Friday, December 6, 2013

English 10 Honors--12/10/2013

Jump Off
--Today, in the circle, sharing of the close reading you conducted will occur.  Mr. Martin will read a section of the story aloud, and then he will ask the "corresponding student" to share his or her close reading in "think-aloud" fashion.  In other words, Mr. Martin needs you, more or less, to do exactly what he did at the end of last class for the first paragraph.  If you think that you need to practice before this occurs, feel free to do so in small groups.  Otherwise, begin forming an alphabetical circle out of the desks.  Bring your copy of "The Masque of the Red Death" and a notebook.

S. the C.
--During today's class, we will work on several Reading Literature standards and also Speaking and Listening standards. Is anyone familiar enough with the standards yet to get more specific than this?!
--FYI:  Each year in English 10 Honors, we enter an essay contest based on a novella that we read titled Anthem.  I have posted the prompts for the 2014 contest here on the blog, and the following is a link to the website:

Story #1 -- “The Masque of the Red Death”
--when in the circle today, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":
English 10 students:
  • RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
  • RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.
--when in the circle today, also bear in mind the items we listed on the front board last class (saved on Mr. Martin's desktop in Block 2/located on the blog in Block 4)
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin (if necessary) encourages a "deeper dig" via prompting, follow-up questions, etc.
--continue engaging in discussion via the protocol (contributions assessed via the "Discussion Contribution Rating Scale")--we still have plenty to talk about!:
  • initial questions/thoughts formulated during first reading of the story
  • notes written on the "Short Story Analysis Sheet"
  • miscellaneous (Essential Questions/Standards/"Short Story Writing Assignment" Preparation):
    • What is a short story?
      • Poe's command over the short story as a genre
    • How does purposefully reading a short story enhance our understanding of the human experience?
      • What are some themes that emerge in "The Masque of the Red Death"?
      • When and how do these themes emerge?
      • What literary techniques does Poe use to develop some of the emergent themes, and how does he use effectively these techniques?
      • What does Poe want readers to think about these themes/what insights into the human experience is he presenting (theme statement vs. mere theme)?
      • How often do we really stop to think about the ideas about the human experience conveyed to us in literature, from story-to-story, etc.? 
--What is a unifying theme statement (or, in terms with which you might be familiar from last year, a controlling idea)?  How does a thinker/writer engaging in literary analysis go about creating and developing a quality unifying theme statement?
--Transition--sit on the floor in the "cookie jar" close to Mr. Martin so that you can easily see the picture book that he is about to read aloud!
--Mr. Martin reads "Appointment" aloud--Your Purpose: Come up with a unifying theme statement for "The Masque of the Red Death" and "Appointment"
Transition -- re-row the desks and pick up an index card from the front table--write your name at the top of the index card

Closure -- T-O-D
--On your index card, write only the topic sentence(s) for a well-developed paragraph in which you use ideas from both "The Masque of the Red Death" and "Appointment" to establish a unifying theme statement.  Somewhere within what you write, you must use one of our first 125 vocabulary words (yes, we've done that many already!), and try not to "force it."
--When you finish, place your index card in the black basket on the front table.

--Continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Bring your copy of "The Masque of the Red Death" again next class. We're still not quite done with the story yet!