World Literature Short Stories Sophomore English 2016 2017

World Literature Short Stories Sophomore English 2016 -2017

Group Activity Debrief a) How accurate was your group in answering the questions? Be specific. b) How well did your group communicate and come to consensus, or agreement? Why? Be specific. c) What valuable thing did you learn about your own style or behavior in group dynamics? d) What is one valuable thing you learned about the style or work behavior of another member of your group? Use Compass Point names if you wish. e) How did you adapt your own style or behavior to be more effective in this situation or activity? How did you stretch or get out of your comfort zone?

Group Activity Debrief Alternative Think of the last group assignment you participated in and answer the following questions: a) How well did your group communicate and come to consensus, or agreement? Why? Be specific. b) What valuable thing did you learn about your own style or behavior in group dynamics? c) What is one valuable thing you learned about the style or work behavior of another member of your group? Use Compass Point names if you wish. d) How did you adapt your own style or behavior to be more effective in this situation or activity? How did you stretch or get out of your comfort zone?

CCSS • • • RL 9 -10. 1 RL 9 -10. 2 RL 9 -10. 3 RL 9 -10. 4 RL 9 -10. 9

ELP Standards • 1 Construct meaning from literary texts • 7 Adapt language choices to purpose, task, and audience when writing

Essential Questions • Essential Questions: • What connects me to other cultures? • How do I see myself in another culture? & • Discussion protocols to connect to other cultures & • Quote/song lyric of the day; student sharing; all students listen and take notes of other students’ notes; then test all

Narrative Prompts • Write a narrative of a specific event that has cultural implications (i. e. holidays, religious occasions, everyday experiences like shopping). • Write a narrative about an imagined experience that describes cultural details and descriptions • Write a narrative describing your attendance at a cultural event that differed from your own culture.

Why are stories important? 1. Write or just think about the question above. You will share in minute. Be prepared to share! Everyone is going to have a turn! 2. When you catch the gorilla and say your name. 3. Share 1 or 2 sentences answering “Why are stories important? ” 4. Gently toss the gorilla to a new student.

Stories…. why bother? 1. Write the following statement on the right side of INB (interactive notebook). . The only way for humans to understand themselves and the world is through stories. 2. Answer this question on the left side of INB. Use the frames and/or examples as needed. Do you agree or disagree with this statement? Why? • I agree with this statement because_________ • I disagree with this statement because _________ If you agree: • You believe that stories are required for understanding everything • You might think stories have more meaning than facts • You might think experience is more important than data If you disagree: • You believe there are other ways of understanding people and experiences • You might think facts are important • You might think data matters

Rules 1. Listen to the person who is speaking 2. Understand the person’s point of view, seeking to understand his or her arguments even if you don’t agree. 3. Contribute your own thoughts, offering your reasons as succinctly as possible 4. Respond to statements, not to the person giving it. 5. Change your mind as new information or reasoning is presented 6. Move to the other side if your position has changed 7. Support the discussion by maintaining order and contributing constructive comments 8. Use the following sentence frames to share with the whole class

Prompt: The only way for humans to understand themselves and the world is through stories . Part 1 Part 2 Part 3 My name is_____ What I heard _____ say was _________. I believe __________ because ________. When _____ said______, I agreed/disagreed. I would add _________. Even though _____ is I would counter that argument with correct about _____, I __________ disagree with ______ made a good point about _______. I disagree/agree because________. I have trouble One thing no one has brought up understanding the statement is____________. _____ seems to be saying _______. Could someone clarify ______?

Sophomore English Ms. Reich

Quote sign up • Show and tell an appropriate quote that is meaningful to you. You will present your quote, tell us why you love it, and create a sign to post it on the wall. • • • Famous person Movie Family Song lyric Something you made up! • This will be graded this year!

Criteria F-D C-B B-A Formal Speaking The presentation demonstrates little effort to ENGAGE the audience: little eye contact little audibility little enthusiasm Spoken English is informal and/or difficult to follow The presentation demonstrates some effort to ENGAGE the audience: adequate eye contact adequate audibility adequate enthusiasm Spoken English is perhaps too informal or is somewhat lacking in correctness The presentation demonstrates a clear effort to ENGAGE the audience: good eye contact good audibility good enthusiasm Spoken English is formal and correct Presentation Artwork seems like a work in progress or thrown together last minute Artwork may be neat, bold, informative, creative, or engaging, but it isn’t all of those things Artwork is neat, bold, informative, creative, and engaging Content The speaker has no explanation for picking the quote. The speaker has some explanation for picking the quote, but it’s mostly generalities The speaker has well thought out reasons for picking the quote. On Time Not on time On Time

Facts of 9/11 • 19 militants associated with the Islamic extremist group al-Queda hijacked four airplanes and carried out suicide attacks against targets in the United States. • 2 planes hit the World Trade Center in New York. One at 8: 45 and one 18 minutes later. • 1 Plane hit the Pentagon in Washington D. C. at 9: 45 a, • 1 plane crashed in a field in Pennsylvania at 10: 10 after passengers attacked the cockpit. They had heard that hijackers planned to use the plane as a missile, crashing it into another building. It flipped over and crashed at 500 mph into the ground. • Over 3000 people were killed • Over 400 police officers and firefighters died • 6 people who were in the towers when they collapsed lived • Over 10, 000 people were treated for injuries

What is Story. Corps?

9/11 initiative • http: //storycorps. org/listen/stacy-thedans/ • http: //storycorps. org/listen/lee-hanson-and-his-wife-eunice/

Questions to discuss Choose 2 of the questions below to respond to in your INB (interactive notebook). Write on the left side in section ____. • Do facts or stories help you understand 9/11 better? Why? • What did you learn from the facts that you didn’t learn from the stories? • What did you learn from stories you didn’t learn from facts? • If you could talk to one of the storytellers you heard today, what would you say?

Cultural Iceberg

Cultural Iceberg Look at the graphic organizer on the concept of cultural iceberg and answer the following questions in your notebook (right side): 1. What does culture mean? • Culture means ___________. • Culture includes ___________. • Culture impacts who we are in that ____________. 2. What is an iceberg? • An iceberg is ___________________. • Characteristics of an iceberg include ___________. • Relevant properties of an iceberg are that they ___________________. 3. What is meant by cultural iceberg? • A cultural iceberg is __________________. • A cultural iceberg occurs when _____________. • A cultural iceberg implies that _______________.

Cultural Iceberg Answer the following questions on the left page: 1. A cultural iceberg is relevant to me because ______________. 2. A cultural iceberg can occur at school when ___________________. 3. An specific example of a cultural iceberg at work would be if above the surface a student _______________ but below the surface, _____________. Be prepared to share!

Stand up Share out • Find a person who is the same number as you and compare notes on Cultural Iceberg (how it is relevant, what it looks like at school and elsewhere). • Return to your assigned seat. • Use the available frames to share out (My name is…, I heard. . . I think).

Vocabulary Use 5 words to create vocabulary cards or Frayer models in a vocabulary section of your notebook. • • • Complacent Diffuse Cajoled Plaintive Prosperity Catechist Crestfallen Torment Mangle Zenith Discomfiture Defintion: Synonym: Example: An exampe of _______ is _____. Vocabulary Word Picture: :

Plot Prediction • • • Complacent Diffuse Cajoled Plaintive Prosperity Catechist Crestfallen Torment Mangle Zenith Discomfiture In your table groups, make predictions about what the story on page 147, “Life at Kumansenu”, will be about. Use 5 of the vocabulary words that you have defined. Write on one paper to be turned in by the group. Put all names on the paper. Prepare to share! Summary Frames: • I predict _______ because ______. • I also foresee _______. • Because of the word _______, I hypothesize ____. • I envision____ given that ____. • I believe ______ might happen since____. • Either ______ will _______ or _______ will _____. • ______ seems likely as a result of ______.

Reading Guide Questions 1. Read the reading guide questions before reading the story (Why? To create meaning and make predictions). 2. Highlight the literary terms that you will need to be familiar with for this story. 3. Discuss/recall the meaning of these terms in your group. One literary term, or academic vocabulary word, that I recognized was __________. I think/know that means __________. 1. Using your “Handbook of Literary Terms” (located in the back of the textbook), take Cornell Notes in your INB (on the right side). Include all of the literary terms, or academic vocabulary, included on the reading guide. Label this “Literary Terms for “Life at Kumansenu” and number the section 5.

“Life at Kumansenu” Step 1: Set up Choose group roles (see handout). Step 2: Read a section of the text aloud. Step 3: Question, clarify, comment, or analyze the text. Find something that was confusing, important, interesting, etc. Share comments and questions. Identify literary elements. Reread, analyze, discuss, and debate. Define unfamiliar words. Sort out the meaning of the text together. Step 4 (optional): Mark the text. Write words and phrases on the sticky notes to remember important events, statements, and details. Label literary elements (characterization, foreshadowing, symbols, imagery, etc. ). Step 5: Go to Step 2 Repeat steps 2 -5 until everyone has read and you have finished reading the story.

“Life is Sweet” Reading Guide 1. 2. 3. 4. 5. 6. When and where is the story set? “Life is Sweet in Kumansenu” is set in ____ sometime in the ______ century. How does Nicol characterize the widow Bola? Nicol characterizes Bola as _______. Bola is a ____ and ____ character because ______. What is the story’s central conflict? The story’s central conflict is ______ (____vs____). What is the climax of the story? The climax of the “Life is Sweet” is when _____. At this point the reader knows how the central conflict will resolve. How does the author foreshadow that Meji is dead early in the story? The author foreshadows______ by ________. Towards the end of the story, how does Asi prove that Meji did visit them from the grave? Towards the end of the story, Asi proves _________ by ___________ 7. What is the main theme of “Life is Sweet”? Is it implicit or explicit? 8. The main theme of the story is _____; this is implicit/explicit because _______. (HL) Name one of the biggest motifs in the story and how it is used by the author. One of the biggest motifs in “Life is Sweet” is the ______. Nicol uses this motif to ________.

“Life is Sweet” Reading Guide 1. 2. 3. 4. 5. 6. 7. 8. When and where is the story set? “Life is Sweet in Kumansenu” is set in ____ sometime in the ______ century. How does Nicol characterize the widow Bola? Nicol characterizes Bola as _______. Bola is a ____ and ____ character because ______. What is the story’s central conflict? The story’s central conflict is ______ (____vs____). What is the climax of the story? The climax of the “Life is Sweet” is when _____. At this point the reader knows how the central conflict will resolve. How does the author foreshadow that Meji is dead early in the story? The author foreshadows______ by ________. Towards the end of the story, how does Asi prove that Meji did visit them from the grave? Towards the end of the story, Asi proves _________ by ___________ What is the main theme of “Life is Sweet”? Is it implicit or explicit? The main theme of the story is _____; this is implicit/explicit because _______. (HL) Name one of the biggest motifs in the story and how it is used by the author. One of the biggest motifs in “Life is Sweet” is the ______. Nicol uses this motif to ________.

Ticket Out of Class: Complete Reading Guide Questions As you discuss the answers to the guided reading questions, record your answers on the right side of your interactive notebook (INB). Label this section “Life is Sweet at Kumansenu” and number the section 5.

: Vocabulary Test: Focus Skill Colon: the mark of expectation The colon signals that what comes next is directly related to the previous sentence. The most important thing to remember about colons is that you only use them after statements that are complete sentences. Never use a colon after a sentence fragment.

Do This • Write 3 -5 of your own sentences using a colon correctly and using the vocabulary words that we have studied. • Trade sentences with a classmate and check for correct usage of a colon. • You will be required to show master of using a colon in 3 sentences on the test.

Swap and say… … about the colon: • Your use of a colon here is correct/incorrect because _______________. • Because of the fact that _______, you used the colon here correctly/incorrectly. … about the vocabulary: • I noticed that you used the vocabulary word, ____, to mean __________. • You used the vocabulary word, ____, correctly/incorrectly because _______.

Argumentative Essay Pretest Increasing wages is a hot topic in America today. One part of the argument centers on overtime wages and who should be eligible to make overtime. In the past, people who make a salary (a set amount of money no matter how long it takes them to finish the job) don’t receive overtime. People who work hourly do. The authors of the two articles will argue if that should change or stay the same. After reading both articles, take one of the author's sides and write an argumentative essay. In the essay, present counterarguments and include citations.

Plot Diagram • Use the answers from you Comprehension activity to label and complete a plot diagram.

Warm Up *Turn in your vocab cards and your plot diagrams!* • Do a quick write on page 6 agreeing or disagreeing with the following statement: A part of humans is immortal.

Pair share

Take a stance

Rules 1. Listen to the person who is speaking 2. Understand the person’s point of view, seeking to understand his or her arguments even if you don’t agree. 3. Contribute your own thoughts, offering your reasons as succinctly as possible 4. Respond to statements, not to the person giving it. 5. Change your mind as new information or reasoning is presented 6. Move to the opposite side as your thinking grows and changes 7. Support the discussion by maintaining order and contributing constructive comments

Prompt: A part of humans is immortal. Part 1 Part 2 What I heard _____ say was _________. I believe __________ because ________. When _____ said______, I agreed/disagreed. I would add _________. Even though _____ is correct about _____, I disagree with ______. I would counter that argument with __________ made a good point about _______. I disagree/agree because________. I have trouble understanding the statement ________. One thing no one has brought up is____________. _____ seems to be saying _______. Could someone clarify ______?

Read The Church in Society: Catholicism in Columbia • Number each paragraph • Summarize each paragraph in 10 words or less. Use the blank space at the end to do your summaries.

Warm up Graphs • Find 3 surprising facts from the graphs (including the one below) • Use the empty space on the “Church in Society” document to write your notes.

Plot Prediction • • • • Stench Impeded Magnanimous Reverence Frivolous Impertinences Prudence Ingenuous Cataclysm Providential Brimstone Myrrh Infamies Chanties Choose 5 words for vocab. Prediction Frames: • I predict _______ because ______. • I also foresee _______. • Because of the word _______, I hypothesize ____. • I envision____ given that ____. • I believe ______ might happen since____. • Either ______ will _______ or _______ will _____. • ______ seems likely as a result of ______.

Writing Sample • In at least a 3 paragraph expository essay describe how the Catholic Church influences Colombian Society. You can use concrete details from the article. You should have an introduction, a body, and a conclusion.

“A Very Old Man with Enormous Wings” page 222

Warm Up write the notes down on page • Magic Realism is serious fiction. It’s not so much about escaping reality, but acknowledging the different realities different groups believe in, especially groups that are overlooked or not acknowledged. • Stories told in the genre of magic realism tell the story of miraculous events as if they are mundane or ordinary. Answer the following question: How does “The Old Man with Enormous Wings” fit this description? Use 1 -2 examples.

HL • How does Gabriel Garcia Marquez critique Catholicism in “A Very Old Man with Enormous Wings”? • Compare and contrast the author’s portrayal of religion in “Life is Sweet in Kumansenu” and “A Very Old Man with Enormous Wings. ”

Inquiry: Why did Latin American authors create magic realism? • Why do author’s write stories about real life? • Why do author’s use magic in their stories? • How is reality defined? Can two people experience the same moment and have different accounts of it? • What were elements of magic in the story? How were they made mundane? • Why are stories important? • How does Catholicism impact Colombian culture? • What can you understand about Colombia from the data?

Warm Up • Copy down the notes on page 9 of your notebooks • What does Shinto mean? What do its followers believe? Shinto means the way of the gods. Shintoism is an Ancient religion of Japan. It started at least as long ago as 1000 B. C. E. but is still practiced today by at least five million people. The followers of Shintoism believe that spiritual powers exist in the natural world. They believe that "spirits" called kami live in natural places such as in animals, plants, stones, mountains, rivers, people and even the dead.

My Neighbor Totoro • • Japanese Film Director Hayao Miyazaki Shows the cultural values of Japan As you watch you will find CDs that exemplify those values. CDs in films can be dialogue (what somebody said): “I’m making lunch for everyone. ” OR CDs can be what somebody does: Satsuki make lunch for Mei and takes care of her. OR CDs can be descriptions of setting: The countryside is green and full of life.

Warm up Page 9 • What happened last time in My Neighbor Totoro? • What were some of the cultural details you noticed?

RAMP Role: Expert in Japanese culture Audience: American exchange student going to Japan Mode: How to get along in Japan: a pointer letter Purpose: Introduce and inform student about Japanese cultural expectations Aim for 2 pages handwritten. Should take MORE than 15 minutes to write. Include examples of situations that the student may run into and how to handle them. WILL NOT BE GRADED IF THERE ARE NOT INDENTED PARAGRAPHS AND PROPER CAPITALIZATION.

Warm Up • What is a “hook” in a story? Write on page • Turn in vocab cards if you have them. Test Friday/Monday

Hook Activity • In your color groups: • Read the different hooks • Categorize the hooks in any manner you want. You can create your own categories • Glue them on your paper with category titles • Be prepared to defend!

How to use dialogue Here’s what you need to know about the most common punctuation in dialogue: • When dialogue ends with a period, question mark, or exclamation mark, put the punctuation inside the quotation mark: • “Sam came by to see you. ” • “Come home with me? ” • “I hate you!” • When punctuating dialogue with commas and an attribution before the dialogue, the comma goes after the attribution, and the appropriate punctuation mark goes inside the quotation mark at the end of the dialogue: • Mom said, “Sam came by to see you. ” • When punctuating dialogue with commas and adding an attribution after the dialogue, the comma goes inside the quotation mark: • “She came home with me, ” Will said. • When you’re punctuating dialogue with commas and adding a pronoun attribution, the comma goes inside the quotation mark, and the pronoun is not capitalized: • “I hate you, ” she said.

How to use dialogue • Every time a new speaker speaks, you need a new paragraph. See page 152

Vocab Test Creation • Write down your words on a notebook paper. You can spend the rest of the time studying, but don’t write ANYTHING on your notebook paper except the words. JUST WRITE YOUR WORDS. DO NOT WRITE DEFINITIONS, SYNONYMS OR SENTENCES UNTIL I SAY THE TEST HAS STARTED 1. WORD 1 2. WORD 2 3. WORD 3 4. WORD 4 5. WORD 5 ETC. (you should have 10 words)

When you finish your vocab test work on completing your narrative rough draft Things to remember: • The story must be realistic. This means it is believable. When I read it, I should not know if you made it up or it is true. • 3 cultural details are needed • Don’t forget to conclude with a reflection! • You need a hook! • Vivid details! For an A you must have figurative language: similes, metaphors, personification • Have a conflict! All good stories revolve around a conflict

Warm Up • Please take out your rough drafts and put them on your desk so I can give you a grade. • Answer the following at your table: What is a transition? List 5 examples.

Transition words • Word bank • Emphasis on “Chronological Order” words • At the beginning of each paragraph AND within paragraphs

Words to Avoid! Go through and circle any of these words! • • • • Good Very, really, so Bad Big Small Awesome Cool Stuff Lots A lot Thing Nice Many

Editing You Must: 1. Color code 2. Edit with a partner 3. Read your partner’s essay out loud to them 4. Work together on both essays

Warm up • What country colonized India?

“By Any Other Name” Background • Colonization—the act of a group settling in a new area (colonize, colonizers, colonial) • Example: European colonization of North America severely affected the indigenous (native) people. • Oppression— the unjust or burdensome exercise of authority or power by one individual or group over another (oppress, oppressive, oppressor) • Example: In the 1800’s in the United States, Chinese railroad workers dealt with oppression from state governments as there were many racially discriminatory laws. • Oppression forms: discriminatory laws/rules/institutions, prejudiced words and actions based on beliefs (cultural elitism). • Story Background British colonization and influence in India began in the seventeenth century (1600 s) and direct British control of India began in the nineteenth century (1800’s. Due to rebellions and independence movements, India gained independence from Britain in 1947. • The story takes place in the 1920 s, when the British colonial government was still firmly in control but had started making concession for Indian demands for independence.

Test day! CULTURAL NARRATIVE ESSAY: • Must be in the box by the end of the period. • Must be color coded (according to editing sheet). TEST: • You should use the table on the test to do activity #1. • You should use your own piece of paper to do activity #2. • The test is open note, you may use anything (please for the love of all that is good use the cultural iceberg). • There are sentence frames for the essay on the back ☺ If you finish early: chapters 1 -2 are due next class.