ENG1D - Thursday, March 28, 2013
Did you SUMBIT?
Questions?
Answers?
Poster?
The Other Family
Blog
Intro to Me
Paragraph - eval, memoir, Mr. Lobb=Bad
Structural Poetry
I Am Canadian has a few things in that assignment
The Highwayman
Poetic Devices
Thursday, March 28, 2013
Wednesday, March 27, 2013
Wednesday, March 27, 2013
Lobb is Away Today!
Finish the ongoing stuff you OWE ME. Short story questions (on poster) and YOUR answers (emailed, blogged or on paper).
I AM _________ poem analysis (questions) and your own I AM poem.
And then, read a LONG poem - The Highwayman on page 25 of your textbook.
Jot down 3-5 STRUCTURAL elements of the poem that you noticed.
5. Jot down 5-10 MEANING elements of the poem you noticed. 6. Look up and define 10 words, phrases, references or terms you don’t know or are uncertain about.
Write a short paragraph SYNOPSIZING the poem.
8. Find 5 examples of poetic (literary) devices in the poem and tell me what they do to “help” some aspect of the poem.
Finish the ongoing stuff you OWE ME. Short story questions (on poster) and YOUR answers (emailed, blogged or on paper).
I AM _________ poem analysis (questions) and your own I AM poem.
And then, read a LONG poem - The Highwayman on page 25 of your textbook.
Jot down 3-5 STRUCTURAL elements of the poem that you noticed.
5. Jot down 5-10 MEANING elements of the poem you noticed. 6. Look up and define 10 words, phrases, references or terms you don’t know or are uncertain about.
Write a short paragraph SYNOPSIZING the poem.
8. Find 5 examples of poetic (literary) devices in the poem and tell me what they do to “help” some aspect of the poem.
Tuesday, March 26, 2013
Tuesday, March 26, 2013
I Am a Canadian - p. 152
Read the poem and get it in the head.
Pick any 5 references to research using your Google-y eyes.
Just jot down a few key points on the 5 you chose.
Explain how these 5 add up to be typical or classic Canadian “things”.
Write your own I Am a ___________ about anything that fits YOUR life.
eg - I Am a Goderichian, Huron County girl, I Am a Gamer, I Am a Skater, I Am a One Directionaniac, etc.
NOTE: Mix your choices well - ie not all places, not all people, get a mix.
I Am a Comedy Nerd -
Brainstorm ideas - what are the things that show you are a WHATEVER
Read the poem and get it in the head.
Pick any 5 references to research using your Google-y eyes.
Just jot down a few key points on the 5 you chose.
Explain how these 5 add up to be typical or classic Canadian “things”.
Write your own I Am a ___________ about anything that fits YOUR life.
eg - I Am a Goderichian, Huron County girl, I Am a Gamer, I Am a Skater, I Am a One Directionaniac, etc.
NOTE: Mix your choices well - ie not all places, not all people, get a mix.
I Am a Comedy Nerd -
Brainstorm ideas - what are the things that show you are a WHATEVER
Monday, March 25, 2013
Monday, March 25, 2013
ENG1D - As We Continue With Poetry
We are generating a PLAN to analyse or grapple with a poem. We want a structure that we can apply to ANY poem.
We want this to have some common elements that make sense to us all.
We broke poetry into TWO areas to examine - STRUCTURE and MEANING.
We noted that Plot, Setting, Character and Theme can apply to poems.
We have to think of a way to incorporate all of the pieces into a good, well-thought out, concise METHOD of examining a poem.
You will create this method.
Then, you will make a POSTER of those steps.
This all starts with knowing what is the END RESULT.
What is Structure? (FORM)
the way the poem is written, the way it is “shown” and the way it looks
is about the word choice, the elements that make up the poem, the delivery method
eg - a hip hop tune is a structure for a poem that is a rapper’s lyrics
are poetic devices part of structure? (but poetic devices can also contribute to meaning)
When you DO poetry in school, you are basically doing TWO things: (three)
Learning to appreciate a form of art that can be complex.
Learning to analyze a form of art so that you can improve your mind.
There is a third element that is sometimes used and that is getting you to be CREATIVE and write your own.
What is Meaning? (CONTENT)
the idea or ideas that we get from the poems - the knowledge or message or communication from the poem
Working with your group, try to come up with 5-10 questions you could ask about ANY poem that would allow someone to find STRUCTURAL, MEANING-BASED and CREATIVE answers.
Turn to page 92-93 of the textbook and try to come up with some good questions for THAT poem.
What if I can’t think of any questions?
Look at the Internet for models that other classes have used - we found a few already.
Look at the questions that are in the text.
Ask for a tip from Mr. Lobb.
Probe the mind of a group member.
Once you are done, you don’t need to answer your questions. We will discuss them and try to figure out if they fulfill our NEEDS.
We are generating a PLAN to analyse or grapple with a poem. We want a structure that we can apply to ANY poem.
We want this to have some common elements that make sense to us all.
We broke poetry into TWO areas to examine - STRUCTURE and MEANING.
We noted that Plot, Setting, Character and Theme can apply to poems.
We have to think of a way to incorporate all of the pieces into a good, well-thought out, concise METHOD of examining a poem.
You will create this method.
Then, you will make a POSTER of those steps.
This all starts with knowing what is the END RESULT.
What is Structure? (FORM)
the way the poem is written, the way it is “shown” and the way it looks
is about the word choice, the elements that make up the poem, the delivery method
eg - a hip hop tune is a structure for a poem that is a rapper’s lyrics
are poetic devices part of structure? (but poetic devices can also contribute to meaning)
When you DO poetry in school, you are basically doing TWO things: (three)
Learning to appreciate a form of art that can be complex.
Learning to analyze a form of art so that you can improve your mind.
There is a third element that is sometimes used and that is getting you to be CREATIVE and write your own.
What is Meaning? (CONTENT)
the idea or ideas that we get from the poems - the knowledge or message or communication from the poem
Working with your group, try to come up with 5-10 questions you could ask about ANY poem that would allow someone to find STRUCTURAL, MEANING-BASED and CREATIVE answers.
Turn to page 92-93 of the textbook and try to come up with some good questions for THAT poem.
What if I can’t think of any questions?
Look at the Internet for models that other classes have used - we found a few already.
Look at the questions that are in the text.
Ask for a tip from Mr. Lobb.
Probe the mind of a group member.
Once you are done, you don’t need to answer your questions. We will discuss them and try to figure out if they fulfill our NEEDS.
Friday, March 22, 2013
Friday, March 22, 2013
Poetry Analysis Structure:
1. The same kinds of things we do with short stories (plot, setting (mood), character, theme (interpretation of meaning).
2. Literary Devices - the use of language to be artistic and interesting and appealing and effective
3. Who is the writer? What kinds of things would this person bring into his/her work? The poet brings his/her WHOLE LIFE with them into their work. This can be a big impact.
4. Where did this come from? Time and place! Year is important too.
5. What ifs? Maybes. Associations - this makes me think of that. THIS STUFF COMES FROM YOU.
Order of the Day:
Finish short story analysis. Finish Structural poetry Finish poetic devices list. Begin to start creating a plan for poetry analysis.
Oh, and watch this video to figure out why I am doing these crazy things I'm doing.
1. The same kinds of things we do with short stories (plot, setting (mood), character, theme (interpretation of meaning).
2. Literary Devices - the use of language to be artistic and interesting and appealing and effective
3. Who is the writer? What kinds of things would this person bring into his/her work? The poet brings his/her WHOLE LIFE with them into their work. This can be a big impact.
4. Where did this come from? Time and place! Year is important too.
5. What ifs? Maybes. Associations - this makes me think of that. THIS STUFF COMES FROM YOU.
Order of the Day:
Finish short story analysis. Finish Structural poetry Finish poetic devices list. Begin to start creating a plan for poetry analysis.
Oh, and watch this video to figure out why I am doing these crazy things I'm doing.
Thursday, March 21, 2013
Thursday, March 21, 2013
Literary (or Poetic) Devices
There are specific tools that a writer can use to create well-written and interesting poetry.
These tools are ways of using words to be more than just simplistic descriptions.
Remember CONNOTATION? This is about knowing that there are layers of meaning to particular words.
Well, literary devices are similar in that they are adding layers of interest or skill or flavour to words and phrases.
We can compile a list of poetic devices that we can then recognize, and/or use in our poetry, as long as we can understand WHAT each one is and WHY it is used.
simile
metaphor
repetition
hyperbole
onomatopoeia
personification
alliteration
consonance
assonance
figurative language
imagery
allusion
archetype
allegory
internal rhyme
There are specific tools that a writer can use to create well-written and interesting poetry.
These tools are ways of using words to be more than just simplistic descriptions.
Remember CONNOTATION? This is about knowing that there are layers of meaning to particular words.
Well, literary devices are similar in that they are adding layers of interest or skill or flavour to words and phrases.
We can compile a list of poetic devices that we can then recognize, and/or use in our poetry, as long as we can understand WHAT each one is and WHY it is used.
simile
metaphor
repetition
hyperbole
onomatopoeia
personification
alliteration
consonance
assonance
figurative language
imagery
allusion
archetype
allegory
internal rhyme
Wednesday, March 20, 2013
Wednesday, March 20, 2013
When thinking/talking/learning about poetry, we need to get a few things going in our brains to think differently.
We need to be able to read words that we may not know and we need to be able to think about what different lines or phrases or words COULD mean.
This is not the most obvious way of thinking.
We are back to INFERRING and INTERPRETING and considering POSSIBILITIES.
We need to know the difference between CONNOTATION and DENOTATION.
Denotation is what something actually means on the surface. The simple, obvious, one-level meaning.
Connotation is the underlying meaning, the symbolic meaning, the layers beneath the obvious. More complex, more cultural, or experience-based, or something else.
You need to be able to break down the meaning of something into these TWO layers.
The crucifix (the cross) - a torture device to hang someone up and kill them. (denotation)
The crucifix (the cross) - what is the connotation? the meaning is much more loaded, and is tied to Christianity, Jesus, sacrifice, sin, etc.
When we read poems, we need to be able to find the CONNOTATIONS for the key words and phrases that we see.
There is a link between CONNOTATION and SYMBOLIC VALUE.
A “thing” in a story, poem, song, play, etc can REPRESENT something else, that is often more complex, larger, more of an idea, etc.
There are often BIG IDEAS hidden in the words and images and phrases we see in poems. It can be a good idea to DIG IN and try to find out what these big ideas are.
We need to be thinking - “WHAT COULD THIS MEAN?”
And then, we need to find EVIDENCE to prove our opinion.
We need to be able to read words that we may not know and we need to be able to think about what different lines or phrases or words COULD mean.
This is not the most obvious way of thinking.
We are back to INFERRING and INTERPRETING and considering POSSIBILITIES.
We need to know the difference between CONNOTATION and DENOTATION.
Denotation is what something actually means on the surface. The simple, obvious, one-level meaning.
Connotation is the underlying meaning, the symbolic meaning, the layers beneath the obvious. More complex, more cultural, or experience-based, or something else.
You need to be able to break down the meaning of something into these TWO layers.
The crucifix (the cross) - a torture device to hang someone up and kill them. (denotation)
The crucifix (the cross) - what is the connotation? the meaning is much more loaded, and is tied to Christianity, Jesus, sacrifice, sin, etc.
When we read poems, we need to be able to find the CONNOTATIONS for the key words and phrases that we see.
There is a link between CONNOTATION and SYMBOLIC VALUE.
A “thing” in a story, poem, song, play, etc can REPRESENT something else, that is often more complex, larger, more of an idea, etc.
There are often BIG IDEAS hidden in the words and images and phrases we see in poems. It can be a good idea to DIG IN and try to find out what these big ideas are.
We need to be thinking - “WHAT COULD THIS MEAN?”
And then, we need to find EVIDENCE to prove our opinion.
Tuesday, March 19, 2013
Tuesday, March 19, 2013
Poetry Unit - ENG1D
No. It doesn’t have to rhyme!
Let’s not even worry about rhyming!
Poetry has a specific use of words - sometimes, we call those words POETIC DEVICES (or LITERARY DEVICES)
Poetry sometimes has a FLOW (like rap lyrics) - is a way of fitting words together so that they sound good and have a musical quality - this is called a RHYTHM - the words are kind of like drums (percussion from the way you say them)
Haiku - very particular structure of poetry (5,7,5 syllables)
Some kinds of poetry have really specific structure (this is common for kids to study)
You know about the specific types of poems because they are EASIER to learn.
When you get into higher grades, poetry can be much more interesting and free and also, COMPLEX
Elizabeth Barrett Browning -
An Apprehension
Laine
read the poem over and tried to figure out what was going on - PLOT
tried to figure out how “she” was feeling - the POV character in the poem
the POV character is upset - someone died and the POV character is talking to God in prayer
Devon
read the poem over and looked at the wording - noticed inverted sentences
reordered the lines to make a more understandable sentence
Mitchell
read it over for understanding -
tried to see images of what was happening
Erin
looked for words that she didn’t understand and researched/defined/looked them up
reread with those definitions
We are able to use a plan not unlike what we did for short stories.
HEY! The same plan can apply entirely! (with a few changes)
Poetry is more complex and richer than the simple structures we learned as kids.
We can look for PLOT, SETTING, CHARACTER, THEME (it might not be so obvious or it might not even be there, but it’s something to look for)
When we know this, we can then start to think about poems as being MORE THAN JUST STRUCTURE
Group Assignment
Find 5 types of poetry that are STRUCTURAL (that kids might have studied).
Describe the structural element(s) (ie Haiku is 5,7,5 syllables, Japanese, often deals with nature, has a twist in the last line, etc) 3 minimum
Find ONE example of each kind of poem and include it.
You will put this into a PREZI or KEYNOTE or GOOGLE PRESENTATION or POWERPOINT
No. It doesn’t have to rhyme!
Let’s not even worry about rhyming!
Poetry has a specific use of words - sometimes, we call those words POETIC DEVICES (or LITERARY DEVICES)
Poetry sometimes has a FLOW (like rap lyrics) - is a way of fitting words together so that they sound good and have a musical quality - this is called a RHYTHM - the words are kind of like drums (percussion from the way you say them)
Haiku - very particular structure of poetry (5,7,5 syllables)
Some kinds of poetry have really specific structure (this is common for kids to study)
You know about the specific types of poems because they are EASIER to learn.
When you get into higher grades, poetry can be much more interesting and free and also, COMPLEX
Elizabeth Barrett Browning -
An Apprehension
Laine
read the poem over and tried to figure out what was going on - PLOT
tried to figure out how “she” was feeling - the POV character in the poem
the POV character is upset - someone died and the POV character is talking to God in prayer
Devon
read the poem over and looked at the wording - noticed inverted sentences
reordered the lines to make a more understandable sentence
Mitchell
read it over for understanding -
tried to see images of what was happening
Erin
looked for words that she didn’t understand and researched/defined/looked them up
reread with those definitions
We are able to use a plan not unlike what we did for short stories.
HEY! The same plan can apply entirely! (with a few changes)
Poetry is more complex and richer than the simple structures we learned as kids.
We can look for PLOT, SETTING, CHARACTER, THEME (it might not be so obvious or it might not even be there, but it’s something to look for)
When we know this, we can then start to think about poems as being MORE THAN JUST STRUCTURE
Group Assignment
Find 5 types of poetry that are STRUCTURAL (that kids might have studied).
Describe the structural element(s) (ie Haiku is 5,7,5 syllables, Japanese, often deals with nature, has a twist in the last line, etc) 3 minimum
Find ONE example of each kind of poem and include it.
You will put this into a PREZI or KEYNOTE or GOOGLE PRESENTATION or POWERPOINT
Monday, March 18, 2013
Monday, March 18, 2013
Do you KNOW what you have submitted?
1. Blog - in to Mr. The Lobb -
2. On that blog is an intro to you (summative)
3. Then, you have an evaluation paragraph (formative)
4. Inferring Paragraph (The Other Family)
Rough Group Work on the short story analysis project
Short Story Analysis Project (summative)
1. Blog - in to Mr. The Lobb -
2. On that blog is an intro to you (summative)
3. Then, you have an evaluation paragraph (formative)
4. Inferring Paragraph (The Other Family)
Rough Group Work on the short story analysis project
Short Story Analysis Project (summative)
Monday, March 18, 2013
Do you KNOW what you have submitted?
1. Blog - in to Mr. The Lobb -
2. On that blog is an intro to you (summative)
3. Then, you have an evaluation paragraph (formative)
4. Inferring Paragraph (The Other Family)
Rough Group Work on the short story analysis project
Short Story Analysis Project (summative)
1. Blog - in to Mr. The Lobb -
2. On that blog is an intro to you (summative)
3. Then, you have an evaluation paragraph (formative)
4. Inferring Paragraph (The Other Family)
Rough Group Work on the short story analysis project
Short Story Analysis Project (summative)
Thursday, March 7, 2013
Thursday, March 7, 2013
We know the pattern today:
Check Questions/Responses for spelling and grammar.
Exchange information with other groups - we want to build STRONG plans.
BEFORE you posterize - do a pencil version! Check the spacing.
We don’t want ANY errors on the wall.
Do your questions need SECOND HALVES or EXTENSIONS?
READ YOUR STORY!
DISCUSS
RESEARCH (words you don’t know, whatever else)
DISCUSS as you answer your questions.
You may want to edit/change/adapt your questions AFTER you read your story.
There are two short stories - Young Man’s Folly (NOT Young Molly’s Fan, which is WAY different) and the other is August Heat.
Both of these short stories are available online with some careful Googling (or you could just follow my links above...)
Check Questions/Responses for spelling and grammar.
Exchange information with other groups - we want to build STRONG plans.
BEFORE you posterize - do a pencil version! Check the spacing.
We don’t want ANY errors on the wall.
Do your questions need SECOND HALVES or EXTENSIONS?
READ YOUR STORY!
DISCUSS
RESEARCH (words you don’t know, whatever else)
DISCUSS as you answer your questions.
You may want to edit/change/adapt your questions AFTER you read your story.
There are two short stories - Young Man’s Folly (NOT Young Molly’s Fan, which is WAY different) and the other is August Heat.
Both of these short stories are available online with some careful Googling (or you could just follow my links above...)
Tuesday, March 5, 2013
Monday, March 4, 2013
As Donated in A Time of Note Loss, by Jachelle Gower
The parts of a short story
Plot : a plot has a begingging middle and end - this is one of the easiest elements of a story to understand
- WHAT HAPPENS in a story is the plot
what can you say about plot in the story ? how can you discuss it without simply retelling it ?
1: Where is the conflict ? plots arenproems and possible solutions
2: how do the story events effect the characters? Do the characters ouch the story or does the story pull the characters ?
when a character has to react to a story point he / she is being pulled
into a new place or being changed by the story FATE DRIVEN
When a character does something that causes the story to change or another character this is pushing the plot. CHATACTER DRIVEN
3: what I the sequence ? What happens first? What does that set ino
motion? How did we get into this piticulair end? A+ B + C = a story -
the whole thing leads to a RESLOUTION - evaluating a story by the ending
is a good idea
Setting :
-setting is TIME and PLACE for the story events
-also MOOD and ATMOSPHERE
- you can talk about what the setting gives the story -some places and times add a great deal to the story
Character :
- In a short story there is one critical element that makes the story even BE a story
-THERE IS A PERSON WHI IS IN A CRISIS MOMENT THAT IS A MOMENT OF LIFE -CHANGING DECISION
- another key that main character haddock motivation that drives the
story and their decision making - WHY does the character do X? - we need
to dig deep when we think abou these things
Theme :
go to last days note - re meaning HUMAN VALUES AND UNIVERSAL IDEAS
- themes in stories are about ideas that affect ALL PEOPLE
- this is called universality - something thatbis universal is known to all of us affects us all and is understandable
Monday, March 4, 2013
Monday, March 4, 2013
ENG1D -
Did you get that inferring paragraph about The Other Family in to Mr. The Lobb?
Did you get your paragraph back?
If you did, there is a process you can undergo:
check the comments -
don’t retell the story - a reference just needs to be a short recap of the KEY THING that you need to show - in this story it is the bit about the art and the mother’s response - dark skinned family, maybe Indian, Mother is offended, kids responds
Need to make a better connection - you need to better EXPLAIN the way that the reference proves your point - eg you need to show that the kid is reacting to a definition of normal that doesn’t fit her - the mother notices, and the kid doesn’t and the kid is picking up unintended racism
Watch simple errors - that means you didn’t check for spelling and grammar
The Parts of a Short Story
Plot
a plot has a beginning, middle and end
this is one of the easiest elements of a story to understand
when you talk about a movie after you see it, you usually talk about the plot
WHAT HAPPENS in a story is the plot
What can you say about plot in a story? How can you discuss it without simply retelling it?
Here is a little plan to follow when looking at a story’s plot:
Where is the conflict? Plots are problems and possible solutions
How do the story events AFFECT the characters? Do the characters PUSH the story or does the story PULL the characters?
When a character has to REACT to a story point, he/she is being PULLED into a new place or being changed by the story. FATE DRIVEN (DESTINY, RANDOM, COINCIDENCE)
When a character does something that causes the story to change, or another character to change, this is PUSHING the plot. CHARACTER DRIVEN
3. What is the sequence? What happens first? What does that set into motion? How did we get to this particular end? A+B+C= a story - the whole thing leads to a RESOLUTION - evaluating a story by the ending is a good idea
Setting
setting is TIME and PLACE for the story events
also MOOD and ATMOSPHERE
you can talk about what the setting “gives the story” - some places and times add a great deal to the story
ie The Other Family - is set in a place where white people tend to be in the majority - this is crucial to the ideas of the story
eg Spiderman NEEDS NYC in order to be effective.
Character
in a short story, there is usually one absolutely critical element that makes the story even BE a story
there is a person (the main character) who is in a crisis moment that is a moment of life-changing decision
another key - that main character has a MOTIVATION that drives the story and their decision making - WHY does the character do X? - we need to dig deep when we think about these things
Theme
see last day’s notes - re: meaning and HUMAN VALUES and UNIVERSAL IDEAS
themes in stories are about ideas that affect ALL PEOPLE
this is called UNIVERSALITY - something that is universal is known to all of us, affects us all and is understandable
When you are coming up with a PLAN for analysing a short story, you want to have questions that dig deeper and hit all THREE of the kinds of questions there are:
EXPLICIT - simple - direct from the text
IMPLICIT - how, why - you have to use your thinking to answer (50-50 between info from the text and from your brain)
MAKING CONNECTIONS - you need to apply your own knowledge almost completely in order to come up with the answer - you’ll need to use your background knowledge, maybe research, maybe your experience and opinion.
Checklist for the Short Story Summative
we form a group where EVERYONE HAS A TASK
we plan a rough outline of our short story analysis
we come up with a MINIMUM of 10 interesting and DEEP questions (or TASKS)
we did some research to see what other people do in analysing a short story
if we used something from online, we ADAPTED IT, not copied it
we showed Mr. The Lobb our rough outline and he checked it
we then made a POSTER of our PLAN
we received a short story
we UTILIZED the plan to analyse the story
Group 1
Courtney, Erin, Lauren, Robyn
Group 2
Jachelle, Rosie
Group 3
Kyle, Sean, Nick, Lee
Group 4
Abigail, Rachel, Julia
Group 5
Meghan, Ashley, Devon, Neil
Group 6
Caitlan, Caitlyn, Cole
Group 7
Laura, Laine, Cameron, Mitchell
Did you get that inferring paragraph about The Other Family in to Mr. The Lobb?
Did you get your paragraph back?
If you did, there is a process you can undergo:
check the comments -
don’t retell the story - a reference just needs to be a short recap of the KEY THING that you need to show - in this story it is the bit about the art and the mother’s response - dark skinned family, maybe Indian, Mother is offended, kids responds
Need to make a better connection - you need to better EXPLAIN the way that the reference proves your point - eg you need to show that the kid is reacting to a definition of normal that doesn’t fit her - the mother notices, and the kid doesn’t and the kid is picking up unintended racism
Watch simple errors - that means you didn’t check for spelling and grammar
The Parts of a Short Story
Plot
a plot has a beginning, middle and end
this is one of the easiest elements of a story to understand
when you talk about a movie after you see it, you usually talk about the plot
WHAT HAPPENS in a story is the plot
What can you say about plot in a story? How can you discuss it without simply retelling it?
Here is a little plan to follow when looking at a story’s plot:
Where is the conflict? Plots are problems and possible solutions
How do the story events AFFECT the characters? Do the characters PUSH the story or does the story PULL the characters?
When a character has to REACT to a story point, he/she is being PULLED into a new place or being changed by the story. FATE DRIVEN (DESTINY, RANDOM, COINCIDENCE)
When a character does something that causes the story to change, or another character to change, this is PUSHING the plot. CHARACTER DRIVEN
3. What is the sequence? What happens first? What does that set into motion? How did we get to this particular end? A+B+C= a story - the whole thing leads to a RESOLUTION - evaluating a story by the ending is a good idea
Setting
setting is TIME and PLACE for the story events
also MOOD and ATMOSPHERE
you can talk about what the setting “gives the story” - some places and times add a great deal to the story
ie The Other Family - is set in a place where white people tend to be in the majority - this is crucial to the ideas of the story
eg Spiderman NEEDS NYC in order to be effective.
Character
in a short story, there is usually one absolutely critical element that makes the story even BE a story
there is a person (the main character) who is in a crisis moment that is a moment of life-changing decision
another key - that main character has a MOTIVATION that drives the story and their decision making - WHY does the character do X? - we need to dig deep when we think about these things
Theme
see last day’s notes - re: meaning and HUMAN VALUES and UNIVERSAL IDEAS
themes in stories are about ideas that affect ALL PEOPLE
this is called UNIVERSALITY - something that is universal is known to all of us, affects us all and is understandable
When you are coming up with a PLAN for analysing a short story, you want to have questions that dig deeper and hit all THREE of the kinds of questions there are:
EXPLICIT - simple - direct from the text
IMPLICIT - how, why - you have to use your thinking to answer (50-50 between info from the text and from your brain)
MAKING CONNECTIONS - you need to apply your own knowledge almost completely in order to come up with the answer - you’ll need to use your background knowledge, maybe research, maybe your experience and opinion.
Checklist for the Short Story Summative
we form a group where EVERYONE HAS A TASK
we plan a rough outline of our short story analysis
we come up with a MINIMUM of 10 interesting and DEEP questions (or TASKS)
we did some research to see what other people do in analysing a short story
if we used something from online, we ADAPTED IT, not copied it
we showed Mr. The Lobb our rough outline and he checked it
we then made a POSTER of our PLAN
we received a short story
we UTILIZED the plan to analyse the story
Group 1
Courtney, Erin, Lauren, Robyn
Group 2
Jachelle, Rosie
Group 3
Kyle, Sean, Nick, Lee
Group 4
Abigail, Rachel, Julia
Group 5
Meghan, Ashley, Devon, Neil
Group 6
Caitlan, Caitlyn, Cole
Group 7
Laura, Laine, Cameron, Mitchell
Friday, March 1, 2013
Friday, March 1, 2013
You looked up some future “stuff”
You described it in brief.
You explained your view on this tech or this “stuff”
You give reasoning.
You conclude with some kind of ending thought about where the world is headed.
Hey, you used our paragraph structure!
Hey, you did some research!
Holy cow! You applied the pattern we were talking about!
You described it in brief.
You explained your view on this tech or this “stuff”
You give reasoning.
You conclude with some kind of ending thought about where the world is headed.
Hey, you used our paragraph structure!
Hey, you did some research!
Holy cow! You applied the pattern we were talking about!
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