Day 5: High-level Bloom Questions - The Lottery - by Shirley Jackson

The Lottery

Discussion Question: How can a writer's use of setting, conflict and interpersonal drama put the reader in the same space as the story?

Shirley Jackson's - The Lottery

"The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o'clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th. but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o'clock in the morning and still be through in time to allow the villagers to get home for noon dinner..."

Link to full Doc worksheet

Day 4: Citing Textual Evidence: “Thriller” Mini Lesson

MJ: R.I.P.

Discussion Question: How can I cite evidence and use the text to support my ideas? 

Identifying Conflict
Conflict is the problem or struggle the main character encounters throughout the plot. Internal conflict (man vs. self) is when the character struggles with his or her own emotions or thoughts. External conflict (man vs. man, man vs. society, man vs. nature) is the character struggles with factors outside of his or her control.

Directions: Identify the conflicts that the two main characters face throughout the video. Write the internal conflicts inside their bodies. Write the external conflicts outside or around their bodies. 

Video Analysis

1. Summarize the events that occur within the lyrics of “Thriller.”
   
2. Summarize the events that occur within the music video for “Thriller.”
   
3. What similarities do you notice between the two mediums?
   
4. What differences do you notice between the two mediums?
   
5. Why do you believe the artist and the director chose to make changes to
   plot?
   
6. Whateffectdidthosechangeshaveonthestory/plot?
   
7. Which medium do you enjoy the most? Explain your answer.
   

Day 3: Informational Text and Literature - The Twilight Zone: Time Enough at Last-E8

Harry Bemis

"The Twilight Zone" Time Enough at Last (TV Episode 1959) 

Learning Targets for this lesson/course: 

1. I can describe and analyze a character.

2. I can identify and interpret an author’s use of symbolism.

3. I can interpret the universal meaning of characters and author’s message/theme.

4. I can chart a plot in the correct sequence.

5. I can analyze foreshadowing and explain how it creates depth and meaning.

6. I can provide textual evidence for arguments.

Discussion Question: How does a character change over the course of a text?

Read: Time Enough at Last - original short story by Lyn Venable

 (This etext was produced from IF Worlds of Science Fiction January 1953. Extensive research did not uncover any evidence that the U.S. copyright on this publication was renewed.)

Activities: View "Time Enough to Last"

Worksheets provided by Mr. Allen. 

Name: ____________________________ Date: ___________

1. How important (and why so) is spending time with your friends?
   
2. Think of a time when someone treated you disrespectfully. Describe your perspective on it then and now.
   

Then:

Now:

3. Have you ever been ostracized (excluded, shunned) from a group of people? Or, perhaps even been part of a group that ostracized someone else? In your opinion, why did this happen?
   
4. If you witness another person being treated disrespectfully, how do you respond and/or what goes through your mind?
   
5. What are three-five things (or people) you value highly? Think about things you care most about and your priorities.
   
6. Has anyone in your family – or anyone you know – served in the military?
   
7. Visualize yourself alone forever on a desert island. Other than struggling to
   survive, what kinds of things do you see yourself doing to fill your time?
   
8. When you get married (for the sake of argument, let’s say you do), which description do you think will best fit your relationship after five years:
   a. soul mates
   b. best friends
   c. we get along
   d. a huge mistake
   
   
   

Why? 

Teacher's Link

Day 2: Reading and Recognizing Central Ideas, Word Choices

To read is to succeed. 

Discussion Question 2: How are themes and central ideas picked out and recognized in different informational text and literatures?

Reading and Questions: Matthew Arnold - The Function of Criticism at the Current Time

Critical Reading, Thinking and Comprehension 

Central Idea: The central idea is the central, unifying element of the story, which ties together all of the other elements of fiction used by the author to tell the story. The central idea can be best described as the dominant impression or the universal, generic truth found in the story.

Presentation/Lecture Academic Conversations - PowerPoint

Introduction to Persuasive Essays...PowerPoint

Rubric for Persuasive Essays

Day 1: Housekeeping, Course Review and Assignments

You cannot be what you do not see. 

Welcome to Mr. Allen's Summer Session 2 Work Website on Blogger. This website is set up in line with Minnesota Benchmarks and Standards for the English Language Arts to provide a rich and meaningful teacher-student engagement with expectations for learning.

The following information is aligned with the teaching of ELA. 

• 2010 Minnesota Academic Standards – English Language Arts K-12Curriculum and Assessment Alignment Form  Grades 6-12 English Language Arts 
• Minnesota Academic Standards in English Language Arts

Grade 9-10 Standards (ELA)

9.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

9.7.8.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 

9.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). 

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 

9.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 

a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. 

9.12.1.1  Cite specific textual visual or physical evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 

9.12.2.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 

9.12.3.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 

DISCUSSION QUESTION 1:

How are theme and central ideas, word choice, language in context, figurative language, and text structure differenent in informational text and literature? 

Assignment (Reading & Questions): Political Writers -  Passage 6a: Thomas Jefferson, Sixth State of the Union Address