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Reading response dramatic structure scaled
Reading response dramatic structure scaled
Reading response dramatic structure scaled
Reading response dramatic structure scaled
Reading response dramatic structure scaled
Reading response dramatic structure scaled
Reading response dramatic structure scaled
Reading response dramatic structure scaled
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Reading response dramatic structure scaled

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  • California Department of Education Secondary Literacy Summit X December 2010 Brian Jeffrey mrjeffrey.com (909) 553-9392 [email_address]
  • Transcript

    • 1. Dramatic Structure Pleaseprintthisslideshow,followthedirections, andstapleittoyourreadingresponse. Literary Response and Analysis Standard 3.5: Structural Features of Literature
    • 2. Exposition Rising Action Climax Falling Action Resolution  Setting: Where, When, & Why  Main characters: Protagonist: Name, Method of Char. Antagonist: Name, Method of Char.  Basic plot:  Main conflict: Describe event  Conflict: External or internal  Character vs: Character Society Nature Turning point: Describe event Plot Development: Describe event leading toward resolution Main conflict resolved: Describe event that resolves conflict in Rising Action Protagonist’s role in resolution: Describe event DRAMATICDRAMATICPlotDevelopment/LevelofTension Time SS TT RR UU CC TT UU RR EE
    • 3. Guidelines • All plot development events must be described in 10 words or less • Creatively format the chart just like it looks on previous slide • Provide all literary term headings • Do not use lined paper • Must be colorful (add graphics if you want) • See following examples for ideas
    • 4. PlotDevelopment/LevelofTensionPlotDevelopment/LevelofTension Exposition Rising Action Climax Falling Action Resolution SettingSetting:: •Where: WeltonWhere: Welton Academy, VermontAcademy, Vermont •When: 1959When: 1959 •Why: The 1950Why: The 1950’s was an’s was an age of conformityage of conformity Characterization:Characterization: •Protagonist: Mr.Protagonist: Mr. KeatingKeating •Method: DynamicMethod: Dynamic •Antagonist: EducationAntagonist: Education at Weltonat Welton •Method: StaticMethod: Static PlotPlot:: •Keating inspires a groupKeating inspires a group of students to think forof students to think for themselves.themselves. Main Conflict:Main Conflict: •KeatingKeating’s style of teaching clashes with’s style of teaching clashes with traditional education at Welton.traditional education at Welton. Type/Kind:Type/Kind: •External: Character vs. SocietyExternal: Character vs. Society ClimaxClimax:: •Neil kills himself after theNeil kills himself after the play.play. Falling actionFalling action:: Todd is bothered by NeilTodd is bothered by Neil’s’s death being pinned ondeath being pinned on Keating.Keating. ResolutionResolution:: •Keating is fired andKeating is fired and Todd finally resistsTodd finally resists authority usingauthority using transcendentalismtranscendentalism.. TimeTime
    • 5. TRANSITIONAL PAGE
    • 6. Grading Criteria • Contains labels for both legs of the chart • Labels all five aspects of dramatic structure • Contains all literary headings for each aspect of dramatic structure • Correctly identifies each answer for the headings • All plot developments are 10 words or less • Does not use lined paper • Colorful (See next slide for Bloom’s Taxonomy Grading Scale)
    • 7. Higher Order Thinking Skills Lower Order Thinking Skills Creativity Bloom Bloom’sTaxonomy ’sTaxonomy 4.5 to 5/A 3.5 to 4.4/B 2.5 to 3.4/C 1.5 to 2.4/L .1 to 1.4/K Write one sentenceWrite one sentence explaining what you did wellexplaining what you did well according to the skill beingaccording to the skill being learned using the languagelearned using the language of Bloomof Bloom’s taxonomy.’s taxonomy. Then,Then, write one more sentencewrite one more sentence explaining what you couldexplaining what you could do better or differently nextdo better or differently next time and how you couldtime and how you could move up one level onmove up one level on Bloom’s Taxonomy.Bloom’s Taxonomy. Student Directions for Written Evaluation 0 Errors = 4.5/A to 5/A0 Errors = 4.5/A to 5/A 3 Errors - = 1.5/L to 2.4/L3 Errors - = 1.5/L to 2.4/L 1 Errors = 3.5/B to 4.4/B1 Errors = 3.5/B to 4.4/B 4+ Errors = .1/K to 1.4/K4+ Errors = .1/K to 1.4/K 2 Errors = 2.5/C to 3.4/C2 Errors = 2.5/C to 3.4/C EvaluationEvaluation Grading Scale Reading Comprehension Standard 2.3: Theme and Textual Evidence
    • 8. Printing Directions 1. On the tool bar, click on “File,” click on “Print.”2. In the “Print” dialogue box, in the lower left cornerunder “Print What,” click on the drop downarrow and select “Handouts.”3. Then, under “Color/Grayscale,” select the best onfor your printer. 4. Next, under “Handouts,” click on “Slides perPage,” and choose “9.” 5. Lastly, click on “OK,” and the file will print.6. Staple Directions to your assignment.

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