Short Story Unit

1. Short Story Unit Ms. Corsello MP1 - Starting September 16, 2010

2. Agenda Sept. 17/20 • Distribute DCAS materials & discuss • Distribute PSAT materials & discuss • (9/20 – Quiz on Rdg Strategies terms andvocab from stories: journal entry) • HW: Complete PSAT Section 1 for next class

3. Journal Entry 9/20 & 21 • Write about some of your most memorable experiences in reading (positive or negative. Can you think of any favorite children’s book you were read? What is your favorite type of book to read? (5 to 7 sentences)

4. Agenda – Sept. 21/22 • Anticipation guide • Lesson Essential Questions: What are the elements of a short story?What is plot? How does plot progress in a story? • Vocab for lesson (next slides) • “…Mad Exciting” song http://www.flocabulary.com/fivethings.html • Model diagram with children’s story • Work w/ teacher to create diagram for “Interlopers” • Work in pairs to create diagram for “Baddest Dog”

5. Vocabulary for Short Story (cont.) • Plot – The sequence of actions in a literary work. Generally, plots are built around a conflict. Plot usually progresses through states: exposition, rising action, climax, falling action, and resolution. • Setting – refers to the time and place where action occurs. It can be an imaginary or real place. Time can be past, present or future.

6. Vocabulary for Elements of Plot • Exposition – introduces the story’s characters, setting, and conflict • Rising action – develops the conflict with complications and twists • Climax – the emotional high point of the story • Falling Action – shows what happens to the characters after the climax • Resolution – shows how the conflict is resolved or how the problem is solved or how the story ends.

7. Vocabulary for Short Story • Conflict – The struggle between opposing forces (internal or external). • Theme – the essential message from a work of literature that readers can apply to life. Some are stated. Some are implied. • Characters – are the individuals that participate in a literary work. (main, minor)

8. Plot Diagram Activities • Complete sample plot diagram. • Plot diagram for “The Interlopers.” • HW: Plot plan for a favorite movie (Options: Avatar, Wall-E, Peter Pan, Hook, Wizard of Oz, ET, Jurassic Park, King Kong, Mrs. Doubtfire, Beauty & the Beast, Shawshank Redemption, Men in Black, Shrek, Toy Story (I) )

9. Essential Question(s) What are the elements of a short story? What is plot? How does plot progress in a story?

10. Agenda Sept. 24/25 • Go over HW of plot diagram • Revisit elements of plot from song lyrics • Journal entry • Vocabulary from story • Read story “The Fan Club” (after you do work noted on next two slides) http://www.ronamaynard.com/index.php?the-fan-club

11. Journal for “The Fan Club” • Describe a time when you knew of someone who was the victim of a bully (you should probably change names). How was that person bullied? (Physically? Mentally? Via internet? Text messages? For money?) How was the situation resolved? Answer in 5 to 10 sentencesNote: If you don’t know of a situation from your life, you can discuss that of a close friend or (if necessary) from film, a TV show, or news.

12. Vocabulary for “Fan Club” • Thronged - a large group of people close together • Submerged - to place under water • Sub- - below, under, beneath • Jostling - to come into rough contact while moving, push or shove • Gesturing - motion of the limbs or body to express thought • Cynical - distrustful of motives or actions of others • Irrational - affected by loss of normal mental clarity • Malicious – (mal=bad) having the nature and desire to cause harm or suffering to others

13. After reading “The Fan Club” • Write a summary (8 sentence minimum) of “The Fan Club” by Rona Maynard. The summary must include plot details, including the ending. • After summary, write a two plus sentence statement about what you think is the THEME of this story?

14. Honors Homework • Mood – the feeling or atmosphere that a writer creates for a reader. It’s created using diction (choice of words), figurative language, connotation, setting, etc. • What was the country’s mood after 9/11? • At President Obama’s inauguration? • Write out the list of settings from The Hunger Games and suggest the mood for at least 6: Seam, Woods, Train, Capital, Training Center, Arena, Hospital.

15. Honors Hunger Games • EQ: How does setting create mood? • With a partner, choose three of the six settings from the novel, label them 1,2,3. Support each of the settings with at least two different places (a & b) in the text where it describes the setting. • Use exact quotes from the text and give pg #. (Each student needs his/her own ppr.) Write at least one sentence that explains how that part of the text creates the mood you’ve identified.

16. Video Interviews • www.scholastic.com/thehungergames/videos

17. “The Sound of Thunder” • Short story by Ray Bradbury • Journal response: If you could travel through time, what era would you most like to visit? Back to the past? Ahead to the future? A few years? Hundreds or thousands of years? Why do you want to go and what would you do? (Min. 5 sentences) • See vocab next screens

18. Vocab from “Sound …” • Annihilate – to destroy completely, to wipe out • Infinitesimally – in steps so small as to be immeasurable or incalculable • Primeval – belonging to the earliest time or ages • Resilient – capable of bouncing or springing back to an original shape after being stretched, bent,or compressed

19. “Sound” Vocab cont. • Revoke – cancel or withdraw • Subliminal – below the threshold of conscious perception, subconscious • Taint – a trace of something that harms, spoils, or corrupts

20. CP English Classes Red/Blue • Choose two of the vocabulary words from “Sound of Thunder” and use in a Frayer diagram (as shown on the board). • Include the word in center, definition upper left, illustration upper right, examples lower left, non-examples lower right • Block 2&4Blue – due 9/30Blocks 1&2Red – due 10/4

21. Honors HW for 9/30 • Bring settings from Hunger Games • Do Frayer with two of the vocab words from “Sound of Thunder;” on Frayer, include word in center, definition upper left, illustration upper right, examples lower left, non-examples lower right • Study vocabulary from start of unit to prepare for test

22. Agenda Oct. 4/5 • Collect HW (Frayer with two vocab words) • Essential Questions: What is foreshadowing?How can taking notes while reading help me identify foreshadowing?What is theme and how can I identify it? • Add to literary terms definitions: Foreshadowing (pg 1131 in blue text book) • Create chart with three sections: Text Clues, Predictions, What Happened. Label paper “Sound of Thunder” pg. 71

23. Agenda Oct. 6/7 • Essential Questions: What is foreshadowing?How can taking notes while reading help me identify foreshadowing?What is theme and how can I identify it? • Finish Text Clues/Predictions/What Happened chart for “Sound of Thunder” pg71 • Write 8 sentence (min.) summary plus two sentences about the theme. • Answer essential questions. • Grade and submit work. HW: Study for test!

24. Foreshadowing • Is a writer’s use of hints or clues to indicate events that will occur later in a narrative. This technique often creates suspense and prepares the reader for what is to come. (McDougall Littell text pg 1131)

25. Link for “Sound of Thunder” Below is a link to the full text version of story in case you want to reread the story before the test. http://www.lasalle.edu/~didio/courses/hon462/hon462_assets/sound_of_thunder.htm

26. HW Honors Oct. 6 • Revise setting/mood assignment to improve it. Make sure you have two quotes that discuss the physical setting. • REMEMBER: Mmmmooood is mmmeee :o)

27. Mood - Definition • Mood is the feeling or atmosphere that a writer creates for the reader. The writer’s use of connotation, imagery or figurative language as well as sound and rhythm can all help to develop mood. • REMEMBER ALSO: Denotation (dictionary definition of word) and connotation (the emotional response evoked by a word)

28. Testing Week of Oct. 11 • 10/11 Red Block 1 – DCAS down; given vocab to study (lit & nonlit); conflict notes • 10/11 Red Blocks 2 & 4 – DCAS Day 1 • 10/12 Blue Blocks 1, 2 & 4 – DCAS Day 1 • 10/13 PSAT Testing in alpha classrooms • 10/14 Red Block 1 – DCAS Day 1 • 10/14 Red Blocks 2 & 4 – DCAS Day 2 • 10/14 Blue Blocks 1, 2 & 4 – DCAS Day 2

29. Agenda Oct. 18/19 • Review of students DCAS scores & state cut scores for DCAS levels • Finish rdg & organizer for “The Streak” & turn it in • HONORS: Take notes on point-of-viewHonors HW: Study for vocab quiz & finda passage for 4 types of point-of-view (w/ author & title)

30. Honors “The Pedestrian” • Sensory - refs. to sight, smell, hearing, details taste, and touch. In appealing to the five senses, readers more fully experience what happens. • Intermittent - appearing from time to time • Infrequently - happening, but not often • Antiseptic - a substance used to kill germs • Illumination - the amount of light in an area • Regressive - habitof actingin ways belonging tendencies to a more primitive stage of development

31. Agenda – Oct. 20/21 • EQ: How does an author use conflict in a literary work? • Take notes and discuss the types of conflict defined by categories of who is involved • Complete worksheets that require students identify the types of conflict in a passage (generally more than one type) • NOTE: B1R finished DCAS Day 2

32. Agenda – Oct. 22/23/25 • Review short story unit content and vocab • Finish Point-of-View and/or Conflict worksheets • Create review booklet (ran out of time for Red blocks 1 or 2) • HONORS: Took and self-graded vocabulary quiz on non-lit vocabulary

33. Agenda – Oct. 26/27 • Review for Unit test • Review sheet with reading passages • Short story exercise • For CP – Vocabulary quiz is optional and possible 10 bonus points (if they earn at least 20/28 on quiz) • POETRY OUTLOUD!

34. Booklet contents No page here Cover starts >> (Front Cover) Short Story Unit Review (Add Drawing-optional) Name Date Block

35. Short StoryDEF: Short work of fiction in prose (not poetry; also see Plot, pg 5) EXAMPLES “The Interlopers” “The Baddest Dog” “Sound of Thunder” “Fan Club” “The Streak” Honors Add: “The Pedestrian” “Gift of the Magi” ThemeDEF: Essential/ central message of story, poem, novel or other work EXAMPLES Silly to waste your life holding a grudge. (Interlopers) Sometimes it’s hard to stand up for what you believe. (Fan Club) A small mistake can have major unexpected consequences. (Sound)

36. Setting DEF: Time and place in which the events of a story happen EXAMPLES: “Sound” – an office and primeval forest; 2055 and primeval times “The Streak” – H.S. and Jamie’s house, 1990s Plot DEF: Sequence of events in a narrative ELEMENTS: Exposition Rising Action (Conflicts) Climax Falling Action Resolution (ending)

37. Conflict DEF:Two or more opposing forces Man vs. man “Inter” Man vs. Society “Fan” Man vs. Nature “Inter” Man vs. Tech.“Sound” Man vs. Supernatural“Twilight Man vs. Self “Streak” Foreshadowing DEF: Hints and clues that the author uses to prepare a reader for events to come EXAMPLES: “Sound” – “Stay on the path” “Streak” – start of story with basketball, so we predict there will be something significant with basketball

38. Point of View DEF: the narrator’s position in a work of fiction 1st Person (I, me, we) – “Streak” 2nd Person (you, yours)- directions 3rd Person (he, she, they) 3rd Person Omniscient – all knowing point of view“Interlopers” “Sound” Limited – narrator talks only about thoughts and feelings of one character “Fan Club” Objective – FACTS, news stories, summaries

39. End of Unit Test • End of unit test includes new readings where students are asked to identify or determine (and support with info from text):theme, setting, point of view, conflict, exposition, resolution, and mood. • Students are asked to identify possible examples of foreshadowing and make a prediction based on that information. • Students are asked to create a plot diagram from story that is new to them.