Fri, Oct 7
DUE: Irony essay
HMWK: n/a
TODAY: Unit exam
Irony essay turned in
Unit exam
Thu, Oct 6
DUE: One paragraph you worked on at home
HMWK:
TODAY: Modeling Step-Up to Writing
Students provide input toward a sample paragraph that would be acceptable for the irony essay and that follows appropriate step-up-to-writing protocols.
Sample from period 4:
Situational irony is incorporated in the story “The Censors” by Luisa Valenzuela to create surprise in the reader. Situational is irony occurs when a reader’s/audience’s expectations are met with something different (under reasonable circumstances). The effect of situational irony involves surprise, as a reader’s reasonable expectations are not fulfilled. In the story, Juan joins the censorship office in order to intercept his own letter in the hopes that he and his lover will escape arrest and harm. He becomes so skilled a censor that he rejects and censors his own letter, sealing his fateful doooooom. In this section/scene/part/segment there is situational irony that surprises the reader, who would expect Juan to remember his letter, intercept it, and keep it from the censors. Instead, we are surprised by his reflex to censor even his own letter. Luisa Valenzuela uses situational irony to surprise the reader in her story “The Censors.”
Wed, Oct 5
DUE: n/a
HMWK: Work on your DRAMATIC IRONY paragraph (part of the irony essay)
TODAY: Body paragraphs (step-up to writing)
The class moves through the requirements of the paragraphs in the irony essay (outline and requirements in the link)
Two sample paragraphs:
In Richard Connell’s “The Most Dangerous Game”, the author uses dramatic irony to build tension in the reader. Dramatic irony happens when the reader/audience knows something a character does not. Dramatic irony has to do with building tension, because the audience or reader must always wait for an outcome, and that waiting causes suspense. In Connell’s short story, the hunter Rainsford must fight for survival as General Zaroff hunts him. He builds traps, hoping to kill or stop Zaroff. The reader knows that Rainsford builds the traps, yet Zaroff is unaware of them. The reader wonders if the traps will work to stop Zaroff and if Rainsford will survive. The fact that the reader knows and waits for the outcome is dramatic irony. Because the reader is made to wait for the outcome, tension is built. The reader eagerly waits to see if Zaroff wins or Rainsford saves himself.Dramatic irony is employed by O’Connell to cause the reader to experience tension and suspense.
Example 2:
T.S. >> In Liam O’Flaherty’s “The Sniper” the author creates suspense in the reader through dramatic irony. DEFINITION >> Dramatic irony occurs when the reader/author knows something that a character does not. EFFECT >> This knowledge the reader has creates tension as the reader waits for an outcome. SUMMARY >> When the protagonist tries to trick the opposing sniper, he dangles a hat as bait, hoping the other man will shoot it and give him a chance for a shot with his pistol. TYPE OF IRONY >> In this scene there is dramatic irony as we wait to see if his trick will succeed. The reader is aware that the protagonist sniper has developed a trick with the hat; however, the antagonist sniper is unaware of the trick – he thinks the hat is the sniper’s head. READER’S EXPERIENCE >> The reader waits to see if the opponent falls for the trick; we wonder: If the trick works, will the protagonist succeed at killing him? If it doesn’t, will the protagonist die? Because the reader is made to wait for the outcome of the protagonist’s trick, suspense is built. CLOSING >> O’Flaherty succeeds in building suspense through dramatic irony by making the reader wait for the outcome of the sniper’s trick.
Tue, Oct 4
DUE: n/a
HMWK: n/a
TODAY: Library services
In the library to hear about the services Pierce County Library System offers to students = FREE!
Mon, Oct 3
DUE: n/a
HMWK: Make an outline for at least one paragraph of your irony essay
TODAY: Review of irony; irony in our stories
The essay this week asks: “How do authors use irony to create surprise and suspense?”
Surprise = Situational
Suspense = Dramatic
Situational |
Dramatic |
DG
Necklace
Censors
Sniper
Magi
PoE
|
DG
Necklace
Censors
Sniper
Magi
PoE
|
Fri, Sept 30
DUE: n/a
HMWK: Create a 2-column table titled "Situational" on one side and "Dramatic" on the other; fill in all the examples of irony you can recall from any and all of the stories we have read so far.
TODAY: Vocab review; notebook check
Students receive their "Personal Conflict" essay and file it in "Returned Work" in the binder
BINDER SECTIONS:
Students create a checklist of in-class work to be found in the binder "Class Notes" section and grade each item according to the descriptions given below:
All assignments are out of FIVE total possible points. The breakdown for points is as follows:
Thu, Sept 29
DUE: Personal conflict paper, revised
HMWK: n/a
TODAY: Review of unit 1 vocab
Collection and small peer review of personal conflict paper
Review of unit 1 vocab and creation of vocab segment in notebook:
Wed, Sept 28
DUE: n/a
HMWK: Finish revisions on personal conflict paper - bring tomorrow
TODAY: Irony quiz corrections/review; new story
Review of irony quiz, with questions and answers investigated
Notebook check
Reading of "The Possibility of Evil"
Tue, Sept 27
DUE: n/a
HMWK: Edits and revisions to Personal COnflict, due THURS
TODAY: Reading an assignment checklist
Review of yesterday's quiz w/ answers explained
Notebook check!
Review of the Personal Conflict assignments, with tips and tricks. The original assignment checklist follows w/ comments after each item that gave you trouble on the drafts:
GRADING: Grading will be by checklist
In the first four sentences OR in the first paragraph, I need a sentence that clearly states what your overall learning was – EVEN IF you mention it at the end. WHY? B/c a topic sentence is a road map that appears at the beginning. “…I learned …” OR “I took away …” OR “I established …” OR “I came to understand …” OR “I realized …”
ADDITIONAL REQUIREMENT: Add at least one (more) simile to help add descriptive detail. SIMILE: comparison using like, as, or than.
Explicitly state: Person vs. nature; man vs. self; PROVE you know the category of conflict
THURSDAY TYPED, DOUBLE-SPACED, and STAPLE THE NEW VERSION ON TOP OF THE OLD
Mon, Sept 26
DUE: Irony in The Gift of the Magi
HMWK: Begin editing "Personal Conflict" DUE THURS
TODAY: Reading for irony - situational and dramatic
Review of irony – you should have notes on it!
New story: The Censors
Recording of situational and dramatic irony
Irony quiz
Your “Personal Conflict” essays
Final draft due Thursday
Double-check your checklist to ensure all items are included in your paper. Many people failed to include:
The type of conflict described (man vs. self, m vs nature, etc.)
What you will do in the future when faced w/ a similar conflict
NOTES from The Censors:
Take out a blank piece of notebook paper you can re-insert into your 3-ring binder later – don’t tear it out, but unclip and remove
Make a heading w/ just your name and class title
Put today’s date in the left margin, and in the text area write “Irony Quiz”
Answer the following questions on your quiz sheet. Do not write the questions, but answer them in full sentences:
Fri, Sept 23
DUE: "Personal Conflict" assignment
HMWK: What is the irony in "The Gift of the Magi"
TODAY: Irony - situational and dramatic
Situational Irony – When the reader/audience’s expectations are not met – they instead receive a surprise, like the opposite happens
Dramatic Irony - When the audience/reader knows something a character does not - creates tension for the reader as we await the character's reaction to events
Thu, Sept 22
DUE: evidence of starting "Personal Conflict" assignment
HMWK: Finish "Personal Conflict" assignment
TODAY: Topic sentence, establishing setting
In-class work with topic sentences and establishing setting. We will work from examples Mr. Rice provides, reviewing that ...
Wed, Sept 21
DUE: Your decision for the conflict on the "Personal Conflict" assignment
HMWK: Develop the conflict assignment - begin to write out the story
TODAY: Don't Stop writing; review of writing assignment checklist
15-minute "Don't Stop" writing about the conflict selected for the writing assignment
Shaping of the "Don't Stop" so it is useful for the writing assignment
Tue, Sept 20
DUE: n/a
HMWK: Work on "Personal Conflict" assignment
TODAY: Conflicts; writing
Free-write "Non-Stop" 10 min
Brainstormed personal conflicts of various types - try to pick one that has a story behind it
New "Personal Conflict" assignment - work time in class
Mon, Sept 19
DUE: Plot chart for "The Necklace"
HMWK: n/a
TODAY: Plot review; theme
Review of plot in "The Necklace" based on student input - notes on the board
Review of plot in "The Most Dangerous Game" based on student input - notes on the board
New vocabulary: THEME
Theme is seen by many to be the subject of topic of a piece of literature. That is one dimension of theme. The second level is the author's message, or aim, with regard to his/her subject and topic. A good way to get at a deeper theme is to ask: "What is the author trying to say through the events in this story?"
Consider "The Most Dangerous Game" - At the start, Rainsford denies that animals feel anything - even fear - when they are hunted. However, he finds himself in a situation where he feels keenly the terror and fear of an animal that knows it may die. Because he is the protagonist, we must focus on HIS experience. What does he learn? Well, some might say he learns that you don't truly know how something feels until you experience what they experience. Others recall the saying, "You don't really know a man until you walk a mile in his shoes." THOSE are true themes.
Consider "The Necklace," which many say has a few possible themes. One theme has to do with the fact that Mme Loisel cannot shake the feeling that she is not "made" to be poor. She wants to look - and thereby feel - richer. She is dissatisfied with her position in life, and that desire to appear and feel wealthy is what causes her downfall. Some say there is a message here that you need to be true to yourself. Don't try to be what you're not. Others see that Loisel lies to Mme Forestier by secretly replacing the original necklace. Many readers point out that if Loisel had only told the truth at the outset, her downfall would not have happened. These people argue that the theme of the book has to do with truth, and that you should always turn to it.
Fri, Sept 16
DUE: n/a
HMWK:Complete the plot chart on "The Necklace"
TODAY: More on plot; new story "The Necklace"
A new plot chart in class notes and reading of "The Necklace" by Guy deMaupassant
QUESTION: What is the climax of the story? If the climax is the point of highest tension, then what is the point of highest tension? Options may be:
Thu, Sept 15
DUE: Completed reading of "The Most Dangerous Game"
HMWK: n/a
TODAY: Quiz on plot elements; learning to use the Senteo "clickers"
Quiz using the Senteo "clickers"
Topic: Everything about plot, including
Wed, Sept 14
DUE: n/a
HMWK: n/a
TODAY: Rising action, climax, falling action, resolution
Completion of "The Most Dangerous Game" and the accompanying plot chart
Review of plot terms, with today's new vocabulary:
Tue, Sept 13
DUE: n/a
HMWK: n/a
TODAY: setting, plot, exposition, rising action
Reading of "The Most Dangerous Game" and an introduction to the basics of a plot chart
Key terms:
Students copy a plot chart into their notebooks, recording key terms, examples, and notes from "The Most Dangerous Game"
Mon, Sept 12
DUE: "I Am" poetry assignment
HMWK:
TODAY: "I Am" sharing; learning how to read a scoring guide and rubric
Sharing and discussion of "I Am" poetry assignments, focusing on the nouns and complete sentences
Fri, Sept 9
DUE: n/a
HMWK:
Finish the "I AM" poetry assignment - DUE MONDAY
Complete the 5 class notes questions from class:
TODAY: Vocab and our first story
Introduction of first vocabulary terms with a helpful chart (PDF):
Task: Identifying the elements of literature in a short story
Thu, Sept 8
DUE: n/a
HMWK: Work on the "I Am" poetry assignment - DUE MONDAY
TODAY: Work on "I Am" poetry assignment
All period: Work on "I Am" poetry assignment - DUE MONDAY
Mr. Rice will read everyone's poem - the goal is to have a completed poem by the end of class
AT HOME:
Wed, Sept 7
DUE: n/a
HMWK: Work on the "I Am" poetry assignment
TODAY: Picture day, so only work on "I Am"
Due to schedule interruption/picture day, we will only work a bit on the "I Am" assignment
Tue, Sept 6
DUE TODAY: Nothing
HOMEWORK TONIGHT:
TODAY'S FOCUS: pre-assessment; elements of literature: plot, setting, exposition, conflict
A small test - a pre-assessment - on literary terms to see "where we are"
Fri, Sept 2
DUE TODAY: Nothing
HOMEWORK:
TODAY'S FOCUS:
Course overview, grading, units, etc.
More personal introductions: In groups of three, students interview one another on key items:
Introduction of the "I Am" poetry assignment DUE WEDNESDAY
Work time on "I Am"
Thu, Sept 1
DUE TODAY: Nothing
HOMEWORK:
TODAY'S FOCUS: Introduction to the class, including content, rules and regs
P2 = textbook checkout @
P4 = textbook checkout @
P5 = textbook checkout @
How to enter class
Your questions about the schedule, lunches, or classroom locations
Includes restroom/"I forgot!" pass sheet
Name games to learn names and something about others in the classroom
Exit: Write the name of as many people as possible