E10 march16 2011
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The document provides an analysis of the short story "All Summer in a Day" by Ray Bradbury. It summarizes the plot, where the story is set, and the characters. It analyzes the main character Margot as round and experiencing both external and internal conflicts. It notes how the story foreshadows Margot's experience and discusses the negative outcome for her character. Finally, it discusses the theme of the story being about making judgments without full knowledge and experiencing things for oneself.
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This document provides an overview of a literature class discussion on the short story "All Summer in a Day" by Ray Bradbury. It outlines elements to review like setting, characters, conflict, and theme. It also includes sample discussion questions and an upcoming homework assignment. The teacher guides a close analysis of the story elements and wants students to think critically about the characters and themes presented in the short story.
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This document provides an agenda and homework assignments for a literature and grammar class. It includes reviewing the short story "All Summer in a Day" and beginning the story "The Possibility of Evil". Students are asked to complete activities on quotation marks from their grammar textbook and review elements of the short stories they have read. Homework includes finishing assigned readings, writing a vocabulary paragraph, and completing activities from their writing textbook.
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Narrative as film part 1
This document discusses narrative theory and structure in films. It explains that storytelling has always been integral to human cultures as a way to make sense of the world. It presents theories by Chris Vogler, Todorov, and Syd Field about common narrative structures, including the hero's journey pattern and 3-act structure. The document also discusses how narratives create pleasure for audiences through gratification, suspense, and surprise, and how filmmakers position audiences to achieve different effects. The overall purpose is to understand narrative concepts and apply them in analyzing the films "Mean Girls" and "Pretty in Pink".
E10 oct12 2011_uploaded
This document provides an agenda and lesson plan for a literature class. It includes assignments to complete for "The Wedding Guest" story as well as an introduction to literary elements found in short stories. The class will review these elements as applied to "The Wedding Guest", including setting, characters, conflicts, and foreshadowing. The discussion of two remaining elements, outcome and theme, will continue online. Homework assigned is recommended readings on exemplification and fragments.
Lesson plan--point of view
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The lesson plan aims to teach students about point of view in literature. It includes learning objectives, materials, procedures and activities. Students will analyze passages from works to identify the point of view, discuss how point of view is useful in literature, and do group and individual activities designing their own poems, stories and advertisements from different points of view.
Point of View Notes and Practice (In-Depth)
This document discusses point of view in stories. It defines three main points of view: omniscient, first-person, and third-person limited. Omniscient point of view means the narrator knows everything about all characters. First-person uses "I" and is from the perspective of a character in the story. Third-person limited focuses on the thoughts and feelings of just one character. The document provides examples of each point of view and exercises for readers to practice identifying point of view in short passages.
Reaction Paper # 2—After reading this week’s notes Reading Fi.docx
Reaction Paper # 2—After reading this week’s notes “Reading Fiction” and “Graduation” by Maya
Angelou, complete reaction paper 2 as described below.
Discussed in the notes this week are 6 elements of fiction: Tone, Plot, Characterization, Setting, Theme
and Point of View. Choose one element (other than POV) and reflect on how Angelou uses it in her
writing. Give specific examples and quotes from the text to show how she uses the element and its
effect on the story. Be sure to quote correctly (using quotation marks and providing paragraph #s).
Remember that reaction papers should be 1-2 pages, double-spaced.
Below is a brief sample of how to discuss one of the elements with examples from the text. The example
discusses the use of point of view in the story:
Maya Angelou’s story “Graduation,” is told from first-person point of view, told through the
main character, Marguerite Johnson. Although it is not yet clear who the narrator is within the first 5
paragraphs, in paragraph 6 Angelou writes, “In the Store I was the person of the moment.” Thus, we are
introduced to the narrator of the story. The rest of the story uses pronouns such as we, me, my which
solidifies the narrator’s point of view.
Hearing the story unfold from first-person POV gives credibility to the theme of the story.
Maguerite Johnson is one of the graduates excited to be graduating, and is present at every point of the
story—from the events leading up to the day, the events during the ceremony, and her feelings about
what has occurred.
In paragraph 7, she tells us, “My class was wearing buttery-yellow piqué dresses, and Momma
launched out mine.” She goes on to describe the expert way her mother crafted her dress. It is clear
from all of her descriptions that she, her family and the community looked toward the day with great
anticipation, even though as the narrator states, “I was only twelve years old and merely graduating
from the eighth grade” (paragraph 8). She goes on to explain that many teachers in the Arkansas Negro
schools had the same diploma but were able to teach. This shows that at the time, an eighth-grade
graduation was quite an achievement which could lead to possible (anticipated) professions…
(continued)
Reading Fiction
Fiction creates imaginary worlds by telling stories written in prose (ordinary, unrhymed
language) about realistic characters, set in physical environments, and with attention to
descriptive detail.
Works of fiction narrate, or tell stories. Narrative is not specific to fiction or to any other
literary genre. Telling stories pervades almost every aspect of our daily lives. We learn
very early on how to recognize and tell stories, and we rely heavily on narrative to
organize and make sense of our experience. Even in our sleep, we tell stories in the
form of dreams. It is impossible to imagine our lives without these narratives; in fact,
every culture uses them to order a ...
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Children's Literature - Introduction - Definition and Elements (KMB)
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1. PlotStructure – Describe the plot of the story. Avoid making c
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E10 jan9 2012
1) The class covered exam results, upcoming drama performances, and registering for the next term.
2) Students participated in vocal warmups and a discussion of blocking techniques in drama, including types of stages, stage areas, and body positions.
3) Homework assigned was to rehearse for upcoming drama performances and study individual grammar plans.
E10 jan4 2011
The document provides information about an English class covering several topics:
- Grammar session with practice books and online resources
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- Elements of drama like script, characters, acts, scenes, stage directions, dialogue, and asides
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E10 dec7 2011
The document provides an overview of class activities for an English literature course, including a novel quiz, reading response, group work and discussion on assigned novels, a grammar study plan, and homework assignments. Students will write a reading response analyzing a philosophical statement from their novel, discuss novels in groups, evaluate their group work, and prepare for an upcoming grammar quiz and literature exam through review and study.
E10 dec12 2011
The document provides instructions for students to continue working on an in-class character assignment from a novel by describing traits of their chosen character, citing evidence from their notes or the novel. It outlines having students work together to generate descriptive adjectives for the character and choose the most important traits, then writing a sentence using one trait and citing supporting evidence. Students are told to complete the assignment individually and hand in all character work when finished.
E10 dec5 2011
This document provides a summary of a grammar lesson on count and non-count nouns as well as articles. It includes examples and exercises. It also outlines having students complete a sentence skills self-assessment test to identify areas to focus on, and developing individualized study plans to improve skills.
E10 nov28 2011
This document provides an overview of a grammar lesson on prepositions of time and place. It discusses the uses of on, in, and at to refer to specific times and locations. Examples are given for using these prepositions to indicate days, parts of days, months/seasons/years, periods of time, and specific times or locations. Students then complete exercises practicing identifying the correct preposition. The document also describes an in-class assignment where students write a descriptive paragraph about an object from a freewrite they completed, and then provide peer feedback on each other's paragraphs. Homework includes continuing to read their assigned novel and completing additional preposition exercises.
E10 nov21 2011-uploaded
This document provides an overview of a literature class, including a novel quiz, reading response assignment, and group work. Students are asked to share their reactions to their novels so far in a reading response. The class is then divided into groups based on their selected novels to discuss key events, vocabulary, and conflicts through participation and evaluation. Homework involves continuing to read their novels, viewing novel websites, and completing a writing assignment on description.
E10 nov16 2011-uploaded
The document provides an overview of an English literature class. It discusses wrapping up a short story unit and introducing a novel unit. It outlines logistics for an exam and class party. It then describes an in-class activity where students will analyze the plots of short stories in small groups and present their analyses. Finally, it introduces options for an upcoming novel study, outlining elements students should understand like theme, irony, mood vs. tone, and symbols.
E10 nov9 2011
The document outlines an upcoming exam on short stories including "The Tell-Tale Heart," "All Summer in A Day," and "The Wedding Guest." It provides details on exam sections covering literary terms, short story questions, and vocabulary. Students are assigned to groups to analyze the plot of one of the stories through a diagram activity.
E10 nov7 2011
The document provides instruction on grammar rules for subject-verb agreement and includes examples and exercises. It discusses situations where subject-verb agreement is often mistaken, such as when words come between the subject and verb, when the verb comes before the subject, with compound subjects, and with indefinite pronouns. Students are assigned revision and editing homework on a writing assignment and asked to complete additional subject-verb agreement exercises.
E10 nov2 2011
The document discusses a literature class focusing on Edgar Allan Poe's short story "The Tell-Tale Heart". It outlines activities for students to complete including reading comprehension questions and a discussion of literary elements like characters, themes and symbolism in the story. Students are assigned homework to re-read the story and write a paragraph using vocabulary words from the text.
E10 oct31 2011
The document provides instructions for an English class, including completing a grammar quiz, process paragraphs, and a story assignment. It outlines the writing process and homework tasks of reviewing a story, choosing a writing activity, and completing additional writing exercises. Marks and expectations for passing to the next grade level are also discussed.
E10 oct24 2011
This document provides information about grammar lessons and writing assignments for an English class. It discusses run-on sentences and how to identify and correct them using punctuation or conjunctions. Sample exercises are provided to practice identifying and fixing run-ons. The document also covers writing process paragraphs and gives examples. Students are assigned to write a first draft of a process paragraph for homework.
E10 oct19 2011_uploaded
This document provides an overview of class expectations and activities for a literature class. It outlines guidelines for participation, assignments, and deadlines. The class will discuss the short stories "The Wedding Guest" and "All Summer in a Day". Students are assigned comprehension questions on "All Grown Up and Still in Tow" to hand back, and a vocabulary paragraph on "The Wedding Guest" is due. In-class, students will complete questions individually on "The Wedding Guest" and discuss vocabulary from "All Summer in a Day". Homework includes process paragraphs, run-on sentences, re-reading and taking notes on "All Summer in a Day", and writing a vocabulary paragraph using specified words from the story
E10 oct17 2011
The document provides examples and explanations of how to identify and correct sentence fragments. It examines different types of fragments and provides exercises for students to practice identifying and correcting fragments in sample sentences. The document also previews upcoming lessons on writing exemplification paragraphs and run-on sentences.
E10 oct5 2011_uploaded
The document provides information about an upcoming literature class. It assigns vocabulary words and sentences from the short story "The Wedding Guest" that was read in class. Students are asked to write a paragraph using five specified words from the story in their correct parts of speech while demonstrating their meanings. The class will also have a discussion about elements of the story, including the narrator's personality and hypocrisy. Homework includes an online grammar exercise, re-reading the story with notes, and writing the vocabulary paragraph.
E10 oct3 2011
The document provides an overview of topics covered in a grammar and writing class, including:
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E10 sept26 2011
This document provides a review of parts of speech and discusses the importance of topic sentences in writing effective paragraphs. It defines the key parts of speech and provides examples. It then explains that effective topic sentences should state a clear main idea or opinion in the first sentence to give the paragraph unity and focus. Topic sentences should not be too broad or narrow in scope. The document includes activities for students to identify topic sentences and write their own based on supporting details. Homework includes reviewing parts of speech online, preparing for a quiz, and re-reading an assigned article in preparation for discussing it in the next class.
E10 sept21 2011-uploaded
This document contains comprehension questions and discussion about two articles: "Don't Be Shy, Speak Up!" by Stephen Quinn, and "All Grown Up and Still in Tow". For the first article, the summary would be:
The overall topic is how people communicate in public situations. The author Stephen Quinn's message is that people should speak up when others behave rudely instead of being passive. For the second article, the summary would be:
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- 1. March 16, 2011 Literature: “All Summer in a Day” New Story: The Possibility of Evil
- 3. “All Summer in a Day” Before Reading Author: Ray Bradbury American Born in 1920, still living!! (90 years old) “All Summer in a Day” published in 1959 Mostly writes Science Fiction concerned with the impact of technology on everyday life
- 4. “All Summer in a Day” After Reading Briefly: Think about the title. How does it relate to the story? How might Margot’s experiences be similar to yours or mine?
- 5. “All Summer in a Day”Vocabulary Activity Work with your partner to complete “Understanding the Words in the Story (Multiple Choice).” 2. You may use a dictionary and the story to help you answer the questions. Explain your choices to each other. You have 10 minutes. We will go over the answers together.
- 6. Understanding the Words, p. 100 concussion h. disturbance consequence e. importance muffling j. deadening (softening) repercussions a. reflections of sound (repetitions) resilient g. leaping back (springing back) savored b. enjoyed slackening c. slowing down solemn f. serious suspended d. held in position tumultuously i. in a riotous way (in a stormy or chaotic way)
- 7. Understanding the Words, p. 100 I will assign each table a word. Work together to look up the word and write a sample sentence for your assigned word. You have approximately 5 minutes to do this. resilient (adj.) savoured (v.) solemn (adj.) consequence (n.) tumultuously (adv.)
- 9. My sister is so moody, but fortunately she is resilient.
- 14. I usually didn’t like to cross a tumultuous area.
- 16. “All Summer in a Day”Reviewing Story Elements In pairs, share your ideas *BRIEFLY* You have approximately 30 minutes to do this We will review together
- 17. Reviewing Story Elements Point of view Is the story told from first person or third person? Does this affect how we view the protagonist? How? It is told from third person – the narrator tells the story using “he/she.” The narrator describes the characters actions and behaviour, so we can judge the characters by what they say and do. We understand the characters from the narrator’s opinion or point of view.
- 18. Reviewing Story Elements Setting Where and when is the story set? The story is set on Venus – as the author imagines it – in an underground city, in a school, a classroom, and a closet It takes place on the day the sun comes out after 7 years How does this setting affect the story? Does the story have to take place in this setting? No - The theme of this story (seeing is believing) could be developed in other settings. Yes – The events of the story must take place in an extreme environment or situation – or it wouldn’t be as believable or dramatic if it took place on Earth Yes/No – It needs to be in a setting without any diversity – a place where everyone /the culture is “the same”
- 19. Reviewing Story Elements Characters Is the main character flat or round? (Do we know much about the character?) She’s calm, she’s isolated, she’s depressed, she’s sensitive, she’s creative, she’s stubborn if we see these as very similar traits we might say she is flat; but if we see them as separate and different, she is round. She seems to be a mix of positve and negative characteristics so she could be considered round dynamic or static? (Does the character undergo a change in their beliefs or outlook?) We don’t have enough information – according to what we know about her (i.e., stubborn) she probably doesn’t What about other characters in the story? The words and actions of the other children at the end of the story show they regret what they did. It is likely that they have been changed by this experience and will treat Margot differently in the future.
- 20. Reviewing Story Elements Conflict What kind of conflict(s) is/are present in the story? Internal or External? What type (character vs. . . .) External Margot vs. society – Margot does not feel part of the society on Venus, others do not accept her either Margot vs. her classmates - Margot vs. her parents – hinted at, but not very developed Margot vs. environment – Margot feels depressed by the lack of sunshine and the difference between Venus and her home town of Ohio Internal Margot vs. herself – she doesn’t want to be there but she has to be there -she doesn’t feel like she belongs but she has to try to fit in
- 23. doesn’t get to see the sun
- 25. the other children realize they were wrong about her and can change the way they treat her; she might not be alone, she might have friends afterwards and be able to tolerate her situation
- 27. We shouldn’t make judgements in ignorance/ when we don’t have knowledge/information
- 28. If somebody has additional knowledge and states it and stands on his or her idea she/he may be penalized or in a closed atmosphere (isolated).
- 29. Sometimes people have an opportunity in life but don’t understand the value of their position and lose their personality in front of the others and feel stubborn or selfishness. [If someone insists on their idea(s) they may become isolated.]
- 30. In society you have to stand up for yourself or you may be bullied or isolated.
- 31. Sometimes people persecute others because of their differences or opinions.