english 10 unit 1: self discovery and reflection

English 10 Unit 1:

Self Discovery

and Reflection

Baseline Writing: “The Chaser”

Read “The Chaser” by John Collier

Analysis: In a CSET paragraph, analyze John Collier’s theme through “The Chaser,” providing at least two specific examples of support.

This paragraph will be evaluated as a class work grade and a 25-point baseline argumentative writing grade and a 10 point class work grade.

Unit Essential Question:

What are the elements of good

story-telling?

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Building Background Knowledge

“Lather and Nothing Else” by Hernando Tellez

What page is it on? __________ (How did you know that?)

Read the “Reader’s Resource” and “About the author” pages and complete the “Important Pre-reading” and “Authorial Information” sections on your graphic organizer.

LEQ: How is narrative voice used to tell a story?

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What are the elements of good story-telling?

Warm Up: Label your notes today with the date and the

title “Lather and Nothing Else”, Hernando Tellez, pg. 164

In your warm-up section, draw the plot diagram below and label the parts. (Hint: There are SEVEN labels)


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Key Vocabulary and Literary Terms

Key Vocabulary

foray

regime

Indifference

revolutionary

minutely

indelible

Literary Terms

Theme

Narrative

Voice

Setting

Mood

Internal monologue

Attribution

Define these words on your graphic organizer.

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Guided Reading

Open your textbook to page 165. Read along as we enter a world where people are not who they appear to be.

We will stop during the reading to answer the blue box questions in the text to help monitor and clarify your comprehension. You should respond to these

questions in your notebook, noting the page number.


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Guided Reading Questions

p. 165: How does the barber react to the customer?

p. 166: What does the barber know the customer is taking for granted?

p. 167: What is going to happen at six o’clock at the school

p. 167: On what does a good barber stake his reputation?

p. 167: What is going to be difficult for the barber to explain?

p. 168: What does the barber imagine doing?


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Guided Reading

Write a 5 sentence summary of “Lather and Nothing Else” in the Summary box of your graphic organizer.

On the back of your graphic organizer, draw the plot diagram. Fill it in with the appropriate examples from the story.


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Homework:

Work on your Mood CSET for “Lather

and Nothing Else”

**Bring it with you next week but

DON’T procrastinate!

What are the elements of good story-telling?

Warm Up: Write a paragraph response to the prompt:

Did the barber make the right choice? Why or why not?

To be prepared for class, you should have your textbook, notebook, & graphic organizer out on your desk.

Review answers to the plot diagram you drew on the back of your graphic organizer


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Narrative Voice

Definition: The narrative voice is the way that the story is told to the reader.

In fiction, the narrator’s voice is often the main character in the story. e.g. Scout in To Kill a Mockingbird

The narrator’s voice is dependent on point of view: In a first person narration, the

character is part of the story. In a third person narration, the

character is reporting the story.


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How does Tellez develop narrative voice?

What is the point of view?

Who is the narrator?

What interesting technique does Tellez use to establish the narrator’s voice?


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Internal Monologue

With your partner, (in your notes) record examples from the story of the barber’s internal monologue that show:

1. Which passages in the selection reveal the narrator’s love of his work as a barber?

2. Which passages reveal his dedication to the revolution?

3. Which passages reveal his uncertainty about what course of action to take?


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Grammar Lesson: Attribution

Attribution: giving credit to another author

Parenthetical Citation: a method of giving credit to the original author within the text of your writing

MLA Format: (Author page #) For example: (Tellez 168)

Place the parenthetical citation at the end of the sentence in which the original information (quote or paraphrase) resides.

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Examples

While debating what to do, the barber says, “I am a revolutionary but not a murderer” (Tellez 168).

It is obvious that the barber is affected by the appearance of his customer when he says, “ I started to shake” (Tellez 165).

When barber describes his feelings of horror at Captain Torres’ description of the punishment in store for the captured rebels, the reader feels the same way (Tellez 167).

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Homework:

Make sure you’ve written

your Mood CSET for “Lather and Nothing Else”

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Narrative Voice

Today you will use your knowledge of narrative voice and first person narration to create a “picture” of a narrator.

Listen to the “Letter to Sarah Ballou” as dramatized in the PBS film The Civil War.

Complete the graphic organizer, using specific examples from the text to show the elements of the narrator’s voice.


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Sullivan Ballou Letter

He was an officer in the Union Army during the Civil War

He was 32 when he died; he left behind his wife, who was 24, and 2 sons

Later, Sarah Ballou moved to New Jersey with her younger son, where she lived until she died.

Sarah Ballou never remarried and was burried next to her husband when she died at the age of 80.

Sarah Ballou never received this letter. It was found among Sullivan’s things when the Gov. of RI retrieved the belongings of RI soldiers who died in the Battle of Bull Run.


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Tie it together

Write a CSET paragraph response to the prompt given to you, focusing on narrative voice.

In the letter to his wife, what character traits are exhibited by Sullivan Ballou?

Remember:

Claim

Set Up

Evidence (with attribution!)

Tie-In


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CSET – LOOK AT

Assignment:

Switch your CSETs with a partner

Review your partner’s “Lather” CSET and “Ballou” CSET – do they have all the necessary parts?

Make any necessary revisions to them

Turn your final drafts in TOMORROW!

LEQ: How can I use textual evidence to write a coherent and cohesive text-based argumentative essay?

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On the note cards…

Title of the Story

# of Claims ___/1

# of Set-Ups ___/2

# of Examples ___/2

# of Citations ___/2

# of Tie-Ins ___/2

# of Concluding ___/1Sentences

Comments:

- Spelling- Indenting- Capitalization- First-person- Informal language- Cohesion- Examples don’t prove

claim- Tie-ins don’t explain- Etc.

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Thursday, September 12

Turn in ALL of the following things in your class period’s Turn-In Bin:

Graphic Organizer for “Lather”CSET for “Lather” (Mood)CSET for Ballou letter (Narrative

Voice)

Before you do anything else…

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Parts of Speech

Noun – person, place, thing, or idea a/an/the

Verb – an action word to

Adjective – descriptive word Describes a noun

Adverb – describes a verb -ly

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The Necklace

YOU NEED YOUR BOOK!

9/16

Warm-UpLEQ: How does a character impact the theme of a story?

In your warm-up section, respond to the following question:

When meeting someone for the first time, on what do you judge them? (Appearance, what they say, etc.) Why do these judgments seem to mean so much to people?

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Literary Devices

Using your notes, review the following and define on your graphic organizer: Theme dynamic character Irony Foreshadowing Motivation Naturalism descriptive

detail plot structure

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Key Vocabulary

Use the text features to define these words on your graphic organizer: Dowry Convent Incessantly Chagrin Elated Homage Odious

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Vocabulary Practice

Half of you have a word, half have a definition

Find the word/definition that matches you!

If there isn’t a partner for you in the room, find someone else who doesn’t have a partner and join together. Then, find a word or definition for one of you in the pile/bucket and use that.

On your poster, include: The word Part of Speech Definition An original sentence using the word

correctly And a picture representing the word

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Pre-ReadingLEQ: How does a character impact the theme of a story?

Turn to page 198 in your text.

Using the Pre-reading page, fill in the: Title & Author Authorial Information Important Pre-reading

information

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The Necklace” p. 198

Read the story “The Necklace,” in pairs Take turns reading the story Suggestion: switch each paragraph

or page

As you read, answer the blue box questions in bulleted answers on the back of the Graphic Organizer.

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“The Necklace”

LEQ: How does a character impact the theme of a story?

Warm Up How do Madame Loisel’s decisions

create her future? What else could she have done and how would that have affected the outcome of the story?

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“The Necklace”LEQ: How does a character impact the theme of a story?

Share your bulleted answers with your partner and make sure you change any answers that you need to correct.

In the summary box, with your partner, develop a five sentence summary for the story.

Finish the Graphic Organizer

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“The Necklace”LEQ: How does a character impact the theme of a story?

Draw the plot diagram and fill in the events from the story.

Below the plot diagram explain the conflict of the story. Be sure to remember that the conflict drives the plot, so the climax on the plot diagram should address the most suspenseful point of the conflict.

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Thursday, September 19

Turn in the following things in your class period’s Turn-In Bin:

Graphic Organizer for “The Necklace”


9/19

“The Necklace”

In a CSET paragraph, answer the following promt:

In “The Necklace,” what kind of character is Mme. Loisel (static or dynamic)? How do her motivations help to define her as that type of character?

This is due first thing TOMORROW!

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Friday, September 20

Turn in the following things in your class period’s Turn-In Bin:

Motivation CSET for “The Necklace”


9/20

“By the Waters of Babylon”

by Stephen Vincent Benet


Warm-Up:

Why do you think that human beings throughout history been driven by a desire to know more? Does this yearning for knowledge usually result in positive or negative revelations?

LEQ: How is a story influenced by the narrator’s perspective?

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Building Background Knowledge

Turn to page 965 in your textbook and read about the author of our story, Stephen Vincent Benet. Note important information about

Benet in the Authorial Information box of your graphic organizer.

Also read the Reader’s Resource section, Note significant information in the

Important Pre-Reading Information box of your graphic organizer.


9/20

Pre-Reading

Key Vocabulary

Fasting

Enchantment

Summon

Perplexed

Literary Terms

Theme

Setting

Perspective

Aphorism

Dialect

Simile

Allusion


9/20

“By the Waters of Babylon” Day 2

Warm-Up: Read the following quote. Then, in a paragraph, explain whether you agree or disagree with the statement and why and include at least 3 vocabulary words in your response.

“What experience and history teach is this—that people and governments never have learned anything from history, or acted on principles deduced (drawn) from it.”

-- Georg Wilhelm Hegel


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Draw the following T-Chart on your group’s paper:

Narrator’s Description

OurTerminology

God-roads highway

Ou-dis-sun

Place of the Gods

(a few examples have been provided for you to get you started)

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Tuesday, September 24

Warm-Up:

In your warm-up section, complete #1-10 of the Synonyms section on page 18 of the orange vocab books.


Turn to page 967 in your textbook and read “By the Waters of Babylon” with your group stopping to discuss the answers to the questions in the blue boxes.

As you read, note the descriptions the narrator provides about the setting. Try to determine where the narrator may be at various points in the story by completing the T-Chart you have started with your group


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Warm-Up:

Identify a simile and an allusion that Benet uses “By the Waters of Babylon.” What effect does the use of figurative language have on his descriptions?


9/25


Finish reading “By the Waters of Babylon” with a partner, stopping to answer the questions in the blue boxes on the back of your graphic organizer.

Finish the T-chart from yesterday’s reading


9/25


Look back at the T-Chart you made with your group.

Identify at least two descriptions of the setting given by the narrator in “By the Waters of Babylon.”

For each description, be ready to explain how the description is influenced by the narrator’s perspective.

Be ready to discuss!


9/30


Read the article on Babylon provided to you.

Be prepared to discuss the significance of the title of the story, citing examples from the article to support your response.


9/30

Self Discovery and Reflection Unit Test: Part 2

Essential Question: How does the understanding of the structure of a text help the reader to better comprehend its meaning?

Assessment:

YOU MUST HAVE YOUR RED BOOK TODAY…YOU CAN NOT SHARE!

Read the short story “Like the Sun” which starts on page 218 in the text book. Remember to pre-read and pay attention to text features!

Complete the Skills Assessment.

Complete the CSET Paragraph.

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english 10 unit 1: self discovery and reflection

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