Short Stories

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					 Short Stories

Is conflict necessary?
                     Tuesday, August 24th
     • EQ: Is conflict necessary?
     • Warm Up:
          – DGP
     • Activities:
          – Short story terms centers
     • Summarizer:
          – Summarize a conflict you were able to avoid
            this week.
          – Bring textbook next class.
Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
                   BRING YOUR TEXTBOOK THURSDAY!!!

                    Short Story Tasks
Goldilocks and the Three Bears
Use terms handout to fill in examples
from the story. Be specific. Not all
the terms will be used.                 The BIG Question:
                                        Complete workbook pg. 63
                                        by resolving the employee
                                        conflict. Then write a letter
                                        as if you are an employee
       Plot Diagram:                    of the company stating a
                                        resolution to the conflict.
       Using the plot                   You are writing using block
       diagram, choose a                style like we did the
       movie or TV show to              introduction letter.

       fill in the elements of
       plot

                   BRING YOUR TEXTBOOK THURSDAY!!!
                                 EQ: Is conflict necessary?

                    Thursday, August                                       26th
                                     “Cask of Amontillado”
   • Warm Up
      – DGP
   • Activities
      – Vocabulary Bookmark
      – Wall of Revenge
      – Preread
      – Predictions and Plot (workbook)
      – Images
      – Listen!
   •   Summarizer
        – Has anyone ever done anything to you that made you want to get
          revenge on them? What did they do?
Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
                   Vocabulary
1.   afflicted
2.   explicit
3.   precluded
4.   recoiling
5.   retribution
6.   subsided
                             Wall of Revenge




“The Cask of Amontillado” is a story of revenge and some of its chilling effects. Montresor says that he has
received a thousand injuries from Fortunato and that Fortunato has insulted him. Montresor considers
these injuries and insults to be just cause for the desire for revenge that consumes him. Using your own
knowledge of stories, books, TV shows, or movies, add the names of three other characters to the top row
of stones. Then, in the stones below each name, describe what caused the character to seek revenge and
the effects of revenge on each character’s personality.
                                 EQ: Is conflict necessary?

                      Monday, August 30th
                              “Cask of Amontillado”
     • Warm up
        – DGP
     • Activities
        – Vocabulary review- WB pg. 28
        – Review story
        – One pager
     • Summarizer
        – Do you think Montresor's crime will ever be discovered?
          Why or why not?
Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
                                 EQ: Is conflict necessary?

             Wednesday, September 1st
                              “Cask of Amontillado”
     • Warm up
        – DGP
     • Activities
        – One pager
        – Story map
     • Summarizer
        – Was the conflict in the story necessary?



Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
                                 EQ: Is conflict necessary?

                     Friday, September                                        3rd

                              “Cask of Amontillado”
     • Warm up
        – DGP quiz
     • Activities
        – Review handout with a partner
        – Formative assessment
                • 15 multiple choice and story map
        – Hunting article
           • Reading non-fiction
     • Summarizer
        – What is one question you still have about the elements of plot?
        – Exchange
Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
                                         EQ: Is conflict necessary?
                                                  Wednesday, September 8th
                                           • Word Maps
                                           • Survival article
                                                 – Reading non-fiction
                                           • Get Connected video
                                           • Setting in Psycho
                                                 – Pair share
                                                 – How do the characters
                                                   handle stress and conflict?

Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
     “The Most Dangerous Game”
1.   bizarre
2.   grotesque      Definition          Synonym
3.   indolently
4.   naive                       Word
5.   palpable
6.   scruples     Antonym                Sentence

7.   futile
         Reading Non-fiction
• What facts are presented?

• What is the main idea?

• Provide a summary of the article.

• What was the family’s conflict and could it
  have been avoided?
                                         EQ: Is conflict necessary?

                                                       Friday,
                                                    September 10th
                                               • Vocabulary Builder
                                               • Psycho
                                               • “The Most Dangerous
                                                 Game”
                                                    – Chronological order
                                                    – Setting
                                                    – Conflicts graphic organizer
Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
Hopeless;             Doomed
useless               to failure

             futile    Johnny’s efforts to
                       save the drowning
                       victim were futile
Promising;             because her heart
                       had already
useful                 stopped.
                                         EQ: Is conflict necessary?

                                                        Tuesday,
                                                      September 14th
                                                  •   DGP
                                                  •   Chronological order
                                                  •   Setting
                                                  •   Conflicts graphic
                                                      organizer

Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.
                                         EQ: Is conflict necessary?

                                                      Thursday,
                                                    September 16th
                                                  • DGP
                                                  • Body Biography
                                                       – Zaroff
                                            • Story map
                                            • Suspense
                                            • GIST
Standards: ELA9RL1 The student demonstrates • Summative Assessment
                                            comprehension by identifying literary terms in short
stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The
student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1
The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals closure.

				
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