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Short Stories

Short Stories. Is conflict necessary?. Tuesday, August 24 th. EQ: Is conflict necessary? Warm Up: DGP Activities: Short story terms centers Summarizer: Summarize a conflict you were able to avoid this week. Bring textbook next class.

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Short Stories

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  1. Short Stories Is conflict necessary?

  2. Tuesday, August 24th • EQ: Is conflict necessary? • Warm Up: • DGP • Activities: • Short story terms centers • Summarizer: • Summarize a conflict you were able to avoid this week. • Bring textbook next class. Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  3. BRING YOUR TEXTBOOK THURSDAY!!! Short Story Tasks Goldilocks and the Three Bears Use terms handout to fill in examples from the story. Be specific. Not all the terms will be used. The BIG Question: Complete workbook pg. 63 by resolving the employee conflict. Then write a letter as if you are an employee of the company stating a resolution to the conflict. You are writing using block style like we did the introduction letter. Plot Diagram: Using the plot diagram, choose a movie or TV show to fill in the elements of plot BRING YOUR TEXTBOOK THURSDAY!!!

  4. EQ: Is conflict necessary? Thursday, August 26th “Cask of Amontillado” • Warm Up • DGP • Activities • Vocabulary Bookmark • Wall of Revenge • Preread • Predictions and Plot (workbook) • Images • Listen! • Summarizer • Has anyone ever done anything to you that made you want to get revenge on them? What did they do? Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  5. Vocabulary • afflicted • explicit • precluded • recoiling • retribution • subsided

  6. Wall of Revenge “The Cask of Amontillado” is a story of revenge and some of its chilling effects. Montresor says that he has received a thousand injuries from Fortunato and that Fortunato has insulted him. Montresor considers these injuries and insults to be just cause for the desire for revenge that consumes him. Using your own knowledge of stories, books, TV shows, or movies, add the names of three other characters to the top row of stones. Then, in the stones below each name, describe what caused the character to seek revenge and the effects of revenge on each character’s personality.

  7. EQ: Is conflict necessary? Monday, August 30th “Cask of Amontillado” • Warm up • DGP • Activities • Vocabulary review- WB pg. 28 • Review story • One pager • Summarizer • Do you think Montresor's crime will ever be discovered? Why or why not? Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  8. EQ: Is conflict necessary? Wednesday, September 1st “Cask of Amontillado” • Warm up • DGP • Activities • One pager • Story map • Summarizer • Was the conflict in the story necessary? Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  9. EQ: Is conflict necessary? Friday, September 3rd “Cask of Amontillado” • Warm up • DGP quiz • Activities • Review handout with a partner • Formative assessment • 15 multiple choice and story map • Hunting article • Reading non-fiction • Summarizer • What is one question you still have about the elements of plot? • Exchange Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  10. EQ: Is conflict necessary? Wednesday, September 8th • Word Maps • Survival article • Reading non-fiction • Get Connected video • Setting in Psycho • Pair share • How do the characters handle stress and conflict? Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  11. “The Most Dangerous Game” • bizarre • grotesque • indolently • naive • palpable • scruples • futile Definition Synonym Word Sentence Antonym

  12. Reading Non-fiction • What facts are presented? • What is the main idea? • Provide a summary of the article. • What was the family’s conflict and could it have been avoided?

  13. EQ: Is conflict necessary? Friday, September 10th • Vocabulary Builder • Psycho • “The Most Dangerous Game” • Chronological order • Setting • Conflicts graphic organizer Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  14. Hopeless; useless Doomed to failure futile Johnny’s efforts to save the drowning victim were futile because her heart had already stopped. Promising; useful

  15. EQ: Is conflict necessary? Tuesday, September 14th • DGP • Chronological order • Setting • Conflicts graphic organizer Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

  16. EQ: Is conflict necessary? Thursday, September 16th • DGP • Body Biography • Zaroff • Story map • Suspense • GIST • Summative Assessment Standards: ELA9RL1 The student demonstrates comprehension by identifying literary terms in short stories; ELA9RL2 The student identifies, analyzes, and applies knowledge of theme; ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing; ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

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