Elements of Fiction packet, copies of A&P, by John Updike, Double-Entry Diary, assessment overview for students, paper, and pencils.

Transcription

1 Day 1: (Monday) Elements of Fiction packet, copies of A&P, by John Updike, Double-Entry Diary, assessment overview for students, paper, and pencils. Purpose/Objectives: Today is an introduction to let students know what is expected from them. On this day we will refresh students on elements on fiction as well as provide them with a useful packet to be used throughout the short fiction unit and school year. As well, today will ensure all students are beginning this unit with the same starting knowledge. Class will begin with an introduction to the short fiction unit; we will as a class go over the assignment overview, explain the elements of fiction packet, and allow students the rest of the class period to use class resources (text books, peers, teacher, etc), to complete the elements packet. Read the short story, A&P by John Updike and fill out the Double Entry Diary for A&P.

2 Day 2: (Tuesday) A&P, by John Updike, Double-Entry Diary Handout, Imagery Handout, paper, pencil Today will be devoted to thoroughly teaching imagery and style using an imagery handout. While making connections between imagery and style in A&P also clarify any reading questions students may have. The purpose of teaching imagery and style is not only to facilitate discussion but also to teach the students another tool to use in creating individual writing projects. First collect Elements of Fiction Packet. Class will begin with a mini-lesson on imagery and style, based off of the imagery and style worksheet. Students will then have time to complete their handout in pairs/small groups, and then students will convene for a group discussion over the handout. Students should next take out their homework from yesterday; Double Entry Diaries. (Teacher may give a grade for completion) Students will use their double-entry diaries to facilitate a further discussion of A&P. At the end of class, assign homework: Students must create a ½ page description of any person, encourage students to choose outlandish characters, Ex: sweet grandmothers, strict mothers, mean brothers, annoying sisters, funny neighbors, etc.

3 Day 3: (Wednesday) A&P reading, last night s homework (1/2 page character descriptions), paper, pencil, story impressions handout, characterization worksheet. Today will have students share and read aloud their writing while becoming more comfortable in the classroom. As well, further elaborate on the method of characterization through class discussion on characterization of A&P and the added worksheet. This will further enhance the students understanding of the short story as well as give them an additional tool for creating characters in writing. First hand back Elements of Fiction packets. Next, invite students to share their character descriptions at the front of the class for 2pts extra credit. Pass out characterization worksheet to use in class discussion of Sammy and the Girls in the short story, A&P. Pull out direct quotes from A&P, as a class, analyze and discuss how Sammy s descriptions of the girls functions to characterize him. What do we learn from Sammy? How fully does Updike draw the character of Sammy? What traits, admirable or otherwise does Sammy show? Is he any less a hero for wanting the girls to notice his heroism? What do we know? What do we want to know? What does he choose to tell us about the girls? What does Updike close attention to detail contribute to the story? What comment does Updike, through Sammy, make about supermarket society? If there s time: Go into specific detail of setting with class, -The girls: Queenie, Plaid, and Big Tall Goony touching -The customers: Queenie, her lower lip pushing, getting sore now that she remembers her place, a place from which the crowd that runs the A&P must look pretty crummy. (p18) If discussion does not work and lecture is more necessary, time may be allotted to begin homework in class: Assign the story impression handout

4 Day 4: (Thursday) Homework assignment for Thursday evening, Shirley Jackson s, The Lottery Purpose/Objectives: To make sure students thoroughly read The Lottery and to be there to answer any questions they may have from their reading. First hand out homework for the evening, an assignment for writing a comparative essay. Silent Sustained Reading (SSR) (Students are allowed to bring a small snack) (Students read Shirley Jackson s, The Lottery) If there s time: If students finish before class is up they may use the remaining time to work on homework; 2-3 paragraph essay comparing Jackson s short story to the story impression handout completed the night before. Students should be encouraged to touch on at least two elements of fiction they have noticed in the story. As well, this day may be viewed as time to prepare the classroom for Friday s Writing Workshop and catching up. A 2-3 comparison between story impressions and Jackson s The Lottery

5 Day 5: (Friday) Writing workshop assignment rubrics, writing assignment, paper, and pencil First you must fully and thoroughly introduce the next writing assignment so students are well aware of expectations and guidelines. Students will be either creating their own short story, writing an additional ending to one of the stories, analyzing one or writing a thorough comparison between both stories for writing projects. Students will be given time to brainstorm and compile beginnings to their individual writing project. First collect homework from Thursday. Next hand out grading rubric and writing project assignment sheet; thoroughly discuss guidelines with students and answer any questions. Writing shop begins; students know routine. At the end of class, hint at the students to review Jackson s The Lottery for a pop quiz on Monday. Tell students to review The Lottery for Monday and work on individual writing projects.

6 Day 6: (Monday) The quiz, resolution map handout, the Lottery by Shirley Jackson, whiteboard, and markers. Purpose/Objectives: Students will have practice in responding to themes in a short story. Students will also be able to use prior knowledge of elements of short stories to discuss the use of suspense and drama in writing. Give students reading quiz over The Lottery, allow minutes for completion and students may use an additional piece of paper. Discussion focused around Plot (general discussion) (10min) --Why are the townspeople holding the lottery? --Why don't they stop? (From here, you can talk a little about the sacrifice rituals of other cultures, making moral judgments on those cultures. --Is this writing style a type of horror? --What type of atmosphere does Jackson create at first, and how does that change? --How does "The Lottery" prevent the breakdown of society in this community? --Respond to the roles of the men and women, how the children act, and what the social and business goals are for each facet of this society. --Sacrifice rituals operate on the principle of a "scapegoat". After defining the term, describe how the process of "The Lottery" uses the scapegoat and tell what end is desired. Are there any examples in our current society of using scapegoats? Resolution map as a class; having the students go up to the board to design the map. Use the handout for resolution maps. (Or make a web to further connections between elements of the story.) (10min) Vendiagram between stories/characters/etc. (10 min) Work on individual writing projects.

7 Day 7: (Tuesday) The Lottery by Shirley Jackson, paper, and pencil. Today is designed to introduce students to foreshadowing as well as clarifying any questions about the story The Lottery. As well, class discussion should evoke students awareness of moral attitudes/issues in the lottery and in today s society. Mini-Lesson- Foreshadowing (Technique can be used to help students create their individual writing project) Start class discussion: -Discuss Foreshadow as it is seen in Jackson s story; refer to paragraph 3 as a class. (10 min). -Pose the questions: What do you understand to be the writer s own attitude towards the Lottery and the stoning? Exactly what in the story makes her attitude clear to us? What in today s society relates to the stoning that occurred in the Lottery? Current events, death penalty, etc. They must have an outline/rough draft due for Friday s workshop, so the next few days progress for each child will be checked for homework. The first rough draft of the writing assignment will be due at Friday s workshop. This is so students will be able to conference on papers and leave the weekend for final revision.

8 Day 8: (Wednesday) Giving Voice to Your Characters handout, The Lottery (1969) Dir Larry Yust, Shirley Jackson s The Lottery, paper, and pencil. Today is devoted towards making sure students have an understanding of point of view. By using the character handout, students will learn to creatively create their own characters in their writing. Mini-Lesson-Point of View (Students may refer to elements of fiction handout) (10 min) Use Giving Voice to Your Characters Next, Introduction of Movie: (5-8 min) Play Movie- The Lottery (1969) Dir Larry Yust (20 min) Work on individual writing projects.

9 Day 9: (Thursday) Whiteboard and markers, The Lottery by Shirley Jackson, paper, and pencil. This day will conclude our study of the Lottery by Shirley Jackson and to compare the differences and similarities between literary text and screen versions of text. Today is a wrap up day to conclude the unit. Discuss Movie and story using a drawn Venn diagram (20 min) (Labeling the sections: The Story and The Movie) -Discuss problems: with rough drafts, questions may be asked, Impromptu mini-lessons may be needed: Grammar Reviews for the workshop tomorrow, more touching on Fictional aspects to aid in story writing, etc. (20 min) Remind class that Rough Drafts are due Tomorrow!

10 Day 10: (Friday) Writing workshop assignment rubrics, writing assignment, paper, and pencil Using constructive learning, students will utilize this time to conference and edit their papers with peers in final preparation for final drafts due the following Monday. Also, this is an opportunity to build communication between teacher and student through teacher-student conferences. Writer s Workshop: Peer Conferencing and Teacher will be circling to pass out peer conferencing worksheets and aiding in students progress. (Peer editing and have individual writing conferences with teacher, as well as teacher returning graded homework assignments.) Final drafts of writing projects due Monday!

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