Tag Archive for short story

Short Stories: “The Cask of Amontillado”

April 29, 2020 / / No comments

Goals for the Week:

  1. Follow along with the daily readings of short stories.
  2. Continue working on your Choice Board project
  3. Continue to collaborate with teachers and classmates

Today’s Checklist:

  1. Read “The Cask of Amontillado” by Edgar Allan Poe
  2. Complete a NearPod lesson on the story.
  3. Understand verbal and dramatic irony.

Today’s Lesson!

Standard:

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: 

I can read “The Cask of Amontillado” and complete a NearPod lesson so that I am prepared to do more NearPod learning in our next unit 😉

Activator: 

Poe uses irony in his short story “The Cask of Amontillado.” Check out these videos about verbal and dramatic irony below.

Verbal irony:

Dramatic irony:

Work Session: 

Your assignment for this unit!

You will have one major assignment for this unit, and you get to choose it! Visit the choice board and select one project to complete about one story. In other words,

Today’s Story:  “The Cask of Amontillado” by Edgar Allan Poe

Today we’re trying something a little different – a lesson through NearPod! The lesson should show up right below this text. If you need to sign in, use your school Office365 sign in – message your teacher if you don’t know your sign in info 🙂

Enjoy the lesson!

Closing Session:

Here are five examples from the story. Determine/identify which examples are verbal irony and which examples are dramatic irony? Discuss with your teacher, family, friends, etc.

  1. I took from their sconces two flambeaux, and giving one to Fortunato, bowed him through several suites of rooms to the archway that led into the vaults. I passed down a long and winding staircase, requesting him to be cautious as he followed.
  2. “For the love of God, Montresor!” “Yes,” I said, “for the love of God!”
  3. “Come,” I said, with decision, “we will go back; your health is precious. You are rich, respected, admired, beloved; you are happy, as once I was. You are a man to be missed. For me it is no matter. We will go back; you will be ill, and I cannot be responsible.
  4. “My dear Fortunato, you are luckily met. How remarkably well you are looking to-day.
  5. We had passed through long walls of piled skeletons, with casks and puncheons intermingling, into the inmost recesses of the catacombs.

Looking Ahead: Tomorrow’s Lesson

If you want to get ahead on things, here is what we’re doing tomorrow:

  1. Looking at a NearPod lesson on character development
  2. Finishing up the choice board projects!!

 

Short Stories: “Olikoye”

April 27, 2020 / / No comments

Goals for the Week:

  1. Follow along with the daily readings of short stories.
  2. Continue working on your Choice Board project
  3. Continue to collaborate with teachers and classmates

Today’s Checklist:

  1. Read “Olikoye” by Chimamanda Ngozi Adichie
  2.  Understand how viruses infect the body and how vaccines prevent infection.
  3.  Consider how you feel about vaccines, particularly new and untested ones.

Today’s Lesson!

Standard:

  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: 

I can read and understand a short story about vaccination and apply that knowledge to articles about the coronavirus vaccine, so that I can discuss my feelings about vaccines with my family.

Activator: 

Today we’re learning about viruses and vaccines! To understand some of the science we’re talking about today, take a look at this episode of Ask The Storybots, Season 2 Episode 8, “How Do People Catch a Cold?”

The full episode is here on YouTube, or you can watch it on Netflix 🙂

Work Session: 

Your assignment for this unit!

You will have one major assignment for this unit, and you get to choose it! Visit the choice board and select one project to complete about one story. In other words,

Today’s Story: “Olikoye” by Chimamanda Ngozi Adichie

“Olikoye” is a very short little story about a mother giving birth to her baby, telling her midwife how she picked the child’s name. The baby is named after a famous doctor who brought vaccination to Nigeria in the 1970s. Before this, as you will read in “Olikoye,” many, many babies died of vaccine-preventable diseases. The doctor referenced in the story, by the way? He was a real person! So while this story might be fiction, it is very much based on reality!

Let’s pause here for some important background reading! Check out this website explaining the science behind vaccines: PublicHealth.org: “Understanding How Vaccines Work”

Next up: You might have heard talk about another vaccine being developed right now – one for the coronavirus. Check out this article, “More Coronavirus Vaccines and Treatments Move Toward Human Trials” from the  New York Times. Read through it, and consider your thoughts:

  • Obviously, a vaccine for the coronavirus would be a welcome miracle. But what should we sacrifice in terms of safety testing to develop the vaccine faster?

For another perspective, read this article from National Geographic: “Why a Coronavirus Vaccine Could Take Way Longer Than a Year”. This one discusses some more complex science about how the vaccines currently under development work, and why they are different from the vaccines we currently use for other diseases.

  • Does this information change your perspective on how quickly scientists should push a vaccine through to the public?

Closing Session:

These are big heavy questions we’ve dealt with today, and I know they’re on everyone’s mind. For today’s closing session, I want you to discuss this with a family member or a friend (socially distantly, of course) your thoughts on the coronavirus vaccine. Will you be first in line to get it? Would you rather not get it at all? Consider these questions and your opinions, and discuss them with your friends and fam!

Looking Ahead: Tomorrow’s Story

If you want to get ahead on things, here is the story we’re reading tomorrow:

 

Cultural Identity: Day 3, “By Any Other Name”

January 10, 2020 / / No comments

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Learning Target
I can analyze how an author presents a cultural identity through a story.

Opening Session
Think-Pair-Share: Look up the meaning and history of your name on BehindTheName.com (use your phone!). Tell your partner about your name, and share any interesting discoveries with the class.

Work Session
We’re going to read a story about names today! Flip in your Springboard to page 43, and let’s read “By Any Other Name” by Santha Rama Rau.

Please read with your table, alternating reading paragraphs aloud around the table. I’ll come around and help, monitor, and maybe jump in and read a little too 🙂 If your group finishes reading early, you can answer the Second Read questions on page 48 to help deepen your understanding of the story.

When everyone is done, let’s discuss this story. How does giving kids a “white” name help destroy their cultural identity?

Closing Session
Write a one-paragraph reflection: How would you have felt in Santha and Premila’s situation? How would you react if a teacher or  administrator took your name away on your first day of school?

Assessment
Formative (Class discussion, reflection paragraph, second read questions)

Differentiation
Process (Scaffolding, vocab list, graphic organizer)

Cultural Identity: Day 2, “Two Kinds”

January 9, 2020 / / No comments

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Learning Target
I can analyze how an author presents a cultural identity through a story.

Opening Session
Amy Tan, the author of the story we’re going to read today, talks about writing from personal experience:

Work Session
Today we’re going to be reading a story in Springboard called “Two Kinds,” by a Chinese-American author named Amy Tan. This story is taken from a larger work called The Joy Luck Club, which is so popular you might have heard of it before!

Flip in your Springboards to page 21, and let’s read together!
After we finish the story, let’s talk about cultural identity. What do you think Jing-mei’s cultural identity is? How would she describe herself? How does her cultural identity differ from that of her mother, and why?

If we have time, we will do the Working From the Text chart on page 32.

Closing Session
Think-Pair-Share! How did Tan develop Jing-mei’s cultural identity through narrative storytelling in “Two Kinds”?

Assessment
Formative (class discussions, think-pair-share, working from the text book check)

Differentiation
Process (scaffolding, slower reading, vocabulary list)

World Lit: Greek Hero Story DUE!!

September 13, 2019 / / No comments

Standard: 

ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a research-based story about a Greek or Trojan hero.

Opening Session: MLA Format recap!

Work Session: 

YOUR STORY IS DUE TODAY!!!!!

In a well-organized story of about 750 words, depict a scene from the Trojan War starring your chosen character. You should not try to tell me the whole epic story of the ten year war – you can’t do that in 750 words. Instead, you should choose a single scene from the war and show your character in that scene. Your story should include dialogue, sensory language, action, and character development.

Choose one of the following:

  • Greeks:
    • Agamemnon, King of Kings
    • Ajax, Second Best Greek Soldier
    • Clytemnestra, Agamemnon’s wife
    • Diomedes, another awesome Greek soldier
    • Helen
    • Hermione, Menalaus’s and Helen’s daughter
    • Iphigenia, Agamemnon’s daughter
    • Neoptolemus, Achilles’s son
    • Nestor, oldest warlord
    • Philoctedes, slayer of Paris
  • Trojans:
    • Aeneas, Hector’s second cousin and one of the survivors of Troy
    • Andromache, Hector’s wife
    • Cassandra, Priam and Hecuba’s daughter, Hector/Paris’s sister
    • Deiphobus, Hector’s brother (the one Athena pretended to be)
    • Hecuba, Priam’s wife
    • Helen
    • Oenone, Paris’s first wife
    • Polyxena, Hector’s sister who almost married Achilles

Closing Session:

TURN IT IN!!!

Assessment: Summative (stories will be graded)

Differentiation: Interest (choice of character)

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