Wagor International School of Excellence
Year 2015
LANGUAGE ARTS DEPARTMENT
Semester 2
W.I.S.E.
Week 1-12
House on Mango Street, Vocabulary, Textbook Selections Weeks 1-12 Schedule
Name:
Teachers: Domenica Vilhotti
Grade: 8A+
Date: Thursday, March 11, 2015
Unit Overview: House on Mango Street and Setting and Mood
Throughout March and April, we will be reading House on Mango Street by Sandra Cisneros. In class, we will
be studying textbook Unit 3: Setting and Mood. The following calendar is a schedule of how the House on
Mango Street and Textbook Unit 3: “Setting and Mood” will be broken down over the next few months.
To ensure that you are able to keep up with the readings and maintain/build understanding, you must keep up
with your House on Mango Street reading outside class. Further, it is recommended that you use the calendar
to pre-read the textbook selections before class, especially the second story, “Hallucination,” by Isaac Asimov,
textbook pages 346-367, as we will not have much class time to review this story before the midterm!
School-wide Late Work Policy ~ -10%
As a reminder, please note the school-wide late-work policy that dictates that all work loses 10%
credit per day late, including weekends and holidays. The last day any work can be
submitted is seven days after the due date, before midnight. After seven days, the assignment
will earn a score of 0%.
Example: if a project is due to Turnitin.com on Monday and the student turns in the work on
Tuesday – even though our 8A+ class does not meet on that day – the project loses 10% credit.
If the student turns in the assignment on Thursday, it has lost 30%. By the following Friday, the
assignment will not be accepted, and the score is 0%.
Plagiarism Policy
Make sure to quote anything that is longer than 4 words in a row that are not your own words. This
includes questions, if you wish to type up the questions. All submissions uploaded to Turnitin.com
rated as greater than 5% similarity by TII.com will earn a score of 30%. You will be allowed to redo the
assignment by hand during a PM break if you schedule that via email for up to 60%.
Grading Scale
Assessment
Grading Scale
Weekly assignments (HW and CW)
10%
Essays, Projects, Tests
30%
Quizzes
10%
Participation/English Effort
10%
Exams (midterm, final)
40%
1
Unit Recap
The following are the major assignments of from now until after the midterm.
(1) Class work (CW) and Homework (HW) ~ 10%, Homework/Classwork
HW: House on Mango Street Comprehension Questions
You will answer questions for Sandra Cisneros’ novel The House on Mango Street to
Turnitin.com each week BEFORE CLASS on Thursdays for the first eight weeks of the
unit. All questions are at the end of the syllabus.
HW: On Thursdays, you will either have Quizlet work due (“Learn,” “Speller,” and “Space
Race”) or you will have the Unit Packet due on quiz days.
CW: On Tuesdays, you will have a textbook assignment and margin questions to submit to
Turnitin.com before the end of class. You are strongly encouraged to pre-read the
two textbook selections (“Monkey’s Paw,” pages 372-385 and “Hallucination,” pages
346-367) so you have enough time in class.
(2) Graded Student Discussions ~ 10%, Participation/English Effort
You will show your in-depth understanding of your reading in student-led “Socratic Seminar”
discussions on a total of 3 Thursdays.
(3) Creative Writing Project: What’s Your Story? ~ counts towards Essay, Tests, Project Grade, 20%
Due Thursday, April 30th; rough draft due Thursday, April 9th
Sandra Cisneros tells her readers that she decided to write her novel, The House on
Mango Street, because "you will always be Mango Street. You can't erase what you
know. You can't forget who you are." The purpose of this project is to create your own
book of four very short chapters (see prompts on last page of this guide), which will help
you remember what you know as well as show others who you are. This will be an
excellent keepsake for you as to remember what it felt like to be your age when you are
older.
(4) Midterm Exam ~ towards Exam grade, 40%
Tuesday, April 21st
Midterm Exam Criteria
The House on Mango Street, discussion questions 1-41 (below)
The House on Mango Street, theme of (1) identity, (2) women, and (3) dreams
“Monkey’s Paw,” by W.W. Jacobs, textbook pages 372-385
“Hallucination,” by Isaac Asimov, textbook pages 346-367
Text Analysis Workshop: “Setting and Mood,” textbook pages 322-327
Vocabulary Units 4-7.
(5) Novel Exam ~ counts towards Essay, Tests, Project Grade, 30%
Thursday, May 7th
Part I: Multiple Choice. Questions developed directly from comprehension Q’s 1-41.
Part II: Open-Ended. Quote speaker and context identification and analysis
Part III: Paragraph Response. Focus on key themes discussed clearly in class: (1) identity,
(2) women, and (3) dreams
2
(6) Novel Essay ~ counts towards Essay, Tests, Project Grade, 30%
Due Thursday, May 7th
Three topic choices: See page 11 of this guide for specifics ~ (1) identity, (2) women, and (3)
dreams. Annotate to prepare for your essay during Weeks 1-9. Suggested outline and quotes
handouts given in weeks 5-9.
(7) Vocabulary Quizzes ~ Quizzes, 10%
You will be quizzed cumulatively (all together) on your Stadlier-Oxford vocabulary words every
two Thursdays beginning on Week 3.
February – May
Weeks 1-12
MONDAY
FEBRUARY 23
Week 1
Extended homeroom: no classes
MARCH 2
Week 2
THURSDAY
26
Topic 1: Introduction to House on Mango Street, by
Sandra Cisneros.
5
HoMS Reading due: Introduction – page 28
HoMS Reading due: Introduction – page 28
HW Due: light annotation for pages 1-28; Week 1 HW
Grade.
HW Due: Q’s 1-8 in full sentences uploaded to
Turnitin.com before class today; Week 2 HW Grade.
Topic 1: House on Mango Street, discuss questions 1-8
Topic 1: Vocabulary Unit 5 – introductory “Vocabulary
in Context” reading selection and annotate the
definitions.
Topic 2: House on Mango Street creative writing
response ~ describe your room in the style of Cisneros, p.
xii.
9
Week 3
12
HoMS Reading due: 29-48
Topic 1: Textbook Unit 3: “Setting and Mood.” Text
Analysis Workshop: p. 322-327.
CW Due, Week 3 CW grade: take notes on graphic
organizer on p. 322-323. Then, answer Q’s for p. 324327 and upload to Turnitin.com by the end of class.
Topic 2: Vocabulary Unit 5 – “Choose the Right Word”
HW 1 Due: HoMS Discussion Q’s 9-15 Due to
Turnitin.com before class on Thursday, 3/12, for pages
29-48; Week 3 HW Grade.
HW 2 Due: Vocabulary Unit 5 Packet due
Vocab Quiz: Unit 3-5 Vocabulary Quiz on Quizlet. +5 to
Gold Winner for “Space Race” or “Scatter.”
Topic 2: HoMS, discuss questions 9-15. Part I: Group A
(those who read, self-selecting group) discuss first while
Group B catches up. Part II: Group B discusses while
Group A reads ahead silently.
3
MONDAY
16
Week 4
THURSDAY
19
HoMS Reading due: pages 49-64.
Topic 1: “The Monkey’s Paw,” p. 372-378.
CW Due, Week 4 CW grade: answer Margin Q’s ~
Analyze Visuals, A-D and upload to Turnitin.com by the
end of class.
Topic 2: Vocabulary Unit 6 – introductory “Vocabulary
in Context” reading selection and annotate the
definitions.
HW 1 Due: Q’s 16-20 Due to Turnitin.com before class
on Thursday, 3/19, for pages 49-64; Week 4 HW
Grade.
HW 2 Due: “Learn,” “Speller,” and “Space Race” for
Unit 6, Quizlet.
Topic 1: Choose your essay topic to annotate for during
the rest of your reading! See page 9 for the choices: (1)
identity, (2) women, or (3) dreams.
Topic 2: House on Mango Street, discuss questions 1620. Part I: Group A (those who read, self-selecting
group) discuss first while Group B catches up. Part II:
Group B discusses while Group A reads ahead silently.
23
Week 5
26
HoMS Reading due: pages 65-80.
Topic 1: “The Monkey’s Paw,” p. 379-385.
Work Due: Q’s 21-28 Due to Turnitin.com before class
on Thursday, 3/26, for pages 65-80; Week 5 HW
Grade.
CW Due, Week 5 CW grade: answer Margin Q’s ~ EO (at least 5 of 11) and upload to Turnitin.com by the end
of class.
Topic 2: Vocabulary Unit 6 – “Choose the Right Word”
HW Due: Vocabulary Unit 6 Packet due
Vocab Quiz: Unit 4-6 Vocabulary Quiz on Quizlet
Topic 2: House on Mango Street, discuss questions 2128. Part I: Group A (those who read, self-selecting
group) discuss first while Group B catches up. Part II:
Group B discusses while Group A reads ahead silently.
30
Week 6
2
Art Exhibition: no classes
Topic 1: “Hallucination,” by Isaac Asimov, p. 346-351.
CW Due, Week 6 CW grade: answer Margin Q’s ~ AF (at least 3 of 6) and upload to Turnitin.com by the end
of class.
Topic 2: Vocabulary Unit 7 – introductory “Vocabulary
in Context” reading selection and annotate the
definitions.
4
MONDAY
THURSDAY
6
Week 7
9
HW 1 Due: Brainstorm (free-write or bubble-map) for
your HoMS creative writing in-class drafting due to
Turnitin.com BEFORE class.
Children’s Day: no school
HW 2 Due: “Learn,” “Speller,” and “Space Race” for
Unit 6, Quizlet.
CREATIVE WRITING PROJECT ROUGH DRAFT
DUE! My Own House on Mango Street: House on
Mango Street, creative writing response. Upload the
final draft of two of your four total chapters to TII.com
before the end of class today. Your work today counts as
an essay grade.
13
Week 8
16
HoMS Reading due: pages 94-110.
Topic 1: “Hallucination,” by Isaac Asimov, p. 352-357.
CW Due, Week 8 CW grade: answer Margin Q’s ~ GO (at least 4 of 9) and upload to Turnitin.com by the end
of class.
HW 1 Due: Q’s 35-41 Due to Turnitin.com before class
on Thursday, 4/16, for pages 94-110; Week 8 HW
Grade.
HW 2 Due: Vocabulary Unit 7 Packet due
Topic 2: House on Mango Street quotes handout prep
for novel essay due on 5/7.
Vocab Quiz: Unit 5-7 Vocabulary Quiz on Quizlet
Topic 2: House on Mango Street, discuss questions 3541. Part I: Group A (those who read, self-selecting group)
discuss first while Group B catches up. Part II: Group B
discusses while Group A reads ahead silently.
20
Week 9
23
MIDTERM EXAM, TUESDAY, 4/21!
Midterm Exam Prep!
•
•
•
•
•
Final Exam Criteria:
House on Mango Street, discussion questions 1-41 (below)
“Monkey’s Paw,” textbook pages 372-385
“Hallucination,” textbook pages 346-367
Text Analysis Workshop, textbook pages 322-327
Vocabulary Units 4-7.
27
Week 10
Topic 1: Textbook selection to be determined.
CW Due, Week 10 CW grade: answer Q’s for
textbook selection and upload to Turnitin.com by the end
of class.
30
CREATIVE WRITING PROJECT DUE! My Own
House on Mango Street: House on Mango Street,
creative writing response. Upload the final draft of ALL
FOUR two of your four total chapters to TII.com before
the end of class today. Your work today counts as an
essay grade. Also, present the hard copy of your book
with creative cover.
Topic 2: Vocabulary Unit 9 – “Choose the Right Word”
HoMS Reading due: pages 65-80.
HW Due: Vocabulary Unit 8 Packet due
Vocab Quiz: Unit 6-8 Vocabulary Quiz on Quizlet
5
MONDAY
May 4
Week 11
THURSDAY
7
NOVEL EXAM! House on Mango Street
Topic 1: Textbook selection to be determined.
Assessment 1: Novel Exam.
CW Due, Week 11 CW grade: answer Q’s for textbook
selection and upload to Turnitin.com by the end of class.
Part I: Multiple Choice. Questions developed
directly from comprehension Q’s 1-41.
Topic 2: Vocabulary Unit 9 – introductory “Vocabulary
in Context” reading selection and annotate the
definitions.
Part II: Open-Ended. Quote speaker and context
identification and analysis
Part III: Paragraph Response. Focus on key
themes discussed clearly in class: (1) identity, (2)
women, and (3) dreams
11
Week 12
14
NOVEL ESSAY! House on Mango Street
Topic 1: Textbook selection to be determined.
CW Due, Week 12 CW grade: answer Q’s for
textbook selection and upload to Turnitin.com by the end
of class.
Topic 2: Vocabulary Unit 9 – “Choose the Right Word”
Three topic choices: See page 11 of this guide for
specifics ~ (1) identity, (2) women, and (3) dreams
Annotate to prepare for your essay during Weeks
1-9.
Suggested outline and quotes handouts given
in weeks 5-9.
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The House on Mango Street
Comprehension and Analysis Questions
Weeks 1-8
1-8 Due to Turnitin.com before class on Thursday, 3/5, for pages 1-28:
1. "The House on Mango Street"
In describing her house, or where she lives, what does Esperanza convey about her self-identity? How is
the description of her house different from other information about her and her family’s identity, such as
a name, an occupation, or a physical description?
2. "My Name"
What does Esperanza find shameful or burdensome about her name? Why might Cisneros have chosen
this name for her protagonist?
3. "Our Good Day"
At this stage of her life, what are Esperanza’s friendships based on, and what do her friends mean to her?
Does she fit in with an older or younger crowd, and how does she feel about her place in the social
hierarchy?
4. "Laughter"
What common traits does Esperanza share with Nenny, and how does she distinguish herself from
Nenny?
5. "Gil’s Furniture Bought & Sold"
What makes Esperanza want the music box, and why is she ashamed of wanting it? How does her
reaction to the box differ from Nenny’s reaction, and what does this difference tell the reader about the
difference between the two girls? As in "Hairs" and "Laughter," how does Esperanza separate herself from
her family?
6. "Louie, His Cousin & His Other Cousin"
How do Esperanza’s vivid similes such as those in this story (“the nose of that yellow Cadillac was all
pleated like an alligator’s” [p. 25]) or those in "Laughter" ("ice cream bells’ giggle" or laughter "like a pile
of dishes breaking" [p. 17]) set the tone throughout the novel? As Esperanza matures, does her use of
simile change?
7. "Marin"
Does Marin dream of sex, romance or love, or all three? What are her goals? How does Esperanza
position herself vis-á-vis Marin, and what is her opinion of Marin? Can she identify with Marin, and how
might Marin be or not be a role model for Esperanza?
8. "Those Who Don’t"
How does Esperanza’s view of herself compare to her perception of how others view her? What is the
picture of the neighborhood that Esperanza paints for the reader? Does this picture change the reader’s
perception of the neighborhood from this point on in the book?
7
9-15 Due to Turnitin.com before class on Thursday, 3/12, for pages 29-48:
9. "There Was an Old Woman..."
Like "Rafaela Who Drinks Coconut & Papaya Juice on Tuesdays," the title of this story is long and filled
with detail. What do these and other titles in the book convey about the people and the life surrounding
Esperanza? What kind of tone do these longer titles set for the story? What do they suggest about
Esperanza’s character? How are children regarded in Esperanza’s community?
10. "Alicia Who Sees Mice"
How has Esperanza’s relationships with Alicia changed since "Cathy Queen of Cats"? How does
Esperanza’s portrait of Alicia compare to her portrait of Marin? What do these portraits indicate about
the differences between the two girls, and about Esperanza herself?
11. "Darius & the Clouds"
How does Esperanza keep her dreams alive? Does she hold any religious beliefs?
12. "And Some More"
What is the importance of names? How does Esperanza portray names in this story in comparison to her
own name in "My Name"? How has her narrative voice changed from that earlier story?
13. "The Family of Little Feet"
To what degree is Esperanza aware of sex and sexuality? What does this indicate to the reader about her
age?
14. "A Rice Sandwich"
What kind of person is Esperanza? What does the reader learn from this story about her strengths and
weaknesses?
15. "Chanclas"
What stage in Esperanza’s life does this story capture, and how is this stage portrayed? How has
Esperanza’s voice changed from the previous stories "And Some More" and "The Family of Little Feet,"
and in what ways is her voice still the same?
16-20 Due to Turnitin.com before class on Thursday, 3/19, for pages 49-64:
16. "Hips"
How does Esperanza distinguish herself from Nenny in this story? Does this distinction echo the one in
"Gil’s Furniture Bought and Sold"? How does Esperanza distinguish herself from the other girls she plays
with, and has her relationship with them changed since the earlier stories such as "And Some More" or
"Our Good Day"? Has Esperanza’s comprehension of her own sexuality changed since "Marin," and, if so,
how?
17. "The First Job"
What range of emotions does Esperanza experience in this story, and how does Cisneros convey these
emotions to the reader without naming them? How does Esperanza express her emotions in this story
differently than those she experienced in "A Rice Sandwich" or "Chanclas" and, if so, why?
18. "Papa Who Wakes Up Tired in the Dark"
What is Esperanza’s relationship with her father? How does this story develop Esperanza’s character?
19. "Born Bad"
What clues does this story provide about the roles of women and men in Esperanza’s community? How
does this story, like "Papa Who Wakes Up Tired in the Dark," evidence Esperanza’s character
development?
8
20. "Elenita, Cards, Palm, Water"
Does the superstition expressed in this story conflict or coexist with any religious beliefs Esperanza may
hold? With what tone does Esperanza describe her visit to Elenita?
21-28 Due to Turnitin.com before class on Thursday, 3/26, for pages 65-80:
22. "Geraldo No Last Name"
What is the significance of this being the last story in the book in which Marin is mentioned?
23. "Edna’s Ruthie"
What does Esperanza learn from Ruthie’s experience that helps her formulate goals?
24. "The Earl of Tennessee"
What does Esperanza learn from Earl that might help her formulate goals?
25. "Sire"
How has Esperanza’s awareness of her own sexuality evolved from "Hips" to this story? How have her
imagination and her desires moved away from her negative sexual experience in "My First Job"?
26. "Four Skinny Trees"
What do the trees symbolize? What does Esperanza impose of her own character on the trees, and what
does she take from the trees? How do the trees compare to the clouds in "Darius & the Clouds"?
27. "No Speak English"
What does Esperanza tell us about her community’s attitude towards non-Mexican Americans? What
about the image that the non-Latinos have of the Latinos? How do these views help or hinder Esperanza
in the formulation of her own personal identity?
28. "Rafaela Who Drinks Coconut..."
What conflicting needs or desires of Esperanza’s does her description of Rafaela’s situation convey?
29-34 Due to Turnitin.com before class on Thursday, 4/2, for pages 84-93:
29. "Sally"
Compare the portrait of Sally to that of Marin in "Marin." How is Esperanza’s relationship with Sally
different?
30. "Minerva Writes Poems"
With what tone is Esperanza’s plaintive "There is nothing I can do" conveyed? [p. 85]
31. "Bums in the Attic"
Why does Esperanza wish to house “bums” in her attic?
32. "Beautiful & Cruel"
Does Esperanza reconcile the images of herself as "ugly" [p. 88] and "beautiful and cruel," and what does
each self-image imply about her future?
33. "A Smart Cookie"
What does Esperanza learn from her mother in this story, and how might their relationship be
characterized?
9
34. "What Sally Said"
With what tone does Esperanza convey the violence Sally suffers? How does this tone convey her attitude
toward abuse? Has Esperanza’s attitude changed from the earlier stories? Compare Esperanza’s family’s
response toward this abuse with how the community reacts toward domestic violence and abuse in
general.
35-41 Due to Turnitin.com before class on Thursday, 4/16, for pages 94-110:
35. "The Monkey Garden"
What is the nature of Sally’s and Esperanza’s friendship? Can Esperanza ever recover what she lost in the
monkey garden? What does the monkey garden symbolize?
36. "Red Clowns"
What does Esperanza lose in "Red Clowns," and how does it compare to her loss in "The Monkey
Garden"? What clues does Cisneros provide the reader about the precise nature of the assault on
Esperanza?
37. "Linoleum Roses"
How and why has Esperanza’s tone toward Sally changed?
38. "The Three Sisters"
In what way do the Sisters provide the decisive turning point for Esperanza? How does Esperanza’s
community fit into her vision of her own future?
39. "Alicia & I Talking on Edna’s Steps"
What is the significance of the fact that the only lasting friendship Esperanza seems to have is with Alicia?
40. "A House of My Own"
How does Esperanza’s dream house in this story and in "Bums in the Attic" differ from Sally’s dream
house in "Linoleum Roses"? How does Cisneros utilize the recurring image of a house as a metaphor to tie
her stories together thematically and structurally? Is the house a positive or negative image? What does it
alternatively preserve or imprison within its walls, and what does it keep out? How is Esperanza’s house
on Mango Street alike or different from the other houses portrayed in the stories? [See, e.g., “Meme
Ortiz”]
41. "Mango Says Goodbye Sometimes"
Why must Mango say goodbye to Esperanza, and not vice versa? Why is Mango Street personified as a
"she"? Might Esperanza’s view of her own name have changed at this point, and, if so, how might she
describe it?
10
The House on Mango Street
Essay Topics to Annotate for throughout the Novel
Essay Completed in-class, May 14, 2015
Directions:
1. By Week 4, choose ONE of the following three topics.
2. Annotate in the novel’s margins to answer these questions in particular.
3. Use colored tape flags to keep track of the BEST evidence that relates to the topic of your choice.
4. Finally, keep a list at the beginning of your book of the page numbers that feature the BEST
evidence. You’ll need these key quotes later for your 5 paragraph essay!
Topic Choice 1: Identity
1.
2.
3.
4.
5.
6.
7.
How does Esperanza identify herself?
Do ethnicity, cultural heritage, sexuality, and gender play a part in forming her identity?
What about her place of residence, her relationships to her family, and her interest in writing?
Which of these aspects are the most important?
How does Esperanza's identity change over the course of the novel?
Do you see a difference in the way she presents herself in the first chapter and the last?
What has changed?
Topic Choice 2: Women and Feminity
1.
2.
3.
4.
5.
6.
7.
8.
9.
Why do you think this book is dedicated "To the Women"?
How does feminine beauty function in the novel?
How is beauty used as a source of power?
What are the pitfalls of beauty?
What roles do women occupy in The House on Mango Street?
Do any of the female characters act in ways that contradict traditional gender roles?
How does Esperanza come to identify her own femininity?
Is she a feminine character, or does she see femininity as a source of weakness?
In the end, is Esperanza comfortable with her gender?
Topic Choice 3: Dreams, Hopes, and Plans
1. When does Esperanza begin to have a dream that's different from that of her parents?
2. What direction does her dream take, and how does it become different from her parents' dream?
3. What characters other than Esperanza have big plans for the future?
4. How do these characters influence or inspire Esperanza?
5. At the end of the novel, are we left with the feeling that Esperanza will achieve her goals?
6. What makes us think so?
7. Why do you think the idea of a house is so central to Esperanza's dreams for the future?
8. What are some of the key features of Esperanza's dream houses?
9. Why do these particular dream houses inspire her?
11
The House on Mango Street
Creative Writing Project
Due Thursday, 4/30, uploaded to Turnitin.com before the end of class.
In-class work days: Thursday, 4/9, Thursday, 4/30 (rough draft due 4/30)
Length: 4 original stories, each at least 100 words in length
Purpose: Sandra Cisneros tells her readers that she decided to write her novel, The House on Mango
Street, because "you will always be Mango Street. You can't erase what you know. You can't forget
who you are." The purpose of this project is to create your own book, which will help you remember
what you know as well as show others who you are.
So… what’s your story…?
Your book must have the following items:
•
•
Formatting and Creativity (20 points)
o An Original Cover (5 points)
o Typed and Printed Book, Professionally Bound (binder, etc.) (5 points)
o Title/Title Page (5 points)
o Dedication (5 points)
o Table of Contents (5 points)
4 Chapters (see below) (20 points each ~ see bottom for the 5 criteria for grading)
TOTAL POSSIBLE: 100 points
Choose four (4) of the following subjects:
!
!
!
!
!
Your Name
Your Neighborhood
Advice From an Adult
A Special Family Member
A Happy Time For You
12
!
!
!
!
!
!
!
!
!
!
!
!
!
Going to Work
A Special Holiday
A Special Birthday
The Big Game
A Birth
A Time You Got Into Trouble
Life in Northeastern Pennsylvania
Games or Favorite Toys from your Childhood
A Time You Saw Someone Else Get Into Trouble
The Bully
A Positive Story From Your Experiences at School
A Negative Story From Your Experiences at School
One chapter of your choice of subject not included in this list
Chapter length: Each chapter MUST be a minimum of 100 words AND contain at least two paragraphs.
NOTE: If the chapter is less than 100 words, it will be considered underdeveloped and will not receive the full
20 points per chapter.
Chapter order: The chapters can be in any order you choose as long as it follows your Table of Contents.
Grade for each chapter based on:
(1) Setting: all details of your setting must be meaningfully pre-planned and expressed in "show-don'ttell" detail.
(2) Mood: you have purposefully selected a key mood for your story, and all details intensify that mood.
(3) Theme: the themes ideally are about your feelings about (a) your special identity, (b) your dreams,
hopes, and plans for the future, and/or (c) gender roles in your world.
(4) Protagonist and internal conflict: Your protagonist (you!) must be have a fully-developed
internal conflict that is resolved by the climax of the plot. The reader has empathy for your protagonist
because you have thoughtfully developed his or her character arc.
(5) SHOW, DON'T TELL: Most important of all, you employ the golden writer's rule of "SHOW,
DON'T TELL," or SDT. You never directly name an emotion. Rather, you use descriptive detail about
body language, voice, smell, color, and so on, to create a "mental movie" for your reader.
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