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Short Story

Green Course Text
Course Syllabus
1) What is a short story?
2) Why is it important?
3) What can it tell us about ourselves?
Introduce dialogue
Work on short story
Read "Mosquito" and discuss story elements.
Begin final project and create character profile.

Discuss exam ideas

Starter: What should a Christmas story address or include? Holiday story?
Listen to Paul Auster's "Augie Wren's Christmas Story"
Listen to the first few StoryCorp projects.
Read Grace Paley's "A Conversation with My Father" from green book.
Read Tobias Wolfe's "Say Yes" from green text. Discuss.

12/10, 11, 12, 13, 14
StoryCorp projects
Split groups (Tuesday-Wednesday; Thursday-Friday)
Poems (tanka, cinquain, cento)

Listen to StoryCorp for project ideas
Mrs. Dewey presents project ideas.
20 questions due Monday.
Finish Boomtown

Read student chapter.
Begin Boomtown, "Crash" and consider story structure.
Starter: What are the difficulties in taking a story to film? Consider image.
Discuss medium and problem.
Read Mr. Votto's chapter.
Read poems.
Homework: Read Raymond Carver's "Why Don't You Dance?"
Watch youtube video about:Why we tell stories
Discuss: What scares me?, What are my greatest fears about the future?, What am I most axcited about?
20 line poem about yourself due Monday.

Read Welty's response on page 928.
Discuss "A Worn Path"
Watch short film "Copy Shop" for story structure

Listen to Eudora Welty's "Where is the Voice Coming From?"

Please read Eudora Welty's "A Worn Path" on page 800. In a one-page
journal response, how is this story like or unlike today's in-class
reading by Welty?

Watch last few story trailers.
Listen to Denis Johnson's "Two Men"
Free write and discuss.
Larissa chapter 6.

Last day to create story trailer.
Marji reads her chapter.

Continue project. Will present on Tuesday.
Read chapter three by Bre

Begin story trailers in computer lab. Popplet. Flicker
Read chapter two by Rachel.

Read chapter one by Esteban. Chapter two goes to Rachel
Read first paragraphs from stories in green book for ideas.
Select stories for our story trailer.

Begin class story:
Stew, mansion, 1946, serial killer
Chapter One-Esteban
Research essential questions and post to Wiki page

Write thank you notes to vets.

Give back exams.

Read "The Hunger Artist"
Write group story

Mid-term Exam. Answer 3 Key Questions with evidence from course.
Starter-Write a five-sentence story. Read in groups.
Prepare for tomorrow's mid-term exam by discussing three key questions.
You may use your journal only. Dicuss Poe's definition.

Finish Wasp and discuss tension.
Toon Doo cartoon based on assigned story. Computer lab.
Starter-Create story idea from New Yorker comic
Watch short film Wasp and discuss storytelling with image vs. word. Discuss structure.

Starter-Tell a five-sentence story from the weekend.
Read Tom Hazuka's "Headless Angel" and "Homeward Bound"

What can children (and teenagers) notice about life that often fails adults?
Read "A & P" stories to class.
Listen and discuss "How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie" by Junot Diaz
starter: What do you believe to be the most important line in "A & P"?
Draw a small sketch of what you see what you envision when you read "A & P"
Discuss lines.
Please go to a public place and look to see who enters the door. Write a
journal story that begins with "In walks__" Your story should
have some type of theme and subject that it addresses. We will read these
in class. Use "A & P" as a model.

Read and discuss John Updike's "A &P"
Watch RSA video and "Bartholomew's Song"
Upload corrected Short Story projects to Wiki.
"The Curse of Fat Face"
cultural beauty
Pair dialogue writing
Watch Boomtown, Reelin in the Years with seven questions and seven comments
Homework: Please answer two of your questions from today's Boomtown showing. Each
response should be posted on our class Wiki and be at least five sentences
in length.

Discuss "Black Man" and begin reading "Hills Like White Elephants"
Read, discuss, and collect projects.
Read "Black Man and White Woman in Dark Green Rowboat" by Russell Banks on
page 68 in the green book.
Write a one-page journal response to: What does the title mean and why
does Banks use such an explicit, to the point, title?

Computer lab. Introduce cover page, table of contents and headings.
To computer lab for project work.
To computer labe 63 for project work. Due date is October 9. List six written and two creative ideas on Wiki page.

Computer lab. List project choices on your Wiki page.
starter-Listen to the following Grateful Dead version of "Me and My Uncle"
Explain the conflict and resolution in the song.
Listen to Denis Johnson's story Emergency. Discuss student response.
Continue project work.

Same as 9/25. New due date 10/5

To computer lab for work on project due October 3.
No starter. Listen to Sherwood Anderson's Hands
Discuss city/country; reason/emotion; individual/group; shame, guilt, sin
Students read their stories to class. Use circle story chart.
Free write from other student's questions to author.

No starter
Use Merwin's "My Friends" to create free write story
Type story for Monday's class.
Collect letters.
Starter-Interesting character and why?
Hand back questions and comments from Tuesday.
Discuss letter format
Explain types of criticism:
1) author (biographical)
2) work (New Criticism, formalism)
3) context (historicism)
4) audience (reader response)
Homework- Type rough draft letter for Friday.
Sign in to Wiki. Begin writing letter to author.

Starter: Should stories attempt to teach a moral?
Listen to Aesop fables : The Lion and the Mosquito, The Tortoise and the Hare, The Boy Who Cried Wolf.
Listen to Poe's The Cask of Amontillado

Introduce project
Discuss "Civil Peace" and check journal page
Watch Boomtown, The Squeeze

No starter. Continue reading "Civil Peace" as a group while posing questions.
Watch Sean Penn's 9-11 film short and compare Jonathan's "Nothing puzzles God" comment to Borgnine's "How could we know?"
Homework: Finish reading "Civil Peace" and write a one-page journal response to "Nothing puzzles God."

Starter: What are the most important literary terms to know for short story study?
List: character (flat, round, static, dynamic), protagonist, antagonist
Begin reading and questioning "Civil Peace"
Watch 9-11 Mexican film short.

Starter-How can stories scare their readers? Give examples.
Listen to The Lottery on podcast by Shirley Jackson

Starter: Why is Native American literature so seldom read?
Remind students of summer reading on 9/21
Quiz on "The Lone Ranger and Tonto Fistfight in Heaven"
Discuss stories using six questions from course text.

Starter: What have been your favorite stories so far and why?
Quiz on "Pigeon Humor"
Watch "Gasman" and discuss story structure
Hand out green books. Read What is a Short Story on page 3. List characteristics on board.
Read student stories "Lullaby" and other. Discuss
Homework: Read "The Lone Ranger and Tonto Fistfight in Heaven" and write one-page journal entry.

Starter: Do stories about teenage themes spark your interest more than traditional stories?
Read a few stories from class and discuss conflict and subject.
Quiz on "Midnight Snack"
Homework: Read "Pigeon Humor" and "Priscilla and the Wimps"
Write a one-page journal entry for each about the most important line.

Hand out hournals
Write ten-minute story based on magazine photo
Discuss subject, point of view.
Type story for reading on Tuesday.
Finish reading "Midnight Snack" and write a one-page journal on either:
1) significance of title
2) most important line

No class

Starter: Use New Yorker cover to create story idea.
Review "May I Have Your Autograpsh?" and read responses
Listen and discuss Tobias Wolff's "Bullet in the Brain"

What is a short story? How do we define it?
Read "I, Hungry Hannah Cassandra Glen" on page 2 of Gallo book. Write about important line.
Homework: Read "May I Have Your Autograph?" on page 15 by Marjorie Sharmat. Record an important line explain its significance.

Course introduction

1.) when sharon and her friends are robbing the bank why do they break their rules and kill people?

Essential Questions that are addressed during the Short Story Unit: • How do authors use the resources of language to impact an audience? • What role does chaos play in the creative process? • What makes a "good" story? • Can literature serve as a vehicle for social change? • How are belief-systems represented and reproduced through literature? • How does the study of literature help individuals construct an understanding of reality? • Why is it important for people and cultures to construct narratives about their experience? • Are there universal themes in literature that are of interest or concern to all cultures and societies? Objectives for the Short Story Unit: By the end of this unit, students will: • Understand and identify traditional short story structure and elements. • Define and use appropriate literary terms related to short story. • Understand and analyze the various recurring themes of short stories. • Refine grammar, usage, and composition skills in a variety of formats. • Participate in class discussions about the literary/social effect of selected authors' works. • Develop strategies for reading and responding personally and analytically to short stories • Compare, contrast, analyze, and evaluate connections between text, ideas, and experience. • Use text details to analyze character, plot, setting, point of view and development of theme. • Write a multi-paragraph essay with an effective thesis statement and elaboration through specific and relevant details. -- The Morgan School Clinton, CT

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