LAP 2 – ENGLISH 1FRANKLIN LEARNING CENTERMs. Rami | firstname.lastname@example.org | http://mrami.edublogs.org/| Room 315<br />NAME: ___________________ Period: ______ Ms. Rami | email@example.com | Room 315AbstractThis LAP will inform you about the major learning objectives that will be covered in class. This LAP does not include daily assignments. It merely serves as a guide for the student. <br />Teacher: Ms. Rami<br />Subject: English 1<br />LAP #2<br />Course #: 1001<br />Title: Character / POV<br />INTRODUCTION:<br />Read literature for the pleasure of it, Ernest Hemingway once told an interviewer, adding, "Whatever else you find will be the measure of what you brought to the reading." The short story has become an increasingly important genre since the mid-nineteenth century. <br />Throughout this unit we will continue to study the elements of literature: plot, setting, conflict and characterization through some of the most riveting short stories. <br /><ul><li>PA STANDARDS</li></ul>1.1.11 F Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationship to other words.<br />1.1.11G Demonstrate after reading understand interpretation of both fiction and nonfiction text, including public documents.<br />1.3.11A Read and understand works of literature<br />1.3.11B Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genre including characterization, setting, plot, theme, point of view, tone, and style<br />1.11.11C Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading.<br />1.1.11H Demonstrate fluency and comprehension in reading<br />1.5.11F Edit writing using conventions of language<br />1.6.11E Participate in small and large group discussions and presentations<br />OBJECTIVES<br /><ul><li>Make and support assertions about the text using detailed evidence.
Determine character traits by what the characters say about themselves
Voice</li></ul>RESOURCES: HOLT’S ELEMENTS OF LITERATURE LEVEL 3<br />“Thank You, Ma’am” p. 86<br />“Helen on Eighty-sixth Street” p. 104<br />“A Christmas Memory”<br />“Marigolds” p. 118<br />“The Interlopers” p. 150<br />“The Necklace” p. 159<br />ASSESSMENTS<br />In order to earn credit for this LAP you must complete the following:<br />All preclass entries and class work (objective #1, #4, #5)<br />All homework assignments (objective #1, #4, #5)<br />Unit test (Objective #2, 3, 6, 7)<br />1st person Report or Create your own mythological character (Objective #8)<br /><ul><li>ACTIVITIES
“Thank You, Ma’am” (choose one activity for each story and post it on your blog as a post) [objective #1]
A.) Read the poem by Emily Dickinson after the story. (in vain means without any point or purpose.) How is the story related to the poem? </li></ul>B.) What if Mrs. Jones had not taken Roger home? How might his life be different?<br />C.) Imagine that Roger and Mrs. Jones meet ten years after the events of the story. Write a dialogue that they might have.<br /><ul><li>Character Up Close – Creative Writing
You may not realize it, but the people around you are very interesting. Select a person you know whom you can use as the subject of a character sketch. Think of that person’s spirit—how does he or she cope with joy or sorrow, trouble and success? Describe what the person looks like, how he or she acts under stress, how other people respond to him or her. Describe the person’s setting. You may want to tell an anecdote, or little story, about the person. Choose your details carefully. Hughes needed only a few details to Mrs. Jones to life.</li></ul>Found Poetry – Creative Writing<br />Sometimes poetry is found embedded with prose paragraphs. Sometimes it’s found in news articles, even in weather forecasts and recipes. Find the paragraph “Thank You Ma’am” that begins “In another corner of the room” and reformat it so that it looks like a poem. Break the sentences into lines that seem right to you. Use very short lines for dramatic effect. Change any words you wish to. It will be up to you to decide where to end your poem. <br /> <br />“Marigolds” (choose one and post it on your blog as a post) [objective #1, #4, #5]<br />A personal response – Writing a letter<br />Collier recalls that the first agency she sent her story to returned with a note saying the story had no hope of publication. Write a response to that agency in the form of a letter. You might talk about one or all of these issues:<br />How you felt about the story in general<br />How you connected with the text<br />How you felt about certain passages<br />Imitating Bearden/Art<br />A collage is a collection of images taken from various resources (magazines, newspapers, photographs, event he artist’s own drawings). Collages can also include pieces of cloth, words or even objects like stones or shells or dried flowers. Create a collage of your own showing Miss Lottie’s house and her flowers. For your collage, be sure to add some words from the story. <br />“The Interlopers” (choose one activity for each story – post your response on your blog as a post) (objective #1, #7)<br />Two “Monsters”? - Comparing Characters<br />In a brief essay, compare Ulrich and Zaroff in “The Most Dangerous Game.” How are the two men alike? How are they different? Remember that when you compare two things, you show how they are alike, and perhaps, how they are different as well.<br />You, the reviewer – Evaluating a story<br />Suppose you are a member of a team of readers deciding whether Saki’s story should be included in a textbook. Write a brief statement about the story in which (a) tell why you think the story will (or will not) appeal to high school students, (b) give at least two reasons for your opinion, and (c) tell how the story compares in appeal with two other stories you have read (mention the titles and the authors of the other stories). As part of your statement, you might add a rating scare for “The Interlopers.” Zero is the lowest rating, and 5 is the highest.<br />Making a Storyboard – Creative Writing<br />Filmmakers and animators use storyboards to plan their camera shots. Imagine that you are a director of a thirty-minute film of “The Interlopers”; create a storyboard showing each scene you will shoot. You may, if you wish, create new scenes that take place before and after the events in the story. First, sketch the major story events on cards, one camera shot per card. Then, arrange the cards in sequence on a sheet of cardboard and discuss the shots. How do you want to arrange the events? Will they be in chronological order, or will you add flashbacks? Will you have to add or cut scenes?<br />“The Necklace” - (choose one activity for each story – choose one and post in on your blog as a post) (objective #1, #3, #7)<br />Extending the story – Creative writing<br />Write a paragraph telling what might happen after Mme. Forestier reveals that the necklace was a fake. Does she return the difference in value between the original necklace and the one she received as a replacement? Do the Loisels now begin to lead a different kind of life? Is it too late for Mathilde to recapture the past—her beauty and social triumph? Has she learned something during those ten years that makes her unwilling to try?<br />Another point of view – Analyzing points of view<br />Think about this story’s point of view as if you were Maupassant trying to decide how to tell your story. Write a paragraph telling how the story would change if it were told in the first person by (a) Mathilde’s husband and (b) Mathilde herself. Be specific. Cite at least two ways in which the story of its effect would differ if a different person told it.<br />Major Project Choices for LAP #2:<br />Choose one from the following options:<br />Mythology Presentation <br />Use resources (valid on-line resources, encyclopedias, and collection of myths) to find out more about a character from Greek mythology. <br />You should be prepared to give a brief (3-5 minute) oral presentation to the class, summarizing your findings about your creature. This is not a reading of your essay! Rather, think of it as telling a friend what you've earned, only in a more formal setting.<br />You will be allowed 3x5 or 4x6 cards for notes, and I will have a picture of your creature that will be projected as a visual aid. Your presentation will be evaluated based on your depth of knowledge about your subject and your manner of presentation (clarity of speech, etc.).<br />Every student will be assigned a day to present their first-person report. Your presentation should 3-5 minutes long.<br /><ul><li>Write your own myth.Using the myths that we have read in and out of class as an inspiration, write your own myth. Be sure to include original plot line, characters, conflicts and resolutions. Try to help the reader see the world that you are creating in your myth.
America’s Top Mythology CharacterYou will get to compete in the America’s Top Mythology Character Contest. Your job is convince a jury of your peers (classmates) why you believe your mythology character is the top one. Be sure to come armed with evidence and strong arguments to win this battle.
Create a Social Networking Page for your choice of Mythology Character. Be sure to include a name, age, education, favorite books, favorite music, and favorite hobbies. Your page must include at 10 status updates, 5-8 friends, 5-8 wall messages, and other information you deem necessary for a creative profile page.
2-3 page analysis of a myth you researched. Your analysis should answer the following questions: what makes this a compelling myth to read? What message if any, is this myth trying to pass on to the reader? What major action takes place in this myth? What are the major and minor characters in this myth? What was the conflict in this myth and how was it resolved?</li></ul>Mythology Project Resources:<br />Create your own Myths and Legends - http://myths.e2bn.org/teachers/<br />Mythology Teacher - http://www.mythologyteacher.com/<br />Classical Greek Mythology - http://www.theoi.com/greek-mythology/greek-gods-cult.html<br />Greek Mythology Encyclopedia - http://www.pantheon.org/areas/mythology/europe/greek/articles.html<br />Mythology Presentation Rubric:<br /> <br />Evaluator's Name: Presenter's Name:<br />Category1-45-78-10 Speech SCORE: __________Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.Eye Contact SCORE: __________ Student reads all of report with no eye contact.Student occasionally uses eye contact, but still reads most of report.Student maintains eye contact with audience, seldom returning to notes.Content SCORE: __________Student does not have grasp of information; student cannot answer questions about subject.Student is uncomfortable with information and is able to answer only rudimentary questions.Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.Organization SCORE: __________ Audience cannot understand presentation because there is no sequence of information.Audience has difficulty following presentation because student jumps around.Student presents information in logical, interesting sequence which audience can follow.Interactive Nature SCORE: __________The presentation is neither engaging nor interactive. The student's presentation is somewhat engaging to the audience. Minimal questioning techniques are utilized. The student keeps his/her audience engaged in an interactive presentation. He/she utilizes questioning techniques and engages in discussion with the audience members.<br />Total Score: __________________ out of 50 possible points<br />Comments: <br />Check List for LAP 2 – <br />AssignmentComplete (Y/N)“Thank You, Ma’am” p. 86“Helen on Eighty-sixth Street” p. 104“Marigolds” p. 118“The Interlopers” p. 150“The Necklace” p. 159Mythology Project<br />