Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
Credited to: http://www.tecweb.org/styles/gardner.html
Friday, September 18, 2009
9/21/09 - 9/25/09 8th Grade Language Arts Lesson Plans
Monday, September 21
HW - Vocabulary Chapter 5 -- Write the word 5x -- skip a line -- write the definition
---DUE TUESDAY
---QUIZ ON FRIDAY
Tuesday, September 22
Lecture/Discussion: Introduce and begin reading "Flowers for Algernon" and literary terms: characterization, character traits, point of view
Take an IQ test and a Rorschach Test -- do these really judge your intelligence?
Gardner's Theory of Multiple Intelligences -- what is it?
Wednesday, September 23
Lecture/Discussion: Reading "Flowers for Algernon" and literary terms: characterization, character traits, point of view
Thursday, September 24
Lecture/Discussion: Reading "Flowers for Algernon" and literary terms: characterization, character traits, point of view
Friday, September 25
QUIZ -- Vocabulary Chapter 5
Thursday, September 17, 2009
Edgar Allan Poe
Poe, Edgar Allan (1809-1849), was an American poet, short-story writer, and literary critic. Poe's stormy personal life and his haunting poems and stories combined to make him one of the most famous figures in American literary history.
Poe's life. Poe was born on Jan. 19, 1809, in Boston. His parents were traveling actors. His father deserted the family. After his mother died in 1811, Poe became a ward of John Allan, a wealthy Richmond merchant. The Allan family lived in the United Kingdom from 1815 to 1820 before returning to Richmond. In 1826, Poe enrolled at the University of Virginia. There he acquired gambling debts that John Allan refused to pay. Eventually, Poe was forced to withdraw from the university.
Poe's relationship with Allan deteriorated, and the young man enlisted in the U.S. Army in 1827. During the same year, Poe's first book was published. Its title was Tamerlane and Other Poems, "By a Bostonian." While waiting for an appointment to the U.S. Military Academy, Poe published his second volume of poems, Al Aaraaf, Tamerlane, and Minor Poems (1829). Both collections show the influence of the English poet Lord Byron. In 1830, Poe entered the U.S. Military Academy at West Point, New York, where he excelled in the study of languages. But he was expelled in 1831 for neglecting his duties.
Poe's Poems (1831) contained two important poems, "To Helen" and "Israfel." He began to publish tales in the early 1830's while living with his aunt Maria Clemm and her daughter Virginia. In 1836, Poe married Virginia Clemm, his 13-year-old cousin.
Poe produced several of his finest tales in the late 1830's, including "Ligeia," "The Fall of the House of Usher," and "William Wilson." These and other stories were incorporated into Tales of the Grotesque and Arabesque (1839). In 1841, he became an editor of Graham's Magazine, to which he contributed "The Murders in the Rue Morgue."
Poe won greater recognition with "The Gold Bug" (1843), a prize-winning tale that appeared in Philadelphia's Dollar Newspaper. The poem "The Raven" (1845) made him famous. Two more collections, Tales and The Raven and Other Poems, appeared in 1845. Early in 1845, Poe antagonized many people with a scathing campaign against the popular American poet Henry Wadsworth Longfellow for supposed plagiarisms. At a public appearance in Boston later that year, Poe admitted to being drunk, which further alienated the public.
Poe's later years were colored by economic hardship and ill health. Nevertheless, he published the story "The Cask of Amontillado" (1846), "The Philosophy of Composition" (1846), and part of his "Marginalia," a collection of critical notes written for various periodicals during the 1840's.
Virginia Poe died of tuberculosis in 1847, after five years of illness. Poe then sank into poor health, and his literary productivity declined. In 1849, Poe became engaged to marry the widowed Sarah Elmira Royster Shelton, his boyhood sweetheart. On his way to bring Mrs. Clemm to the wedding, Poe stopped in Baltimore. On October 3, he was found semiconscious and delirious outside a tavern used as a polling place. The cause of his death four days later was listed as "congestion of the brain," though the precise circumstances of his death have never been fully explained.
Ljungquist, Kent. "Poe, Edgar Allan." World Book Student. World Book, 2009. Web. 17 Sept. 2009.
Poe's life. Poe was born on Jan. 19, 1809, in Boston. His parents were traveling actors. His father deserted the family. After his mother died in 1811, Poe became a ward of John Allan, a wealthy Richmond merchant. The Allan family lived in the United Kingdom from 1815 to 1820 before returning to Richmond. In 1826, Poe enrolled at the University of Virginia. There he acquired gambling debts that John Allan refused to pay. Eventually, Poe was forced to withdraw from the university.
Poe's relationship with Allan deteriorated, and the young man enlisted in the U.S. Army in 1827. During the same year, Poe's first book was published. Its title was Tamerlane and Other Poems, "By a Bostonian." While waiting for an appointment to the U.S. Military Academy, Poe published his second volume of poems, Al Aaraaf, Tamerlane, and Minor Poems (1829). Both collections show the influence of the English poet Lord Byron. In 1830, Poe entered the U.S. Military Academy at West Point, New York, where he excelled in the study of languages. But he was expelled in 1831 for neglecting his duties.
Poe's Poems (1831) contained two important poems, "To Helen" and "Israfel." He began to publish tales in the early 1830's while living with his aunt Maria Clemm and her daughter Virginia. In 1836, Poe married Virginia Clemm, his 13-year-old cousin.
Poe produced several of his finest tales in the late 1830's, including "Ligeia," "The Fall of the House of Usher," and "William Wilson." These and other stories were incorporated into Tales of the Grotesque and Arabesque (1839). In 1841, he became an editor of Graham's Magazine, to which he contributed "The Murders in the Rue Morgue."
Poe won greater recognition with "The Gold Bug" (1843), a prize-winning tale that appeared in Philadelphia's Dollar Newspaper. The poem "The Raven" (1845) made him famous. Two more collections, Tales and The Raven and Other Poems, appeared in 1845. Early in 1845, Poe antagonized many people with a scathing campaign against the popular American poet Henry Wadsworth Longfellow for supposed plagiarisms. At a public appearance in Boston later that year, Poe admitted to being drunk, which further alienated the public.
Poe's later years were colored by economic hardship and ill health. Nevertheless, he published the story "The Cask of Amontillado" (1846), "The Philosophy of Composition" (1846), and part of his "Marginalia," a collection of critical notes written for various periodicals during the 1840's.
Virginia Poe died of tuberculosis in 1847, after five years of illness. Poe then sank into poor health, and his literary productivity declined. In 1849, Poe became engaged to marry the widowed Sarah Elmira Royster Shelton, his boyhood sweetheart. On his way to bring Mrs. Clemm to the wedding, Poe stopped in Baltimore. On October 3, he was found semiconscious and delirious outside a tavern used as a polling place. The cause of his death four days later was listed as "congestion of the brain," though the precise circumstances of his death have never been fully explained.
Ljungquist, Kent. "Poe, Edgar Allan." World Book Student. World Book, 2009. Web. 17 Sept. 2009.
Wednesday, September 16, 2009
Quiz - Symbol, Theme, and "Scarlet Ibis"
Things to know:
Definitions: theme, symbol
Characters' names
What does the scarlet ibis symbolize?
What is the theme of "Scarlet Ibis?"
Events of the story (the plot -- what happens??)
Definitions: theme, symbol
Characters' names
What does the scarlet ibis symbolize?
What is the theme of "Scarlet Ibis?"
Events of the story (the plot -- what happens??)
"Cask of Amontillado" Vocabulary
Amontillado [uh MON te YAH doh] Dry, amber wine. The word Amontillado is derived from Montilla, the name of a Spanish town. The suffix ado means in the style of. Thus, Amontillado is a wine in the style of the kind made in Montilla, Spain.
Carnival: Festival just before Lent. It is called Mardi Gras in some western countries. The word carnival is derived from the Latin words carne (meat) and vale (farewell). Thus, it literally means “farewell to meat.” During Lent, Roman Catholics do not eat meat on Ash Wednesday and all the Fridays thereafter, until Easter.
Catacombs: Underground burial places.
Circumbscribing: Encircling, surrounding; tracing a line around.
Fetter Shackle, chain, bond.
Flambeau Torch; plural, flambeaux.
Hearken Listen carefully.
Immolate - Kill a person as a sacrifice.
Imposture: Deception, fraud.
Impunity Freedom from punishment; exempt from punishment.
Médoc: Red wine from the Bordeaux region of France.
Motley: Apparel of many colors; jester’s costume.
Nemo me impune lacessit [NAY moh MAY im POO nay lah CHESS it]: Latin for No one injures me with impunity. This sentence appeared on coins of James I of England.
Nitre: Potassium nitrate.
Palazzo: Palace; splendid home.
Pipe: Cask holding 126 gallons.
Puncheon: Cask holding 84 gallons.
Rapier [RAY pe er]: Two-edged sword.
Roquelaure [rok uh LAHR]: Knee-length, often fur-trimmed cloak
Sconce: Bracket on a wall for holding a candle or a torch.
Carnival: Festival just before Lent. It is called Mardi Gras in some western countries. The word carnival is derived from the Latin words carne (meat) and vale (farewell). Thus, it literally means “farewell to meat.” During Lent, Roman Catholics do not eat meat on Ash Wednesday and all the Fridays thereafter, until Easter.
Catacombs: Underground burial places.
Circumbscribing: Encircling, surrounding; tracing a line around.
Fetter Shackle, chain, bond.
Flambeau Torch; plural, flambeaux.
Hearken Listen carefully.
Immolate - Kill a person as a sacrifice.
Imposture: Deception, fraud.
Impunity Freedom from punishment; exempt from punishment.
Médoc: Red wine from the Bordeaux region of France.
Motley: Apparel of many colors; jester’s costume.
Nemo me impune lacessit [NAY moh MAY im POO nay lah CHESS it]: Latin for No one injures me with impunity. This sentence appeared on coins of James I of England.
Nitre: Potassium nitrate.
Palazzo: Palace; splendid home.
Pipe: Cask holding 126 gallons.
Puncheon: Cask holding 84 gallons.
Rapier [RAY pe er]: Two-edged sword.
Roquelaure [rok uh LAHR]: Knee-length, often fur-trimmed cloak
Sconce: Bracket on a wall for holding a candle or a torch.
9/21/09 - 9/25/09 English I Lesson Plans
Monday, September 21
HW - Vocabulary Chapter 3 Worksheet Packet
---DUE TUESDAY
---QUIZ ON FRIDAY
Lecture/Discussion: Edgar Allan Poe
Tuesday, September 22
Lecture/Discussion: Introduce "The Cask of Amontillado" and literary terms: setting, mood, imagery
Lecture/Discussion: Begin reading "The Cask of Amontillado" and applying the literary terms of setting, mood, and imagery to the story.
Key Vocabulary - Amontillado, Carnival, Catacombs, Circumbscribing, Fetter, Flambeaux, Hearken, Immolate, Imposture, Impunity, Médoc, Motley, Nemo me impune lacessit, Nitre, Palazzo, Pipe, Puncheon, Rapier, Roquelaure, Sconce
Wednesday, September 23
Lecture/Discussion: Read "The Cask of Amontillado" and apply the literary terms of setting, mood, and imagery to the story.
Key Vocabulary - Amontillado, Carnival, Catacombs, Circumbscribing, Fetter, Flambeaux, Hearken, Immolate, Imposture, Impunity, Médoc, Motley, Nemo me impune lacessit, Nitre, Palazzo, Pipe, Puncheon, Rapier, Roquelaure, Sconce
Thursday, September 24
Lecture/Discussion: Read "The Cask of Amontillado" and apply the literary terms of setting, mood, and imagery to the story.
Film: Watch the film version of "The Cask of Amontillado"
Friday, September 25
QUIZ -- Vocabulary Chapter 3
Film: Watch the film version of "The Cask of Amontillado"
***Note*** There will be a quiz over Edgar Allan Poe sometime during the week. IT WILL BE A POP QUIZ!
Tuesday, September 15, 2009
Quiz - Character Motivation, Point of View, Treasure of Lemon Brown
Things to know:
Defintions of character motivation, point of view, 1st person POV, 3rd person limited POV, 3rd person omniscient POV.
Characters' names
Events in the story (the plot -- what happens??)
What motivates the characters in the story?
From what POV is the story told?
Defintions of character motivation, point of view, 1st person POV, 3rd person limited POV, 3rd person omniscient POV.
Characters' names
Events in the story (the plot -- what happens??)
What motivates the characters in the story?
From what POV is the story told?
Character Motivation and Point of View
Character Motivation: why a character behaves in a particular way (why does he do the things that he does?)
Point of View(POV): the method of narration used in a story
First Person POV: the narrator is a character in the story
-------Example-------------
As I walked up the hill, I realized that the atmosphere was just too quiet. There was no sound from the cardinal who was nearly always singing from the top of the maple tree. I thought I saw a shadow move high up on the slope, but when I looked again it was gone. Still, I shuddered as I felt a silent threat pass over me like a cloud over the sun.
Third Person POV: the narrator is outside the story looking in
Third Person Omniscient POV: the narrator sees into the minds of all characters
-------Example-------------
As the girl walked up the hill, she realized that the atmosphere was just too quiet.
The cardinal tipped his head back and drew breath to sing, but just as the first note passed his beak he heard the crack of a dead branch far below his perch high in the maple tree. Startled, he looked down, cocking his head to one side and watching with great interest while the man rattled the blades of grass as he tried to hide himself behind the tree.
As the man saw her start up the hill, he moved quickly into the shelter of the huge old maple tree. If she saw him now, everything would be ruined.
She thought she saw a shadow move high up on the slope, but when she looked again it was gone.
The man thought if he could stay hidden until she came within range, she'd have to talk to him. Wouldn't she?
The girl shuddered as she felt a silent threat pass over her. It felt like a cloud creeping over the sun.
Third Person Limited POV: the narrator sees into the mind of only one character
-------Example-------------
As she walked up the hill, she realized that the atmosphere was just too quiet. There was no sound from the cardinal who she so often heard singing from the top of the maple tree. She thought she saw a shadow move high up on the slope, but when she looked again it was gone. Nevertheless, she shuddered as she felt a silent threat pass over her. It felt like a cloud creeping over the sun.
Monday, September 14, 2009
Point of View Worksheet
Choose from these points of view: first person, third person omniscient, third person limited
1. From Maniac Magee by Jerry Spinelli
So he turned and started walking north on Hector, right down the middle of the street, right down the invisiblechalk line that divided East End from West End. Cars beeped at him, drivers hollered, but he never flinched. The Cobras kept right along with him on their side of the street. So did a bunch of East Enders on their side. One of them was Mars Bar. Both sides were calling for him to come over.
Point of view? _________________________________
2. From From the Mixed-Up files of Mrs. Basil E. Frankweiler, by E. L. Konigsburg
Claudia was furious . . . She refused to look at Jamie again and instead stared at the statue. The
sound of footsteps broke the silence and her concentration. Footsteps from the Italian Renaissance were descending upon them! The guard was coming down the steps. There was just too much time before the museum opened on Sundays. They should have been in hiding already. Here they were out in the open with a light on!
Point of View? _________________________________
3. From The Twenty-One Balloons by William Pene du Bois
It is funny that my trip has ended by being such a fast trip around the world. I find myself referred to now as one of the speediest travelers of all times. Speed wasn’t at all what I had in mind when I started out. On the contrary, if all had gone the way I had hoped, I would still be happily floating around in my balloon, drifting anywhere the wind cared to carry me – East, West, North, or South.
Point of View? _________________________________
4. From Number the Stars by Lois Lowry
One of the soldiers, the taller one, moved toward her. Annemarie recognized him as the one she and Ellen always called, in whispers, “the Giraffe” because of his height and the long neck that extended from his stiff collar. He and his partner were always on this corner.
He prodded the corner of her backpack with the stock of his rifle. Annemarie trembled. “What is in
here?” he asked loudly. “Schoolbooks,” she answered truthfully.
Point of View? _________________________________
5. From Missing May by Cynthia Rylant
The day after May didn’t come to us, Ob didn’t get out of bed. He didn’t get me up either, and from a bad dream I woke with a start, knowing things were wrong, knowing that I had missed something vitally important. Among these, of course, was the school bus. It was Monday, and OB should have called me out of bed at five-thirty, but he didn’t, and when I finally woke at seven o’clock, it was too late to set the day straight.
Point of View? _________________________________
6. From The Lion, the Witch and the Wardrobe by C.S. Lewis
He himself was a very old man with shaggy white hair which grew over most of his face as well as on his head, and they liked him almost at once. But on the first evening when he came to meet them at the front door he was so odd-looking that Lucy (who was the youngest) was a little afraid of him, and Edmund (who was the next youngest) wanted to laugh and had to keep on pretending he was blowing his nose to hide it.
Point of View? _________________________________
7. From I Know Why the Caged Bird Sings by Maya Angelou
For one whole semester the streetcars and I shimmied up and scooted down the sheer hills of San Francisco. I lost some of my need for the Black ghetto’s shielding-sponge quality, as I clanged and cleared my way down Market Street, with its honky-tonk homes from homeless sailors, past the quiet retreat of Golden Gate Park and along closed undwelled-in-looking dwellings of the Sunset District.
Point of View? _________________________________
8. From The Olympic Games by Theodore Knight
While still a teenager, Lee met and began to train with some of the best divers in the country, among them several former Olympians. One former champion – Farid Simaika the Egyptian 1928 silver medalist who had moved to this country—gave Lee a piece of advice that he took to heart. He told the young diver that he might encounter prejudice in competition because he was of Korean descent. Simaika told Lee he would simply have to work twice as hard as other athletes. “You’ve go to be so much better that they have to give you the medal,” Simaika said.
Point of View? _________________________________
9. From “Through the Tunnel” by Doris Lessing
He was an only child, eleven years old. She was a widow. She was determined to be neither
possessive nor lacking in devotion. She went worrying off to her beach.
As for Jerry, once he saw that his mother had gained her beach, he began the steep descent to the bay. From where he was, high up among red-brown rocks, it was a scoop of moving bluish green fringed with white. As he went lower, he saw that it spread among small promontories and inlets of rough, sharp rock, and the crisping, lapping surface showed stains of purple and darker blue.
Point of View? _________________________________
10. From “Pictures on a Rock” by Brent Ashabranner
One spring day a few years before the Rough Rock Demonstration School was opened, a five-year old Navajo boy named Fred Bia was watching the family sheep flock in the arid countryside near the little town. It was his daily chore to follow the sheep as they drifted over the red, rocky earth in their endless search for grass and leaves of semi-desert plants.
Point of View? _________________________________
Credited to: http://mrshatzi.com/files/pointofview-ws.pdf
1. From Maniac Magee by Jerry Spinelli
So he turned and started walking north on Hector, right down the middle of the street, right down the invisiblechalk line that divided East End from West End. Cars beeped at him, drivers hollered, but he never flinched. The Cobras kept right along with him on their side of the street. So did a bunch of East Enders on their side. One of them was Mars Bar. Both sides were calling for him to come over.
Point of view? _________________________________
2. From From the Mixed-Up files of Mrs. Basil E. Frankweiler, by E. L. Konigsburg
Claudia was furious . . . She refused to look at Jamie again and instead stared at the statue. The
sound of footsteps broke the silence and her concentration. Footsteps from the Italian Renaissance were descending upon them! The guard was coming down the steps. There was just too much time before the museum opened on Sundays. They should have been in hiding already. Here they were out in the open with a light on!
Point of View? _________________________________
3. From The Twenty-One Balloons by William Pene du Bois
It is funny that my trip has ended by being such a fast trip around the world. I find myself referred to now as one of the speediest travelers of all times. Speed wasn’t at all what I had in mind when I started out. On the contrary, if all had gone the way I had hoped, I would still be happily floating around in my balloon, drifting anywhere the wind cared to carry me – East, West, North, or South.
Point of View? _________________________________
4. From Number the Stars by Lois Lowry
One of the soldiers, the taller one, moved toward her. Annemarie recognized him as the one she and Ellen always called, in whispers, “the Giraffe” because of his height and the long neck that extended from his stiff collar. He and his partner were always on this corner.
He prodded the corner of her backpack with the stock of his rifle. Annemarie trembled. “What is in
here?” he asked loudly. “Schoolbooks,” she answered truthfully.
Point of View? _________________________________
5. From Missing May by Cynthia Rylant
The day after May didn’t come to us, Ob didn’t get out of bed. He didn’t get me up either, and from a bad dream I woke with a start, knowing things were wrong, knowing that I had missed something vitally important. Among these, of course, was the school bus. It was Monday, and OB should have called me out of bed at five-thirty, but he didn’t, and when I finally woke at seven o’clock, it was too late to set the day straight.
Point of View? _________________________________
6. From The Lion, the Witch and the Wardrobe by C.S. Lewis
He himself was a very old man with shaggy white hair which grew over most of his face as well as on his head, and they liked him almost at once. But on the first evening when he came to meet them at the front door he was so odd-looking that Lucy (who was the youngest) was a little afraid of him, and Edmund (who was the next youngest) wanted to laugh and had to keep on pretending he was blowing his nose to hide it.
Point of View? _________________________________
7. From I Know Why the Caged Bird Sings by Maya Angelou
For one whole semester the streetcars and I shimmied up and scooted down the sheer hills of San Francisco. I lost some of my need for the Black ghetto’s shielding-sponge quality, as I clanged and cleared my way down Market Street, with its honky-tonk homes from homeless sailors, past the quiet retreat of Golden Gate Park and along closed undwelled-in-looking dwellings of the Sunset District.
Point of View? _________________________________
8. From The Olympic Games by Theodore Knight
While still a teenager, Lee met and began to train with some of the best divers in the country, among them several former Olympians. One former champion – Farid Simaika the Egyptian 1928 silver medalist who had moved to this country—gave Lee a piece of advice that he took to heart. He told the young diver that he might encounter prejudice in competition because he was of Korean descent. Simaika told Lee he would simply have to work twice as hard as other athletes. “You’ve go to be so much better that they have to give you the medal,” Simaika said.
Point of View? _________________________________
9. From “Through the Tunnel” by Doris Lessing
He was an only child, eleven years old. She was a widow. She was determined to be neither
possessive nor lacking in devotion. She went worrying off to her beach.
As for Jerry, once he saw that his mother had gained her beach, he began the steep descent to the bay. From where he was, high up among red-brown rocks, it was a scoop of moving bluish green fringed with white. As he went lower, he saw that it spread among small promontories and inlets of rough, sharp rock, and the crisping, lapping surface showed stains of purple and darker blue.
Point of View? _________________________________
10. From “Pictures on a Rock” by Brent Ashabranner
One spring day a few years before the Rough Rock Demonstration School was opened, a five-year old Navajo boy named Fred Bia was watching the family sheep flock in the arid countryside near the little town. It was his daily chore to follow the sheep as they drifted over the red, rocky earth in their endless search for grass and leaves of semi-desert plants.
Point of View? _________________________________
Credited to: http://mrshatzi.com/files/pointofview-ws.pdf
9/14/09 - 9/18/09 - 8th Grade Language Arts
Monday, September 14
HW: Unit 4 Spelling and Vocabulary (Write the word 5x - skip a line - write the definition)
---Page 33: Numbers 1-25
---DUE TUESDAY
---QUIZ FRIDAY
Tuesday, September 15
Lecture/Discussion: character motivation and point of view (1st person, 3rd person limited, 3rd person omniscient)
"The Treasure of Lemon Brown:" Start reading as a class and discuss character motivation and point of view in the story
Wednesday, September 16
"The Treasure of Lemon Brown:" Finish reading as a class and discuss character motivation and point of view in the story --- QUIZ THURSDAY
Thursday, September 17
QUIZ: Character motivation and point of view in ""The Treasure of Lemon Brown"
Lecture/Discussion: Rorshach test and IQ test, character traits, characterization
"Flowers for Algernon:" Start reading as a class and discuss character traits, point of view, and characterization in the story
Friday, September 18
QUIZ: Spelling and Vocabulary Unit 4
"Flowers for Algernon:" Start reading as a class and discuss character traits, point of view, and characterization in the story
9/14/09 - 9/18/09 - 9th Grade English I
Monday, September 14
HW: Spelling and Vocabulary Assignment: Unit 2
---DUE TUESDAY!!
---QUIZ FRIDAY!!
Tuesday, September 15
QUIZ: Theme, Symbolism, “The Sniper,” and “The Last Leaf”
“The Scarlet Ibis” and theme: Read the story in class and discuss theme/symbolism in the story
Wednesday, September 16
“The Scarlet Ibis” and theme: Finish reading the story in class and discuss theme/symbolism in the story
---QUIZ THURSDAY
HW: Worksheet - Theme and "The Scarlet Ibis"
---DUE THURSDAY
Thursday, September 17
QUIZ: Theme, Symbolism, and “The Scarlet Ibis”
Lecture/Discussion: Character Motivation and Point of View
---Types of Point of View (1st Person, 3rd Person limited, 3rd person omniscient)
“The Necklace:" Start reading the story and discussing character motivation and point of view in the story.
Friday, September 18
QUIZ: Vocabulary Chapter 2
“The Necklace:" Continue reading the story and discussing character motivation and point of view in the story.
Conflict, Situational Irony, and "The Ransom of Red Chief"
In "The Ransom of Red Chief," we discussed conflict and situational irony. Here are some things we discussed during reading.
1. What are the names of the two kidnappers?
2. Whose son do they kidnap?
3. Why do they want to kidnap the boy?
4. How much do they initially wish to get in ransom for the boy?
5. What does philoprogenitiveness mean?
6. What does the boy’s father do for a living?
7. Who is the main person that the boy terrorizes?
8. What are the two main types of conflict?
9. Give an example from the story of a man vs. man conflict.
10. How do the two men sign the letter to the boy’s father?
11. Which of the men is Snake-Eye?
12. Which of the men is Hank the Trapper?
13. Why does Snake-Eye awake to a series of awful screams from Hank?
14. What is situational irony?
15. How are situational irony and conflict related in the story?
16. What is the boy’s father’s response to the letter sent by the two kidnappers?
17. What does the kid threaten to do to Snake-Eye that makes him wake up earlier than he normally would?
18. When Snake-Eye comes back from mailing the letter to the kid’s father, what does Hank confess that he has done with the boy?
19. How much do the kidnappers end up asking in ransom?
20. What time do the kidnappers have to return the boy to his father, and why?
1. What are the names of the two kidnappers?
2. Whose son do they kidnap?
3. Why do they want to kidnap the boy?
4. How much do they initially wish to get in ransom for the boy?
5. What does philoprogenitiveness mean?
6. What does the boy’s father do for a living?
7. Who is the main person that the boy terrorizes?
8. What are the two main types of conflict?
9. Give an example from the story of a man vs. man conflict.
10. How do the two men sign the letter to the boy’s father?
11. Which of the men is Snake-Eye?
12. Which of the men is Hank the Trapper?
13. Why does Snake-Eye awake to a series of awful screams from Hank?
14. What is situational irony?
15. How are situational irony and conflict related in the story?
16. What is the boy’s father’s response to the letter sent by the two kidnappers?
17. What does the kid threaten to do to Snake-Eye that makes him wake up earlier than he normally would?
18. When Snake-Eye comes back from mailing the letter to the kid’s father, what does Hank confess that he has done with the boy?
19. How much do the kidnappers end up asking in ransom?
20. What time do the kidnappers have to return the boy to his father, and why?
Characterization, Conflict, and "Most Dangerous Game"
In "Most Dangerous Game," we studied characterization and conflict. These are some things that we discussed while reading.
1. Who are the two main characters?
2. What are the two main types of conflict?
3. How does Rainsford fall off the ship?
4. What is Rainsford’s career/what does he do for a living?
5. Give an example from the story of a conflict between man and nature (man vs. nature).
6. What is the new animal that one of the characters “invented” to hunt?
7. Which of the two characters could be characterized as “civilized?”
8. How long does the hunted have to survive in order to be free of the island and the game?
9. Give an example from the story of a man vs. man conflict.
10. Who is injured or killed by the Burmese Tiger Pit?
11. How does Ivan die?
12. Where does Rainsford appear after he goes back into the sea to escape Zaroff?
13. How does the story end?
14. Characterize Rainsford.
15. Characterize the other main character.
1. Who are the two main characters?
2. What are the two main types of conflict?
3. How does Rainsford fall off the ship?
4. What is Rainsford’s career/what does he do for a living?
5. Give an example from the story of a conflict between man and nature (man vs. nature).
6. What is the new animal that one of the characters “invented” to hunt?
7. Which of the two characters could be characterized as “civilized?”
8. How long does the hunted have to survive in order to be free of the island and the game?
9. Give an example from the story of a man vs. man conflict.
10. Who is injured or killed by the Burmese Tiger Pit?
11. How does Ivan die?
12. Where does Rainsford appear after he goes back into the sea to escape Zaroff?
13. How does the story end?
14. Characterize Rainsford.
15. Characterize the other main character.
Plot, Conflict, and "Checkouts"
Please be sure that you have read the story. Here are a few things that we discusses about plot, conflict, and "Checkouts."
1. Write down, in order, the five elements of plot.
2. Which element of plot is the turning point of the story?
3. Which element of plot ties up loose ends?
4. What two things does the exposition introduce?
5. Which element of plot brings the story to a reasonable ending?
6. What are the two main types of conflict?
7. What event makes up the climax of “Checkouts?”
8. Who is the main character in “Checkouts?”
9. What is the setting of "Checkouts?"
10. How does the story end?
1. Write down, in order, the five elements of plot.
2. Which element of plot is the turning point of the story?
3. Which element of plot ties up loose ends?
4. What two things does the exposition introduce?
5. Which element of plot brings the story to a reasonable ending?
6. What are the two main types of conflict?
7. What event makes up the climax of “Checkouts?”
8. Who is the main character in “Checkouts?”
9. What is the setting of "Checkouts?"
10. How does the story end?
Plot, Conflict, and "The Elevator"
Please be sure that you have read the story. Here are a few things that we discusses about plot, conflict, and "The Elevator."
1. Write down, in order, the five elements of plot.
2. Which element of plot is the turning point of the story?
3. Which element of plot ties up loose ends?
4. What two things does the exposition introduce?
5. Which element of plot brings the story to a reasonable ending?
6. What are the two main types of conflict?
7. What event makes up the climax of “The Elevator?”
8. Who is the main character in “The Elevator?”
9. What is the setting of "The Elevator?”
10. How does the story end?
1. Write down, in order, the five elements of plot.
2. Which element of plot is the turning point of the story?
3. Which element of plot ties up loose ends?
4. What two things does the exposition introduce?
5. Which element of plot brings the story to a reasonable ending?
6. What are the two main types of conflict?
7. What event makes up the climax of “The Elevator?”
8. Who is the main character in “The Elevator?”
9. What is the setting of "The Elevator?”
10. How does the story end?
Literary Terms
Plot: the sequence of events in a story that typically develops in five stages: exposition, rising action, climax, falling action, resolution
Exposition: the first stage of plot that introduces the main character(s), the setting, and the main conflict.
Rising Action: the second stage of plot that develops the conflict - the bulk of the story
Climax: the turning point of the story - the character comes face to face with the conflict
Falling Action: ties up loose ends
Conflict: a struggle between opposing forces - there are two main types of conflict: external and internal.
Foreshadowing: the writer's use of clues/hints that suggest things to come in the story
Antagonist: the principal character or force in opposition to the main character
Protagonist: the main character
Author’s Purpose: the author's reason for writing: to express thoughts/feelings, to
inform/explain, to persuade, to entertain
Character: individuals who participate in the action of a literary work
Main Character: the most important character in a literary work
Minor Character: less prominent characters that help support the plot- the story is not centered on them, but they help carry out the action of the story and help the reader learn more about the main character(s).
Dynamic Character: one who undergoes important changes over the course of the story
Static Character: stays the same over the course of the story
Characterization: the way a writer creates and develops characters' personalities
Fable: brief tale told to illustrate a moral or teach a lesson
Point of View(POV): the method of narration used in a story
First Person POV: the narrator is a character in the story
Third Person POV: the narrator is outside the story looking in
Third Person Omniscient POV: the narrator sees into the minds of all characters
Third Person Limited POV: the narrator sees into the mind of only one character
Foil: a character who provides a striking contrast to another character
Irony: a special contrast between appearance and reality
Situational Irony: a contrast between what the reader expects and what actually exists or
happens
Dramatic Irony: the reader/viewer knows something the character doesn't know
Verbal Irony: a character knowingly exaggerates or says one thing and means another
Mood: the feeling or atmosphere that a writer creates for the reader (how the reader feels)
Moral: a lesson taught in a literary work
Narrator: the character or voice that relates the story's events to the reader
Personification: a figure of speech in which human qualities are given to an object, animal, or idea
Short Story: work of fiction that centers on a single idea and can be read in one sitting; usually not more than 10,000 words
Style: the writer's unique way of communicating ideas - not what is said, but how it is said
Suspense: the excitement or tension th readers feel as they wait to findout how a story ends or
how a conflict is resolved
Theme: underlying message about life or human nature that the writer wants the reader to understand
Tone: the attitude of the author toward a subject
Setting: the time and place of the action of a story
Symbol: person, place, object, or activity that stands for/represents something else
Exposition: the first stage of plot that introduces the main character(s), the setting, and the main conflict.
Rising Action: the second stage of plot that develops the conflict - the bulk of the story
Climax: the turning point of the story - the character comes face to face with the conflict
Falling Action: ties up loose ends
Conflict: a struggle between opposing forces - there are two main types of conflict: external and internal.
Foreshadowing: the writer's use of clues/hints that suggest things to come in the story
Antagonist: the principal character or force in opposition to the main character
Protagonist: the main character
Author’s Purpose: the author's reason for writing: to express thoughts/feelings, to
inform/explain, to persuade, to entertain
Character: individuals who participate in the action of a literary work
Main Character: the most important character in a literary work
Minor Character: less prominent characters that help support the plot- the story is not centered on them, but they help carry out the action of the story and help the reader learn more about the main character(s).
Dynamic Character: one who undergoes important changes over the course of the story
Static Character: stays the same over the course of the story
Characterization: the way a writer creates and develops characters' personalities
Fable: brief tale told to illustrate a moral or teach a lesson
Point of View(POV): the method of narration used in a story
First Person POV: the narrator is a character in the story
Third Person POV: the narrator is outside the story looking in
Third Person Omniscient POV: the narrator sees into the minds of all characters
Third Person Limited POV: the narrator sees into the mind of only one character
Foil: a character who provides a striking contrast to another character
Irony: a special contrast between appearance and reality
Situational Irony: a contrast between what the reader expects and what actually exists or
happens
Dramatic Irony: the reader/viewer knows something the character doesn't know
Verbal Irony: a character knowingly exaggerates or says one thing and means another
Mood: the feeling or atmosphere that a writer creates for the reader (how the reader feels)
Moral: a lesson taught in a literary work
Narrator: the character or voice that relates the story's events to the reader
Personification: a figure of speech in which human qualities are given to an object, animal, or idea
Short Story: work of fiction that centers on a single idea and can be read in one sitting; usually not more than 10,000 words
Style: the writer's unique way of communicating ideas - not what is said, but how it is said
Suspense: the excitement or tension th readers feel as they wait to findout how a story ends or
how a conflict is resolved
Theme: underlying message about life or human nature that the writer wants the reader to understand
Tone: the attitude of the author toward a subject
Setting: the time and place of the action of a story
Symbol: person, place, object, or activity that stands for/represents something else
Theme Worksheet - Assignment
Title: “The Scarlet Ibis”
Author: James Hurst
I. State the theme you have selected.
II. Show how the theme is presented in the story. (A theme is either EXPLICIT, stated verbatim in the text; or IMPLICIT, implied or suggested by events in the story.)
III. How do the elements of the story support the theme?
A. Where do you find the theme developed in the
SETTING?
B. Where do you find the theme developed by
CHARACTERIZATION?
C. Where do you find the theme developed by the
PLOT?
IV. Evaluate the theme.
A. UNIVERSALITY (Show by three vivid, specific
references if the theme is true for all people at all
times.)
B. SIGNIFICANCE (Does the theme show us how we
can deal with a problem and make our lives better?
Explain your answer in vivid detail.)
Credited to: http://www.geocities.com/Athens/Parthenon/9502/theme.html
Author: James Hurst
I. State the theme you have selected.
II. Show how the theme is presented in the story. (A theme is either EXPLICIT, stated verbatim in the text; or IMPLICIT, implied or suggested by events in the story.)
III. How do the elements of the story support the theme?
A. Where do you find the theme developed in the
SETTING?
B. Where do you find the theme developed by
CHARACTERIZATION?
C. Where do you find the theme developed by the
PLOT?
IV. Evaluate the theme.
A. UNIVERSALITY (Show by three vivid, specific
references if the theme is true for all people at all
times.)
B. SIGNIFICANCE (Does the theme show us how we
can deal with a problem and make our lives better?
Explain your answer in vivid detail.)
Credited to: http://www.geocities.com/Athens/Parthenon/9502/theme.html
Theme Worksheet Example
Title: "The 24 Carat Moon"
Author: Carl Barks
I. Theme: Being Greedy is wrong.
II. Implicit or Explicit: A theme is either EXPLICIT, stated verbatim in the text; or IMPLICIT, implied or suggested by events in the story.
A. Implicit: The theme is implicit because the story is about a bunch of greedy people, all of whom learn the error of their ways during the story.
III. Where do we find the theme in the setting, characters, and plot?
A. The setting of this story is Duckburg and outer space, where a golden moon has been found. It supports the theme because the huge amount of gold allows many characters to show their greed in the race to get to the golden moon first.
B. All of the major characters are greedy: Uncle Scrooge, the Rajah of Eyesore, the Texas Billionaire, and the Beagle Boys are all determined to get money and will do anything to achieve that goal.
C. As the plot progresses, each character's greed works against him. The rajah cuts a fuel line in a careless space race inspired by greed. The Beagle Boys and the Texas Billionaire are fooled by painted asteroids. Scrooge wins the moon, but is extremely disappointed when Muchkale teaches him that earth can be far more valuable than gold. This idea is enhanced symbolically when the crown, which has fallen from Scrooge's golden statue, is molded by him into a dunce cap.
IV. Evaluation
A. Universality: Show by three specific references if the theme is true for all people at all times.
The theme is universal, as it has been proved over and over that greed is wrong. In Greek Mythology, there is the story of King Midas who had the golden touch and could turn everything into gold. That greed caused the death of his daughter when he touched her. Uncle Scrooge's namesake, old Ebeneezer Scrooge from Charles Dickens' A Christmas Carol, showed how greed caused his partner, Jacob Marley, to be doomed to carry a chain of cash boxes forever as punishment. In modern times, there are many examples of greed causing problems. One film, Ferngully, shows how the greed of certain builders are destroying our rainforests. These are just three of the many examples which prove the universality of this theme.
B. Significance: To be significant, the theme must show us how to deal with a problem.
The one person in the story to deal with it is Muchkale, who finds all of his needs in a pile of dirt that becomes the seed for a new planet. I interpret this as a lesson to all of us, suggesting we can find wealth through appreciation of the simple, natural beauty of life. The theme is significant.
Credited to: http://www.geocities.com/Athens/Parthenon/9502/theme.html
Author: Carl Barks
I. Theme: Being Greedy is wrong.
II. Implicit or Explicit: A theme is either EXPLICIT, stated verbatim in the text; or IMPLICIT, implied or suggested by events in the story.
A. Implicit: The theme is implicit because the story is about a bunch of greedy people, all of whom learn the error of their ways during the story.
III. Where do we find the theme in the setting, characters, and plot?
A. The setting of this story is Duckburg and outer space, where a golden moon has been found. It supports the theme because the huge amount of gold allows many characters to show their greed in the race to get to the golden moon first.
B. All of the major characters are greedy: Uncle Scrooge, the Rajah of Eyesore, the Texas Billionaire, and the Beagle Boys are all determined to get money and will do anything to achieve that goal.
C. As the plot progresses, each character's greed works against him. The rajah cuts a fuel line in a careless space race inspired by greed. The Beagle Boys and the Texas Billionaire are fooled by painted asteroids. Scrooge wins the moon, but is extremely disappointed when Muchkale teaches him that earth can be far more valuable than gold. This idea is enhanced symbolically when the crown, which has fallen from Scrooge's golden statue, is molded by him into a dunce cap.
IV. Evaluation
A. Universality: Show by three specific references if the theme is true for all people at all times.
The theme is universal, as it has been proved over and over that greed is wrong. In Greek Mythology, there is the story of King Midas who had the golden touch and could turn everything into gold. That greed caused the death of his daughter when he touched her. Uncle Scrooge's namesake, old Ebeneezer Scrooge from Charles Dickens' A Christmas Carol, showed how greed caused his partner, Jacob Marley, to be doomed to carry a chain of cash boxes forever as punishment. In modern times, there are many examples of greed causing problems. One film, Ferngully, shows how the greed of certain builders are destroying our rainforests. These are just three of the many examples which prove the universality of this theme.
B. Significance: To be significant, the theme must show us how to deal with a problem.
The one person in the story to deal with it is Muchkale, who finds all of his needs in a pile of dirt that becomes the seed for a new planet. I interpret this as a lesson to all of us, suggesting we can find wealth through appreciation of the simple, natural beauty of life. The theme is significant.
Credited to: http://www.geocities.com/Athens/Parthenon/9502/theme.html
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