In this unit we will be analyzing short stories. Such elements will include, but are not limited to, plot elements, setting, figures of speech, tone, theme, conflict, suspense, etc. We will begin with a "Short Story Bootcamp" to tackle short story analysis. During this unit you will complete formative and summative assessments.
August 24, Fri. - SWBAT determine the meaning of figurative phrases by reading "Harrison Bergeron" by Kurt Vonnegut, Jr. and identify simile and irony.
IR - read and log pages day 5; calculate total percentage
Warm up - Respond to a prompt about themes in "Harrison Bergeron."
Irony, simile, and tone is defined/discussed.
Annotate the first page together (teacher models annotating).
Students annotate text independently.
Respond to prompt about text's tone.
HW: IR; finish annotating H.B.
August 27, Mon. - SWBAT cite strong and thorough text evidence to support analysis by answering text dependent questions.
Warm up - "H.B." reading quiz
IR - read and log pages from weekend
Take notes on: allusion, setting, characterization
Handicap activity:
Group discussion questions (15 mins)
Re-read the text in your group and complete Active Reading Guide (20 mins)
Use text dependent questions with this worksheet (standards included). First question is answered together and textual evidence is produced. Students will complete #s 2-8. [skip]
Closure - Students will finish rest of questions for homework
*HW - [1] IR
August 28, Tues. - SWBAT effectively collaborate and refer to evidence from text to plan a presentation of text based answers.
IR - read and log pages
As we reread the text, students will complete: "H.B" literary elements worksheet and inference chart. Focus on annotations for literary devices.
Class discussion during reading.
Collaborative work - in each group of 4-5, three text-based questions will be assigned. Once grouped, students are given a task and will produce a five minute presentation to the class teaching the correct answers to their assigned text-based questions. Each group will utilize digital media and share their written answers with the group and teacher via the google doc. This document will also contain a brief explanation of each group members task and how they contributed. [skip]
Closure - your group's plan is due. You will give me a two-minute preview of your lesson/presentation for Monday.
*HW - finish presentations. Your group's Google Doc with answers and group member's task is due BEFORE class begins Monday.
August 29, Wed. - SWBAT present information clearly and logically such that listeners can follow the line of information by team teaching the class.
IR - read and log pages
Sketch a description of Harrison Bergeron.
Gallery Walk (use post its to comment one kind thing about each picture). Or take notes on any similariaties you see.
"Norms" (rules) for group presentations are discussed and decided upon for presenters and listeners. This presentation rubric will be used. Each student will be given one of these rubrics and will be assessing each other.
Each group will have 4-7 minutes to present their two questions and text based answers from their "Harrison Bergeron" Text Dependent Questions assignment. Each student will assess other group's presentations.
Closure - a final rubric will be handed out to each student to assess themselves, and evaluate their reasoning.
August 30, Thurs. - SWBAT analyze the theme(s) and complex characters of "The Lottery" by Shirley Jackson by developing questions for the reader based on Bloom's Taxonomy.
IR - read and log pages
Warm up - respond to a prompt about the text using evidence as support.
Use the question stems from this handout to create six questions (one from each category) after we read the short story.
Answer your six questions in class. Finish for homework.
August 31, Fri. - SWBAT analyze the theme(s) and irony of "The Lottery" using Bloom's Taxonomy to guide a class discussion.
IR . - 10 mins/log pages
Create three text-dependent questions using Bloom's Taxonomy about the story so far.
Finish .reading "The Lottery"
Class Discussion - about irony and theme in the story and explain how it is developed using textual evidence.
Reflection - (questions 3-5); and three minute free write responding to a prompt about the text.
Create four-six questions using Bloom's Taxonomy. Trade questions with a partner and answer their questions.
SEPT. 3 - NO SCHOOL
Sept. 4, Tues. - SWBAT analyze an account of arranged marriage and apply the subject to their own lives by writing a response to the prompt.
IR . - 10 mins/log pages
Warm Up - Review conflict and theme
Determine the central idea of the text (documentary). Take notes on the central ideas, write down textual evidence that supports this, write down any words you don't know and determine the meaning of it throughout the text.
Write a response to a prompt about the text. Due at the end of class.
Sept 5, Wed. - SWBAT cite strong textual evidence analyzing the conflict and theme of "Marriage is a Private Affair" by Chinua Achebe by creating a visual representation. (or use a different article)
IR . - 10 mins/log pages
Warm Up - three minute quickwrite
Read the short story and annotate for theme and conflict. After annotating for conflict quickly write a few sentences that explain what the conflict is, how you know that's the conflict and how it's revealed.
Class Discussion - How these conflicts and the characters in the conflict contribute to our understanding of the story's theme.
Create three text-dependent questions for this story. Finish for HW.
Sept., 6, Thurs. - Short Story Assessment Part 1-
Turn in HW
IR . - 10 mins/log pages
Choose one short story in which you will read and analyze independently using the skills we have practiced.
Sept. 7, Fri. (Rally) - Short Story Assessment Part 1 - SWBAT determine a theme of a short story and cite evidence to support analysis by analyzing and summarizing a story.
IR . - 10 mins/log pages & BBB #1
Read your text three times. First for enjoyment and comprehension. Second time take notes and annotate (I will be looking at your conversation with the text). Read a third time and begin forming a summary. Annotations and summary are due today.
HW: Read and summarize short story.
September 10, Mon. - SWBAT draw evidence from literary texts to support analysis of conflict, plot, and character by answering text dependent questions collaboratively.
IR
What is a socratic seminar? (take notes)
Step 1: Write three text-based questions and provide the answers. Each answer should be extensive with properly cited texts.
Step. 2: Analyze the theme of the story and what reveals this theme. Answer this based on your reading and annotations from yesterday. Write the answer to this question on a piece of paper.
Step 3: Create a visual representation of the theme of your story and how that theme is revealed.
**All steps must be completed before moving on to Part 3.
Sept. 11, Tues. - SWBAT prepare for the Socratic Seminar by answering the three questions from their peers and finishing a visual representation.
Sept. 12 - Wed. - Back to School Night!
Sept. 13- Thursday - SWBAT present information and evidence logically so that their audience can follow the line of reasoning by collaboratively conversing in a Socratic Seminar.