Saturday, December 14, 2013

English 10 Honors--12/18/2013

Jump Off
Block 2
--Get into assigned groups as per PowerPoint slide.
--Send a group member up to select items from Mr. Martin.
Block 4
--Take out your copy of "The Masque of the Red Death" and a notebook.  We will finish up our close reading/discussion of "The Masque of the Red Death" at the start of class today.

Block 2/Block 4
S. the C.
--During today's class, we will work on several Reading Literature standards and Speaking and Listening standards.
--Reminder: Hooked on Books/Sharpening the Saw next class!

Block 4
Story #1 -- “The Masque of the Red Death” Close Reading/Discussion (cont.)
--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.

--finish oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin (if necessary) encourages a "deeper dig" via prompting, items listed below, etc.
  • 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.?
Block 4
Transition -- Mr. Martin assigns small groups via a drawing of cards/one group member selects items from the front table

Block 2/Block 4 (from here forward)
Story #1 -- "The Masque of the Red Death" Literary Analysis Activity
--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, focusing especially on explanations (tiebacks).
--whole-class share-out

--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?
--pick up a copy of the "Song Lyric Analysis/Unifying Theme Statement Practice" sheet from the front table

Story #1 -- "The Masque of the Red Death" Literary Analysis/Closure
--first reading: Mr. Martin plays Lorde's "Team" aloud once--annotate the text so as to get the gist
--second reading: Mr. Martin plays the song aloud again--Your Purpose: Come up with a unifying theme statement for "The Masque of the Red Death" and "Team"
--additional readings: Continue reading/annotating the lyrics so as to fulfill your purpose quietly and independently 
--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

--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 "Team" 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.

Transition -- pick up a copy of the "Short Story Analysis Sheet" and "The Necklace" from the front table

HW Time -- “The Necklace” Initial Reading
--purposefully read “The Necklace” (use “Short Story Analysis Sheet”)

--Continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Finish purposefully reading “The Necklace” prior to returning from break.  Be prepared for an assessment and/or a discussion about the reading after break.