English 10: Literature and Composition II

Term 5: Writing NonfictionOwen Lipsett: olipsett@daltonschool.kr (last check at 7:30 pm, Monday-Thursday)

Class Website: https://sites.google.com/site/mrlipsetts10thgrade/Tracey Thompson: tthompson@daltonschool.kr

Class Website: https://sites.google.com/site/msthompsonscdsenglishclasses/

Interest Packet

Outcome: Through reading, discussing, and writing about personal essays by Pico Iyer and David Sedaris, you will learn about how an author develops his or her voice. You will then apply this knowledge to producing work of your own. You will demonstrate this understanding by first preparing a portfolio of your personal writing and second by taking one piece from this portfolio through a rigorous editing process to completion. You will be able to use this essay as a component on North American college applications or as a model for such an essay on another topic.

Term Introduction: We have spent all year studying other authors and their writing. Now, it’s time to study and write about yourself. Although we’ll read a few essays by the authors Pico Iyer (about travel) and David Sedaris (about a number of things), you will be the focus of this term. You won’t just be the author of most of what you’ll be writing in class, you’ll also be the subject.

We’ll begin the term by reading a number of essays on travel by Pico Iyer, which you’ll use as models and inspiration for writing you’ll do on your world experience trip. We’ll then do the same with a number of short personal essays by David Sedaris. We’ll also do a number of personal writing exercises in class unrelated to either author’s work. You’ll then select a number of the pieces of writing that you prepare in these exercises to present as a portfolio, which will constitute the first half of your project grade. You’ll then choose one of these pieces to develop further into a short (500 word) essay that you can use for North America college applications (or that can serve as a model for such an essay).

Topic Overview

Analyzing NonfictionWriting Personal EssaysAnalyzing an Author’s VoiceDeveloping Your VoicePreparing a PortfolioEditing

Essential Questions

How do we analyze personal nonfiction? What makes people connect with a writer (or with a read)? How can we use writers as models for our own work? How does writing about something change our understanding of it? How do we present our work to others?

Skills List

These are the skills we will focus on developing this term. All skills are identified according to their number within the CDS English Language Arts Standards. To see the skills in full, please consult these standards. In addition:

Please note that certain skills, such as those related to language and vocabulary, are not listed among the goals of specific lessons because they are not the primary aims of these lessons.

While not mentioned specifically, respect for others, following directions, arriving to class promptly and fully prepared, and behaving with integrity are also essential skills.

Reading Informational Text

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

L.9-10.1. Demonstrate command of the conventions of standard American English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard American English capitalization, punctuation, and spelling when writing.

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reference Materials

You must bring these reference materials to every class. Failure to bring these items will result in your not receiving citizenship credit for that class.

Notebook Assignment Packet Portable dictionary Pen or pencil

Day by Day

Please note that for all classes you must bring the following seven (7) items:

Notebook Assignment Packet Me Talk Pretty One Day by David Sedaris (for classes _____) Portable dictionary Pen or pencil Reading Log Independent Reading Book

Failure to bring these items will result in your citizenship grade being lowered.

You may not use your computer in class

Connecting Iyer and Thoreau (“The Joy of Less”)http://opinionator.blogs.nytimes.com/2009/06/07/the-joy-of-less/-write about how this is similar to Walden and also what differs

Iyer Interview: http://www.scottlondon.com/interviews/iyer.html

2 weeks of Iyer

1. Iyer: England Before the Fall (http://www.salon.com/1999/08/28/england/)a. Begin with this prompt: “I love ______, because of _________.”b. Continue writingc. Share writingd. Read Iyer articlee. Complete reading comp questions on handoutf. Now: complete these questions regarding yourself (next handout)g. Homework: Use answers to write 3 paragraphs

2. Iyer: The Alien Home (http://www.salon.com/2000/02/19/alien/)a. Backpack exercise hereb. Begin with prompt: “When I lived in _________, __________ was strange because

__________.” (as a topic sentence)c. Read first half of “The Alien Home” (up to “Japan will never be entirely my

home, of course”)d. Write about a situation where you did not feel at home somewhere. Why?e. Read remainder and complete reading comp questions.

f. Homework: Expand one of your two responses into three full paragraphs. Complete reading comp questions.

3. Iyer: Why We Travel? (http://www.salon.com/2000/03/18/why/)a. Starting prompt. Complete this sentence: “We travel to __________....”b. Write about travel you’ve donec. Think-pair-share: why does this article suggest we traveld. Writing: What do you hope to learn by travelinge. Discussf. Homework: Why do you travel (3 paragraphs)

4. Iyer - New York Serenade: http://www.salon.com/1999/01/13/feature_105/a. First half of class: Workshop draftsb. Second half, handout on articles: What Travel Troubles Does This Reveal?c. Homework: What travel mistakes does this teach you to avoid?

5. Iyer: In Praise of the Humble Comma (http://www.time.com/time/printout/0,8816,149453,00.html)

a. Lesson from: http://talinedv.wordpress.com/2012/02/17/a-lesson-from-pico-iyers-in-praise-of-the-humble-comma/

b. Discuss Quizc. HW: Study for Quiz

6. Quiza. Quizb. Choral reading of “Me Talk Pretty One Day”c. Start in class and for HW write about what you can figure out about Sedaris from

this story. Please explain how you know each of these things about Sedaris (cite them)

7. “Jesus Shaves” – and grammar errorsa. Class discussion of what we know about Sedarisb. Writing: Please explain something unusual you encountered about another culture.

How did you learn about it. How was it explained to you?c. Read story in 2 or 3 groups – each group corrects grammar errors on their page in

questiond. Go over reading.e. Please write about something unusual about your culture that you had to explain.

How did you explain it?f. Homework: Expand one of your two responses into three paragraphs.

8. Make That A Double

Sedaris

 -21 Down/City of Light in the Dark-I Pledge Allegiance to the Bag (+ 6-8 Black Men?)- Writing on Sedaris (1)

Intro to Writing on Your OwnIyer: Writing Undoes Me (maybe?)(http://www.shambhalasun.com/index.php?option=com_content&task=view&id=2848&Itemid=0)

Lesson on In Praise of the Humble Comma (http://talinedv.wordpress.com/2012/02/17/a-lesson-from-pico-iyers-in-praise-of-the-humble-comma/)

1. Introduction to James Joyce and IrelandDue: No homework due.Goal 1: Understanding James Joyce’s literary context.Goal 2: Reviewing elements of short stories (studied in 8th grade).Standards: Standards: RL 9-10.2, RL 9-10.3, SL 9-10.1

Discussion of IrelandIntroduction to James Joyce and Ireland (mini-lecture) (Handout 3-1)Exercise drawing parallels between Ireland and KoreaReview short story elements (Handout 3-2)Read “The Sniper” by Liam O’Flaherty and discuss epiphany (Handout 3-3)Introduce responsesHomework: Write a response to the prompt on the class website.

2. Understanding the Narrative Elements of a StoryDue: Response to the prompt on the class website.Goal: Understanding how to respond to and analyze a work of fiction.Standards: RL 9-10.1, RL 9-10.2, RL 9-10.3, SL 9-10.1

Distribute vocabulary list #1 (Handout 3-4)Group sharing of reading responsesIntroduction to Final Project (Handout 3-5)Introduction and discussion of study questions (Handout 3-6)Class reading of “The Sisters”Discussion of narrative elements of “The Sisters”Begin response to “The Sisters”Homework: Write a response to “The Sisters” on the class website

3. Understanding CharacterizationDue: Response to “The Sisters” on the class website.Goal: Understanding how an author uses direct and indirect characterization.Standards: RL 9-10.1, RL 9-10.2, RL 9-10.3, SL 9-10.1

Group sharing and discussion of reading responsesClass reading of “An Encounter”Complete and discuss characterization handout (Handout 3-7)Group sharing of reading responsesTeacher assigns stories and groups for Final Project (Handout 3-8)Homework: Write a response to “An Encounter” on the class website

4. Understanding Plot Development and EpiphanyDue: Response to “An Encounter” on the class website.Goal: Understanding how an author develops a plot and uses epiphany.Satndards: RL 9-10.1, RL 9-10.2, RL 9-10.3, SL 9-10.1

Group sharing and discussion of reading responsesWriting on personal realizations and sharing of writingsClass reading of “Araby”Students annotate handout about how epiphany builds (Handout 3-9)Discussion of annotationsHomework: Write a response to “Araby” on the class website

5. Understanding Narration

Due: Response to “Araby” on the class website.Goal: Understanding narrative choices and interior monologue.Standards: RL 9-10.1, RL 9-10.2, RL 9-10.3, RL 9-10.4, RL 9-10.5, SL 9-10.1

Group sharing and discussion of reading responsesListen to “Thunder Road” by Bruce Springsteen (Handout 3-10)Discuss plot and narrative formClass reading of “Eveline”Discussion of “Eveline”Debate Eveline’s choiceHomework: Write a response to “Eveline” on the class website

6. Understanding ThemeDue: Response to “Eveline” on the class website.Goal 1: Understanding themes in a story.Goal 2: Understanding themes in a work of fiction and a documentary.Standards RL 9-10.1, RL 9-10.2, RL 9-10.3, SL 9-10.1

Discussion of imperialism/Irish historyGroup reading of “After the Race” and work on study questionsClass discussion “After the Race”Watch documentary: “Collapse of the Celtic Tiger” (http://www.youtube.com/watch?feature=player_embedded&v=Us09wrLlOWI)Discuss documentaryHomework: Write a response connecting the film and story

7. Connecting Theme, Setting, and CharacterizationDue: Response to prompt on the class website.Goal: Understanding how an author uses characterization to drive plot.Standards: RL 9-10.1, RL 9-10.2, RL 9-10.3, SL 9-10.1

Discuss homework responsesWriting on poverty and desperationRead “Two Gallants”Group work on characterization handout (Handout 3-11)Discuss characterizationWriting on connection between Lenehan, Corley, and bankersDiscuss writing and implications for KoreaGroup reading of “After the Race” and work on study questionsHomework: Writing about parallels between Ireland and Korea

8. Understanding Unspoken Assumptions in a StoryDue: Response to prompt on the class website.Goal: Understanding the unspoken assumptions in a story.Standards: RL 9-10.1, RL 9-10.2, RL 9-10.3, RL 9-10.4, SL 9-10.1

Discuss concepts of nunchi and reading between the linesDiscuss handout with key passages and space for explanations (Handout 3-12)Group reading of story and work on handoutClass sharing of group work and work on study questionsReview for quiz on the first seven stories of DublinersHomework: None (study for Quiz)

9. Quiz #1Due: Study for Quiz #1

Goal: Demonstrate understanding of material through a formal assessment (quiz)Standards: W.9-10.2, W.9-10.10, L.9-10.4, SL 9-10.1

Quiz #1Culminating discussion on first seven stories of DublinersRemaining time for group workHomework: Prepare first draft of handout of assigned story (2 copies)

10. Group Work on HandoutDue: Draft of handout on your story (2 copies)Goal: Demonstrate understanding of your story through preparing a handout.Standard: RL 9-10.1, RL 9-10.2, W 9-10.1, W 9-10.6, SL 9-10.4,

Peer editing of handout with another groupMeeting with teacher to discuss handoutOpportunity to begin work on PreziHomework: Work on Handout and Prezi

11. Group Work on PreziDue: First draft of Prezi (to present to teacher)Goal: Demonstrate understanding of your story through preparing a Prezi.Standards: RL 9-10.1, RL 9-10.2, W 9-10.6, SL 9-10.5

Meeting with teacher to go over PreziOpportunity to do further work on HandoutHomework: Final draft of handout due (by email and one printed copy) to teacher.

12. Discussion/Presentation SkillsDue: Final draft of handout due (by email and one printed copy) to teacher.Goal: Demonstrate understanding of your story through preparing a Prezi.Standards: RL 9-10.1, RL 9-10.2, SL 9-10.5, SL 9-10.6

Exercises on discussion skillsSupervised group workOpportunity to meet with teacher about PreziHomework: Prepare Prezi (due during presentation)

Classes 13-18 Will Each Have the Following FormatThey will cover the following stories: “A Little Cloud,” “Counterparts,” “Clay,” “A Painful Case,” “Ivy Day in the Committee Room,” “A Mother”Student Led DiscussionDue: Final draft of handout due (by email and one printed copy) to teacher.Goal (Presenter): Demonstrate understanding of your story through leading a class discussion.Goal (Rest of Class): Demonstrate your understandingStandards (Presenter): W 9-10.2, W 9-10.4, SL 9-10.1, SL 9-10.4, SL 9-10.5, SL 9-10.6Standards (Rest of Class): RL 9-10.1, RL 9-10.2, W 9-10.1, RL 9-10.3, SL 9-10.1

Reading of storyPreziGroup work on study questionsReview of study questionsStudent-led discussionHomework: Prepare Prezi (due during presentation)

19. Quiz #2Due: Study for Quiz #2

Goal: Demonstrate understanding of material through a formal assessment (quiz)Standards: W.9-10.2, W.9-10.10, L.9-10.4, SL 9-10.1

Quiz #2Culminating discussion and writing on DublinersHomework: None

Assessments and Projects

As is always the case for high school English at the Cheongna Dalton School, your grade each term is based upon the following

Grading Breakdown

In-Class Assessments: 30% (in this case two quizzes of 15% each)Projects: 30% (in this case, one presentation of 30%)

Citizenship: 20% (based on daily participation and good behavior)Homework: 10% (based on 7 responses of 1% each)

Independent Reading: 5% Reading Log/5% Book Report

Important Due Dates and Assessment Dates

Class #9: Quiz 1 Class #10: First Draft of Handout Class #11: First Draft of Prezi Class #12: Final Draft of Handout Class #13-18: Presentation (Your Prezi is due at this time) Class #19: Quiz 2 Final Day of Term: Book Report and Reading Log Due

In Class Assessments (Quizzes) Classes #9 & #19 (30%)

The quizzes in this term are designed to assess:

Your ability to analyze class reading and discussions (RL 9-10.1, RL 9-10.4) Your ability to explain your ideas in a coherent fashion (W 9-10.1) Your ability to write in a time-limited setting (W 9-10.10) Your ability to acquire and use advanced vocabulary accurately (L 9-10.6)

The following instructions will apply to both quizzes: Quizzes will consist of questions that must be answered in the form of analytical paragraphs

specifically using evidence from the text Quizzes will be entirely open book. You must bring the four required reference materials

(dictionary, pen, notebook, all handouts) with you on quiz days as on other days. However, you may not use your dictionary on quizzes.

No talking whatsoever is allowed during quizzes. All instructions will be read at the beginning of the quiz. After that, no questions are permitted. Students may silently raise their hands either

to request permission to use the restroom or to request additional paper. All other communication is prohibited.

Final Project (Leading Class Discussion) Handout Due in Class #12 (10%), Prezi (10%) Due in Class #13-18 (10%), Presentation in Class #13-18 (10%)

Your final project for this term will be to lead a class discuss on one of six short stories, together with a classmate. The stories will be “A Little Cloud,” “Counterparts,” “Clay,” “A Painful Case,” “Ivy Day in the Committee Room,” and “A Mother.” Your final project this term will have three elements, which will each be worth one-third of your project grade (10% of your overall grade for the term). It will

Handout On Your Assigned Story (First Draft Due in Class #10, Final Draft Due in Class #12) Prezi (Internet-based Multimedia Presentation) (First Draft Due in Class #11, Final Draft Due on

the day you present, which is class #13-18) Presentation (Class #13-18)

For the handout and Prezi, all members of the group will receive the same grade according to the rubrics below. For the presentation, you will be graded individually. However, we reserve the right to adjust grades for the handout and Prezi if, based upon feedback from classmates or our observations, that you have not done your fair share of work.

Handout (assesses CDS Writing Standards W 9-10.2, W 9-10.4, W 9-10.5)

At a minimum, your handout should include the following: Study questions taken from Handout 3-6 At least five discussion questions At least three connections between contemporary life and your story A writing prompt

You can receive up to five points for your discussion questions, up to three points for your connections between contemporary life and your story, and up to two points for your writing prompt. Your grade will be lowered if you do not correctly use standards English spelling and grammar.Your handout must be no more than two sides of an A4 page. Anything longer will receive zero credit.

Prezi (assesses CDS Writing Standards W 9-10.2, W 9-10.5, W 9-10.6)

A Prezi is a type of internet-based multimedia presentation. You can find further instructions regarding how to create one at this website: http://www.johnston.k12.nc.us/education/components/docmgr/default.php?sectiondetailid=123463

We encourage you to be creative with your Prezi. At a minimum, it should include the following elements, in this order

A brief (no more than one slide) list and description of characters from your story A brief (no more than one slide) summary of your story Slides covering the elements of your handout:

o Study questions

o Discussion questions

o Connections with life

o Writing prompt

At least one other element that you wish to discuss from the story, such as a craft element (characterization, setting, narration etc.) that you wish the class to explore in greater depth

o We recommend you place this element either directly before or after the connections with

lifeo We also strongly encourage you to discuss at least two elements of the story in detail and

that you use some form of multimedia such as a YouTube video

We will grade your Prezi holistically on a 1-10 scale considering the following: Inclusion of required elements Quality of required elements Organization and Clarity of Prezi Effective Use of Multimedia Correct Use of Spelling and Grammar

Class Presentation (assesses CDS Speaking and Listening Standards 9-10.1, 9-10.4, 9-10.5, SL 9-10.6)

You will be in charge of leading the class through your story on the assigned day. That mean that you and your partner (not your teacher) will lead the class. You should follow this schedule:

Read Story Introduce Prezi Go Over Study Questions (you may do so as a whole class or in groups) Go Over Discussion Questions (you may do so as a whole class or in groups) Present your element/Go over connections with life Students complete writing prompt Discuss and share writing prompt Any final remarks

You will be graded individually and holistically based upon (1) preparation, (2) clarity, (3) pacing, (4)teamwork, (5) respectful attitude to classmates, (6)speaking and (7)classroom management.Citizenship (All Classes) (20%)

Your daily citizenship grade rewards your active participation in class discussion and activities and coming to class fully prepared and on time. You earn a point of citizenship credit for each day’s active work, any deductions in citizenship will be posted and explained PowerSchool.

You must be seated and ready to participate when the bell rings. Tardiness will only be excused with a note from the nurse or the teacher of the previous class. You must bring all required materials to class.

General Guidelines (please also see your teacher’s class rules) Your use of the bathroom during class is at the teacher’s discretion. Work on homework for other classes is not permitted.

Please be respectful and avoid all disruptive behavior including passing notes, side conversations, and interrupting the teacher or classmates.

Drinking water is permitted however students may not leave class to purchase food or drink. If absent, it is the your responsibility to collect all missed notes, handouts, etc.

The class websites contain electronic copies of this assignment along with all handouts, assignments, and announcements. It also contains various links you may find useful. Please also make your parents aware of it, so that they can see what we are studying in class. If you miss class, it is your responsibility to download and print any handouts you missed.

Homework: Analytical Responses (Seven) Due in Classes #2-8 (10%)

After each day’s discussion during the stories that we study as a class, you will be required to write a response to a topic related to the story we have covered in class. Responses are paragraphs with a topic sentence, three or more body sentences analyzing the question or poem posed, and a conclusion sentence summarizing this analysis.

Grading will be on a 1-5 scale, based on the inclusion of each of these sentences in a coherent and grammatically correct form reflecting the norms of American English.

For Mr. Lipsett, these assignments must be turned in by 9:30 pm on the night before the class in which they are due, via the appropriate form posted on the homework section of the class website:

https://sites.google.com/site/mrlipsetts10thgrade/assignments

For Ms. Thompson, these assignments must be handed in during class as a hard copy.

If you do not turn in homework on time, you must make it up in lab on the day it was due. You will not receive credit. If you are unable to do so, you must make it up the following night. Your quiz grade will be lowered by 10% for each assignment you have not turned in by the date of the quiz.

These assignments assess CDS Writing Standards 9-10.1, 9-10.6, 9-10.10

Independent Reading (Nightly) 5%/Book Report (Due on Last Day of Term) 5%

It is our school’s policy that all middle and high school students must spend at least 20 minutes a day reading in a grade appropriate English-language book and furthermore that they must read at least one such book per term.

All reading must be recorded in the blue CDS Reading Log on a nightly basis with the following information: (1) Title of Book (2) Author of Book (3) Time Spent Reading and (4) Pages read. It must also be signed by a responsible adult (parent, guardian, or dorm parent). Half of your independent reading grade (5% of our term grade) is awarded proportionately based upon doing this reading. Please bring your reading log to every class, I will check it irregularly to ensure you are reading.

All students must also write a book report each term. Instructions for this book report (250-500 words) are as follows, per CDS English Language Arts Department Policy. Credit is awarded based upon following these instructions:

“Your book report should be printed and include your name, a title, the date on which you are handing in the book report, your class, and your teacher’s name.

The report should thoroughly answer the following questions

a. The first paragraph should provide general information about the booki. The title and author of the book as well as how long it is

ii. What type of book it is (biography, fiction etc.)iii. Say whether you enjoyed the book and why

b. The body paragraphs (at least two) should explain the subject matter of the booki. They should answer the general question: what is this book about?

ii. If it is a work of fiction, you should summarize the plot1. You should introduce major characters, the setting, major events in the

book, and explain how the book concludesiii. If it is a work of nonfiction, you should summarize the arguments

1. You should include the main idea and supporting argumentsiv. If it is a biography you should explain important events in the life of the person

the book describesv. If it is a work of history you should summarize the major events that take place in

the book that it describesc. Your final paragraph should analyze the book

i. You should seek to explain why you liked or disliked the book1. Was it interesting?2. Was it too easy/difficult/just right?3. Could you relate to the subject matter?4. Who would (or wouldn’t) you recommend the book to?”

Graph

Quiz 1

Class 9

Handout 1st Draft

Class 10

Prezi Draft

Class 11

Handout Final Draft

Class 12

Leading Class

Class 13-18 (one of these)

Quiz 3

Class 19

Expansion PackTangential TopicsIrish LiteratureLiterature and the CityColonial LiteratureLiterature and Music

Recommended ReadingA Portrait of the Artist as a Young Man by James JoyceWinesburg, Ohio by Sherwood AndersonThe Oxford Book of Irish Short Stories edited by William TrevorThe Collected Stories of William Trevor by William Trevor

Little Worlds : A Collection of Short Stories for the Middle School edited by Peter Guthrie & Mary Page

Please speak with your instructor for further recommendations.