Lesson Plan: UNIT 6 Analyzing Literature
Grade Level: 10
Subject: Eng II
Days of:
Essential Questions
Where do writers get their ideas? What makes a good narrative more exciting and
interesting than a simple piece of expository writing?
Education Standards Addressed
6.12.3 Revise writing to improve word choice,
organization, and point of view
6.12.5 Edit for use of standard English
7.12.1 Apply the rules of usage/grammar; recognize
correct verb, pronoun and modifier forms and usage;
maintain grammatical agreement; recognize
idiomatic usage.
Learning Objectives
SWBAT Analyze a short story for its major elements and write a one paragraph literary
analysis using the Jane Schaffer formulaic writing system
Materials Needed
Unit presentation
Digital projector
Printer paper
Colored pencils and markers
Vocabulary
Setting, tone, mood, character, conflict, theme
Assessment (s)
Written analysis of one aspect of a short story
Other Resources
(e.g. Web, books, etc.)
Lesson Summary (details on each slide)
Read “A Celebration of Grandfathers”
Introduce PRC
Read “By the Waters of Babylon”
Assign “The Pit and the Pendulum”
Discuss dialectical journaling and specific requirements for this lesson
Read “A Case of Cruelty” and complete DJ on one aspect
Write one-paragraph analysis of one aspect of “A Case of Cruelty”
Homework
“The Pit and the Pendulum” questions and PRC
Complete two DJs and two paragraphs on a story
selected from a list
Additional Notes
“A Celebration of Grandfathers”
By Rudolfo Anaya
"There are so many dreams to be fulfilled, but . . . a
man's destiny must unfold itself like a flower, with only
the sun and the earth and water making it blossom, and
no one else meddling in it."
- from Bless Me, Ultima
Page 457
STEP 1: Read the Story
“A Celebration of Grandfathers”
By Rudolfo Anaya Page 457
STEP 2: Set up a sheet of paper
according to course standards for two
column notes. Divide the paper equally
down the middle.
Title it:
Dialectical Journal: “A Celebration of
Grandfathers”
STEP 3: Go back quietly and write down
at least five passages on the left side
that stand out to you. Remember to put
quotes around them and cite them.
“A Celebration of Grandfathers”
By Rudolfo Anaya
Page 457
STEP 4: in the right column
across from each passage,
write down your own thoughts
about the passage: Why did
you choose that passage?
What made it special or
interesting?
“A Celebration of Grandfathers”
By Rudolfo Anaya
Page 457
STEP 5: Below your last
paired quote/commentary
entry, create this legend:
1.Character
2.Setting
3.Conflict
4.Tone
5.Mood
“A Celebration of Grandfathers”
By Rudolfo Anaya
Page 457
STEP 6: To the left of each entry,
boldly write the number from the
legend corresponds to the aspects
of literature the entry illuminates.
That is, does the quote show us something
about the character? Does it help us
understand the setting better? Do we get a
better feel for the conflict as a result of the
excerpt you selected? Do we get a feeling
for Anaya’s attitude toward his subject?
Does it help establish the emotional
atmosphere?
“By the Waters of Babylon”
By Stephen Vincent Benet
“Books are not men and yet they stay
alive.”
Page 43
STEP 1: Read the Story
“By the Waters of Babylon”
By Stephen Vincent Benet
Page 43
STEP 2: Set up a sheet of paper according to
course standards for two column notes. Divide
the paper equally down the middle.
Title it:
Dialectical Journal: “By the Waters of Babylon”
STEP 3: In the left column, create this legend:
1.Character
2.Setting
3.Conflict
4.Tone
5.Mood
“By the Waters of Babylon”
By Stephen Vincent Benet
Page 43
STEP 4: Make one entry for each element in the
legend. On the left side, below the legend, write
an excerpt from the text that clearly shows
something about:
1.A character in the story
2.A setting in the story
3.A conflict in the story
4.The writer’s attitude toward a subject in the
story
5.An emotional impact generated by the story
Number each entry, put quotes around it, and cite
each entry correctly.
“By the Waters of Babylon”
By Stephen Vincent Benet
Page 43
STEP 5: To the right of each piece of quoted text, write a short
explanation of why that excerpt illuminates the aspect.
Here are some good examples:
The character’s decision to kill his sister’s dog after he was told he could
not go hunting with the older boys indicates that he might be a sociopath.
This passage describing the number of horses in the pasture and the
long walk to the barn places this part of the story in a rural, farming area.
The protagonist’s internal dialog before asking the girl out, indicates his
man vs. self conflict.
The writer’s describing the candidate's promises as “useless” and
“empty” tell us he had a negative attitude toward the character and
possibly toward politicians in general.
The writer’s use of the words “glimmer,” “shiny” and “glowing” make the
mood exuberant and happy.
Analyzing
While you are hanging out in the quad, you see a boy pointing and laughing
loudly at a girl who walks with a cane. She appears to have cerebral palsy.
Your friend’s binder has different colored tabs. Her graded and returned
assignments are in chronological order and she color-codes highlights each
upcoming test and homework assignment in her planner.
Your friend always forgets his swimming trunks when he goes over to houses
with pools and politely declines whenver he is offered a loaner. He says he
doesn’t like the beach and isn’t interested in going to Lake Mead.
triumphant, angry, petulant, remorseful, pitiful, destitute, defiant, lonely,
annoying, vain, wealthy, athletic, suspicious, coy, dramatic, liberal, ambitious,
happy, gregarious, amicable, forlorn, carefree, self-absorbed, egotistical,
generous, kind, overbearing, intelligent, vicious, unintelligent, educated,
uneducated, skittish, well-organized, shy, self-conscious, hydrophobic,
agoraphobic . . . Need more? Check the walls.
• Set up a sheet of paper according to course standards
• Do not prepare it for two-column notes.
• Title it:
Analyzing Literature Remediation Exercise
• This assignment is worth 50 points and is an assessment grade
• The percentage grade you receive on this assessment will also replace
the grade you received on the Dialectical Journal: “By the Waters of
Babylon” assessment unless your score on this assessment is lower
than your score on the “Waters of Babylon” assessment.
• Thus, if you receive a 40/50 on this assessment, you will receive a
replacement grade of 20/25 on the “Waters of Babylon” assessment
unless your original score was 21/25 or higher.
INSTRUCTIONS:
For each slide that follows:
1.Write the number and title of the slide
2.Below the number and title, transcribe the cited passage
3.Below the passage, transcribe the first question
4.Below the question, write your answer(s) to that question
5.Mark the text as required
6.Below your answer(s) to the first question, make and support an
assertion by writing and filling in the sentence as indicated.
EXAMPLE SLIDE A: CHARACTER
“Sylvia always came to 5th period late and always told Ms. Collins some story about how
the line was too long at the cafeteria or some fat guy wouldn’t get out of her way or how
her mom called with urgent news and she just had to take the call. Once she sat down,
she ignored the posted assignment, took out her make-up case and arrayed its contents
in front of her, all the while her lips never ceased to slap together except for a
momentary pause to accept occasional dabs of lipstick , her voice rising and falling as
she recounted the day’s latest perceived indignity. Sylvia’s mascara brush, eyeliner
pencil, and blush sponge were likewise never still: she reminded me of that Indian god
with all the arms. Those in the desks next to her nodded politely and tried to ignore her
as they pulled out their notebooks, glancing at Ms. Collins to see if today was the day
Sylvia would get on her last nerve” (Rice 1).
What adjectives could you use to describe Sylvia?
How do you know? Circle the key pieces of text that best show the
adjectives you selected.
Write the following sentence:
Sylvia is __________________. The writer shows this when
________________________________________________________.
triumphant, angry, petulant, remorseful, pitiful, destitute, defiant, lonely, annoying, vain, wealthy, athletic, suspicious,
coy, dramatic, liberal, ambitious, happy, gregarious, amicable, forlorn, carefree, self-absorbed, egotistical, generous,
kind, overbearing, intelligent, vicious, unintelligent, educated, uneducated,
“Sylvia always came to 5th period late and always told Ms. Collins some story about how
the line was too long at the cafeteria or some fat guy wouldn’t get out of her way or how
her mom called with urgent news and she just had to take the call. Once she sat down,
she ignored the posted assignment, took out her make-up case and arrayed its contents
in front of her, all the while her lips never ceased to slap together except for a
momentary pause to accept occasional dabs of lipstick , her voice rising and falling as
she recounted the day’s latest perceived indignity. Sylvia’s mascara brush, eyeliner
pencil, and blush sponge were likewise never still: she reminded me of that Indian god
with all the arms. Those in the desks next to her nodded politely and tried to ignore her
as they pulled out their notebooks, glancing at Ms. Collins to see if today was the day
Sylvia would get on her last nerve” (Rice 1).
What adjectives could you use to describe Sylvia?
self-absorbed, vain, annoying, uneducated
Sylvia is self-absorbed. The writer shows this when Sylvia “ignored the
posted assignment” and focused on her make-up (Rice 1). Her assumption
that her needs come first is also reinforced by her repeated tardiness (Rice
1). Furthermore, she is oblivious to the irritation her self-centered actions
are having on her classmates who “tried to ignore her” (Rice 1). While
everyone else is able to get to class on time, do their work, and avoid
annoying other students, Sylvia’s self-absorbed nature makes her oblivious
to all this.
“Sylvia always came to 5th period late and always told Ms. Collins some story about how
the line was too long at the cafeteria or some fat guy wouldn’t get out of her way or how
her mom called with urgent news and she just had to take the call. Once she sat down,
she ignored the posted assignment, took out her make-up case and arrayed its contents
in front of her, all the while her lips never ceased to slap together except for a
momentary pause to accept occasional dabs of lipstick , her voice rising and falling as
she recounted the day’s latest perceived indignity. Sylvia’s mascara brush, eyeliner
pencil, and blush sponge were likewise never still: she reminded me of that Indian god
with all the arms. Those in the desks next to her nodded politely and tried to ignore her
as they pulled out their notebooks, glancing at Ms. Collins to see if today was the day
Sylvia would get on her last nerve” (Rice 1).
What adjectives could you use to describe Sylvia?
self-absorbed, vain, annoying, uneducated
Sylvia is uneducated.The writer shows this when Sylvia “ignored the posted
assignment” and focused on her make-up (Rice 1). Although she may have
some education, it is clear she prioritizes he looks over her education.
SLIDE 1: CHARACTER
Continue the assessment using your
instructions and notes while I take roll.
You have 12 minutes to complete this slide.
“Dawn looked across the cafeteria and noticed the boy by himself again. She
had seen him around before, avoiding eye contact, head down, body hunched
as if to hide. He never walked or sat with anyone and always wore the same
worn corduroy pants, scuffed thin in several places, legs a little too short, rising
above his sprung elastic socks, and the same winter coat leaking stuffing
through several holes” (Rice 1).
What adjectives could you use to describe the person Dawn sees?
MARK THE TEXT: How do you know? Circle the key pieces of text that best
show the adjectives you selected.
ASSERT & SUPPORT: Write and complete the following sentence:
The boy is __________________. The writer shows this when
________________________________________________________.
Before we go on to the next slide, here a refresher on analyzing setting.
Setting is the time, place, and conditions of the story.
Time can be inferred by what the characters are doing, how they are dressed, what
technology they are using, and many other clues to when a story is taking place.
Stories can be set in modern times, during summer, over the Christmas holiday, in
prehistoric times, in Medieval times, during the Rennaissance, during the late 19th
century, immediately after World War I, in the Golden Age of Piracy (late 17th to early
18th centuries), during the Elizabethan Era, on September 11th, 2001, last Friday
morning . . .
Place can be inferred by what the characters see. Stories can be set in urban,
suburban, or rural areas. They can be set in the wild North Sea, off the Alaskan coast,
in the ghettos of Warsaw. They can be set in the ruins of a post-apocalypic Chicago,
or the sewers under Los Angeles. They can take place in rifts between universes that
tear cosmos asunder or in the rabbit warrens of Watership Down.
Conditions can be inferred by what the characters are saying about the
environment. The conditions can be hot, sticky, muggy, freezing, dusty, rank, chilly,
wet, stormy, or calm. They can desiccate the body or leave victims frozen to death on
their way from the house to the car. They can burn a space probe that gets too close
to the star’s corona in the vacuum of outer space.
SLIDE 2: SETTING
“Gail had to get up before sunrise every morning. It was her job to milk the
cows, collect the eggs, and bring in fresh water for Momma. She dreaded going
outside; the night had sent snow and now it piled over the fence posts and
across the broad yard, forcing Gail to climb the drifts just to get to the barn. Pa
had gotten up earlier though, which was a blessing, since he had lit the iron
stove in the kitchen and filled and lit the oil lanterns too. Gail grabbed a lantern
and headed outside. First stop, the outhouse” (Rice 1).
What words could you use to describe the TIME and PLACE and CONDITIONS
of this passage?
How do you know? Circle the key pieces of text that best show the descriptive
words you chose for each aspect of setting. Label each annotation with time,
place, or conditions.
ASSERT & SUPPORT: Write and complete the following sentences:
(TIME) The events are most probably taking place __________________. The writer
shows this when _________________________.
(PLACE) The events are most probably taking place __________________. The
writer shows this when _________________________.
(CONDITIONS) The events are most probably taking place ________________.
The writer shows this when _________________________.
Before we go on to the next slide, here a refresher on analyzing conflict.
First identify who is fighting whom or what.
Is the hunter facing off against the angry bear?
Does the British naval commander find himself face to face on a blood-slippery deck
with the most infamous of pirate captains?
Is the Occupy Wall Street protestor screaming against the corporations?
Is the alcoholic staring at the amber liquid in the bottle and forcing himself not to pick
it up?
Then characterize the conflict using the appropriate term:
Man vs. man
Man vs. self
Man vs. society
Man vs. nature
SLIDE 3: CONFLICT
“There was no way Drake was going to let the school win. He took the Dean’s
office referral from his teacher, glared at her and headed out the door. He took a
left at the corridor entrance and rolled out to the parking lot, balling up the
referral slip and tossing it under a blooming sage. Next stop, McDonald’s” (Rice
1).
What conflict type that we have studied seems to be the strongest in this
passage?
How do you know? Circle the key pieces of text that best show the conflict
you selected.
ASSERT & SUPPORT: Write and complete the following sentence:
Drake is embroiled in __________________ conflict. The writer shows this
when _________________________.
Before we go on to the next slide, here a refresher on analyzing tone.
First identify the subject
What is the main point, person, or idea being written about?
Look with what or whom the character interacts.
What attitude does the character take toward the subject? What words does the
writer use to describe the subject? Are the words negative, positive, or neutral?
Angry, angsty, disturbed teenagers.
Bright, enthusiastic, spontaneous teenagers.
Transitioning teenage demographic.
SLIDE 4: TONE
“The cop got out of his unmarked car, left it idling at the curb, and slipped into
Hank’s Deli. He glanced quickly either way, making sure he hadn’t been made.
Like most of his kind, he was always up for a shakedown, bribe, or whatever
form of grifting could get extra booze money in his pocket” (Rice 1).
What is the subject of this passage? Is the writer’s attitude negative,
neutral, or positive toward that subject?
How do you know? Circle the key pieces of text that best show the tone you
selected.
ASSERT & SUPPORT: Write and complete the following sentence:
The writer has a _________________ tone toward ______________________.
The writer shows this when _________________________.
Before we go on to the next slide, here a refresher on analyzing mood.
First read the passage
What is going on in the passage? Is there action? Is it quiet? Is it romantic?
Look for adjectives to describe what the write is trying to get the reader to feel.
•The breeze ruffled the very tops of the trees and Rob fell asleep in the warm
morning sun.
•Julia slowly cocked her revolver and sneaked along the darkened hallway, listening
for the click of the key in the lock.
•The earth shook, and shook again. From the helicopter, Josh watched Los Angeles
sway, skyscrapers torquing under the waves of pressure. Just off the coast, a great,
shadowy form broke the surface and a whirring like the sound of a thousand plagues
of locusts swelled across the dying city.
SLIDE 5: MOOD
“The bass pounded loud up the street. People mingled in the yard and on the
porch, laughing and greeting each newcomer with a glass and an invitation to
grab some food inside. An impromptu dance floor had been set up out back,
and the DJ was getting more requests than she could handle” (Rice 1).
What adjectives could you use to describe the emotion this passage
is attempting to invoke?
How do you know? Circle the key pieces of text that best show the
adjectives you selected.
ASSERT & SUPPORT: Write and complete the following sentence:
The mood of this passage is_________________. The writer shows this
when _________________________.
“Dawn looked across the cafeteria and noticed the boy sitting alone. She had seen him
around before, never walking or sitting with anyone else and always wearing the same
corduroy pants, worn thin in several places and a little too short, and winter coat with a
hole leaking filling” (Rice 1).
“Gail had to get up before sunrise every morning. It was her job to milk the cows, collect
the eggs, and bring in fresh water for Momma. She dreaded going outside; the night had
sent snow and now it piled over the fence posts and across the broad yard, forcing Gail
to climb the drifts just to get to the barn. Pa had gotten up earlier though, which was a
blessing, since he had lit the iron stove in the kitchen and filled and lit the oil lanterns
too. Gail grabbed a lantern and headed outside. First stop, the outhouse” (Rice 1).
“There was no way Drake was going to let the school win. He took the Dean’s office
referral from his teacher, glared at her and headed out the door. He took a left at the
corridor entrance and rolled out to the parking lot, balling up the referral slip and tossing
it under a blooming sage. Next stop, McDonald’s” (Rice 1).
“The cop got out of his unmarked car, left it idling at the curb, and slipped into Hank’s
Deli. He glanced quickly either way, making sure he hadn’t been made. Like most of his
kind, he was also up for a shakedown, bribe, or whatever form of grifting could get extra
booze money in his pocket” (Rice 1).
“The bass pounded loud up the street. People mingled in the yard and on the porch,
laughing and greeting each newcomer with a bottle and invitation to grab some food
inside. An impromptu dance floor had been set up out back, and the DJ was getting
more requests than she could handle” (Rice 1).
Tone is particularly difficult to find. To do so, look for instances when the writer uses
generalities to make a statement about the human condition or human nature. It’s there in
Benet’s story just as it is in Anaya’s.
Dana Scully
Mr. Rice
English II P. #
23 November 2011
“I am glad I knew my
grandfather, I am glad there are
still times when I see him in my
dreams, hear him in my reverie.
Sometimes I think I catch a
whiff of the earthy aroma that
was his smell. Then I smile.
How strong these people were
to leave such a lasting
impression” (Anaya 459).
Scully 1
Here the writer shows not only
how much he loved his
grandfather, but also reveals his
attitude toward all of the old ones.
He didn’t just speak about his
grandfather, but use the indefinite,
indicative pronoun “these” to
indicate a broader group. He
clearly thinks we should
appreciate the impression the
elders have left on all of us.
Purposeful reading.
Finding the secrets of the writer’s craft is to discover they
are no different than you; they have simply discovered
ways to say all those things we all feel.
After long journeys outside themselves, they have
uncovered and unlocked the treasure that was always
there, within themselves and within each of us.
We can do this as well as they, given time and understanding.
Prepare a sheet of paper according to course standards.
Do not prepare it for two column note taking.
“The Pit and the Pendulum”
Title it:
page 560
PRC: “The Pit and the Pendulum”
Two lines below the title, write the MLA formatted work cited entry for the story:
Poe, Edgar A. "The Pit and the Pendulum." The Language of Literature. Evanston, IL:
McDougal Littell, 2002. Print.
For each step on the PRC, transcribe the title and question(s), then write your reponses
below each question.
Remember, specificity is the key to success. For STEP 2a, for instance, you would not
simply write, “this reminds of video games.” Rather, you would tell the reader which vide
game and why it reminded you of that specific video game.
Remember, each question is step three requires an assertion stated as a topic sentence,
quoted and cited evidence from the text, and commentary showing how the evidence
proves your topic sentence
Impia tortorum longos hic turba furores
sanguinis innocui, non satiata, aluit.
Sospite nunc patria, fracto nunc funeris antro,
Mors ubi dira fuit vita salusque patent.
Here the wicked crowd of tormentors, not
satisfied, Fed their age-old desire for the blood
of innocent people.
Now that our homeland is safe, now that the
tomb is broken, life and health have taken the
place of dread death.
“The Pit and the Pendulum”
By Edgar Allan Poe
“All that we see or seem is but a dream within a dream.”
http://www.thepitandthependulumshortfilm.com/
Page 559
PLOT
The plot is organized __________________. Key points in the plot are:
1.The exposition is _______________________________________________.
2.An inciting incident is_________________________________.
3.The rising action is ______________________________.
4.The climax is ____________________________________.
5.The falling action is ____________________________________.
6.The resolution is____________________________________________.
For sentences 1-6, make a general statement about events, then follow each sentence bring
in evidence from the text and explain why that evidence proves your assertion
EXAMPLE:
1. The exposition is when the protagonist receives his sentence of death and is
transported to the dungeon. Poe has the protagonist explain that “the dread
sentence of death – was the last distinct accentuation that reached my ears” (Poe
562). This shows the character getting set up for the torture that follows later in
the story.
POINT OF VIEW
Poe tells “The Pit and the Pendulum” from the __________________ point of view.
This is shown when _____________________________” (Poe [#]). The use of the
_____________ person pronoun _______________ clearly demonstrates the
_______________________ point of view.
SETTING:
(TIME) The events are most probably taking place __________________. The writer
shows this when _________________________.
(PLACE) The events are most probably taking place __________________. The
writer shows this when _________________________.
(CONDITIONS) The events are most probably taking place ________________.
The writer shows this when _________________________.
CHARACTER:
You have 12 minutes to complete this slide
The protagonist is __________________. The writer shows this when
________________________________________________________.
Use the Literary Analysis Remediation Exercise to help you format
a response.
Each response needs to have:
•An one sentence assertion
•A sentence that includes a piece of the text that supports that assertion
•A sentence that comments on why the piece of text supports the
assertion
You have 12 minutes to complete this slide
CONFLICT:
The protagonist is embroiled in __________________ conflict. The writer shows
this when _________________________.
Use the Literary Analysis Remediation Exercise to help you format
a response.
Each response needs to have:
•An one sentence assertion
•A sentence that includes a piece of the text that supports that assertion
•A sentence that comments on why the piece of text supports the
assertion
MOOD:
You have 12 minutes to complete this slide
The mood of this passage is_________________. The writer shows this when
_________________________.
Use the Literary Analysis Remediation Exercise to help you format
a response.
Each response needs to have:
•An one sentence assertion
•A sentence that includes a piece of the text that supports that assertion
•A sentence that comments on why the piece of text supports the
assertion
TONE:
You have 12 minutes to complete this slide
Poe has a _________________ tone toward ______________________. Poe
shows this when _________________________.
Use the Literary Analysis Remediation Exercise to help you format
a response.
Each response needs to have:
•An one sentence assertion
•A sentence that includes a piece of the text that supports that assertion
•A sentence that comments on why the piece of text supports the
assertion
Prepare a sheet of paper according to course standards.
Title it:
One-Paragraph Literary Analysis: “The Pit and the Pendulum”
You have the rest of the period to convert one of your following PRC entries
into a single-paragraph, Jane Schaffer-formatted analysis essay:
•Setting
•Characters
•Conflict
•Mood
•Tone
One Paragraph Literary Analysis
Here is the template. Notice that you already built the first three sentences when you did your
PRC entry. That is, you already have a Topic Sentence, the first Concrete Detail, and one
Commentary sentence. To build the rest of the paragraph, you just need to find one more Chunk
(CD, CM, CM) that supports your topic sentence and write a concluding sentence .
Topic Sentence
Concrete Detail
Commentary
Commentary
Concrete Detail
Commentary
Commentary
Concluding
Sentence
Literary Analysis 4-Day Exam –
This assessment does not require you to learn any new skills, simply
demonstrate that you can read and analyze the basic aspects of a short
story and clearly articulate your analysis in writing. You’ve done all of this
before. Use your notes and completed exercises. Your scores on this
assessment, if higher than what you achieved on your Pit and the
Pendulum exercise, will replace your Pit and the Pendulum scores.
01/04 DAY 1: Read any one of the following stories in your text book:
•
•
•
•
•
“Harrison Bergeron” page 20
“A Sound of Thunder” page 71
“The Californian’s Tale” page 303
“Everyday Use” page 503
“A White Heron” page 822
01/05 DAY 2: Create a dialectical journal just like the one you created
for “By the Waters of Babylon.” Make one complete entry for each of the
following aspects just like you did for “By the Waters of Babylon:”
1.Character
2. Setting
3. Conflict
4. Tone
5. Mood
01/06 DAY 3: Complete a PRC just like the one you completed for “Pit
and the Pendulum.” Omit theme in Step 3 and all of Step 4 just like you
did for “Pit and the Pendulum.”
01/09 – 20 Common Errors Exam
01/10 DAY 4: Write a two-chunk Jane Schaffer paragraph for ANY ONE
of literary aspects listed in Day 2.
When you are finished with the assignment, you will have ONE
DIALECTICAL JOURNAL, ONE PRC and ONE 8-sentence Jane
Schaffer paragraph.
See MyCCSD.net for full text copies of each story if you fall behind schedule
or are absent.
Name:___________________ Pd:____
I elected to read and analyze:
“___________________________________________”
CHECKLIST
Dialectical Journal (use “By the Waters of Bablyon” as template)
‰Heading and title
‰Character entry – excerpt - commentary
‰Setting entry – excerpt - commentary
‰Conflict entry – excerpt - commentary
‰Tone entry – excerpt - commentary
‰Mood entry – excerpt - commentary
PRC (use “Pit and Pendulum” as template)
‰Heading and title
‰MLA formatted work cited entry (use exactly the same entry as “Pit and
the Pendulum,” changing only the author and title info)
‰Step 1a
‰Step 2a
‰Step 2b
‰Step 3 Plot – organized – exposition – inciting incident – rising action –
climax – falling action - resolution
‰Step 3 Point of View
‰Step 3 Setting – Time – Place - Conditions
‰Step 3 Character
‰Step 3 Conflict
‰Step 3 Mood
‰Step 3 Tone
Essay (use “Pit and Pendulum” as template)
‰TS - assertion that must be proved
‰CD1 - excerpt from text that provides evidence to prove the TS
‰CM - explanation of how CD 1proves the TS
‰CM - further explanation of how CD 1proves the TS
‰CD2 - different excerpt from text that provides evidence to prove the TS
‰CM - explanation of how CD 2 proves the TS
‰CM - further explanation of how CD2 proves the TS
‰CS - restate TS and briefly paraphrase evidence