Umsl.edu
[pic]
“If you have built castles in the air, your work need not be lost; that is where they should be.
Now put the foundations under them.” - Henry David Thoreau
Melanie Cafazza
My favorite childhood memories were the summer days when we would once a week walk our LittleTykes wagon the four blocks to the public library. My younger brother and sister would ride in the wagon while my mom and I took turns pulling it down the bumpy sidewalks. When we would arrive, I would grab my sister’s arm and dash up the two flights of steps to the adventures awaiting me on the shelves. Each visit, I would check out the maximum number of books allowed, only to have completed them all with time to spare before the next visit. My love for reading is vast and passionate, the perfect parallel to who I am. I create my own passions and live them over the top. My passion for reading causes the text to come at me with furious speed, forcing the book to remain in my hand until thoroughly completed. I read everything I can find; I do not discriminate against words. “Others may see words forming together to make a sentence. I see words dancing together to create an image, an idea, an expression.” – Me. But my passions extend deeper than words. I am passionate about my family, my brother and sister specifically. They are the driving force that motivates me to excel in all aspects of life. Eleanor Roosevelt said, “You must do the thing you think you cannot do” and with my brother and sister’s admiration and support, I know that whatever I had thought impossible is now achievable. No matter how difficult the challenge, or how steep the road ahead, faith provides opportunity. So who am I? I’m not sure yet, it is something that I hope continues to evolve and develop over time. I hope to never say “I am …” because I appreciate that value of flexibility and change. For now, I am a passionate reader, a supportive sister, a loving daughter, an active student, a reliable friend, a dedicated learner, and most important to my current growth, I can now recognize that I, am a teacher.
“People mistakenly assume that their thinking is done by their head; it is actually done by the heart which first dictates the conclusion, then commands the head to provide the reasoning that will defend it.” When Anthony de Mello, a claimed spiritual guide, wrote this line, I’m sure he never imagined that it would be my inspiration to begin a teaching career. So much of life is spent doing what our mind tells us to do. The physicalities of our day to day lives are overrun with rational, intellectual thoughts of what we need to do, what we have to do. For me, teaching is something that I need to, have to do. However, this thinking is done with my heart, not my head. Don’t get me wrong, the mind is one of the most powerful aspects our lives, it is capable of more than we can dream imaginable. But to feel the need for something in your heart creates a deeper, truer passion. My mind has seen the reasoning. My heart has told me what to do.
“It is our choices who show who we really are” - Me
“Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”
- Albert Einstein
[pic]
Melanie Cafazza
English 4885
Culture Essay: Culture is Forever
“Other things may change us, but we start and end with the family”
-Anthony Brandt
My family is forever. Initially, it seems a daunting task to explain family. How do I describe something that is so wholly integrated into my life? My family’s influence spans my entire life and touches every aspect of who I am, and therefore cannot be dissected from me for a microscopic analysis. Imagining life without them is nearly impossible, even unbearable, due to their constant presence, love, and attention. Yet my inability to describe them because we are so tightly bonded is the best possible illustration of the imprint they have left on my heart. I am unable to provide a narrative of who I am and how I became this person, without including family. With them permanently at hand, I constantly remind myself of the blessings given, so as not to absentmindedly take them for granted. I never intentionally forget, but they is such an integrated part of my life that I sometimes fail to realize that I am so incredibly lucky to have these experiences, memories, and loving people to share my life with. Through all my life experiences, there has never been a time when my family was not there for me. Even during times when I tried to hold them back, in a struggle for my own youthful independence, they were always waiting to support and love me. My family has made the story of my life.
My family is inspiration. I am blessed to have a family that not only encourages me to reach my dreams, but further offers support and a foundation for success. My father graduated from the University of Missouri- St. Louis, and was therefore the leading cause in my college decision. Since beginning attendance in 2006, my sister has likewise followed suite and is a fellow classmate. However, my keystone for success began much earlier. As a child, my parents chose to send my brother, sister, and I to private Catholic schools. Although a considerable financial struggle, my parents agreed that for our family, it was the best choice. Attending Sacred Heart and then St. Joseph grade schools and middle schools had a noticeable impact on my background education. Not only were core school subjects taught, but religious beliefs were reinforced and defined throughout. Furthermore, we were held to a rigid standard of conduct as students in the classroom, especially in regard to our behavior towards our teachers as well as the other students. Believing that private schooling was the best option for our education, our parents continued this tradition by enrolling us at St. Dominic High School. I am fortunate to have been provided with the opportunity to attend such excellent educational institutions. Naïve at the time, I am now more acutely aware of the effects of different schools. Parents and teachers alike took a personal interest in the lives and success of the students. My high school was a very tightly integrated community where parents were personally involved in every aspect of education, athletics, administration, faith, and even the workings of the school. At the time, I did not realize the significance of this level of involvement, but after spending numerous hours observing in classrooms at other schools, I now appreciate how fortunate I was to have experienced such a caring, motivational parental community. My parents constantly support me in everything I do; from attending Honors Society award ceremonies, to state championship dance tournaments, to track meets sometimes hours away, to student council presentations, to watching ambassador tour guides, even attending football games in the snow just to watch me dance for a three minute performance at halftime, plus so so much more. Until recent reflections, I did not realize how much my parents sacrificed to help me succeed. Throughout my childhood, my mother drove across the state for dance lessons, conventions, and competitions. Despite the occasional “Melanieeeee, you signed up for another convention?!” she was always attentively watching from the observer chairs by 6:00 a.m.; the proudest mother in attendance. My father was never a step behind her. Disregarding the stereotyped gender roles that fathers are supposed to only attend the more masculine childhood sporting events, my father would wait for hours outside my dance practices, just to watch in the viewer window. At that one way mirror, he would stand for hours, carefully nudging his way through the pageant moms to get a front row spot to watch my every move and quietly muttering under his breath “no your left arm Mel” or “come on, I know you can kick higher than that.” Maybe it’s in a father’s nature to constantly cheer out loud, no matter the activity. Most memorably, there was one instance where I had been unsuccessfully practicing my backbend for months with no noticeable improvement, and one day in dance class, it finally clicked for me. Immediately following I heard a loud clap and my father’s proud “Whoooo!!” ringing from the parent viewing room. I soon fell out of my backbend and that warm embarrassing feeling crept up my cheeks at this surprising outburst, but I will never forget the prideful, gleaming smile I received when I walked out of class that day.
Neither of my parents missed any of my major performances or ceremonies. I am grateful to my parents for sitting through day-long dance recitals for entire weekends, for bearing ridiculous temperatures and weather conditions to sit for an entire Saturday track meet only to watch me run the first and last races of the day, for reading to me when I was little, for always being around, for loving me. From the age-old quote “You don’t know what you’ve got till it’s gone,” I’ve found a newly awakened appreciation and love for my parents, and for my siblings who were forced to be tag along for everything. Continually, my family is ever-present to offer support, guidance, and assistance in every way possible even today. They inspire me to be my best because I know how strongly they rely on me and because I know how highly they think of me. It is incredible to have people who believe I am better than I think I am; they constantly cause me to strive to be that person they see. “Families are the compasses that guide us. They are the inspiration to reach great heights, and our comfort when we occasionally falter”-Brad Henry.
My family is belief. Without any background knowledge about me or my family, one could guess my religion beyond a reasonable doubt within moments of entering into my parents’ house. My mother was originally Lutheran and converted to Catholicism, but my father’s parents are strict Catholics who raised their children to follow suite. For the first twenty years of my life, I had only missed Sunday mass a maximum of maybe three times; however, all for good reason of course. Only the highest of fevers or the most crippling diseases constituted an acceptable reason for missing mass. And while lying at home sick with my nurturing mother, we watched a broadcast of a Catholic mass on television, so as not to miss even the slightest detail. To my family, religion in the major building block that everything else stems from. For example, as children, we were raised to learn right and wrong by what our faith taught, as well as being taught to pray and trust in God for guidance. I love my religion and I believe in it wholeheartedly, but I currently I find myself stuck at a crossroad in my faith.
Since fifth grade, my father instituted the “house rule” that as long as we live at home, we are required to go to church with the family at the designated time. This meant waking up every Sunday morning at 7:30 a.m., after already attending mass once or twice already due to our Catholic schooling. As a teenager, this was the most extreme form of torture. If a friend spent the night on Saturday night, they were forced to succumb to the same punishment. Never setting an alarm with the deepest hope that my parents would mistakenly oversleep, the flick of my bedroom light at 7:30 a.m. therefore inspired the irritated groan that followed. My mother, chipper as a morning songbird excited to start a new day, would come rushing into my room like a child at Christmas, eagerly pulling off covers and belting into musical classics like “Good morning” from Signing in the Rain as though she were performing on Broadway. To a cranky sleepless teenager who stayed up all night, this is no longer the most loving, wonderful home in the world. After my guest and I would roll over and groan a few more times, my father would eventually come in with a stern “Melanie. Get up. The car is started outside. Hurry up or we’re leaving without you… Now!” Yet, in all honesty, there was nothing I wanted more than for them to leave without me and let me go back to sleep. But I knew that my father’s command was not an option. Now, since I have recently moved out of my parents’ house, I am no longer physically forced to go to church every Sunday; yet every Sunday afternoon I feel guilty if I did not attend mass on my own. But at the same time, I feel like my faith is stronger than ever before. For the first time in my life, I am choosing to have faith because it is what I believe, not what my parents told me to believe. They gave me a base to build my faith on; however, they did not allow any room for questioning, dissent, or opinion. Knowing that I did not have an option, I was forced to believe what they believed. Now that I am deciding for myself, I feel a much stronger connection.
My family is friendly. Raised on a strong belief that “blood is thicker than water,” my brother, sister, and I were taught to always rely on each other and likewise to always be there to lend a hand. Growing up so close has caused us to find best friends within each other. Unlike the modern day child, we didn’t have play dates with other children or the neighbors; rather, we were each other’s best friend. We did absolutely everything together- when my sister and I wanted to play Barbies, my brother would be the G.I. Joe (until Mom banned him from Barbies because he enjoyed ripping their legs off), if we wanted to play house or hair salon, he was always “Puff-Puff the Poodle,” and if we played Lincoln Logs, he was always stalking right around the corner, ready to pounce as soon as we put down the last piece. But our friendship was more than teasing, we played outside together everyday we could and honestly didn’t even want other friends, because we had found lifelong best friends within each other. Luckily, this friendship has grown stronger as we’ve grown older. We all have our own lives, and fortunately, we have more friends now too, but we converse daily and take a personal interest in the well being of each other. When times are tough, we band together to defend against any injustice to any one of us. I would do anything to keep either of them for failing or falling behind. So many nights have I stayed up all night to help my sister with homework or to edit a paper for my brother. I am always there for them, whether it is a ride somewhere, locked keys in a car, a school book forgotten at home, or needed lunch money. When my sister and I were in high school together, if she accidentally left her lunch at home, I would give her mine, claiming to have lunch money so that she wouldn’t go without; whether or not I actually had any lunch money was never the case. Even though I am in college now, I still make it home to cheer on my brother at his basketball games. The three of us siblings constantly talk or text, and whenever I have any news to share they are always the first people I turn to. My sister and I are in the same sorority on campus now, so that has provided an even closer bonding experience for me. Not only do we get to hang out as sisters, but as best friends all the time too.
One disadvantage of close siblings is that they know how to push buttons better than anyone in the world; but the benefits far outweigh any disadvantages, for they are always the first to forget injustices, even if they also have the best memories. We bicker like all friends do, but my brother and sister mean the absolute world to me. Even in the most difficult situations, there is nothing that I wouldn’t do for either one of them. Maya Angelou said, “I don’t believe an accident of birth makes people sisters or brothers. It makes them siblings, gives them mutuality of parentage. Sisterhood and brotherhood is a condition people have to work at.” Of all the people, experiences, and things in my life, I am most thankful for my brother and sister. Blessed to know that I have loving people to rely on inspires me to be better than I could have thought possible. I strive for greatness and worthiness because of the admiration of my siblings. My brother and sister truly know me on a level that no one else has seen. I do not feel pressure to be anyone else other than exactly who I am when I am with them. They have seen me at my worst, at my most natural; they have seen me as myself. “A sibling may be the keeper of one’s identity, the only person with keys to one’s unfettered, more fundamental self,” Marian Sandmaier.
My family made me. It seems almost odd to say that having such a loving family could be a disadvantage. For my childhood and self-development, I hold my family in nothing but the upmost regard. Yet as a teacher, I will be faced with inconsistency when my students do not all come from that same supportive background. As a result I will be much more than just a teacher for students. In the same way that my father stood outside my dance practices, cheering me on for hours, I will be my students’ number one fan. Like my father, I promise to give my students the dedication, patience, and support they deserve. I will never miss a crucial moment in their success because I will always be right outside the mirror cheering them on. As my father encouraged my dancing, so too will I encourage my students’ success, both in my classroom and throughout life. For all the children who do not have compassionate, supportive parents, I will be that persuading force that will cheer them on and give them confidence in everything they do. By promoting a warm, inviting classroom community in which everyone feels accepted confident in their abilities, I will have provided the foundation, inspiration, and knowledge necessary for my students’ growth. When you loose faith in yourself or your abilities, knowing that there is someone who believes in you, who wants to see you succeed, can be the motivating drive behind great achievements. In the same way that my brother and sister inspire me, I will inspire my students to their best through my admiration for them. And just like loving siblings, my students will not feel pressure to be anyone other than exactly who they are. My desire for my students to want to see and help each other succeed stems from that same bond between my siblings. Willingly sacrificing and aiding in any way possible, I will care for my students like I do my brother and sister. I want to share with my students my values of cooperation and encouragement that can be found within each other, like the ways in which my siblings and I played together and experienced together out of our genuine care for one another. I plan on focusing not only on the development and growth of each individual student but also creating projects and assignments that focus on classroom collaboration. Children need to know that there are people they can trust and rely on, no matter the background history that they come from. This acceptance is one of the most important values that I have learned from my mother and more specifically from my religion. My experience with religion has the possibility of positively affect on my students on a much larger scale. My mother and my Catholic upbringing have instilled in me the significance of caring for everyone as an individual, cherishing uniqueness, treasuring talents, respecting opinion, and appreciating all values. Through my faith, I have learned how to care for and love my students as my own mother has loved me. I would never allow for my students to be persecuted or discouraged due to belief or religion because faith plays a crucial role in who we are. Overall, I know that as a teacher, I need to be the encouragement to my students that my family was to me. Just like my parents, I will be that support system and foundation for my students.
Short Story Unit
Junior Level Literature
Ms. Cafazza
Spring 2011
Rationale
“Literature has been the salvation of the damned; literature has inspired and guided lovers, routed despair, and can perhaps… save the world” –John Cheever, American novelist and short story author. Although dictionaries and literature classes worldwide attempt to define literature, creating boundaries and categories only limits what literature can mean to the individual person. This unit has been designed to explore one of the many forms of literature - the short story. Short stories can be filled with symbolism, emotion, vision, and can even provide us with a glimpse into ourselves. And although the experience is imagined by the reader, the responding emotions are real. “Put simply, people who read literature experience more life and have a keener sense of a common human identity than those who do not” says Michael Meyer on the subject of the nature of literature. Short stories are one of the most useful forms of literature because they allow the teacher and the students to explore a wide variety of settings, contexts, characterizations, and author styles. For struggling readers, short stories provide the instant gratification that can lead to individually motivated reading. Furthermore, short stories allow students to have a choice in what they read. Although for this unit they are still expected to read all of the required texts, it gives them the opportunity to vary their daily reading rather than reading a novel in its entirety. Short stories are also beneficial in developing analytical skills when examining and questioning dialogue, style, and author opinion. The basic elements of literature: point of view, symbols, theme, tone, irony, and so on, can all be found in short stories. Moreover, students are able to explore a wider variety of these elements when examining them in each short story read in class. Continuingly, writing about what you have read is an effective means of clarification and deeper meaning and understanding. The overall reason for this lesson is that short stories are a useful genre of literature to increase student motivation and involvement, to study the basic elements of literature, and to help students understand the relevance of short stories in the world of reading, thinking, and writing.
Summary
During this unit, students will be reading a selected variety of short stories. There will be a discussion board posted for each short story, which will require a minimum 300 word submission about two stories. Throughout the course of the week, the students will also be required to provide a minimum 150 response to three posts of their classmates. Before reading assignments are discussed, there is the possibility of a pop quiz over the reading, just to double check that the students are completing the homework as required. Throughout this unit, students will be writing a short story of their own; a story written in their own style and from their own creativity that coincides with the basic literary elements and short story principles discussed throughout the unit. Once all students have completed their short story, there will be peer editing days in which the students will be encouraged to revise and redraft their stories, furthering their literary knowledge. Students will also be in charge of the formatting and inclusion of any pictures or art work to correspond with their individual short story. At the completion of the short story unit, the students will submit their short stories to be created into a short story anthology for their class. At this time, the teacher will also make information available as to resources that publish short stories/short story contests at that time. Also, throughout the unit, the students will be involved in class and group discussions about the reading assignments.
Objectives
1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
1.2.4.3 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Performance Indicators: The preservice teacher
1.2.8.4 maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents, and other colleagues.
1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
Length of Curriculum
This unit will require a five weeks. This is based on the assumption that students meet with the teacher for an hour and twenty minutes twice a week and for forty-five minutes once a week. The first class will serve as an introduction, where the following classes will serve to discuss the elements of short stories particular to the stories assigned as homework. The last week of the unit will focus on revising their final drafts of their own short stories for submission to the class anthology.
Materials and Resources
Students will be using their short story text book The Story and Its Writer: An Introduction to Short Fiction by Ann Charters, as well as handouts for short stories that are not included in that anthology. Furthermore, students will need computer access to complete the discussion board posts. If students do not have internet access at home, they will be provided time on Fridays and during their study hall session to use the computers (special circumstances will be considered and accommodated for). Students will also need regular classroom resources such as: pens, pencils, loose leaf paper, and board space. Students will need to use computers to type and submit their drafts of the own short stories, but class time will be given if computers are not available in their homes.
Means of Assessment
Formative assessment will be accomplished through the discussion board posts and through various reading quizzes. The summative assessment will be through the creation and production of their own short story. Class participation and involvement is figured into all scoring. Students will be assessed on their understanding and reflective analysis of the stories. It is understood that not everyone interprets information the same way, but reasonable, reflective, and thoughtful answers are encouraged and always acceptable in class discussions. Sometimes the offering of an incorrect analysis opens up discussion for deeper insight. Students will assessed on the level of effort and insight that they develop their discussion board posts with. Handouts and class assignments include class discussion, participation in literary circles, and the completion of handouts/worksheets to complement their understanding of the text. Reading checks will be short question and answer sessions at the beginning of class to check that students have completed the reading. Students will also be assessed on their effort, creativity, and work put into their drafts. Completion, ideas, and following directions will be the main basis of points for the drafts. Participation, the ability to work well with others, and staying on task will be the main basis of points for the peer editing days. If students miss work, they will be held to the guidelines of the school policy on late/make-up work at the discretion of the teacher. The summative assessment will be the culmination of the short story unit through the completion of each student’s individual short story that will be comprised into a classroom anthology of student short stories. Further assessment will be included with the offering of bonus points to students who revise their short stories after final submission in order to get the story ready to be added to the classroom anthology. Students will not be informed of this extra credit opportunity until the time arises so that they do not plan for the extra points. However, it will be a good form of authentic assessment, because it will prove the complete extent of the students’ abilities to work to the best of their talent.
Short Story Unit – Lesson Plan 1
Junior Level Literature
Ms. Cafazza
Spring 2011
Teacher: Ms. Cafazza
Subject: Literature
Level: Junior
Topic: Elements of the short story
Skills: Thinking, Listening, Writing, and Speaking
Instruction Time: 2 class periods
Objective: At the conclusion of this lesson, the student will be able to explain the qualities that classify a piece of literature as a short story, citing examples from John Updike’s “A & P.”
Materials Needed: pens & paper
Lesson Plan
Phase 1: Introduction: Clarify goals and establish set:
The goal of this lesson is to introduce the short story unit by learning what qualifies a piece of literature as a short story. Connect to prior knowledge, previously read materials, and text read in class (John Updike’s “A & P”).
Phase 2: Provide examples and non-example pairs:
This lesson will be taught using the direct approach: The teacher names the concept and provides the definition. The qualities and elements of a short story include: setting, plot, conflict, characterizations, point of view, and theme. The teacher also names the critical attributes using examples and non-examples. Critical qualities/attributes of a short story include: (1) setting: place, time, weather conditions, social conditions, mood or attitude (2) plot: introduction, rising action, climax, falling action, denouncement (3) conflict: interval vs. external or man vs. man (physical), man vs. circumstances (classical), man vs. society (social), man vs. himself (physiological) (3) characterizations: main characters; individual, developing, static (4) point of view: innocent eye, stream of consciousness, first person, third person- omniscient or limited (5) theme: implicit or reoccurring idea; topic or subject (6) dialogue: both between characters and within a character’s thoughts.
Phase 3: Check student attainment of concept:
Teacher presents additional examples and non-examples to test student understanding. Students are asked to provide their own examples and non-examples of the concept. Furthermore, students are asked to provide their own examples of critical qualities that make a narrative a short story.
Questions to get them thinking: Who is the main character? What are the relationships between Sammy and the other characters? How does Stokesie serve as a foil for Sammy? Can you identify any conflicts in this story? If so, between whom and are they resolved? What is the setting for this story? What is the A & P symbolic of? How does the setting affect the theme and overall tone? Whose point of view is the story written from? How does this affect the reader’s perception. What does Sammy think of the three girls? How does he describe them? What are the girls symbolic of? What does Sammy mean when he says that life will never be easy again?
Phase 4: Analyze student thinking processes:
Teacher asks students to examine their own thinking processes. Students are asked about their decision-making process and choices. Teacher integrates the concept into other concepts of unit of study. While studying literature across the Romantic, Victorian, and Modern time lines, students will decide if a piece of literature can be considered a short story or not, based on the qualities and attributes discussed in this lesson. At the conclusion of this lesson, students will be asked to verbally describe the qualities of a short story, and evidence/examples of those qualities in John Updike’s “A & P” which was read in class.
Short Story Unit – Lesson Plan 2
Junior Level Literature
Ms. Cafazza
Spring 2011
Teacher: Ms. Cafazza
Subject: Literature
Level: Junior
Instruction Time: 1 class period
Topic: How do your personal beliefs and your background influence your interpretation of literature?
Objective: At the conclusion of this lesson, the students will have questioned and analyzed the impact that their prior knowledge, belief system, and background history have on their interpretation of literature in order to evaluate any literature biases; with specific reference to the following short stories: John Updike “A & P,” Flannery O’Connor “A Good Man is Hard to Find,” Ray Bradbury “There Will Come Soft Rains,” Jack London “To Build a Fire,” Shirley Jackson “The Lottery,” Mark Twain “The Celebrated Jumping Frog of Calaverous County,” Fay Weldon “Ind Aff, ”Edgar Allen Poe “The Cask of Amontillado”
Standards: 1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Materials Needed: class list, optional materials include: notes on the texts and/or short story texts for stories listed above, pen/pencil (highlighter), and paper/notebook
Lesson Plan
Phase 1: Clarify aims and establish set
Have students rotate/move desks so that they are sitting in a circle. Make sure everyone can see everyone else and that each student is equally included in the circle. The teacher should be included in this circle seating arrangement as well. Allow students to bring the short story texts or their notes into the circle with them. It would be best for the teacher to bring his/her book as well.
When doing any type of literary analysis or interpretation, human nature is to impose past knowledge and/or beliefs onto the subject being dissected. It is nearly impossible not to look at things the way we look at the rest of life; however, often when analyzing and interpreting literature, it is crucial to take an objective, unbiased view point so as to discover the author’s true meaning, rather than our own individual interpretation. Although it is still important to use our prior knowledge, history, background, and belief system to analyze these works, we also need to be able to look at the texts from a third party perspective.
Through this discussion we will talk about how our own opinions and thoughts influenced our interpretations of these works, citing specific examples. We will then talk about whether these can be good things or bad things, and why it is important to have both.
Phase 2: Focus the discussion
It is important to begin by telling students that they should not feel pressured to share personal information if they do not feel comfortable. Instead, encourage them to focus their part on the discussion on the text itself. Begin the discussion by asking specific questions about the texts that students will want to volunteer answers to and that encourage a deeper level of thinking.
Example Questions to Encourage Active Discussion
What is your opinion of the grandma is O’Connor’s story? We read about O’Connor’s personal religious beliefs – do you agree with her use of literature to express this?
What do you think about the motives of the characters in “Ind Aff?” Can you see yourself in her position? What do you think of that?
Do you think you are anything like Sammy in “A & P?” Why or why not? Have you ever felt the need to spontaneously rebel? How did you feel afterwards? Do you think Sammy made the right choice by quitting his job?
Do you see any connection to “The Lottery” and modern society? Do you think what they are doing in this story is okay? Probably not, but if you lived there, and this is what you’ve always done, and you didn’t know any different, would you feel the same way?
The goal here is to extend the student thought process by asking questions for clarity that require further thinking and evaluation. Try to refrain from ‘yes’ or ‘no’ questions. Think more about ‘why’ instead of factual textual references. This discussion time is also a good opportunity for students to ask deeper questions that they might have been wondering about the text. Remember, as the teacher, the longer of a wait time that you provide for student response, the more thoughtful the response will be. Do not pressure students to answer questions, instead try rephrasing the question or putting a twist on it to spark the student’s interest and make the question more appealing. Also, remember to keep the discussion loosely structured, although the teacher should have control, let the students decide where the discussion is going to go (so long as no one becomes offensive). Classroom discussions are not only beneficial for internalization of concepts and ideas from the text, but also has positive social effects for speaking and listening skills.
Phase 3: Conclude the discussion
Finish the discussion by asking if anyone has any more specific questions. After asking everyone to return their seats to their original position, it is then it is the teacher’s job to summarize the conversation and the main points/feelings discussed. Again, it is crucial to use generalized statements rather than specific lines that identify individual students. By summarizing the discussion, the teacher provides the overall ideas and works to resolve any tensions that might have developed during discussion. Although tension is useful in sparking conversation, it is a difficult line and should not be crossed. At all times, the teacher must be intently listening and helping direct conversation in order to provide an accurate summary.
Phase 4: Reflection on discussion
Have students spend the rest of the class period writing a reflection about the classroom discussion. It need not be typed and should be turned in at the end of the class as students walk out the door. Student reflections are important because it provides the opportunity to say what they were thinking and were possibly too shy to say to the entire class. It also provides the opportunity to internalize and reflect upon the input of others. Furthermore, they could be left with other questions or comments that they arrive at through their reflection, and this is a good way for the teacher to address these issues. Student reflections should be thoughtful and should not address individual students. Instead they are encouraged to address the issue that they have questions or concerns about.
Short Story Unit – Lesson Plan 3
Junior Level Literature
Ms. Cafazza
Spring 2011
Teacher: Ms. Cafazza
Subject: Literature
Level: Junior
Topic: Edgar Allen Poe’s “The Cask of Amontillado”
Graphic Organizer: Compare/Contrast Matrix for two main characters (Montresor & Fortunato)
Objective: After reading Edgar Allen Poe’s “The Cask of Amontillado,” the students will compare and contrast Montressor and Fortunato, citing at least 5 examples for each character from the text.
Materials Needed: Dry Erase Board, Dry Erase Markers, “Cask of Amontillado” Paperback Text (students will need lined loose-leaf paper & a pen)
Lesson Plan
Phase 1: Introduction: Clarify aims and establish goals
• Previously read “The Cask of Amontillado” text
• This lesson will take an in-depth look at the two main characters, Montresor and Fortunato, by comparing and contrasting them
Phase 2: Present advance organizer
• Advance Organizer is a Compare/Contrast Matrix for Montresor and Fortunato.
• Given attributes/topics, the students will describe how Montresor and Fortunato are similar or different on that topic.
TEACHER ANSWER GUIDE…
| |Montresor |Fortunato |
| |Could be thought of that he is confessing |Member of the Masons, so not Catholic |
|Religion |on his death bed (opening paragraph), which|(conflict of interests) |
| |leads to the conclusion that he is Catholic| |
| |or Lutheran | |
| |Has family coat of arms, prestigious |Married, has a family |
|Family |family; but no mention of wife or children,| |
| |only servants | |
| |Knows and enjoys wine, but not to the |Very fond and knowledgeable of wine; known |
|Knowledge of Wine |extent of Fortunato |for expertise |
| |Claims he is, but is not actually a member.|Member; knows the secret hand signal |
|Mason (Brotherhood) |Shows his trowel (proof that he is a | |
| |stonemason, not a member of the secret | |
| |brotherhood) | |
| |Serious, vengeful, plotting; not a joke to |Thinks Montresor is jesting “a very good |
|Sense of Humor |him |joke, indeed” |
| |Can only think about plotting his revenge |One track mind on Amontillado |
|Single-Minded | | |
| |Mask of black silk… not the face of blind |Multi-colored costume of a jester/court |
|Dress/Clothing |justice, but gothic, masked revenge |fool, cone hat, bells… literally & |
| | |tragically fooled |
| |Revenge- insulted by Fortunato, family |Pride- he wants to be the one to test the |
|Downfall |motto is “no one attacks me with impunity” |wine, not Luchesi, and refuses to admit he |
| | |is sick |
| |Pays no heed to law; wants revenge so he | |
|Regard for Law |takes it |n/a |
| |For him, it means abandonment for social |Time of fun (carnival season) can be |
|Carnival Season |order |murderously serious |
Phase 3: Present learning materials (outline of content)
• Draw three columns on the board to model the graphic organizer
o One column for attributes/topics, one for Montresor, one for Fortunato
• Ask students to raise their hands and offer similarities or differences on the two main characters based on the attributes/topics of the chart
• Write those answers down as the students suggest them
• Encourage deeper thinking
o For example: not just what the two men are wearing, but what does that symbolize about who they are or their actions
• Ask questions to get the students thinking about the motives of the characters
o How did Fortunato wrong Montresor?
▪ Poe never actually says- leads to the terror of the story- a man taking what he believes to be justice into his own hands
o What do the bones in the catacomb symbolize?
▪ The fact that the two men are walking together through the catacomb of bones symbolizes them descending to hell together
o Why is it important that Montresor is physically a stonemason, rather than a member of a brotherhood?
▪ Foreshadowing- Fortunato challenges that Montresor is a mason. Montresor is not a member of the brotherhood, but is an actual stonemason, symbolic of the stone tomb that he will build for Fortunato.
o Why does Montresor’s heart grow sick at the end- because of the dampness of the catacombs or does he feel guilty?
▪ Montresor seems to try to force himself to believe that it is the dampness; however, he must feel some guilt because he confesses 50 years later
• Complete chart on board, encouraging students to fill out their own paper chart as answers are given and written on board
Phase 4: Application (Check for understanding/strengthen student thinking)
• Have students discuss which points are positive and which are negative about each character. Ask students who seems like the victim and who is the villain.
• Have each student write a three paragraph in-class essay comparing and contrasting Montresor and Fortunato, using the compare/contrast matrix that he/she completed. Encourage students to use specific examples, like those written in their charts and on the board. Also encourage them to include any other original ideas that were not discussed in the chart.
• Essay is to be turned in by the end of the class period with matrix chart attached.
Name____________________________________
Ms. Cafazza – Junior Literature
Short Story Unit
Edgar Allen Poe “The Cask of Amontillado”
| | | |
| |Montresor |Fortunato |
| | | |
| | | |
|Religion | | |
| | | |
| | | |
| | | |
|Family | | |
| | | |
| | | |
| | | |
|Knowledge of Wine | | |
| | | |
| | | |
| | | |
|Mason (Brotherhood) | | |
| | | |
| | | |
| | | |
|Sense of Humor | | |
| | | |
| | | |
| | | |
|Single-Minded | | |
| | | |
| | | |
| | | |
|Dress/Clothing | | |
| | | |
| | | |
| | | |
|Downfall | | |
| | | |
| | | |
| | | |
|Regard for Law | | |
| | | |
| | | |
| | | |
|Carnival Season | | |
| | | |
Name_________________________________________
Ms. Cafazza
Student Handout
Writing Your Own Short Story
“Literature has been the salvation of the damned; literature has inspired and guided lovers, routed despair, and can perhaps… save the world” –John Cheever
Your Own Short Story!!
Throughout our work, you will be able to fluently and effectively analyze and criticize short fiction selections by applying knowledge of literary devices to aid in thoughtful reading, discussion, and written assignments. Attached to this handout is a copy of your student reading calendar (please have the assigned readings completed by the time you come to class on the day in question) and the rubric for your own creative short story. This short story is a chance for your interests, creativity, inventiveness, and personality to shine!! Although this academic writing assignment should be taken seriously, it should be a fun and original work. Once all the short stories are submitted, we will compile them into a classroom anthology to highlight all of your success and creativity!!
Your short story should satisfy the requirements on the rubric. Please keep in mind the following points about short stories as well…
• A simple subject that allows the story to take place within a brief period of time
• Only a few characters who are quickly developed
• Dialogue and action that move the story forward
• One point of view
• A fast-paced, attention-grabbing beginning
• A middle that doesn’t ramble but proceeds in a direct route to the end
• A strong ending that completes the story and provides understanding and satisfaction
• A plot and characters that give insight into the human condition
|INDIVIDUAL SHORT STORY RUBRIC |
| | | | |
|FORM |11 – 15 pts |6 – 10 pts |1 – 5 pts |
|Organization |The story is very well |The story is a little hard to |Ideas and scenes seem to be randomly|
| |organized. One idea or scene |follow. The transitions are |arranged. |
|____ / 15 pts |follows another in a logical |sometimes not clear. | |
| |sequence with clear transitions.| | |
|Mechanics and Usage |Mechanics and usage are both |Few mechanical or usage errors |Many mechanical or usage errors |
| |flawless |present |present |
|____ / 15 pts | | | |
|Style |Writing is clear, inspiring, and|Writing is okay but contains |Writing lacks energy, is narrow and |
| |done with flair. |little originality. |unimaginative. |
|____ / 15 pts | | | |
| | | | |
|CONTENT |11 – 15 pts |6 – 10 pts |1 – 5 pts |
|Creativity |The story contains many creative|The story contains a few |There is little evidence of |
| |details and/or descriptions that|creative details and/or |creativity in the story. The author |
|____ / 15 pts |contribute to the reader's |descriptions, but they distract |does not seem to have used much |
| |enjoyment. The author has really|from the story. The author has |imagination. |
| |used his/her imagination. |tried to use his/her | |
| | |imagination. | |
|Short Story |Works demonstrates appropriate |Work demonstrates some thematic |Work is either too long, too short, |
| |thematic elements of a short |elements of a short story, but |or does not properly demonstrate |
|____ / 15 pts |story. |is not clear. |thematic elements appropriate to a |
| | | |short story. |
|Focus |Contains a sharp focus and |Contains a poorly focused |Does not present a purpose that is |
| |clearly identifiable purpose. |purpose. |clearly identifiable or developed. |
|____ / 15 pts | | | |
|INDIVIDUAL SHORT STORY RUBRIC (continued)… |
| | | | |
|WRITING/REVISION |11 – 15 pts |6 – 10 pts |1 – 5 pts |
|Writing Process |Student devotes a lot of time |Student devotes some time and |Student devotes little time and |
| |and effort to the writing |effort to the writing process |effort to the writing process. |
|____ / 15 pts |process (prewriting, drafting, |but was not very thorough. Does|Doesn't seem to care. |
| |reviewing, and editing). Works |enough to get by. | |
| |hard to make the story | | |
| |wonderful. | | |
|Rewriting |Includes strategies from Bary |Story demonstrates some |Stories shows no |
| |Lane and makes positive |improvement between drafts. |improvement/negative movement |
|____ / 15 pts |improvements. | |between drafts. |
| | | | |
|ILLUSTRATIONS |3 – 4 pts |2 – 1 pts |0 pts |
|Picture/Art Work |Original illustrations are |Original illustrations relate to|Illustrations are not present. |
| |detailed, attractive, creative |the text on the page. | |
|(BONUS) |and relate to the text on the | | |
| |page. | | |
|+ ____ pts | | | |
| |
| |
|_______ / 120 pts ( + ______ Bonus Points) = _______ TOTAL POINTS |
| |
| |
Name____________________________________
Ms. Cafazza – Junior Literature
Short Story Unit
|SHORT STORY UNIT GRADING SYSTEM |
|Discussion Board Posts (1 per week @ 5 pts each) |20 pts |
|Handouts/Class Assignments (6 @ 5 pts each) |30 pts |
|Reading Checks/Quizzes (6 @ 5 pts each) |30 pts |
|First Draft of Individual Short Story |15 pts |
|Second Draft of Individual Short Story |15 pts |
|Peer Editing Days (10 pts * 2 days) |20 pts |
|Final Submission of Individual Short Story |120 pts |
|Total points available for short story unit |250 pts |
EXTRA NOTES
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
|DISCUSSION BOARD POSTS & RESPONSES |
|Requirements |Meets the minimum requirement of |Between 200 – 299 words. |Less than 199 words. |
| |300 words. | | |
|____ / 1 pt | | | |
|Mechanics |No errors. |A few errors. Some minor |Many major mechanical or usage |
| | |difficulties. |errors. |
|____ / 1 pt | | | |
|Clear Thesis, Support, & Focus |Major points are supported by |Major points are given weak support|Major points are given |
| |strong examples. Contains a sharp |only. Contains a poorly focused |superficial support or are |
|____ / 1 pt |focus. |statement of purpose. |unsupported. Does not present an|
| | | |identifiable or developed |
| | | |thesis/focus. |
|Ideas |Ideas are engaging and illustrate |Ideas are good but obscured by |Ideas do not go beyond the |
| |understanding. |unclear writing or lack of |obvious. They are random and |
|____ / 1 pt | |information. |undeveloped. |
|Organization |Contains clearly developed |Contains mostly clear developed |Post is disorganized and |
| |paragraphs/sentences in a logical |paragraphs/sentences but is unclear|difficult to follow. |
|____ / 1 pt |sequence. |in places. | |
| |
|Total ____ / 5 pts |
Teacher Calendar
Teacher: ____Ms. Cafazza______ Unit: ___Short Stories____
| |Monday (80 mins) |Tues. |Wednesday (80 mins) |Thurs. |Friday (45 mins) |
| |Introduction to Short Story Unit… | |Discuss “A & P” | |Discuss “A Good Man is Hard to Find” |
| | | |[LP 1] | |(Lit circles) |
|Week One |Read John Updike’s “A & P” in class| | | | |
| | | |Student HW: Flannery O’Connor “A | | |
| | | |Good Man is Hard to Find” | | |
| |Discuss “A Good Man is Hard to | |Discuss: finish “A Good Man is | |Discuss: finish “There Will Come Soft|
| |Find” | |Hard to Find” and “There Will | |Rains” |
|Week Two | | |Come Soft Rains” | | |
| |Student HW: Ray Bradbury “There | |[Handout] | |[In Class: read & discuss Mark Twain |
| |Will Come Soft Rains” | | | |“The Celebrated Jumping Frog of |
| | | | | |Calaverous County”] |
| | | | | | |
| | | | | |Student HW: Jack London “To Build a |
| | | | | |Fire” |
| |Discuss: “To Build a Fire” | |Discuss: “The Lottery” and “To | |First Draft of Individual Short Story |
| |[Handout] | |Build a Fire” and talk | |Due… |
|Week Three | | |about/provide class time for | | |
| |In class if time, HW if not: | |first drafts | | |
| |Shirley Jackson “The Lottery” | | | | |
| | | |Student HW: write first draft | | |
| |Discuss issues with first drafts, | |Discuss: “Ind Aff” | |Discuss: finish talking about “Ind |
| |read Fay Weldon “Ind Aff” during | |[Handout] (Lit Circles) | |Aff” and talk about draft stories |
|Week Four |class | | | | |
| | | | | |Student HW: Edgar Allen Poe’s “Cask of|
| | | | | |Amontillado” |
|Week Five |Discuss: “Cask of Amontillado” | |Discuss: “Cask of Amontillado” | |Reformulated Short Story Draft 2 Due… |
| |[Handout] | |and give class time for draft | | |
| |[LP 3] | |revisions | |[LP 2] |
| |Peer Editing… | |Peer Editing & Pictures/ | |Final Draft of Individual Short Story |
|Week Six | | |Illustrations Due… | |Due |
| | | | | | |
|Week Seven | | | | | |
| |Extra Class Time | |Extra Class Time | |Extra Class Time |
Name _________________________________
Ms. Cafazza
Short Story Unit
SEPTEMBER
September 27: Introduction to Short Stories - John Updike “A & P” (in class)
September 29: HW: Flannery O’Connor “A Good Man is Hard to Find”
OCTOBER
October 3: Discussion Board post due by midnight
October 4: HW: Ray Bradbury “And There Will Come Soft Rains”
October 8: In class: Mark Twain “The Celebrated Jumping Frog of Calaverous County” HW: Jack London “To Build a Fire”
October 10: Discussion Board post due by midnight
October 11: In class/HW: finish reading Shirley Jackson “The Lottery”
October 15: First Draft of Individual Short Story Due!
October 17: Discussion Board post due by midnight
October 18: HW: finish reading Fay Weldon’s “Ind Aff” if not completed during class
October 22: HW: Edgar Allen Poe’s “The Cask of Amontillado”
October 24: Discussion Board post due by midnight
October 29: Reformulated Individual Short Story Draft 2
NOVEMBER
November 1: Peer Editing
November 3: Peer Editing & Pictures/Illustrations Due
November 5: Final Draft of Individual Short Story Due!!
Name_____________________________________
Ms. Cafazza
Junior Literature- Short Story Unit
Author _________Ray Bradbury____________
Short Story Title _______”There Will Come Soft Rains”_____________
In the year 2086…
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name _____________________________________
Ms. Cafazza
Short Story Unit: CHARACTER COMPARISON
Author __________Jack London____________________
Short Story Title ________ “To Build a Fire”______________________
Name _____________________________________
Ms. Cafazza
Short Story Unit: STORY MAP
Author _________Fay Weldon___________
Short Story Title ______ “Ind Aff”_____________________
-----------------------
“The more that you read, the more things you will know.
The more that you learn, the more places you'll go.”
–Dr. Seuss
What I like in a good author is not what he says, but what he whispers.
-Logan Pearsall Smith
Tell me a story….
For the next few weeks, we will be reading, discussing, and analyzing short stories so that you will have the necessary knowledge and skills to create a short story of your own.
Student Calendar:
Reading Schedule
“The more that you read, the more things you will know.
The more that you learn, the more places you'll go.” – Dr. Seuss
Although written in 1951, this story is set in August of 2026… a 75 year difference!! Now, only 15 years away from this date, do you think this story is more of a possibility? Write a short narrative about your predictions about what technology will be like 75 years in the future – all the way into the year 2086!! Be imaginative – your story doesn’t have to be believable (do you think people believed Bradbury’s story would ever come true?!) just have fun and be creative!!
Character (2)
Character (1)
DIFFERENCES
SIMILARITIES
Setting
Where:
When:
Character(s) & Description
Major Character(s):
Minor Character(s):
Outcome/Resolution
Event 3
Event 2
Event 1
Plot/Conflict
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.