Intro to Short Story
Intro to Short Story
Goal:
Students will define words using context clues
Students will discuss and understand short story terms
1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)
Students will define words using context clues
Students will discuss and understand short story terms
The students will identify, recognize and recall literary terms and definitions.
Students will review and practice the note taking process1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)
—Bell Ringer- For each bell ringer, you will write the correct answer and circle the relevant context clues in the sentence:
Thursday, 9/8 - ◦Determine the meaning of the underlined word using the context clues surrounding the term. Circle the context clues.
9/8 Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.
◦Florence Nightingale, the famous nursing reformer, had the eccentric habit of carrying a pet owl around in one of her pockets.
–A. ordinary B. odd C. careful
9/8 The great ballplayer and civil rights leader Jackie Robinson was the epitome of both physical and moral strength.
–A. a perfect model B. an opposite C. a main cause
9/8 Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.
–A. firm B. uncertain C. flexible
2. Students will practice taking essential notes from lecture/ worksheet
3. Terms: See Short Story Terms on PowerPoint and worksheet
3. Terms: See Short Story Terms on PowerPoint and worksheet
4. There will be a test on the Short Story terms on Wednesday, 9/14
Materials:
Literary Notes
Literary Terms Power Point
Pen/Pencil Whiteboard
1.3- Read, analyze and interpret literature
1.3.9.C: Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.
1.3.9.D: Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.
Part 2
Part 2
1. Students will learn to make conclusions using clues/ context clues
A. Each student will get a sheet of paper
B. Students will review "evidence": from a crime scene Evidence LIst
C. Students will evaluate the circumstances and reasons for the victim's death
Homework:
1. Finish reading story
2. Answer questions: 1-3 under Literary Focus: Suspense
3. After reviewing the evidence, the students will write a short paragraph discussing the cause of the person's death. Students will also list "character traits" that are evident from the evidence.
Procedure:
1. Students will read the introduction to "Contents of a Dead Man's Pockets" in their packet. Students will discuss why people take risks
3. Students will make predictions about the "Contents" and begin reading
4. Students will discuss literary terms: Plot elements, irony, tone, mood, foreshadowing
5. Students will discuss and analyze the outcome of the story
6. Students will Answer questions on page 19
Lterary Focus: Suspense: 1-3)
7. Students will complete structure worksheet
Assessment: There will be a short quiz following the reading
Materials: Packets, Smart Board, highlighters, pens
