Tuesday, December 10, 2013

English 10 Honors--12/12/2013

Jump Off
--Open up your notebook and date the page (12/12/2013).  We will begin class today with a quick write after Mr. Martin reminds you about the purpose/nature of quick writes.

S. the C.

--During today's class, we will work on Writing Standards, several Reading Literature standards, and Speaking and Listening standards.
--Mr. Martin describes the purpose/nature of quick writes using thesis excerpt

Writing Activity -- Quick Write

--prompt shared: 

When someone says, "My plate is already too full," what does that mean to you?  Have you felt that way?  What's on your plate?  Imagine all the "things" you are carrying in your head and trying to manage each day, in both your school life and your personal life.  Unload your mind; write it down.

--timer set for 8 minutes...GO!!!

--Mr. Martin reads sample quick write from an ex-student titled "What Annoys Me?" that relates to tonight's homework
--For HW, find a piece that "stands out" for its style.  It might be a magazine article, a newspaper article, an excerpt from your favorite novel...whatever!  And, whatever it is, you must bring it to class next time for the purpose of analysis.

Story #1 (cont.) -- “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.
--continue oral re-reading of story paragraph-by-paragraph (C.L. and paragraph 6 in Block 2/A.C. and paragraph 4 in Block 4)--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 effectively use 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.? 

Transition -- Mr. Martin assigns small groups via a drawing of cards/one group member selects items from the front table

Literary Analysis Activity -- "The Masque of the Red Death"
--in assigned groups, engage in discussion/dig back into the story in order to do the following:

Using specific details from "The Masque of the Red Death," show how Edgar Allan Poe uses 1.) ____________ to develop the 2.) ____________ of the story.

--Tip: You might want to assign a scribe to capture your thoughts/ideas for the purpose of sharing out

Closure -- Whole-class Share Out

--Find a piece that "stands out" for its style.  It might be a magazine article, a newspaper article, an excerpt from your favorite novel...whatever!  And, whatever it is, you must bring it to class next time for the purpose of analysis.
--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!