1. “There is no terror in the bang, only in the anticipation of it.”
SUSPENSE
“There is no terror in the bang, only in the anticipation of it.”
Alfred Hitchcock

2. Collins 1 Starter
Think of a scary story you know. What about the story makes it so suspenseful or horrifying for you? Explain your answer using details.
5 lines

3. What is Suspense?
Suspense: the thrill of anticipation and excitement regarding the outcome of a situation.
Suspense writers makes the reader feel…
Intrigued
Unsettled
Anxious
Fearful
Nervous

4. SUSPENSE UNIT
Overall Objective: Students will identify literary elements in various suspense stories and then use those elements to produce their own suspense narrative.

5. Suspense- Main Character
Most suspense stories have main characters that share certain qualities:
Sympathetic: if you don’t care about the main character, you are not compelled to read on.
Must face danger, a threat that steadily increases.
Often has a fear that must be faced and hopefully conquered…but not always!
Motivation for their actions are clear and credible.

6. Setting Environment is threatening.
Suspense stories mostly occur at night.
Examples: old house with many shadowy places, isolated cabin, dense forest.
Weather may add to tension, perhaps a raging storm or isolating blizzard

7. Setting- You Try it!
Pick a photo and describe it using powerful adjectives and figurative language (10 lines).

9. EQ: How Can Plot and Conflict Build Suspense?
Conflict- the problem (s) in the story.
Internal
Man vs. Himself
External 1 2 3

10. EQ: How Can Plot and Conflict Build Suspense?
Five Elements of Plot
Introduction
Rising action
Climax
Falling Action
Resolution
Suspense- how do writers create it?

11. Plot in Suspense Story
A conflict is introduced, usually an external conflict.
As the character attempts to face the conflict, problems and obstacles delay resolution.
Unexpected twists, turns, and surprises arise.
Pacing: rising action must involve more anticipation than actual violence; good suspense involves delay.

12. Steps for Mapping Out Plot
Determine the main conflict. Make a note of what kind of conflict it is)
When do you know how the conflict will be solved? (This is your climax!)
Once you know your climax, go back and identify what jump-started the action leading to the climax (This is when the rising action starts.)
What do you need to know at the beginning of the story? (Setting, Main characters- This is your exposition.)
How does your story end? What is the “Happily ever after” status? (This is your resolution.)
Fill in events between climax and resolution (falling action).
SWBAT analyze how plot structure can create suspense in a Collins 2.

13. “The Elevator” William Sleator
Short Story Elements:
Plot, Conflict, Suspense

14. Common Techniques Used in Suspense
Foreshadowing
Flashback
Cliffhanger
Red Herring
Irony (Dramatic)
Obstacles
Time Constraints
Isolation

15. The perspective from which a story is told.
Point Of View
The perspective from which a story is told.
Types of narration:
First person (the “I” voice)
Third person (the “he/she/it” voice)
Role of the reliable narrator.

16. “The Elevator” During reading:
in your notebook map out the plot of the story. How does the plot contribute to suspense?
Consider the conflicts in the story.
Note what the writer does to build suspense. Is it effective?
Questions.

17. Post Reading Post-reading questions to submit, graded classwork:
How did the author build suspense? What techniques were used? Were author’s technique(s) effective? Why?
Explain the conflicts in the story. How do the conflicts build suspense?
Did you like the ending? Explain.
What do you think happened to Martin? Write your own ending to this story. What happens when the door shuts? sentences. Strong, descriptive words. It must be believable and follow the writing the style of the original story.

18. “The Elevator” Plot Structure
Main Conflict: Man vs. Man, Martin vs. Old Lady
Exposition:
Rising Action:
Climax: “Hello Martin”
Falling action:
Resolution:
SWBAT analyze how plot structure can create suspense in a Collins 2.

19. Free Write Topics I knew there was something funny about that house…
It was the road to nowhere . . .
No one was ever really sure what was going on down in the new kid's basement . . .
It was the strangest thing I ever heard. ..
Some people say that getting away is good for the soul, but they haven’t been to…
6. “I’m not going in there!”
7. My heart sank as the train pulled away…
8. The doors closed before I could…
9. People started to scream as the plane…
10. She vanished in the crowd…
11. I thought it was just my cat scratching at the door…
12. As the last car left the garage, I stared at my broken down car….

20. Collins 2- Ticket Out How can the structure of a plot create suspense?
Ex: The structure of a plot can create suspense by/when ______________________
SWBAT analyze how plot structure can create suspense in a Collins 2.

21. Clauses Writing Reminders
SWBAT revise their SR Writing Assessment for sentence variety.

22. 1 Class Starter- Collins 1
COMPLETE THIS STARTER IN THE GRAMMAR SECTION OF YOUR NOTEBOOK
Do you need the comma in the following sentence? Explain why or why not.
Because it was cold outside, I wore my coat.
3 lines
SWBAT revise their SR Writing Assessment for sentence variety.

23. Today’s Objective
SWBAT revise their SR Writing Assessment for sentence variety.
SWBAT revise their SR Writing Assessment for sentence variety.

24. How can I incorporate compound and complex sentences into my writing?
Independent clause- contains one subject, one verb, and one complete thought. (This is what we have been calling a complete sentence!)
Dependent clause- is missing a subject, verb, or complete thought (If written on its own, this would be a fragment!)
SWBAT revise their SR Writing Assessment for sentence variety.

25. How can I incorporate compound and complex sentences into my writing?
Types of Sentences
1.Simple sentence: contains only one independent clause
Ex: Malika sings.
Ex: Ben competes at chess every day after school.
2.Compound sentences: contains two independent clauses (Punctuating these correctly avoids run-ons)
Ex: Malika sings every day, and she practices with the choir.
SWBAT revise their SR Writing Assessment for sentence variety.

26. How can I incorporate compound and complex sentences into my writing?
3. Complex sentences: contain one independent clause and at least one dependent clause.
Ex: When Mr. Hernandez performs, he enchants the audience.
Ex: Mr. Hernandez, who is a professional storyteller, performs at many different festivals.
Ex: Young people love the way he tells stories because he changes his voice and wears costumes.
4. Compound-Complex sentences: contain two independent clauses and one or more dependent clauses.
Ex: While she was fishing, Amy saw many deer, and she tried not to disturb them.
Ex: Amy unhooked the salmon from the line, and she threw it back into the stream so that it could live.
SWBAT revise their SR Writing Assessment for sentence variety.

27. Closure
Now that you know what compound, complex, and compound-complex sentences are, edit your Writing Assessment to include more sentence variety.
SWBAT revise their SR Writing Assessment for sentence variety.

28. 2 Class Starter- Collins 1
Complete this starter in the grammar section of your notebook.
Explain why you need the comma in the first sentence, but why you would not include it in the second.
3 lines
The girl walked to the store, and she bought a shirt.
The girl walked to the store and bought a shirt.
SWBAT revise their SR Writing Assessment for sentence variety.

29. Today’s Objective
SWBAT revise their SR Writing Assessment for sentence variety.
SWBAT revise their SR Writing Assessment for sentence variety.

30. Clause Chart Type of Sentence Number of Independent Clauses
Number of Dependent Clauses
Simple
Compound
Complex
Compound-Complex
SWBAT revise their SR Writing Assessment for sentence variety.

31. Clause Chart Type of Sentence Number of Independent Clauses
Number of Dependent Clauses
Simple 1
Compound 2
Complex
Compound-Complex
SWBAT revise their SR Writing Assessment for sentence variety.

32. Practice
Complete this starter in the grammar section of your notebook.
1. Copy the following sentence into your notebook and underline the dependent clause.
We packed our lunch at night so we wouldn’t have to do it in the morning.
2. Then, explain why it is dependent.
2 lines
SWBAT revise their SR Writing Assessment for sentence variety.

33. Practice Turn to pg. 199 in the Grammar for Writing Books.
Complete 1-10
SWBAT revise their SR Writing Assessment for sentence variety.

34. Practice Sentences Independent
Most young people in the MA spent their time on farm work,
and they never learned reading and writing.
SWBAT revise their SR Writing Assessment for sentence variety.

35. Practice Sentences Independent
Young boys in prosperous families were sent to school,
Dependent
where they studied grammar, rhetoric and arithmetic.
SWBAT revise their SR Writing Assessment for sentence variety.

36. Ticket Out- Collins 2
What is the main conflict in “The Elevator”? What is the climax?
You should use a compound, complex, or compound complex sentence to answer.
Incorrect: The main conflict in “The Elevator” is _____. The climax is ________.
SWBAT revise their SR Writing Assessment for sentence variety.

37. Class Starter Take out your clause notes and study for the quiz today.
SWBAT evaluate Poe's development of suspense in a Collins 2.

38. Sentence Practice Complete this in the Grammar Section of your notes.
Pg. 199
1. Write out the sentences for numbers 1, 4, 5, 7.
2. Label all dependent clauses and independent clauses
3. Using the chart you created yesterday, determine whether each sentence is simple, compound, complex, or compound-complex.
SWBAT evaluate Poe's development of suspense in a Collins 2.

39. Sentence Practice
Pg. 199
Most young people in the Middle Ages spent their time on farm work, and they never learned reading and writing.
Compound. 4. 5.
SWBAT evaluate Poe's development of suspense in a Collins 2.

40. Sentence Practice
Pg. 199
Most young people in the Middle Ages spent their time on farm work, and they never learned reading and writing.
compound
4. Girls from wealthy families also learned reading and arithmetic so that they could manage households.
complex
5. All girls were taught spinning when they were quite young, and they also learned weaving.
Compound-complex
7.If a young boy lived in a city, he could work for an artisan, and he could receive on the job training.
SWBAT evaluate Poe's development of suspense in a Collins 2.

41. “The Tell-Tale Heart” Edgar Allan Poe
Suspense Narrative

42. “The Tell-Tale Heart” Vocabulary
1. Acute – intense
2. Audacity – shameless daring
3. Conceive – think of
4. Crevice – crack
5. Derision – ridicule
6. Hypocritical – deceptive
7. Stealthily – cautiously
8. Stifled – smothered
9. Vehemently – strongly
10. Vex - annoy
SWBAT evaluate Poe's development of suspense in a Collins 2.

43. 1 Class Starter- Collins 1
How do you determine if someone is telling the truth?
5 lines
SWBAT evaluate Poe's development of suspense in a Collins 2.

44. How does Poe develop suspense?
“Tell-Tale Heart” pg. 78
Narrator- Reliable? Yes or No? 1. 2. 3.
SWBAT evaluate Poe's development of suspense in a Collins 2.

45. How does Poe develop suspense?
Diction- the words the author chooses 1. 2. 3.
Inactive/vulnerable character- a character (usually a victim) who does nothing to escape a threatening situation
SWBAT evaluate Poe's development of suspense in a Collins 2.

46. How does Poe develop suspense?
Delayed action- almost doing something, then turning back at the last second (often repeated)/taking a long time to do something horrific
Figurative Language- language that communicates meanings beyond the literal meanings of words 1. 2.
SWBAT evaluate Poe's development of suspense in a Collins 2.

47. How does Poe develop suspense?
Imagery/Sensory Detail-especially sounds and sights 1. 2.
Flashback- Poe starts the story with the murderer telling us he has murdered someone, story is about the process (rising action)
SWBAT evaluate Poe's development of suspense in a Collins 2.

48. During Questions What is the narrator’s relationship with the old man?
Where are they?
Why do you think we are given so few details? What does this do to the story? Is it intentional? Explain why or why not.
Who do you think the narrator is speaking to? Give support from the text to back up your answer.

49. Further Analysis
Who do you think the narrator is telling the story to? Name three facts from the text to support your answer.
Some critics have suggested that the narrator feels the need to kill not the Evil Eye, but the Evil “I”, the part of himself he secretly despises. Name three facts from the text that could support this claim.
SWBAT evaluate Poe's development of suspense in a Collins 2.

50. Class Starter- Collins 1
What was one of the main ways suspense was created in “The Tell-Tale Heart”?
3 lines
SWBAT evaluate Poe's development of suspense in a Collins 2.

51. Summary How does Poe develop suspense?
In the left hand column, star two aspects of the short story that you feel create the most suspense.
Then, in your summary section, answer the prompt by explaining why you think they make the story suspenseful.
5 lines
SWBAT evaluate Poe's development of suspense in a Collins 2.

52. Collins 2
Who is the narrator talking to in “The Tell-Tale Heart” (a police officer, a jury, a therapist, someone else)? Explain your answer using two pieces of evidence from the text.
R- Restate the Question
A- Answer the question
C- Cite your evidence
E- Explain your answer
SWBAT practice clause skills through various activities.

53. Sample 1
In "The Tell-Tale Heart," the narrator is talking to a jury. I know this because, in the text, he tells you his story. When standing in front of a jury, people usually need to tell their side of the story of what happened at the crime scene. Another reason why I think the narrator is talking to a jury is because, in the story, it says that he is explaining why he killed the old man. Juries will usually ask the murderer why he/she did it. That's why I think the narrator in "The Tell-Tale Heart" is talking to a jury.
SWBAT analyze how life events effect his/her writings in a Collins 1.

54. Sample 2
The narrator in "The Tell-Tale Heart" is talking to a therapist in an insane asylum. He is talking to one because the man is saying he is not crazy. He also says that he'll prove that it's true. This evidence supports him talking to a therapist because normally disturbed or crazy people usually talk to a therapist. Saying he will proves he's not crazy is something a disturbed or insane person might say.
SWBAT analyze how life events effect his/her writings in a Collins 1.

55. Sample 3
In "The Tell-Tale Heart," the narrator is talking to a police officer or police officers. The story ends with him admitting the murder to the police officers in his house, so it makes sense that they would still be the ones he telling his story to when he goes into more detail. Also, after the police officers witness the narrator's breakdown and admission of guilt, it is unlikely that they would let him out of their custody. Chances are, they are still with him as he begins to explain himself.
SWBAT analyze how life events effect his/her writings in a Collins 1.

56. “The Fall of the House of Usher”
Suspense Writing

57. 3 Class Starter- Collins 1
We have determined that setting creates mood. What is a definition for mood?
3 lines
SWBAT analyze how setting can create suspense in a Collins 1.

58. Today’s Objective
SWBAT analyze how setting can create suspense in a Collins 1.
SWBAT analyze how setting can create suspense in a Collins 1.

59. How does Poe use setting?
2. Setting creates conflict Ex:
SWBAT analyze how setting can create suspense in a Collins 1.

60. How does Poe use setting?
3. Setting mirrors a character Ex:
SWBAT analyze how setting can create suspense in a Collins 1.

61. Summary
How does Poe use setting? In a complete sentence, name the three ways.
SWBAT analyze how setting can create suspense in a Collins 1.

62. Class Starter- Collins 1
What details does your suspense narrative include about setting
3-5 lines
SWBAT analyze how setting can create suspense in a Collins 1.

63. Today’s Objective
SWBAT analyze how setting can create suspense in a Collins 1.
SWBAT analyze how setting can create suspense in a Collins 1.

64. Foreshadowing
Foreshadowing- Hints or clues in the text about something that will happen
Foreshadowing that Madeline is not dead 1. 2. 3.
Foreshadowing that the house is evil/ will kill the Ushers
SWBAT analyze how setting can create suspense in a Collins 1.

65. Class Starter Take out a piece of looseleaf and put your name on it.
SWBAT analyze how setting can create suspense in a Collins 1.

66. Today’s Objective
SWBAT analyze how setting can create suspense in a Collins 1.
SWBAT analyze how setting can create suspense in a Collins 1.

67. Pop Quiz- 10 points
1. On a piece of paper you can turn in, write your name.
2. Then, copy the following sentence:
Jonathan read to Roderick while it stormed outside and Madeline made her way to their room.
3. Circle all dependent clauses in the sentence. Underline all independent clauses. (3 points)
4. Underneath the sentence, write down what type of sentence it is (simple, compound, complex, compound-complex) (3 points)
5. Add any punctuation needed to make it a complete sentence. (4 points)
SWBAT analyze how setting can create suspense in a Collins 1.

68. Storyboarding
Suspense Writing

69. Brainstorm times you were afraid.
Brainstorm any traumatic events that happened to you.
Brainstorm things that scare you or once scared you.

70. Class Starter- Collins 1
Story Plot
Write down the most basic plot of your story. (Think who, what, where, when, why).
5 lines
SWBAT create a storyboard for their suspense narrative.

71. Today’s Objective
SWBAT create a storyboard for their suspense narrative.
SWBAT create a storyboard for their suspense narrative.

72. Agenda Homophones Storyboarding Homework Finish Storyboard
Write a paragraph for the climax of your story in THIRD PERSON. 5+ lines Try to incorporate descriptive details!
Reading Counts books for Thursday/Friday
SWBAT create a storyboard for their suspense narrative.

73. Storyboarding
Decide what plot techniques you will use to make the story more suspenseful. You must choose at least one.
Flashback (Consider when this will happen and what the flashback will be to)
Foreshadowing (Decide how you will foreshadow how the story will end and when you will give the hint)
Ending the story at the climax
SWBAT create a storyboard for their suspense narrative.

74. Storyboarding
Now, separate a fresh piece of paper into at least six boxes
In each box, draw the event that happens.
Events should be drawn in the order the reader will read them. So, if you’re including a flashback, draw it when the reader will read it. If you’re cutting off at the climax, that should be drawn in your last box.
This storyboard will become the outline of your suspense narrative.
SWBAT create a storyboard for their suspense narrative.

75. Class Starter- Plot Mapping
1. Using your Narrative Brainstorm, select one option as your final choice
2. List the following plot points of your story:
Exposition: (main char., main conflict, setting introduced)
Rising Action: (3-5 events)
Climax: (just before we realize who wins the conflict)
Falling Action:
Resolution:
3. Take out your homophone sheet and star any words about which you’re still confused.
SWBAT create a storyboard for their suspense narrative.

76. Today’s Objective
SWBAT create a storyboard for their suspense narrative.
SWBAT create a storyboard for their suspense narrative.

77. Homework Example
EX: The woman watched as the enormous black beetle skirted across the window sill. It gleamed, as big as a quarter, just a few feet away, and she could hear the scratching sound its many feet made on the wood as it edged closer to her. Bracing herself, she stepped closer to squash it, terrified of the dull guts that would seep through the tissue during the final sickening crunch
SWBAT create a storyboard for their suspense narrative.

78. Storyboarding
Using your Narrative Brainstorm, list the following plot points of your story:
Exposition: (main char., main conflict, setting introduced)
Rising Action: (3-5 events)
Climax: (just before we realize who wins the conflict)
Falling Action:
Resolution:
List all parts of the story, even if you’re not planning on including them all!
SWBAT create a storyboard for their suspense narrative.

79. Peer Editing
Suspense Narrative

80. Class Starter- Collins 1
What is an appropriate way to phrase feedback to a peer?
3 lines
SWBAT edit suspense narratives.

81. Today’s Objective SWBAT edit suspense narratives.

82. Editing Session 1
Sentence Variety: Using your grammar notes, find AT LEAST ONE sentence in each paragraph that is NOT SIMPLE. (So each paragraph needs at least one compound, complex, or compound-complex sentence).
If you do not have at least one non-simple sentence per paragraph, add them now.
SWBAT edit suspense narratives.

83. Peer Editing Session 1 On your partner’s suspense narrative,
Put a check mark next to every non-simple sentence that is correctly punctuated.
If it is incorrectly punctuated, make corrections and highlight them.
If you finish early, work on Reading Counts.
SWBAT edit suspense narratives.

84. Peer Editing Session 1 On your partner’s suspense narrative,
1. Box any compound, complex, or compound-complex sentences. Label them.
2. Put a check mark next to every non-simple sentence that is correctly punctuated. If it is incorrectly punctuated, make corrections and highlight them.
If you finish early, work on Reading Counts.
SWBAT edit suspense narratives.

85. Reflection as a Narrative Technique
“It grew louder—louder—louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not?—no, no! They heard!—They suspected!—they knew! They were making a mockery of my horror!—this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die!—and now—again!—hark! louder! louder!
“Villians!” I shrieked, “dissemble no more! I admit the deed!”
--”The Tell-Tale Heart” Edgar Allan Poe
Why would an author include reflection? What does it do for the story?
SWBAT edit suspense narratives.

86. Reflection as a Narrative Technique
“It grew louder—louder—louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not?—no, no! They heard!—They suspected!—they knew! They were making a mockery of my horror!—this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die!—and now—again!—hark! louder! louder!
“Villians!” I shrieked, “dissemble no more! I admit the deed!”
--”The Tell-Tale Heart” Edgar Allan Poe
Why would an author include reflection? What does it do for the story?
SWBAT edit suspense narratives.

87. Class Starter- Grammar Practice
Complete in the back of your notebooks:
1. Then, copy the following sentence:
The narrator was calm when the police first arrived but then he became nervous.
2. Circle all dependent clauses in the sentence. Underline all independent clauses. (3 points)
3. Underneath the sentence, write down what type of sentence it is (simple, compound, complex, compound-complex) (3 points)
4. Add any punctuation needed to make it a complete sentence. (4 points)
SWBAT edit suspense narratives.

88. Today’s Objective SWBAT edit suspense narratives.

89. Pop Quiz- 10 points
1. On a piece of paper you can turn in, write your name.
2. Then, copy the following sentence:
Jonathan read to Roderick while it stormed outside and Madeline made her way to their room.
3. Circle all dependent clauses in the sentence. Underline all independent clauses. (3 points)
4. Underneath the sentence, write down what type of sentence it is (simple, compound, complex, compound-complex) (3 points)
5. Add any punctuation needed to make it a complete sentence. (4 points)
SWBAT analyze how setting can create suspense in a Collins 1.

90. Individual Revision
Reflection: Include sentences that reveal what your main character (you!) is thinking. Use Poe’s example at the bottom of pg. 83 if you need help.
Aim to have at least 5 sentences total
I/He/she worried…, I/he/she wondered…., I/he/she thought…, I/he/she considered…
SWBAT edit suspense narratives.

91. Individual Revision
Reflection: Include sentences that reveal what your main character (you!) is thinking. Use Poe’s example at the bottom of pg. 83 if you need help.
I/He/she worried…, I/he/she wondered…., I/he/she thought…, I/he/she considered…
Sentence Variety: Using your grammar notes, add at least two of the following types of sentences to your draft: compound, complex, compound-complex.
SWBAT edit suspense narratives.

92. Vocab Check
If you’ve included two vocab words, highlight where they are in your narrative. Your partner should read over them and make sure you’ve used the words correctly.
If you have not included two vocab words, brainstorm where/how to include them with your partner.
SWBAT edit suspense narratives.

93. Peer Editing Session 2 On your partner’s suspense narrative,
1. Find the two sentences using vocab words. Make sure there are two. Put a check next to each sentence that uses a word correctly. Correct the sentence if needed.
3. In the margin, write one complement about your partner’s use of narrative techniques.
4. At the end of the narrative, write one revision suggestion on your partner’s use of narrative techniques.
5. Proofread for spelling, capitalization, and punctuation.
If you finish early, work on Reading Counts.
SWBAT edit suspense narratives.

94. Final “Fall of the House of Usher”
Suspense Narrative

95. Class Starter- Collins 1
In the play “The Fall of the House of Usher”, why doesn’t Madeline have any lines?
5 lines
SWBAT analyze "The Fall of the House of Usher" through notes.

96. Today’s Objective
SWBAT analyze “The Fall of the House of Usher” through notes.
SWBAT analyze "The Fall of the House of Usher" through notes.

97. How Poe Uses Setting
Setting: time and place of the action of the story
Setting can be used to create mood
Setting in “FotHoU”
1. Exterior:
2. Interior:
Mood created:
2. Setting creates conflict
Ex:
3. Setting mirrors a character’s interiority (how the characters feel)

98. Final Questions
1. In the play “The Fall of the House of Usher”, why doesn’t Madeline have any lines? 2. What are two meanings of the title: “The Fall of the House of Usher”? 3. What would you say is the theme of “The Fall of the House of Usher”? 4. Analyze the ending of the play. Why does the house explode? (Symbolism) 5. Do you believe the setting of the play was effective? Why or why not? Give specific details.
SWBAT analyze "The Fall of the House of Usher" through notes.

99. How can a work be revised through film?
Jan Svankmajer’s “The Fall of the House of Usher”
Images from the short 1. 2. 3.
Major change Svankmajer makes to the story:
SWBAT analyze "The Fall of the House of Usher" through notes.

100. How can a work be revised through film?
Post-viewing questions
Do you need characters to tell the story?
Do you need to know the language of the short to understand the story?
SWBAT analyze "The Fall of the House of Usher" through notes.

101. Class Starter- Collins 1
Jonathan tells us that Roderick believed in the “sentience of all vegetable things.” In other words, he believes in the ability of non-living things to feel or perceive. How does Roderick’s belief relate to Svankmajer’s interpretation of the story?
5 lines
SWBAT revise their Suspense Unit notes in Cornell Notes.

102. Today’s Objective
SWBAT revise their Suspense Unit notes in Cornell Notes.
SWBAT revise their Suspense Unit notes in Cornell Notes.

103. Suspense Narrative
1. Make sure your name is on the paper! 2. Underline all character details/actions that show traits 3. Highlight narrative techniques (description, dialogue, reflection) 4. Star your setting AND jot down how you’re using it (create conflict, create mood, mirror char. interiority) 5. At the bottom of your paper, explain how you’ve manipulated plot in a sentence (foreshadowing, flashback, cut off at climax) - If you used foreshadowing, mark the 3-4 places with a F 6. Box two vocab words 7. Turn paper in up front. Use a stapler if you need to.
SWBAT revise their Suspense Unit notes in Cornell Notes.

104. Class Starter Work on reading counts for first few minutes of class.
SWBAT revise their Suspense Unit notes in Cornell Notes.

105. Today’s Objective
SWBAT revise their Suspense Unit notes in Cornell Notes.
SWBAT revise their Suspense Unit notes in Cornell Notes.

106. Grammar Practice
Because he was feeling ill Roderick invited Jonathan to the house.
Roderick invited Jonathan to the house because he was feeling ill.
Madeline never talks and she is barely seen.
Madeline never talks and is barely seen.
As Madeline grabbed Roderick the house fell and Jonathan escaped.
The house fell as Madeline grabbed Roderick and Jonathan escaped.
SWBAT revise their Suspense Unit notes in Cornell Notes.