9th Grade Language Arts Short Stories Unit

9th Grade Language Arts Short Stories Unit
October Daily Lessons 9th Grade Language Arts Short Stories Unit

Monday, October 2, 2017

Language Arts 1 – Do Now On your desk: Writing Utensil Journal Silently, free write in your journal for the next 10 minutes. Absolutely No Phones Allowed in the Classroom Must be on silent and in your backpack Backpacks must be in the back cubbies—not at your desks! Reminders: IR vocab due on Thursday this week Extra Credit for spirit week dress up!

Essential Question: How are the elements of a short story used by writers to develop the author’s intention behind the text?

SWBAT: Identify elements of a short story and define them.
Analyze the use of the short story elements within texts and the effects of their development. Explain the significance of each element as it pertains to the message (cliff 2) and relevance (cliff 3) the author intends.

“Marigolds” Daily Objectives:
Go through PowerPoint on Eugenia W. Collier Learn about the author and the time frame Take notes on the PowerPoint

Exit Slip Stay in seat until the bell rings
Complete a Responsible Scholar form and turn it in to the box after the bell rings

Tuesday, October 3, 2017

Daily Objectives: Read through “Marigolds” by Collier Cliff Jumping
Annotate the text Honors: use DIDLS 5th period: use Signposts Cliff Jumping When you have finished reading the text, complete a cliff jumping exercise over it.

Wednesday, October 4, 2017

Daily Objectives: Short story pre-test Characterization

What is a short story? Write your guesses down in your journals.

How good are your guesses?
Short story unit pretest (graded on EFFORT! Not correct answers) Take the quiz. SILENTLY 

Let’s check those answers…
Switch with a person next to you and write your name as the grader in the upper right hand corner. All members: Grade the quiz in front of you. If there is an incorrect answer, cross it out and write the correct response!

Short stories: the character
JOURNAL THIS: Characterization is the method that an author utilizes to birth a character for the readers to meet and interact with. Generally, there are fewer characters in short stories due to their brevity, and the main character is the only one who is typically fully developed. An author can produce characterization through the following: speech and actions, effects on others, physical appearance, judgement by others, the narrator’s judgement, the author’s judgement, and inner thoughts and feelings. Short stories: the character

Characterization Vocabulary
Role Protagonist: Character who experiences conflict; usually the main character. Antagonist: Character who creates conflict for the protagonist.

Personal growth Dynamic: Makes an important change in their life, receives new understanding, makes an important decision, takes crucial action Static: Doesn’t change much during the course of the story

Personality Flat: simple personality, not too many character traits Round: complex personality, the reader knows a lot about this character. Stock: Stereotypical character, one we’ve seen many times before

Conflicting conflicts?
JOURNAL THIS: The conflict is the central struggle between opposing forces in a story. It is what ultimately creates and drives the main focus of the story. A struggle between two opposing forces Involves the protagonist and antagonist

Types of conflicts Man vs. Man (EXTERNAL)
Conflict between the main character and another character in the story Not always openly hostile (i.e., psychological conflict, a battle of wits, etc.)

Types of conflicts Man vs. Society (EXTERNAL)
Conflict between the main character and society occurs when the main character stands in physical or mental opposition to laws, beliefs, or societal norms A character is at odds with a particular social force or condition produced by society Poverty, political revolution, a social convention, or set of values

Types of Conflicts Man vs. Nature (EXTERNAL)
Conflict between the main character and nature occurs when the main character comes into a struggle with the weather, wild animals, land, water, etc. A character must overcome some natural obstacle or condition

Types of conflicts Man vs. Self (INTERNAL)
This kind of conflict is prevalent when the main character is suffering from inner turmoil and struggles of his or her own personal nature. This can often be found in conjunction with one of the other types of conflicts A character struggles with facets within themselves May be emotional, intellectual, or moral Such conflicts typically leave the character indecisive and agitated

Types of conflicts Man vs. Supernatural (EXTERNAL)
This kind of conflict occurs when the main character struggles against supernatural forces and elements.

Identify Example: Alexa caught her friend Jamie stealing from a classmate. Now Alexa must choose between keeping her friendship with Jamie and doing the right thing.

Answer Person versus Self

Identify Example: Alex and Scott are out at sea on a small fishing boat when a large storm hits. After their boat flips over and sinks during the storm, Alex and Scott struggle to make it back to the shore. Just when they think that things can’t get any worse, they see a shark fin circling them.

Answer Person versus nature

Identify Example: Vanessa makes an art project protesting police brutality. Her art teacher loves the project and tries to feature it in the town art show, but the county commission rejects the project. Now Vanessa, her art teacher are going to fight for the freedom of expression.

Answer Person versus society

Identify Jimmy and Eric compete for the same position on the baseball team.

Answer Person versus person

Now, it is your turn! For your homework tonight, please complete the characterization and conflict worksheets. You will use “Marigolds” to complete both of these handouts. They are due at the start of class tomorrow!

Thursday, October 5, 2017

Language Arts 1 – Do Now On your desk: Writing Utensil Journal Silently, free write in your journal for the next 10 minutes. Absolutely No Phones Allowed in the Classroom Must be on silent and in your backpack Backpacks must be in the back cubbies—not at your desks! Reminders: IR vocab is due today! Turn in your Character and Conflict worksheets!

In your journals… Think about something or someone that matters most to you in this world. This thing or person should be so important, that it is what makes you smile, keeps you going in the hard times, and that you could never imagine having to live without. Write down what this thing or who that person is in your journal. (Examples: a parent or best friend, a sport, a hobby, a pet, etc.)

He is my person

Now, imagine… What if someone took that thing from you? That one thing that is the most important thing in your life? The thing that you live for? The thing that keeps you going? The thing that brings you happiness? What if someone destroyed that thing, just like Ms. Lottie’s marigolds….? How would you feel?

Daily Objectives Take notes on short story elements: POV and setting Complete worksheets for both elements on the short story, “Marigolds” This is due at the start of class on Monday!

Perspective matters Why is the point of view in a story so important?
Briefly discuss with the person next to you for 30 seconds.

Point of View The POV is the perspective in which the readers see the story through the narrator’s eyes. The narrative point of view can come in many different views such as first person, second person, third person, or even alternating. The narrative voice can be subjective, objective, or omniscient and utilize the past, present, or future tenses. The point of view that a story is written from very strongly dictates the story itself. The progression, the characters, the setting, and the authenticity of the story are all determined by the point of view that the story is portrayed through.

“Help” my cousin Jack said.
Some things to note: Dialogue = when characters speak. Narration = when the narrator speaks. “Quotation marks” separate narration from dialogue. Example “Help” my cousin Jack said.

Identifying narrative perspective
It's about the narrator (who tells the story) We're not looking at dialogue. We don't care what characters say. Only the narrator's voice matters.

Perspectives and Signal Words
Pronoun case We are trying to figure out the narrator's view point on the story. Perspectives and Signal Words First-Person I, me, my, mine, we, us, ours, Second-Person you, your Third-Person he, she, her, they, them (also character's names)

Secret “I am in the room” I = 1st Person “You come in the room.”
You = 2nd Person “Then he or she came in the room.” He or She = 3rd Person

First-Person Narrator is a part of the story (character).
Often uses I or we. Example I went home. Tim came over. I couldn't play.

Second-Person First, gather your materials. Add 1 cup sugar to flour.
Usually for instructions Uses “You”; from “your” perspective. Examples First, gather your materials. Add 1 cup sugar to flour.

Three Types of Third-Person Narration
Narrator usually isn’t involved. Tells other's stories. Lots of “He,” “She,” & character names. Three Types of Third-Person Narration Does the narrator tell… Thoughts and Feelings of Characters?

Third-Person Omniscient
Narrator is all knowing. Narrator tells thoughts and feelings of more than one character. Omni = All Scient = Knowing Example Tim was mad at Shay. He blamed her. Shay knew Tim would be mad, but she wanted to live her life.

Third-Person Limited Narrator is limited to one character.
Tells thoughts & feelings of one character Example Tim was mad at Shay. He blamed her. Shay just left without saying anything. She left a note and then left him.

Third-Person Objective
Narrator does not reveal any character’s thoughts or feelings. Only character’s dialogue and actions are narrated. Example Tim slammed the door. He walked upstairs & read a note from Shay. He kicked her trash can & started crying.

Tips on Identifying Check 1st or 2nd-person before worrying about objective, limited, or omniscient. Ask, “Who’s story is the narrator telling: his, mine, or someone else’s?” Focus on narration not dialogue.

POV Reflections In your journals, answer the following questions:
What point of view is “Marigolds” written from? Why did the author choose to write the story from this perceptive? What effects did it have? How do you have better insight into the story from this POV? How are you able to connect with the narrator? Would the message be as strong or effective if it was written from another POV?

Something about that setting…
The setting of the story is such an integral piece to the whole production. It is the place and time that the plot occurs and characters develop. The setting dictates the ways in which characters will react within the story to situations and other characters that may be present. The setting also prepares the overall mood for the story, and in some stories, the setting is such a vital role that it even embodies a character within the story. Characters are defined through the setting.

Setting the setting… Where is the general setting of the story?
In your journals, answer these questions: Where is the general setting of the story? What is the main setting for the conflict of the story? (hint…think of the title) Why was it crucial for this to be the main setting? Would the message be as strong if the setting for the conflict took place somewhere else? Why or why not? What did the setting truly represent for the narrator? (while the setting is tangible/real, it also has a metaphorical context. Discuss this.) What does the setting symbolize for the narrator? What does the setting symbolize for Ms. Lottie?

Marigolds Did you know: even Marigolds are full of symbolic conflict!
The marigold is associated with the sun - being vibrant yellow and gold in color. The flowers are open when the sun is out. The marigold is also called the “herb of the sun”, representing passion and even creativity. It is also said that marigolds symbolize cruelty, grief and jealousy.

Your Task: Swapping Eyeballs
Write a journal entry from Ms. Lottie’s POV. When you write this, try to think about these things first to better understand her: The condition of her house was the worst in the entire shantytown Consider the mental condition of her son Think of her living situation—does it seem that she has anyone around besides her son? Consider the things the kids used to think about her when they were young. What is her financial situation? What things does she have to look forward to or to keep her going through these challenging times of the Depression? What does her marigold patch truly mean to her? What does is stand for? After you have taken time to consider these things, try and pretend that you are Ms. Lottie. You will write the journal entry for after Lizabeth destroys her marigold field. Consider the ways Lizabeth describes Ms. Lottie’s face and emotions when she catches her.

Friday, October 6, 2017 No school

Language Arts 1 – Do Now On your desk: Writing Utensil Journal Silently, free write in your journal for the next 10 minutes. Absolutely No Phones Allowed in the Classroom Must be on silent and in your backpack Backpacks must be in the back cubbies—not at your desks! Reminders: IR vocab is due Friday! Turn in your Character and Conflict worksheets!

Honors: Periods 1 and 3 Break into groups of 3-4.
For the first 30 minutes of class, list all of the metaphors that found in the short story “Marigolds” and write them in your journals and then write down an analysis of those metaphors. When you have completed that, go through your stories together and share your DIDLS annotations. Discuss in groups the annotations, the deeper meanings, and their effects on the readers. During the last part of class, silently work on IR reading and IR vocabulary.

5th Period Write a journal entry that should be a minimum of 1 full, handwritten page in your journals. Tear these out and turn them into the drop box. Write a journal entry from Ms. Lottie’s POV. When you write this, try to think about these things first to better understand her: The condition of her house was the worst in the entire shantytown Consider the mental condition of her son Think of her living situation—does it seem that she has anyone around besides her son? Consider the things the kids used to think about her when they were young. What is her financial situation? What things does she have to look forward to or to keep her going through these challenging times of the Depression? What does her marigold patch truly mean to her? What does is stand for? After you have taken time to consider these things, try and pretend that you are Ms. Lottie. You will write the journal entry for after Lizabeth destroys her marigold field. Consider the ways Lizabeth describes Ms. Lottie’s face and emotions when she catches her.

Daily Objectives: Irony and theme!

Ironic, isn’t it? -Mini lessons in irony-
Irony is about expectations. Irony: the opposite of what is expected. 3 kinds of irony Verbal Dramatic Situational

Verbal Irony A character says one thing but means the opposite
Also called sarcasm or being sarcastic. Examples The locker room smells really good. Awesome! Another homework packet!

Dramatic Irony When the reader understands more about the events of a story than a character. You know something that a character doesn’t. Example Tim’s parents are proud of the “A” he got on the test, but we know he cheated. Alex writes a love poem to Judy but we know that Judy loves Devin.

Situational Irony When what actually happens is the opposite of what is expected. Something about the situation is completely unexpected. Example General Sedgwick’s last words were, “They couldn’t hit an elephant at this distance.” Bill Gates uses an Apple computer.

Something that is ironic is unexpected.
Review Something that is ironic is unexpected. If unexpected by a character, it’s dramatic. If unexpected by everyone, it’s situational. If it’s sarcasm, it’s verbal.

An escalator leading to a fitness center.

Finding Irony Spend the next 5 minutes working with the person next to you to locate some examples of irony from the short story, “Marigolds”. Identify which types of irony you find. Write them in your journals.

Theme-Tastic! The theme is another vital component to the story.
It is the ultimate message that the author is attempting to convey to the readers—the lesson or wisdom hidden behind the words. In order to unravel the message carefully placed within the context of the story, it requires inference derived from higher-order thinking. This is what helps connect what is written on paper to not only the author’s goal in writing, but also to the real world. The theme is the purpose for the story—the ultimate search for meaning. Themes will never be explicitly identified in the story, but rather implicitly conveyed.

Cliff Jumping In your journals,
Draw our the three cliffs and complete a cliff jumping exercise to locate theme and relevance. Then, write a claim statement using “conflict” as the tool that the author uses. Consider the different types of conflict. Which one is the main conflict that is fully developed in the story? (internal or external) Consider how the conflict with the flowers mirrors the inner conflict of the narrator.

Wednesday, October 11, 2017 PSAT testing Shortened classes: 15 minutes

Prep for Benchmark Assessment
Your claim paragraph over the authorial intention in “Marigolds” will be due on Friday. It MUST BE SUBMITTED TO turnitin.com by the end of the period on Friday. You will use CONFLICT as the method that the author uses to develop her intention in your claim statement. Consider the multiple types of conflict that are found in the short story. Which is the strongest?

Benchmark assessment prep
Complete your outlines for the benchmark assessment. Ask any questions that you might have today. Tomorrow, you will NOT be allowed to ask any questions as it is assessment day. The paragraph must be submitted to turnitin.com by the end of the period on Friday. If you do not have access to a computer, YOU MUST SEE the tech person in the computer lab by the end of the day today. This will go into the gradebook as a fully scored assessment grade. Not as participation points. Meet in computer lab 263 tomorrow.

Benchmark assessment You must be silent while working on the assessment. You may not speak to each other. If you have a question, raise your hand—do not shout. Turn it in to turnitin.com by the end of the period.

Honors Codes CLASS ID: Enrollment Key: honors

5th Period Codes Class ID: Enrollment Key: period5

Language Arts 1 – Do Now On your desk: Writing Utensil Journal Silently, free write in your journal for the next 10 minutes. Absolutely No Phones Allowed in the Classroom Must be on silent and in your backpack Backpacks must be in the back cubbies—not at your desks! Reminders: IR vocab is due Friday! End of the quarter IR book reports due on 10/27

Copy the following into your journal:
Unit: Plot the Plot, Yo! Essential Question: How does the author use plot to develop the story? SWBAT: Create individual plot stories based off of their understanding of the plot and plot development

I need…  2 volunteers! You must be willing to act on demand in front of the class…

The giving Tree You will need copies of the poem and the plot diagram sheet.

Plot Notes. Please take notes in your journals as we go through the plot PowerPoint.

Plot the “Giving Tree” Apply plot breakdown to the “Giving Tree”

Read and annotate using DIDLS
Please silently read “The Contents of the Deadman’s Pockets” As you read, silently annotate using DIDLS on your packets

In groups of 3… Compare DIDLS notes on “The Contents of the Deadman’s Pockets” Complete a DIDLS outline and a plot outline Complete characterization and conflict worksheets Discuss the story and analysis points of comparison

Exit Slip Turn in plot outlines and DIDLS charts
Complete Responsible Scholar and turn it in

Jeopardy in Literature Land
Plot jeopardy competition day!

Friday, October 20, 2017

Happy Friday! Read the article “Authorial Intention”
Complete the non-fiction assignment form and an IR vocab sheet for this article. Turn in this week’s IR vocabulary sheet.

Daily Tasks Go through “Individual Plot Assignment”
Read through “Tracy and Steve vs. The Great Pumpkin Slayer” Annotate for plot components Review individual plot expectations Write initial story draft

Daily Tasks Complete a peer edit on another person’s plot story using the scoring rubric Revise individual outlines post peer edits Type final draft on the computer and print them Add NEAT hand-written labels to the side Bring any art materials to class tomorrow

Daily Tasks Create your plot poster Presentations are tomorrow.

Daily Task Plot Presentations
Complete the interactive plot handout for all students who are presenting. Turn it in at the end of the period.

ALL late and missing working is due today!
Friday, October 27, 2017 ALL late and missing working is due today!

Daily Tasks IR reading and vocabulary

Language Arts 1 – Do Now On your desk: Writing Utensil Journal Silently, free write in your journal for the next 10 minutes. Absolutely No Phones Allowed in the Classroom Must be on silent and in your backpack Backpacks must be in the back cubbies—not at your desks! Reminders: End of the quarter is 11/2 No school on 11/3

Quarter Final Presentations
Plot story and poster presentations

Language Arts 1 – Do Now On your desk: Writing Utensil Journal Silently, free write in your journal for the next 10 minutes. Absolutely No Phones Allowed in the Classroom Must be on silent and in your backpack Backpacks must be in the back cubbies—not at your desks! Reminders: End of the quarter is 11/2 No school on 11/3

Quarter Final Presentations
Plot story and poster presentations

9th Grade Language Arts Short Stories Unit

Similar presentations

Presentation on theme: "9th Grade Language Arts Short Stories Unit"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

9th Grade Language Arts Short Stories Unit

Similar presentations

Presentation on theme: "9th Grade Language Arts Short Stories Unit"— Presentation transcript:

Similar presentations

About project

Feedback