HONORS ENGLISH 9Week 4: September 12-16, 2011

MONDAY, SEPTEMBER 12, 2011 Walk-In: Please grab a Elements of Literature textbook, open up

to page 32, and take out your reading assignment for The Scarlet Ibis.

Learning Objective: Students will understand that authors make deliberate choices

about plot structure, the order of events, and the manipulation of time to shape a compelling, meaningful story.

Students will be able to identify and summarize the events of stories with non-sequential storylines and/or with one or more parallel plots/subplots.

Agenda: Share Reflections Elements of Plot and The Scarlet Ibis Indirect and Direct Characterization

Due Today:The Scarlet Ibis

Reading Assignment

Homework:Indirect and

Direct Characterizatio

n

ELEMENTS OF PLOT IN THE SCARLET IBIS Protagonist Antagonist Point of View Exposition

Setting Rising Action Climax Falling Action Resolution Conflict Symbolism

CHARACTERIZATION HOMEWORK (PG 130) Direct

Indirect

NARRATOR AND DOODLE CHARACTERIZATION Narrator Doodle Direct Characterization #1: Direct Characterization #1: Example: Example:  Trait: Trait:  Indirect Characterization #1: Indirect Characterization #1: Example: Example:  Trait: Trait:

Direct Characterization #2: Direct Characterization #2: Example: Example:

Trait: Trait:

Indirect Characterization #2: Indirect Characterization #2: Example: Example:

Trait: Trait:

TUESDAY, SEPTEMBER 13, 2011 Walk-In: Pick up an Elements of Literature textbook, take out your

characterization homework, and your notes on The Scarlet Ibis

Learning Objective: Students will understand that authors make deliberate

choices about plot structure, the order of events, and the manipulation of time to shape a compelling, meaningful story.

Students will be able to analyze in detail a theme’s development over the course of the text, including how it emerges and is shaped by specific details, events, characters, and settings.

Agenda: Discussion Questions Characterization Theme

Due Today:Characterization

Practice

Homework:

Suffix Practice and Search

DISCUSSION QUESTIONS Look back on page 317 and reread the

paragraph before the page break (red W). Knowing what happened at the end of the story do you feel differently about the narrator.

How do you feel about the narrator’s behavior at the end of the story? Is he responsible for Doodle’s death?

By the end of the story, whom do you pity more, the narrator or Doodle?

What different personality traits appear throughout the story in both Doodle and the Narrator?

NARRATOR AND DOODLE CHARACTERIZATION Narrator Doodle Direct Characterization #1: Direct Characterization #1: Example: Example:  Trait: Trait:  Indirect Characterization #1: Indirect Characterization #1: Example: Example:  Trait: Trait:

Direct Characterization #2: Direct Characterization #2: Example: Example:

Trait: Trait:

Indirect Characterization #2: Indirect Characterization #2: Example: Example:

Trait: Trait:

THEMETheme:

Rules for a Theme Statement

The theme is usually not stated directly in the story at all; it is the author’s underlying message.

A theme must always be a statement; it must always be something that can be expressed in at least one sentence.

The theme reveals a truth about human behavior. A theme statement does not refer to a specific work; it is a general

statement about life. The second person pronoun “you”—or any of its forms: your, you’re—

is never used in a theme statement. A theme statement doesn’t jump off the page and talk directly to the

reader; it does NOT sound like a moral.

Subject + Authors Message = Theme

THEME

Subject + Authors Message = Theme

M.E.A.L PARAGRAPH Now that we have identified the theme, your task

is to write a paragraph following, or going beyond, the basic MEAL paragraph format. Be sure to use parenthetical citation when using a quote. Main Idea—States the topic and/or directly answers a

question (in this case the theme will be your topic) Evidence—Specific examples from the text (quotes

are preferable) that you feel support your answer. Analysis—A detailed explanation that explains your

thought process behind your selection of the evidence. How or why do those examples support your main idea.

Link—A more general statement that address ties the paragraph together.

MEAL FRAMEWORKM—In the story “The Scarlet Ibis,” by James

Hurst, the theme, or author’s message is…

E—For example…

A—This shows the theme because…

L—Based on the author’s development of the story and characters the message in The Scarlet Ibis is…

WED-THURS, SEPTEMBER 14-15, 2011 Walk-In: Pick up an Elements of Literature textbook, your

plot chart for The Scarlet Ibis, and your theme paragraph and notes.

Learning Objective: Students will be able to analyze in detail a

theme’s development over the course of the text, including how it emerges and is shaped by specific details, events, characters, and settings.

Agenda: Theme Exploration MEAL Paragraph Point of View Writing Assignment

Due Today:The Scarlet Ibis

Theme Paragraph

Homework:Suffix Handout #1

THEME EXPLORATIONThe theme in a short story is

developed over the course of the text, in how it emerges and is shaped by specific details, events, characters, and settings.

THEME EXPLORATIONTheme development through conflicts/events: Pride:

A person’s pride in ones own accomplishments may cause a person to act cruel toward others.

Examples to support in order of text structure 1. 2. 3. 4. 5.

THEME EXPLORATIONTheme development through characters: Narrator/Doodle:

Many times in life when a person is struggling with a conflict of his or her own, that person may end up hurting people they love.

Examples to support in order of text structure 1. 2. 3. 4. 5.

THEME EXPLORATIONTheme development through setting: Doodle/Bird out of place:

Sometimes when a person is forced to survive in an environment they are not suited to live in, it cause more harm than good.

Examples to support in order of text structure 1. 2. 3. 4. 5.

M.E.A.L PARAGRAPH Now that we have identified the theme, your task

is to write a paragraph following, or going beyond, the basic MEAL paragraph format. Be sure to use parenthetical citation when using a quote. Main Idea—States the topic and/or directly answers a

question (in this case the theme will be your topic) Evidence—Specific examples from the text (quotes

are preferable) that you feel support your answer. Analysis—A detailed explanation that explains your

thought process behind your selection of the evidence. How or why do those examples support your main idea.

Link—A more general statement that address ties the paragraph together.

MEAL MODELM: In the story “The Scarlet Ibis,” by James Hurst, the theme, or author’s

message is a person’s pride in ones own accomplishments may cause them to treat others cruelly. E. In the story the narrator is the older brother to Doodle. Doodle was born with a physical ailment that made it difficult to walk, run, and swim—all the activities that all young children enjoy. The narrator was embarrassed by his brother and was determined to teach Doodle to do these things. He took pride in this, and says “but all of us must have something or someone to be proud of, and Doodle was mine. I did not know then that pride is a wonderful, terrible thing, a seed that bears two vines, life and death” (Hurst 318). Here the narrator begins to forget about what is best for Doodle, and focuses on his own emotions. Later on in the story this emotion has tragic results in the climax of the story when the Narrator, disappointed with Doodle’s progress, decides to run ahead and leave him behind in a storm, during one of Doodle’s training sessions. He says, “the knowledge that Doodle’s and my plans had come to naught was bitter, and that streak of cruelty within me wakened” (Hurst 323). A: Here the narrator’s pride causes him to feel disappointed in his and Doodle’s efforts and he decides to punish Doodle, without realizing that his brother may need his help. This shows the theme because his pride and disappointment cause him to be selfish, when he acts cruelly and leaves Doodle, Doodle ends up dying from the strain of keeping up with his brother. L: Based on the author’s development of the story and conflict within the narrator the message in The Scarlet Ibis is that pride, in some cases may be positive, but many times may cause a person to act cruel and selfish.

Main Idea: Introduces story, author and topic

Evidence: First part provides background about the story

EvidenceUsing quotes

Analysis: Explains how examples support main idea

Lead In:Phrase that sets up the quote Link:

Connects analysis back to general topic

POINT OF VIEW WRITING ASSIGNMENT Choose one of the following passages from

The Scarlet Ibis to rewrite from Doodles point of view. Option #1: page 318 “After that day…” to page

318 “Don’t leave me.”

Option #2: page 319 “At breakfast…” to page 319 “we would have been sent off to Dix Hill”

Option #3: page 322 “Sadly we all looked back at the bird.” to page 322 “Specially red dead birds!”

Option #4: page 322 “After we had drifted…” to page 323 “Soon I could hear his voice no more.”

POINT OF VIEW WRITING ASSIGNMENT Your first task is to rewrite this passage, so

that it is similar in length, and includes the same setting details (you may borrow some words/description from the text) but that it is written in first person from Doodle’s point of view. Try to imagine what he was thinking, feeling (emotionally and physically), and how he saw the worlds around him. You should be faithful to the character traits that you indentified on Tuesday.

POINT OF VIEW WRITING ASSIGNMENT AND SUFFIX EXPLORATION Your second task is to complete the front

side of the suffix handout, by simply following the directions and using context clues.

After you are finished with this go back and read your piece of creative point of view writing. Find ten words that use suffixes in the same way as described on the front side of the handout. For each word identify whether the suffix has made the word a noun, adjective, or a verb. And then list the root word and suffix.

SUFFIX PRACTICERead through your rewrite of the story “The Scarlet Ibis” again. Find at least 10 words that have each of the suffixes from the other side of this worksheet. Break the word down into root word and suffix.

Original Word/ Root Word SuffixPart of Speech

1. ______________ ____________ ____________ 2. ______________ ____________ ____________ 3. ______________ ____________ ____________ 4. ______________ ____________ ____________ 5. ______________ ____________ ____________ 6. ______________ ____________ ____________ 7. ______________ ____________ ____________ 8. ______________ ____________ ____________ 9. ______________ ____________ ____________ 10. ______________ ____________ ____________

FRIDAY, SEPTEMBER 16, 2011 Walk-In: Gather up your reading notes for The Scarlet Ibis,

your theme paragraph, and theme notes, as well as your Point of View writing assignment and suffix handout. Organize these and turn theme in to the in-box,

Learning Objective: Readers select, apply, and self-monitor their use of skills,

strategies, and processes in order to comprehend all types of texts.

Students will be able to analyze in detail a theme’s development over the course of the text, including how it emerges and is shaped by specific details, events, characters, and settings.

Agenda: Poison Theme Homework

Due Today:All work for The

Scarlet Ibis

Homework:

Theme Chart, Theme

Examples, and Theme

Paragraph

SHORT STORY EXPLORATION— Today we are going to read Poison on page 80 of the Elements of

Literature textbook. Before Reading:

Preview and Wonder: Look at any of the pictures and captions placed throughout the story. Based on what you see, what do you wonder? (questions or predictions) or does this remind you of anything? (connections)

Read page 79. Write down anything you learn about the historical context and suspense.

During Reading: For each stopping point of the story you will need to ask at least four questions

or predictions while you are reading. Page 82— “…malaria to me.” Page 84 “—as my fingers passed over the handkerchief.” Page 86 “I am trying to think of something else to do.” Page 86 bottom of page

Identify any moments where you feel suspense was built. What do you notice about how the author crafted this?

Also take note of examples of indirect characterization for Harry and Timber. After Reading:

Respond to the story in a paragraph. This can be a free write. Let you thoughts and feelings flow.

THEME HOMEWORKTheme: The theme or author’s message in a short story is

developed over the course of the text, in how it emerges and is shaped by specific details, events, characters, and settings.

Rules for a Theme Statement

The theme is usually not stated directly in the story at all; it is the author’s underlying message.

A theme must always be a statement; it must always be something that can be expressed in at least one sentence.

The theme reveals a truth about human behavior. A theme statement does not refer to a specific work; it is a general

statement about life. The second person pronoun “you”—or any of its forms: your, you’re—

is never used in a theme statement. A theme statement doesn’t jump off the page and talk directly to the

reader; it does NOT sound like a moral.

THEME HOMEWORK: STEP 1In the left column, list all of the possible subjects that relate

to the events or conflicts in the story.In the middle column list what you think the author would

say about the subject based on the events/conflicts in the story.

In the right column practice crafting your theme (statement) Subject + Authors Message = Theme

1. 1. 1.

2. 2. 2.

3. 3. 3.

THEME HOMEWORK: STEP 2Theme: Write your final theme statement

Find examples/events to support in your theme in the order of text structure 1. 2. 3. 4. 5.

THEME HOMEWORK: STEP 3 Now that you have identified the theme, your task

is to write a paragraph following, or going beyond, the basic MEAL paragraph format. Be sure to use parenthetical citation when using a quote. Main Idea—States the topic and/or directly answers a

question (in this case the theme will be your topic) Evidence—Specific examples from the text (quotes

are preferable) that you feel support your answer. Analysis—A detailed explanation that explains your

thought process behind your selection of the evidence. How or why do those examples support your main idea.

Link—A more general statement that address ties the paragraph together.

MEAL MODELM: In the story “The Scarlet Ibis,” by James Hurst, the theme, or author’s

message is a person’s pride in ones own accomplishments may cause them to treat others cruelly. E. In the story the narrator is the older brother to Doodle. Doodle was born with a physical ailment that made it difficult to walk, run, and swim—all the activities that all young children enjoy. The narrator was embarrassed by his brother and was determined to teach Doodle to do these things. He took pride in this, and says “but all of us must have something or someone to be proud of, and Doodle was mine. I did not know then that pride is a wonderful, terrible thing, a seed that bears two vines, life and death” (Hurst 318). Here the narrator begins to forget about what is best for Doodle, and focuses on his own emotions. Later on in the story this emotion has tragic results in the climax of the story when the Narrator, disappointed with Doodle’s progress, decides to run ahead and leave him behind in a storm, during one of Doodle’s training sessions. He says, “the knowledge that Doodle’s and my plans had come to naught was bitter, and that streak of cruelty within me wakened” (Hurst 323). A: Here the narrator’s pride causes him to feel disappointed in his and Doodle’s efforts and he decides to punish Doodle, without realizing that his brother may need his help. This shows the theme because his pride and disappointment cause him to be selfish, when he acts cruelly and leaves Doodle, Doodle ends up dying from the strain of keeping up with his brother. L: Based on the author’s development of the story and conflict within the narrator the message in The Scarlet Ibis is that pride, in some cases may be positive, but many times may cause a person to act cruel and selfish.

Main Idea: Introduces story, author and topic

Evidence: First part provides background about the story

EvidenceUsing quotes

Analysis: Explains how examples support main idea

Lead In:Phrase that sets up the quote Link:

Connects analysis back to general topic