Mr. Moshé’s Critically Thinking . . . Are You?

Your job was simple in class today. You wrote round robin stories on two themes: Tales Told in the Dark, and Twist and Turn Tales.

Your group wrote a story for each of the STORY STARTERS below; they MUST have begun with the STORY STARTERS; they could be short stories, poems, or a mix of the two; they MUST have all the plot elements; and they must include some kind of illustrations.

1.  
   1. Blood oozed…
   2. Out of the bubbling mud…
   3. The dog barked once and then no more
   4. He threw his hands up in horror when…
   5. The ground opened up…
   6. A blinding, flashing light illuminated the sky and…
   7. There was a long piercing scream followed by a…
   8. Three times the tapping had begun and ceased mysteriously…

SO, what did you all come up with.

• Post your stories here as comments, AND comment on each other’s work.
  • Did it need to be proofread?
  • Would you have sadi something differently?
  • Did you like it? What did you like?
  • Did you not like it? Why? How would you have written it?

Check it . . . . . .

Concerning Personal NOVELS : Students are to have a novel in their possession at all times. As far as reading logs go, you can either get one from me or you can GOOGLE “Independent Reading Log” to find one. You just need to be able to log how much you are reading each day, each time you read in class, at home, wherever. There are hundreds of different reading logs available on the net. You can use any one you like. Parent Signature is required periodically,a nd periodically checked for a grade.

Concerning projects: I am allotting some time for “catch up” next week. You can use class time to finish things you have not finished at home, and you can get together with others to work on and finish projects.

Concerning Literature TEXT assignments: Each of the stories below were introduced, begun, and were supposed to have been finished at home. A responsible student would be completely unrealistic to think s/he would be able to complete everything related to this workload in class. Your time at home is crucial to getting this work done. Any mention that you are only working on the projects in class is only a maneuver to get out of doing homework. Please do not fool yourself, because in the long run it is your grade that will suffer and then you’ll suffer as a result. Think about your future (just the short term future for now).

We have read each of the following stories and done related work in the textbook. In addition to the work in the textbook there have been a couple of follow up assignments I asked you to take care of over the past few weeks. The list of stories below includes titles from up to four weeks ago. All of the stories are part of the 1st Quarter Unit of Study.

The Dinner Party -

* Before we read – We discussed BIAS, STEREOTYPES to get introduced.
* While we read – Students were to track/note examples of BIAS and/or STEREOTYPES in a graphic organizer.
* After we read – Students were asked to complete answers to Questions 1-6, to complete the Vocabulary and Spelling Activity, and to complete the Grammar in Context Activity.

The Lady or The Tiger

* Before we read – We discussed DRAWING CONCLUSIONS, INFERENCES, CLIFF HANGERS
* While we read – Students were to track and note the conclusions they were drawing as the story was uncovered.
* After we read – Students were asked to answer Questions 2,3,4,6 and to write their own ending to the story.
* After we read – one of my classes was priviledged to watch an animated (however dated) production of the story.

The Monkey’s Paw

* Before we read – We discussed MOOD, TONE, SUSPENSE
* While we read – Students were asked to track examples of where the author set the MOOD, TONE, and built SUSPENSE
* After we read -Students were asked to create a PLOT DIAGRAM for the story
* Students were asked (in-class and could have been finished at home) to take notes on how to write a Compare/Contrast Essay. I did a good bit of instruction on the two methods for organizing this type of essay.
* After we read – two of my classes were priviledged to watch a live action (however dated) production of the story.

The Third Wish

* Before we read – We discussed MOOD, TONE, SUSPENSE
* While we read – Students were asked to track examples of where the author set the MOOD, TONE, and built SUSPENSE
* After we read -Students were asked to create a PLOT DIAGRAM for the story
* WHEN WE WERE DONE WITH THESE TWO STORIES (The Monkey’s Paw & The Third Wish) students were asked to write a short (4 paragraph) comparison contrast essay looking at how the Mood and SUSPENSE were dealt with differently in the two pieces.

The Tell-tale Heart

* Before we read – We discussed MOOD, TONE, SUSPENSE
* While we read – Students were asked to track examples of where the author set the MOOD, TONE, and built SUSPENSE
* Students were asked to create a  PLOT DIAGRAM for this story.
* After we read -Students were asked to create a PLOT DIAGRAM for the story.
* After we read – two of my classes were privileged to watch an animated production of the story.

Birthday Ritual A Grave Tradition

* Before we read – We discussed FEATURES OF A NEWSPAPER ARTICLE, JOURNALIST’S FORMULA, ETC.
* While we read – Students were asked to just read the article
* After we read – Students were asked to complete Questions 1-6, and to write an article of their own.

The Hitchhiker

* Before we read – We discussed SUSPENSE
* While we read – Students were asked to track SUSPENSE
* After we read -Students were asked to complete answers to Questions 1-7, and to complete the Vocabulary and Spelling Activity, and the Grammar in Context Activity.
* After we read – one of my classes was privileged to watch the classic Twilight Zone episode based on the radio play.

I hope this helps you figure out what you need to get done. Get out your Reader’s Notebook, and see what you have.

I wish you all the best.

Enjoy, Reflect.

So, what were you asked to complete in your Reader’s Notebooks (RN page _____)

Here it is.

Pre-reading (Notes)

We talked a bit about bias (and unbiased), stereotyping, and suspense.

We then moved into a bit on how we could notice examples of these things in literature that we read.

During reading (Notes)

You were asked to make a note of any examples of stereotyping you could find. You had to take it down in a  two column chart: left column for the character who expressed a stereotype, and right column for what stereotype that character expressed.

After reading (Questions available at Classzone.com and in the textbook)

You were asked to complete questions 2,3,4, & 5 in the “Thinking Through the Literature” section, the Vocabulary & Spelling Activity, and the Grammar in Context Activity.

As a follow up you must be able to anser the following question: How does the story “The Dinner Party” fit intot he category of a “Twist & Turn” story?

The Unit Menu Options Project
This culminating activity is an opportunity for students to accept responsibility for a decision making process. It is a way for the student to feel and know that s/he is playing a vital role in how s/he is making the grade.

Here’s how it works. . .

For this unit, whatever two options you choose from below, the end products must clearly show that you have complete understanding of the characteristics of both a “Tale Told in the Dark” and a “Tale of Twists and Turns”.

Your experience with the readings will uncover the characteristics over time. Essentially, your end products must answer the questions:

• What are the characteristics of a tale told in the dark?
• What are the characteristics of a tale of twists and turns?

By the time you complete the unit (October 31st is the ULTIMATE DEADLINE DUE DATE) you will have completed two of the Menu Options offered below:

1.    Book/Story Review with Back Jacket: Write a “story” review. Imagine what readers in the early nineteenth century would like and dislike about your chosen story from Unit 4. Illustrate the “back cover” with original art.

2.    Story Moral Persuasive Article: The moral implied or stated in the two stories The Monkey’s Paw and The Third Wish is ‘Be careful what you wish for.’. Although the moral, or message, in “The Third Wish” is stated more directly, both of these stories teach a lesson. Think about the lesson taught by these works. Write a brief essay explaining the moral of this story. Then try to refute (argue against) the moral as bad advice. Be sure to support your main idea with quotations from the texts and comparisons or analogies.

3.    Comic Book, or Comic Strip or Editorial Cartoon: Create a comic strip, book, or editorial cartoon based on one of the stories from Unit 4. Check our some classic graphic novels. Also check out the American Association of Editorial Cartoonists Site for pointers and tips.

4.    Movie Poster and/or Warning Label: Create a movie poster advertising the story you’ve chosen. Your poster must have all of the components of a real movie poster. Check out some real posters to see what is required. Youcan use the Bighugelabs website for all aspects of this assignment.

5.    Theme Centered Collage: Create a collage incorporating themes, metaphors, imagery, symbols, or characters in the selections from Unit 4 (Strange Goings On—Tales Told in the Dark or Twists and Turns).

6.    “Stange Goings On” Theme Driven Anthology Proposal: Refer to the rubric to ensure that you cover all aspects and remain tied tot he theme.

7.    Story/Book/Movie Trailer: Imagine that you have made a movie for a story from Unit 4. How would you advertise your film in movie houses? Draw a sketch of the scenes that you would include in a movie house “trailer” that promotes your film. Remember to choose the most exciting scenes. You will also need to write the narration for the trailer. Produce the movie trailer. See the resources on creating book trailers for ideas.

8.    Student Created Test: Your job is to create a test using these question stems. If you add it up, you can see that if you wrote all “Knowing” level questions, you’d have to write 50 questions to have 100 points… but you’d only have to write 6 “Evaluating” and 1 “Integrating” question to total 100 points.

9.    Student Choice: If you just can not figure out which TWO you want to do from the list above, then you can request a project of your own creation, or just one that is not on this list. You will have to get my approval before you start working on a “student choice” project. Check out this enormous list of products you could request.

• Make sure you can explain how it would satisfy the requirements of the assignment.

In addition to this small project, you will be tested formally (in-class, pen and paper, multiple choice, short and long answer, etc.) using tests generated  using tools at the teacher’s disposal.

In addition to the page you are looking over right now, you can see a full set of handouts and rubrics created and/or found by Ms. Harkey; just click the End of Quarter Handouts link or the Rubrics link at the right side of the page.

Here is a list of the readings you will have completed by the end of this quarter:

• “Charles” by Shirley Jackson – an introductory short story
• “Raymond’s Run” by Toni Cade Bambara – an introductory short story
• “The Monkey’s Paw” by W.W. Jacobs – a Twists & Turns Tale
• “The Third Wish” by Joan Aiken – a Twists & Turns Tale
• “The Tell-tale Heart” by Edgar Allan Poe – a Tale Told in the Dark
• “Birthday Ritual A Grave Tradition” by Roger J. Hansen - a newspaper article to accompany study of “The Tell-tale Heart”
• “The Dinner Party” by Mona Gardner – a Twists & Turns Tale
• “The Hitch Hiker” by Lucile Fletcher – a Tale Told in the Dark
• “The Lady or The Tiger” by Frank R. Stockton – a Twists & Turns Tale
• “Mourning Grace” by Maya Angelou – a poem to accompany study of the Hitchhiker

Additional stories you have to read that will assist you in determing the charcteristics of these types of stories are:

• “A Running Brook of Horror” by Daniel P. Mannix – a Twists and Turns Tale
• “Rain, Rain, Go Away” by Isaac Asimov – a Twists and Turns Tale
• “The Raven” by Edgar Allan Poe – a Tale Told in the Dark
• “The Black Cat” by Edgar Allan Poe – a Tale Told  in the Dark

So, what were you asked to complete in your Reader’s Notebooks (RN page _____)

Here it is.

Pre-reading (Notes)

We talked a bit about foreshadowing, predictions and how they are linked in a well-written piece. We also talked about suspense, which I should add is also linked to foreshadowing and predictions.

We then moved into a bit on how we could track the connections between these three things as we read a piece of literature.

During reading (Notes)

You were asked to make a note of any examples of foreshadowing, jot down any predictions you make while reading/listening, and to note where you sensed suspense building.

After reading (Questions available at Classzone.com and in the textbook)

You were asked to complete all the “Thining throught he Literature” questions, the Vocabulary & Spelling Activity, and the Grammar in Context Activity.

You were also asked to write a short (very short) essay in response to this: Explain how “The Hitchhiker” satisfies the criteria of a Tale Told in the Dark? I told you to think of the other “Tales Told in the Dark” that we read. THink about the characteristics of those tales: scary, suspenseful, dark mood, some foreshadowing, weird characters, etc. How does the radio play for “The Hitchhiker” satisfy these criteria? Explain taht to me in a short essay.

Author Study Papers

In addition to the short stories we will be reading as a class, you will be reading at least two other short stories by one additional author in each quarter.

Step 1: Choose an author from each column. You can read additional stories by:

1st QTR
Frank R. Stockton
W.W. Jacobs
Isaac Asimov
Frank R. Stockton
Edgar Allan Poe
Toni Cade Bambara
Cynthia Rylant
Gary Paulsen

Step 2: Choose two stories to read by the author chosen. Our Media Center and the public library system should both have short story collections by all of these authors. Remember that there are many people in this class and a limited number of books, so you need to choose your author early or be willing to share books. Many author resources can be found on the web as well. So, exploit the resources and technology at your finger tips. When you choose your stories, avoid any that we are covering in class.

Step 3: Write one short paper about the stories you chose. Your paper should include short summaries of each story you read and analyses of the stories.For your author, how you choose to analyze the stories is up to you, but the analysis should tie the two stories together based on a common theme or writing style.
Paragraph 1: Introduction – AUthor, Titles, Basis for Analysis
Paragraph 2: Summary of Title #1
Paragraph 3: Summary of Title #2
Paragraph 4: Analysis of the TWO TITLES
Paragraph 5: Conlcusion based on Analysis

Author 1st QTR: ____________________________

Title #1: __________________________________
Title #2: __________________________________

This papers are worth: 120 points each (240 points)

This is HOMEWORK 1st QTR
Rough drafts due: Oct. 22nd, 2008
Final draft s due: Oct. 30th, 2008

THis work should go on Reader’s Notebook page 38 (right side of the spiral).

What are the components of a Newspaper Feature Article?

FInd out the answer to this poingiant question with this asignment.

If you’re using the actual textbook, then you are on your own. You got a full explanation of what is expected and how to go about getting it done in class today.

If you are using the online eServices offered by McDougal LIttell, then read on below.

FIRST, check out this video to see how to get to the assignment online.

VIDEO HERE -  <a href=”http://www.screencast.com/users/follyscure/folders/Jing/media/dd92fcd2-9df9-423e-bd18-7d385204ee72    -

1. CLICK “Reading the Information”, and take notes on the basic components of a feature article (Reader’s Notebook p 38 -right side). This is very important as you will need this information to complete #6 (Research and Inquiry) for HW.
2. Read the article straight through.
3. As you read, CLICK “Your Turn” and answer questions 1-5 (Reader’s Notebook p 38 – right side).
4. When you are finished with the article itself, go on to (#6) the “Activity Link”. FOr this item, you have to “Write a short newspaper feature story explaining why Poe continues to influence and attract people.”

Your test on LIst 3 will be October 17, 2008. Be ready.

These resource sites kick butt.

Check them out.

ALL Lists
http://www.quia.com/pages/stems.html

List 1
http://www.flashcardexchange.com/flashcards/view/307596

List 2
http://www.flashcardexchange.com/flashcards/view/275082
http://quizlet.com/set/70927/
http://www.studystack.com/menu-145068
https://www.flashcardexchange.com/study

List 3
http://www.flashcardexchange.com/flashcards/view/275084
http://quizlet.com/set/70933/

LISTS 1-3
https://www.flashcardexchange.com/study

List 4

List 5

List 6
http://quizlet.com/set/101199/

List 7

List 8

List 9

List 10

LISTS 1-10
http://www.flashcardexchange.com/flashcards/view/444281

List 11

List 12

List 13
List 14
List 15
LISTS 1-15
http://quizlet.com/set/37378/

LISTS 1-30
http://quizlet.com/set/20653/