SWI Literature Applications 1
January Lesson Plans 2011
Tuesday, January 4, 2011
 Turn in NaNoWriMo manuscripts
 The Literary Analysis Essay
o The purpose of literary analysis
o No more book reports!
o How to write literary analysis
 The thesis statement
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 Plot Analysis Exercise handout
 Thesis Template handout
The body paragraphs
 Carrot in the Cookie Jar handout
 Topic Sentences handout
 Body Paragraph Flow Chart – Example handout
The nuts and bolts
Wednesday, January 5, 2011
 Using the information you received yesterday, the Plot Analysis Exercise
Handout and the Thesis Template, write a thesis statement to answer the
question:
o How is suspense created in “The Most Dangerous Game?”
 You should have three “suspense building” techniques chosen from
the Plot Analysis Exercise
 If we did not complete the Plot Analysis Exercise Handout, and you
need to fill it in before choosing the three techniques, please do so
 Using the Body Paragraph Flow Chart, outline three body paragraphs
o Body ¶ #1 will support technique #1; body ¶ #2 will support technique #2;
body ¶ #3 will support technique #3
Thursday, January 6, 2011
 Review student thesis statements
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Review student Paragraph Flow Charts
Introduction of the Five Paragraph Essay
o Review the Five Paragraph Essay Handout
 The use of “decorations”: alliteration, question, simile/metaphor,
quotation (we’ll go over paired words later)
 Review Literary Analysis Essay Checklist
 There will be no carrots in the cookie jar
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Hand out copies of “Vocabulary in ‘The Necklace’” (WttW te: 63)
Painless Grammar: pp. 39 (Adj/Adv. Pointers) – 45
SWI Literature Applications 2
January Lesson Plans 2011
Friday, January 7, 2011
 Using the Body Paragraph Flow Charts already completed, and the Literary
Analysis Essay Checklist you received in class, write the three body paragraphs
of your essay – do these paragraphs first
 Begin reading and annotating “The Necklace” by Guy de Maupassant
 As you read and annotate “The Necklace,” fill out “Vocabulary in ‘The
Necklace’”
Monday, January 10, 2011
 Write the introduction and conclusion paragraphs to your essay
o Underline thesis statement twice (introduction paragraph)
o Underline topic sentences once (body paragraphs)
o Review paragraphs using the Analysis Essay Checklist
 Finish reading and annotating “The Necklace”
 Finish “Vocabulary in ‘The Necklace’”
Tuesday, January 11, 2011…It’s 1/11/11!
 Five Paragraph Essay: How is suspense created in “The Most Dangerous
Game?”
o Students exchange essays
o Using a clean copy of Literary Analysis Essay Checklist as a guide,
edit the essay you received.
o You can make notes in the margins, etc. Use our critique guidelines
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o Sign your name as editor and turn in edited essays
Introduction to the concept of “inference”
o Review Inference in Literature handout
o Complete and review Inference Worksheet #1
o Implied vs. inferred
Review “conflict” in literature
o Introduce fate vs. chance vs. providence (WttW se 88-89)
Review student annotations of “The Necklace”
o Create a plot summary diagram (WttW te 68)
o What is the central conflict? Is it man vs. power, man vs. society, man
vs. himself?
o Identify protagonist and antagonist
Go over “The Necklace” vocabulary terms with their definitions
Review tomorrow’s homework assignment
Bring in one or more receipts on Thursday (ask your parents)
(Teacher’s notes: WttW te: 63, 68-71; Wttw stu: 86–87)
SWI Literature Applications 3
January Lesson Plans 2011
Wednesday, January 12, 2011
 Answer the following question: What is the central conflict of “The
Necklace”?
o Although there is no assigned length for this literary analysis, it should
comply with all applicable elements of The Literary Analysis Essay
Checklist (including thesis statement, examples from the story, quotations,
etc.)
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 Study “The Necklace” vocabulary words for a quiz tomorrow
Don’t forget to bring in your receipts
Thursday, January 13, 2011
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Hand in your “Necklace” essay.
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Take “The Necklace” vocabulary quiz
Receive your first draft of “Dangerous Game” essay
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Decoration of the Day: the Euphemism
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Review Euphemism handout
Do you know any euphemisms that are appropriate to share?
Inference:
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Discussion of “Conversation Piece” by Ned Guymon (1950)
Inference exercise: Receipt Piece
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The collected receipts will be handed out in random order
 Create a two page story using the receipts you receive
Receive your new anthology
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What “blue words” are and pencil annotation
Friday, January 14, 2011
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Work on Receipt “Inference” Story
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Make any changes to the “Dangerous Game” essay that you need to make. This will
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be turned in on Tuesday.
Fundamentals of Literature:
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Read pp. 2 – 3
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Begin reading and annotating “Miss Hinch.”
 Write down blue words/definitions on a separate sheet of
notebook paper
Monday, January 17, 2011
 Finish reading and annotating “Miss Hinch”
o Write down blue words/definitions on a separate sheet of notebook
paper.
o When you have finished the story, go back and try to find clues in the
narrative that might have helped you predict the ending
 Answer the “About the Story” questions on pg. 18 in complete sentences.
 Finish Receipt “Inference” Story
SWI Literature Applications 4
January Lesson Plans 2011
Tuesday, January 18, 2011
 Turn in final draft of “Dangerous Game” essay
 Turn in Receipt “Inference” Story
 Receive first draft of “The Necklace” essay from instructor
 Discuss “Miss Hinch”
o This story begin in medias res.
 What does that mean?
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Because this is true, how does the author let us know what is going
on?
o How does the author create suspense?
o How does the setting of the story enhance the mood?
o Review answers to “About the Story” questions on pg. 18
o What clues did you find that could have helped you figure out the
mystery?
Writing euphemisms
o Look through “Miss Hinch”. Can you find any euphemisms or
dysphemisms?
o Come up with three original euphemisms
Painless Grammar: pp. 46 – (brain ticklers) 51
Wednesday, January 19, 2011
 Fundamentals in Literature: read and annotate “Robin Hood and Little John”, pp.
19 – 21
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o Write down blue words/definitions on a separate sheet of paper
Answer “About the Poem” questions on pg. 21
Make any changes necessary to “The Necklace” essay; turn in tomorrow
Study for a quiz covering “Miss Hinch” blue words tomorrow
Thursday, January 20, 2011
 Take “Miss Hinch” blue word quiz
 Turn in final “The Necklace” essay
 Receive first draft of “Receipt” Story from instructor
 Review “Robin Hood and Little John”
o The Ballad Form
 Review “Ballads” pdf, pg. 2, Background of Ballads
 Review “Ballads” pdf, pg. 4, I am iamb
 Review “Ballads” pdf, pg. 8, Poems
o What is the rhyme scheme and rhythm of “Robin Hood and Little John”
o Storyboard for “Robin Hood and Little John”
 You will be given squares of paper.
SWI Literature Applications 5
January Lesson Plans 2011
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As a group/s, take turns drawing a stanza of “Robin Hood and Little
John” on a story board
 Each member of the group drawing an equal number of
storyboards, if possible
 Glue the storyboard squares (in order) onto cardstock; hand in
Go over “About the Poem” questions, pg. 21
Decoration of the Day: Paired Words
 Review “Paired Adjectives Sentence Openers pdf”
 Go over paired verbs, paired adverbs
Review homework assignments
Friday, January 21, 2011
 Make any changes necessary to “Receipt” story; final draft is due on Tuesday
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Think about a simple story you would like to use for your ballad. It could be
an original story, or one based on a fairy tale, fable, or Bible story. Fill out
“Ballad Pre-Writing” worksheet
 Draw a storyboard for the ballad that you will write. You will need one
“square” for each stanza, and you will need (at least) twelve stanzas (you
may have more if you wish)
Monday, January 24, 2011
 Read and annotate “Through the Tunnel”, Fun. Of Literature, pp. 22-29
o Write down the blue words/definitions on a separate sheet of paper
 Study “Robin Hood and Little John” blue words/definitions for quiz tomorrow
 Finish storyboard
Tuesday, January 25, 2011
 Turn in final “Receipt” story
 Take “Robin Hood and Little John” blue word quiz
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Ballad Project
o Review Ballad Pre-Writing Handout
o Present storyboards
o Workshop a stanza or two based on student storyboards
Review “Through the Tunnel”
o Who is the central character?
o Who/what is the antagonist? Is there more than one? (TE 23)
o What is the central conflict? Is there more than one? (TE 23)
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What is Jerry’s age and family situation? How does that contribute to the
story?
How is/are the conflict/s finally resolved?
SWI Literature Applications 6
January Lesson Plans 2011
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o Why does Jerry keep his feat from his mother?
o What does the last sentence of the short story imply?
o Review “About the Story” questions on pg. 29
o Review the change in syntax when Jerry is in the tunnel
Review “Paired Words” Decoration
Painless Grammar: pp. 51 – (top of) 55
Wednesday, January 26, 2011
 Read and annotate “A Jury of Her Peers” (it is in last semester’s anthology)
 Begin writing your ballad: it will be 12 stanzas long, tell a simple story, follow
the chosen rhyme/rhythm scheme, and use one example of “paired words”
decoration
Thursday, January 27, 2011
 Discuss “Through the Tunnel” and the modern and biblical views of “growing up”
(F.O.L. TE 24 – 25)
o Do you think Jerry and his mother have a healthy relationship?
o Do you think that Jerry is rebellious?
o Conflicts between parents and teens:
 When children desire freedom apart from responsibility
 When children desire freedom in violation of a parent’s belief
system
 When children desire freedom that parents believe they are not
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mature enough to handle
o What are examples of independence that SHOULD be offered to children
of your age?
o What responsibilities accompany these freedoms?
o What freedoms do teens (not necessarily yourself) clamor for that are
NOT appropriate for them to have…in your opinion?
 Why would teens want these freedoms?
 What problems could result from parents granting these freedoms?
o What does the Bible say about the child/parent relationship?
Review “A Jury of Her Peers”
o Go over student annotations
o Who is the protagonist?
o Who is the antagonist/s?
o What is/are the central conflict/s?
o How did the setting contribute to:
 the conflict
 the resolution
How is your ballad coming along?
SWI Literature Applications 7
January Lesson Plans 2011
Friday, January 28, 2011
 Finish your ballad. Bring your completed “Ballad Pre-writing” handout and
storyboards to class along with your rough draft.
 Work on your NaNoWriMo manuscript.
Monday, January 31, 2011
 E-mail your revised NaNoWriMo manuscript to Mrs. Nelson. Send an e-mail to
[email protected] and add your manuscript as an attachment.
Tuesday, February 1, 2011
 Volunteers to read their ballads
 Turn in ballad rough drafts
o Include Ballad Pre-writing handout
o Include storyboard
 Discussion of “A Jury of Her Peers”
o We are called upon to use inference to come to important conclusions
about Mrs. Wright and the events that occurred at the Wright house. Find
and list specific examples.
o Why are the women able to find so many clues that the men overlook?
o What do you think about Mrs. Wright? Are you sympathetic? Does the
author lead you to be sympathetic?
o When should you protect or “cover up” for someone who has done
something wrong, and when should you tell?
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First student will make his or her point.
The next student will say, “But on the other hand…” and complete
this sentence.
What are some examples from literature, history, or your personal
experience that can back up your opinion?
Do men or women make the best detectives?
 Follow above steps
“A Jury of Her Peers” Literary Analysis Essay
o Question/Prompt: The men in the story are looking for something that
would prove Mrs. Wright had a motive for murder. What clues does the
author give that indicate that she did indeed have a motive?
o Fill out the “Jury” Essay handout with possible clues and categories
 Write a thesis statement: this will be five paragraph essay, so you
will need three clue categories with (at least) two examples each.
 If time allows: share and discuss thesis statements
SWI Literature Applications 8
January Lesson Plans 2011
Wednesday, February 2, 2011
 Fill out a “Body Paragraph Flow Chart” for each of the three body paragraphs
 Read and annotate “The Duel,” Foundations in Literature, pp. 31-34
 Answer the “About the Story” questions on pg. 34; use complete sentences
Thursday, February 3, 2011
 Do you have your flow charts filled out?
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Review “The Duel”
o Go over answers to the “About the Story” questions on pg. 34
Duel: a formal combat with weapons fought between two persons in the presence of witnesses.
Intended to settle a quarrel or point of honor, it represented an alternative to the usual process of
justice. The judicial duel, or trial by battle, is reported in ancient sources and was prevalent in medieval
Europe. A judge could order two parties to meet in a duel to settle a matter. It was believed that
through such an appeal to the "judgment of God" the righteous would emerge victorious; the loser, if
still alive, was dealt with according to the law. Duels of honor were private encounters over real or
imagined slights or insults. Eventually fought with pistols, duels were frequent in France and Germany in
the 19th and early 20th centuries, and they were legal or encouraged by the fascist regimes in Italy and
Germany. By the late 20th century they were prohibited; the last duel recorded in France occurred in
1967. The most famous duel in the U.S. was that between Alexander Hamilton and Aaron Burr (1804).
Information taken from: http://www.answers.com/topic/duel#ixzz19M6rNUd9
o What is the difference between honor and pride?
Definition of Honor: High respect, as that shown for special merit; esteem: Good name;
reputation; a source or cause of credit (was an honor to the profession);Glory or recognition; distinction; a
title conferred for achievement; high rank, the dignity accorded to position
Definition of Pride: a high or inordinate opinion of one's own dignity, importance, merit, or
superiority
o Review the Discussion/Analysis questions on pg. 31 TE
o Discuss the Application on pp. 31-32 TE
 Painless Grammar: pp. 55 – 58
Friday, February 4, 2011
 Write your three body paragraphs for the “Jury” essay, then write the
introduction and conclusion paragraphs.
Monday, February 7, 2011
 Read and annotate “Top Man,” Foundations of Literature, pp. 35 – 50
o Make a note of blue words/definitions
 Answer the “About the Story” questions on pg. 50 in complete sentences
SWI Literature Applications 9
January Lesson Plans 2011
Tuesday,
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February 8, 2011
Receive ballad rough drafts from instructor
Turn in “Jury” essay rough draft
Review “Top Man”
o Read “About the Author” on pg. 50 in class
 Writing about “what you know” means you will excel in making
your reader feel like “he’s right there” in the story
o Review student annotations
o Review “About the Story” questions on pg. 50
o Review “Additional Questions” pg. 37 TE
Introduction to “Character”
o Read first paragraph of introduction aloud in class (Fundamentals of
Lit., pg. 66)
o Students write down the name of someone they know and admire
 Then write a one-to-two sentence description
 Support this description by recording an action/reaction
 Support this description by giving a quotation
o Read the rest of the introduction
o Review the Analysis questions, pp. 66-67 TE
Decoration of the Day – The Collective Noun
o Review and complete “The Collective Noun” handout
Wednesday, February 9, 2011
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Correct and revise your ballad. Turn in this final draft tomorrow with all prewriting.
Study for blue word quiz covering “Top Man”
Thursday, February 10, 2011
 Turn in final copy of ballad with all pre-writing
 Receive rough draft of “Jury” essay
 Take the “Top Man” blue word quiz
 Characterization from a Picture Book – lesson plan
 “Direct and Indirect Characterization”
o “Dear Abby” letter examples
o “Dear Abby” letters
 Cinquain Poem
o Review of the poem’s form
o Students choose a character we have analyzed to write a cinquain poem
SWI Literature Applications 10
January Lesson Plans 2011
Friday, February 11, 2011
 Revise and rewrite (as necessary) the “Jury” essay. Final will be turned in on
Tuesday
 Finish what we couldn’t get done in class yesterday:_____________________
_______________________________________________________________________
Monday, February 14, 2011
 Read and annotate all of the selections from “Treasure Island,” Fundamentals of
Literature, pp. 69 – 90
Tuesday, February 15, 2011
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Turn in final draft of the “Jury” essay with all relevant pre-writing
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“Treasure Island”
o Read Discussion “Introduction” about the writing of Treasure Island on pp. 69 –
70 TE
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Review student annotations
Go over “About the Story” questions (save #5 on pg. 90 to complete after
discussion)
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Answer the following:
 Who is the central character?
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What is the central character’s goal?
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What character/s opposes the central character?
What type of conflict does the central character deal with?
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What conflicts engage the secondary characters?
o Students complete #5 on pg. 90 in writing
Students read “Phaethon” on pp. 92 – 95 aloud
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Go over “About the Story” questions
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Review “Discussion” section on pp. 93 – 94 TE
Wednesday, February 16, 2011
 Read and annotate “Marjorie Daw”, pp. 96 – 110, Foundations of Lit.
 Write down blue words/definitions
Thursday, February 17, 2011
 “Marjorie Daw”
o (Analysis, pg. 96 TE) Read the first letter aloud in class
 What are specific characteristics of John Flemming and Edward
Delaney that we can glean from the doctor’s letter?
o Review “About the Story” questions
o Do you think John views himself as Edward views him?
o What traits might Edward see in John that John is blind to?
o What traits exist in Edward that John has failed to see?
SWI Literature Applications 11
January Lesson Plans 2011
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o Which of these characters would you want for a friend? Why?
Epistolary: literature based on letters (such as “Marjorie Daw”) or diary entries
(letters to oneself)
Communication today
o How did our grandparents communicate? Our parents?
o How do we communicate today?
o How has the changes in communication affected the English language, and
writing in particular?
The Round Robin Epistolary
o Workshop a plot involving six characters
 Create a plot summary pyramid
o These six characters will write letters to one another via a blog dedicated
for this purpose
Friday, February 18, 2011
 Interview your character. Sit down and have a talk with him. What are his likes,
dislikes? What does he struggle with? What are his flaws, his gifts, his goals?
What is his family like? What does he look/sound like? You did this for your
NaNo characters. You know the drill…
o I want to really know your character!
Monday, February 19, 2011
 Study for blue word quiz on “Marjorie Daw” for tomorrow
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Read “The Revolt of Mother” on pp. 112-124
Note the blue words/definitions
Tuesday, February 20, 2011
 Take blue word quiz covering “Marjorie Daw”
 Round Robin Epistolary
o Students read their character interviews.
o Plot map: what happens this week?
 Review “The Revolt of Mother”
o Review student annotations
o Go over “About the Story” questions
o Analysis (pg 112 TE): Mary Freeman uses description, dialogue, and
action in this story to describe her characters and reveal their complexity,
and, in the case of Mother and Father, their growth. Find some examples.
o Additional Activities (pg. 114 TE): #’s 1 – 2 (have a Bible handy)
 Decoration of the Day – Show, Don’t Tell (use the Show, Don’t Tell lesson plan)
SWI Literature Applications 12
January Lesson Plans 2011
Wednesday, February 21, 2011
 Read and annotate “My Last Duchess”, Fund. of Lit. pp. 151-152
 Answer the “About the Poem” questions in complete sentences
 If you have to write in the Round Robin Epistolary today (according to our plot
map), please do so
Thursday, February 22, 2011
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“My Last Duchess”
o Review “Discussion: Introduction” to “Duchess” on pg. 150 TE
o Read the poem aloud in class
o Review student annotations
o Go over “About the Poem” questions
o Review additional questions in “Analysis”, pg. 151 TE
o Review “Application” on pg. 152 TE (ascribing wrong motives and coming
to false conclusions based on how we behave, what we want, etc.)
Write-a-thon: A letter to the Duke
o The envoy has returned and given his report to the would-be second
duchess. Write a letter as the intended second duchess to the duke. What
would you say?
Round Robin Epistolary
o How is the story developing?
o Plot map: what will happen this weekend?
Read the introduction to “Theme”, pp. 156 – 157
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Find the theme in “the Good Samaritan” parable (Luke 10:25 – 37)
 Answer the following questions: What is the central conflict? Who
is the protagonist of the story? Who is the antagonist? On which
side of the conflict is each character? How does each character
respond to events and to the other characters? How is the conflict
resolved? What one idea doe the details of this story reveal?
Volunteers to read their letters to the Duke
Painless Grammar: pp. 76 – (top of) 78
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Friday, February 22, 2011
 Read and annotate “The Silver Mine”
o Make note of blue words and definitions
 Do the “About the Story” questions on pg. 168
 If you have to write in the Round Robin Epistolary today (according to our plot
map), please do so
SWI Literature Applications 13
January Lesson Plans 2011
Monday, February 28, 2011
 Prepare for blue word quiz covering “The Revolt of Mother”
 If you have to write in the Round Robin Epistolary today (according to our plot
map), please do so