism, historical context

32. Homework: American History • Read the short story American History, on page 293. • Before Reading: • Preview and Wonder: Look at any of the pictures and captions placed throughout the story. Based on what you see, what do you wonder? (questions or predictions) or does this remind you of anything? (connections) • Read page 292. Write down anything you learn about the historical context and review what you know about theme. • During Reading: • You should stop to think about the story at least four times while you read. • For each stopping point of the story you will need to ask a total of four questions, or make predictions, or record your opinions/reactions while you are reading. • Also locate passages that you think are crucial to theme. • After Reading: • Respond to the short story in a free-write paragraph. • Also try to write your theme for the story.