Mrs Yates Mystery amp Terror Afraid of Classic Literature CONTENTS MYSTERY PLAYS SHORT STORIES POEMS TERMS Silver Blaze TellTale Heart Annabel Lee Story Elements Purloined Letter Hop Frog ID: 756153
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Slide1
English/GATE Grade 8 McCordMrs. Yates
Mystery & Terror
Afraid of Classic Literature?Slide2
CONTENTS
MYSTERY
PLAYS
SHORT STORIES
POEMS
TERMS
Silver Blaze
Tell-Tale Heart
Annabel Lee
Story Elements
Purloined Letter
Hop Frog
The Raven
Literary Techniques
Masque of the Red Death
The Bells
Poetic Sound DevicesSlide3
ASSIGNMENTS
1
2
3
4
5
6
7
8
9Slide4
Alignment Key
Reading for Literature – Key Ideas and Details
Standard
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Essential Question:
How can one understand complicated, classic texts?
Learning Targets
I can analyze an author’s words and determine multiple pieces of textual evidence needed to support both explicit and inferential questions.
2. I can read closely and find answers explicitly in text and answers that require an inference.Slide5
Alignment Key
Reading for Literature- Key Ideas and Details
Standard
2. Determine a theme or central idea of a text and analyze its development over the course of the text. , including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Essential Question:
How can one understand complicated, classic texts?
Learning Targets
I can identify the elements of a story or poem. (character, setting, plot)
I can explain a theme of a story or poem.
I can analyze the relationship of the story elements with the theme.
I can compose an objective story summary.
I can paraphrase a stanza of a poem.Slide6
Alignment Key
Reading for Literature – Key Ideas and Details
Standard
3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Essential Question:
How can one understand complicated, classic texts?
Learning Targets
I can describe aspects of a character from dialogue in a story.
I can explain how certain incidents affect subsequent incidents in a story.Slide7
Alignment Key
Reading for Literature – Craft & Structure
Standard
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Essential Question:
What makes a story a “great” story?
What makes a great poem?
Learning Targets
I can define and identify various forms of figurative language.
I can define and identify various forms of literary techniques.
I can define and identify various forms of sound elements.
I can analyze why an author chose certain words or phrases to contribute to the meaning and mood.Slide8
Alignment Key
Reading for Literature – Craft & Structure
Standard
5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Essential Question:
What makes a story a “great” story?
What makes a great poem?
Learning Targets
I can analyze two stories by an author and compare and contrast the meaning and style.
I can analyze two poems by an author and compare and contrast the meaning and style.Slide9
Alignment Key
Reading for Literature – Craft & Structure
Standard
6. Analyze how differences in the points of view of the characters and the audience or reader ( eg. created through the use of dramatic irony) create such effects as suspense or humor.
Essential Question:
What makes a story a “great” story?
What makes a great poem?
Learning Targets
I can identify the point of view in a story.
I can explain why an author chose a point of view to contribute to the meaning or mood of the story.Slide10
Alignment Key
Reading for Literature – Integration of Knowledge and Ideas
Standard
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Essential Question:
How can one understand complicated, classic texts.
Learning Targets
I can choose a reading strategy that will help me comprehend difficult texts.Slide11
Alignment Key
Writing – Text Types and Purposes
Standard
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Essential Question:
What do good writers do?
Learning Targets
I can define common organizational structures and determine a structure that will allow me to best organize my information.
I can analyze the information, identify vocabulary specific to my topic, and organize information gathered using my chosen structure.
I can present my information in a formal style that includes an introduction that previews what is to follow, supporting details, transitions, and provides a conclusion.Slide12
Alignment Key
Writing – Research to Build and Present Knowledge
Standard
5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Essential Question:
What makes a story a “great” classic story?
What makes a great poem?
Learning Targets
I can analyze two stories by an author and compare and contrast the meaning and style.
I can analyze two poems by an author and compare and contrast the meaning and style.Slide13
Alignment Key
Writing – Range of Writing
Standard
5. Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Essential Question:
What could have been the purpose of the letter?
Learning Targets
I can predict and write a fictitious friendly letter based upon evidence in a story.Slide14
MYSTERY
TERMS
ONE-HOUR
MYSTERY
STORY
TERMS
DOYLE
POESlide15
Crime – What happened, (where, when)Motive
– Why it happened (reason for committing crime)Suspects – people who may have committed the crimeWitness – a person who answers questions (testifies) for a detective or attorney
Alibi
– a suspect’s whereabouts during the time the crime was committed that shows that he/she could not have done it
Substantiated
– alibi is proven true
Evidence
– facts or objects to prove the claim
MYSTERY TERMSSlide16
ONE HOUR MYSTERY
What is the crime?Who are the suspects?
Who has a motive?
Who has an alibi that has been substantiated?
What evidence has been collected?Slide17
ONE HOUR MYSTERY
WHO IS THE CRIMINAL?What is the evidence?Write a summary of relevant information in the case that should be discussed in court.Slide18
“Silver Blaze”
FeaturingSherlock Holmes
BY
SIR ARTHUR CONAN DOYLESlide19
SIR ARTHUR CONAN DOYLEBorn in Scotland in 1859Trained to be a doctor
Wrote many mysteries starring Holmes and Watson in late 1800’s
About the AuthorSlide20
ELEMENTARY… STORY CONTENT
CHARACTER a. PROTAGONIST – MAIN CHARACTER b. ANTAGONIST – OPPOSES CHARACTER FROM ACHIEVING GOAL
2.
SETTING
a. WHERE
b. WHEN
3.
CONFLICT
a. CHARACTER VS. CHARACTER
b. CHARACTER VS. SELF
c. CHARACTER VS. NATURE d. CHARACTER VS. SOCIETY e. CHARACTER VS. DESTINY
4. PLOT
a. EVENTS b. RISING ACTION c. CLIMAX d. RESOLUTION
THEME – MAIN OVERALL IDEA
POINT OF VIEW a. First person b. Second person c. Third person
1) Third person limited
2) Third person omniscientSlide21
“SILVER BLAZE”
As you read, take notes about the following:Crimes- (There are two)
Characters-
Motives-
Evidence-
Setting-
Suspects-
Alibis-Slide22
Main Idea
The killer was in plain sight.One just needed to know where to look.Slide23
“For days, the newspapers were filled with the strange case of Silver Blaze…”Now it has been solved.So…
1. Pretend that you are a newspaper reporter about this case. 2. Write a newspaper account of Sherlock Holmes’s solution of the mystery. 3. Make sure you answer “who, what, when, where, how”.4. Put the most important information at the beginning of article.
5. Fill in details later in the article
6. Make it interesting and sensational; you need to sell papers!
7. Feel free to be creative.
8. Use at least one vocabulary word. (Highlight it.)
ASSIGNMENT I.Slide24
EDGAR ALLEN POE
Inventor of the detective story.Slide25
Is one of the first detective stories,Published in 1845.M. Dupin is the first detective in the history of literature who appears in other Poe stories.
Poe was an American. However, this story and many others are set in Europe.Poe influenced Doyle, the author of Sherlock Holmes stories.
“THE PURLOINED LETTER”Slide26
“Scoundrels can hide in plain sight—but not forever.”That is one of the main ideas in this story.
It also involves secrets, blackmail, and a stolen letter.By the end of the story, you should know what “purloined” means.
“THE PURLOINED LETTER”Slide27
“Purloined Letter”
As you read, take notes about the following:Crimes-
Characters-
Motives-
Evidence-
Setting-
Suspect-
Where was the letter?Slide28
What message in the letter could the queen have wanted to keep secret? She did not want the king to see it. Why?Write a letter—the purloined letter. A letter written by the queen to someone else.
Make it look like the letter. Put your name and class on the back.
ASSIGNMENT II.Slide29
Analyzing Literature
Short Stories of TerrorSlide30
CONTENT
WHAT THE AUTHOR SAYS 1. Characters 2. Setting 3. Plot 4. Conflict
5. Theme
6. Point of View
WHAT DOES IT MEAN?Slide31
HOW THE AUTHOR SAYS IT.Choosing
and arranging words in a way that Reflects the author’s
tone
Creates a
mood
in the reader
STYLESlide32
The writer’s attitude about a place, event or character.
(The author’s own tone)Attitudes:Sarcastic
Loving
Angry
Serious
Intellectual
TONESlide33
Overall feeling that a work of literature creates in a
reader.(How the mood moves y
ou
)
Moods:
Gloomy,
Cheerful,
Eerie
MOODSlide34
The way the author uses these helps to establish mood and meaning.
ImageryDialogueSymbolsIrony
Allusion
Foreshadowing
Flashback
Literary TechniquesSlide35
IMAGERY
Paint an image with words.Figurative languageSimile
Metaphor
Personification
Hyperbole
Oxymoron
Idiom
Sensory images
Sound
Touch
Smell
Sight
TasteSlide36
SimileA comparison of two unlike things to help describe something
Using the words “like” or “as”She was as quiet as feather landing on a marshmallow.Slide37
MetaphorA comparison of two unlike things to help describe something
NOT using the words “like” or “as”She is a quiet butterfly.Slide38
IdiomA comparison of two unlike thingsBut it is OLD and OVERUSED
She is as quiet as a mouse.Slide39
HyperboleA huge exaggeration. Sometimes funny.
It was so quiet, you could hear a mouse fart.Slide40
OxymoronTwo words with opposite meanings that are put together.
CLEAN COALSlide41
PersonificationGiving human attributes to an inanimate object.
The leaves danced with the wind.Slide42
AnthropomorphismGiving human characteristics to an animal.Slide43
Conversation between two or more characters a. Moves along the plot
b. Reveals information about characters2. May speak in a way specific to a certain time or placea. Accent/ Dialect
b. Vocabulary
c. Grammar
DIALOGUE
Good Evening.
What’s up?
Hi
Howdy!Slide44
A person, place, or thing That also represents and idea.
An apple can represent wisdom or health.Some symbols are open to interpretation by the reader.
SYMBOLSlide45
When actions or words do not mean or turn out the way one thinks they should.Sometimes surprising and sometimes funny.Think of a “wrinkle in the story or meaning”
1. Verbal – say one thing but mean another
Situational
–situation turns out opposite from what was expected
Dramatic
– reader knows something the character does not
IRONYSlide46
AllusionA reference to or allu
ding to Another piece of famous literature(often mythology or the Bible)Slide47
FORESHADOWINGA CLUE AS TO WHAT WILL HAPPEN LATER IN THE STORY.Slide48
FLASHBACKAn event that occurred at a previous time but is being inserted into the story.Slide49
ASSIGNMENT IIICreate a crossword puzzle of ten terms—
Five story elements&Five literary techniquesSlide50
EDGAR ALLAN POE
Master of the Macabre
“The Tell-Tale Heart”
“Hop-Frog”
“Masque of the Red Death”Slide51
He was born in 1809 in Boston.His parents were actors.
At a young age, he went to live with relatives in Virginia.He attended school in England.He published his first book, a book of poetry in 1825. He went to the military academy, West Point.
When he was older, he married his 13-year old cousin, Virginia Clemm.
She died of tuberculosis, and he was heartbroken.
Poe died penniless.
Poe’s LifeSlide52
The Tell-Tale Heart
pp. 378-384Slide53
After each page or paragraph, stop to think about what you just read—the CONTENT
Determine meaning of words (dictionary or context clues)2. Identify: Characters, Setting, Conflict, Plot, Theme3. Summarize and restate it in your own words.
The tell-tale heart
.
THINK!Slide54
Read again to analyze literary techniques—The StyleImagery
DialogueSymbolsIronyFlashbackList any you find.
The Tell-tale heartSlide55
The Tell-Tale HeartA story about INSANITYSlide56
Hop-frogpp. 15-34Slide57
After each page or paragraph, stop to think about what you just read—the CONTENT
Determine meaning of words (dictionary or context clues)2. Identify: Characters, Setting, Conflict, Plot, Theme3. Summarize and restate it in your own words.
“HOP FROG”
.
THINK!Slide58
Read again to analyze literary techniques—The StyleImagery
DialogueSymbolsIronyFlashbackList any you find.
“HOP FROG”Slide59
“Hop Frog”A story about REVENGESlide60
Masque of the red deathpp. 170-182Slide61
After each page or paragraph, stop to think about what you just read—the CONTENTSummarize and restate it in your own words.Identify:
CharactersSettingConflictPlotTheme
“The Masque of the Red Death”Slide62
Masque of the Red Death
A story about the inevitability of DEATHSlide63
Reread to analyze literary techniques—the STYLE
ImageryDialogueSymbolsIrony
Masque of the red death
COLOR
SOUNDSlide64
ASSIGNMENT IV.Literary Analysis Essay I
Compare/Contrast Block StyleSlide65
Transition WordsAlike, Also, Both , Compared withAlthough, But, Conversely
Different from, even thoughHowever, In contrast In the same way, LikewiseOn the other handNeither…norSame, Similarly
Whereas, While, YetSlide66
Block Format
Four Paragraph MinimumIntroductionBody 1 - First StoryBody 2 - Second StoryConclusionSlide67
Introduction
1. Attention Getter2. General common information PoeFirst famous terror short stories
Gloomy mood
Thesis Statement
What will be discussed
Order in which discussed
Example:
Two of his tales of terror include “ …” and “…” which have some similarities and differences in content and style.Slide68
Body Paragraph 1Discuss the following:Theme, Setting, Conflict
(Elements of character and plot will be used in explaining the above info.)ThenStyleType of vocabulary, sentence structuresUse of sensory images—sights and sounds
Dramatic Irony (if doing Tell-Tale Heart)Slide69
Body Paragraph 2
Explain the same terms as in preceding paragraph, ButCompare and Contrast using transition words.Slide70
Conclusion
1. Sum up main pointsEnd with a personal comment.Suggestions:
Which did you prefer and why?
Would you recommend them—why or why not?Slide71
Two Tales of Terror Essay
Introduction2. First Story
Content
Style
3. Second Story
(Use transition words)
Content
Style
4. ConclusionSlide72
Edgar Allen Poe
Prolific Poet
POE-etrySlide73
READING POETRY
First read and reread to understand what it says.Then read aloud to notice the style—literary elements and sound devices.
“Annabel Lee”
“The Raven”
“The Bells”Slide74
STANZAA section of a poem
Stanza : Poem : : Paragraph : ChapterWhen labeling Rhyme Scheme ,start again with “A” for each
stanza.Slide75
RhythmMeterRhyme
RepetitionAlliterationAssonanceOnomatopoeia
SOUNDS OF POETRY
Slide76
RHYTHM
A musical quality produced by the repetition of stressed and unstressed syllables or by the repetition of certain other sound patternsSlide77
METER
A PATTERN of stressed and unstressed syllables in POETRYSlide78
RHYME
The repetition of accented vowel sounds and all sounds following them in words that are close together in a poemEnd Rhyme – rhyme is at end of lineInternal Rhyme
– rhyme is within line
Near Rhyme
– a close but not exact rhyme
- Common in modern poetry and song lyricsSlide79
RHYME SCHEME1. The pattern of end rhymes in a poem
Designated with capital lettersSlowly, silently, now the moon AWalks the night in her silver shoon;
A
This way, and That, she peers, and sees
B
Silver fruit upon silver trees.
BSlide80
Repetition
The repetition of sounds wordsphrases For special effectSlide81
ALLITERATION
The repetition of consonant sounds in words that are close togetherSlowly, silently, now the moonSlide82
ASSONANCE
The repetition of vowel sounds that are in words that are close togetherHear the sledges with the be
lls—Silver b
e
lls!
What a world of m
e
rriment their m
elody foret
ells!Slide83
ONOMATOPOEIA
The use of words whose sounds imitate or suggest their meaningBuzz, rustle, boom, tick tock, tweet, barkSlide84
ASSIGNMENT V.
Make a multiple choice quiz about SOUND DEVICES.2. In class, with a partner, trade and grade your quizzes.Slide85
Sensory ImagesFigurative Language
IMAGERYSlide86
CONTENT
What it says…Characters, Setting, Plot, ThemeSlide87
Style
How it is saidWhich words are selected and how are they arranged?Literary Elements & Sound Devices
Results in MOOD & TONESlide88
“ANNABEL LEE”
A LYRICAL POEMExpresses a lot of Emotion…Waves of SadnessSlide89
“Annabel Lee”pp. 431-432
Answer question on p. 4331,2, 4(not 3)&
5,6,7Slide90
“Annabel Lee”
MOODThey were so much in love that…So they made a cold wind blow..But they are inseparable…
He sleeps
SAD
…the angels were jealous.
…and caused her to die.
… He dreams of her
…in her tomb by the sea.
REALLY?Slide91
“The Raven”
NARRATIVE PoemA poem that tells a story
It will have story elements…
Character, setting, plot, conflict, themeSlide92
“THE RAVEN”
Paraphrase (restate in your own words) each stanza .For example, in the first stanza,At midnight, in winter, a man is reading old books in his house,
to try to forget his sorrows,
but he is startled by a tapping sound
that may be the wind
and then resumes reading.Slide93
“THE RAVEN”
Listen for Sound Devices:RepetitionRhymeAlliterationAssonance
OnomatoPOEia
“… as I pondered
weak
and
weary
…”
“tapping..” “rustling”Slide94
“The Raven”Allusions
a. “Bust of Pallas” (Roman Goddess) b. “Plutonian Shore” ( Pluto was god of the Underworld) Dialogue –
“Nevermore” – what does that mean?
3. Symbols
a. Pallas (another name for Minerva, Goddess of Wisdom)
b. Raven - ?Slide95
Questions for RAVENous MindsWhy is the raven an appropriate choice? What may it symbolize?
2. How many times does is the word “Nevermore” used?3. What questions could you ask the raven? (It’s answer is ‘Nevermore’.) List 3 ideas.
4. Since the raven will not be leaving, what should the man do with him? Can he make him useful? List 3 ideas.Slide96
“The Bells”Both Lyrical and a Narrative
Each Section has a different mood.I.II.III.
IV.Slide97
“THE BELLS”
Each Section has a different mood.I. Happy, Lively, Silver Jingle BellsII.
Joyful
, Golden, Wedding Bells
III.
Scary
, Angry, Alarm Bells
IV.
Sad
, Iron, Tolling BellsSlide98
“The Bells”How do the
Sound Devices and word choices contribute to the mood
of the poem
?Slide99
“The Bells”
What do the bells symbolize?Slide100
PROJECTS VI – VII TIC TAC POE- Show what you know!Choose three in a row. (May do a fourth for bonus points.)
Illustration
Illustrate one of the poems
Story
Write a mystery story
Inspired by
A picture
Movie Trailer Video
Make a trailer for one of the terror stories
(group)
Recitation
Memorize a stanza of one of the poems and recite it for the class.
Compare/Contrast Essay
Two Tales of Terror
(All must do this one)
Comic Strip
Retell one of the terror stories in cartoon form.
Parody
Write a Parody of
“The Raven”
Drama
Act out and Videotape a scene from one of the mystery plays (group)
Read and Report
On an additional story
“The Cask of Amontillado”Slide101
ILLUSTRATIONIllustrate one of three Poe poems we studied in class.
Convey knowledge of characters, setting, plot, theme, moodUse a sheet of typing or construction paper.Fill the pageInclude color Neatly done
Titled and Name, Class, DateSlide102
RECITATIONMemorize and recite a stanza from one of the three poems we studied.
Speak loudly and clearly.Good expression.Good pacing.
Good body posture and gestures.
Recite it fluidly.Slide103
PARODYWrite a parody of “The Raven”
Follow the general rhyme and rhythm pattern of the original.Three stanzas.Follow the basic story line of someone is inside, and a bird comes inside.
Change an element of the plot to make it your own and creative.
Neatly type or write in ink.Slide104
STORY
Write a mystery story inspired by one the Burdick pictures.Content - develop character, setting, plotStructure
a. Attention grabbing beginning, detailed middle, satisfying end
b. Vary sentence structures
Style
a. Effective vocabulary
b. Sensory images, figurative language
c. Dialogue
Mechanics –grammar, punctuation, spelling
Format- neatly typed or written, include a headingSlide105
DRAMAAct a scene from one of the mystery plays we read.
Dialogue and narration is loud and clearGood verbal expressionBody movements help to convey the messageSimple props setting used in an imaginative way
Recorded and ready to present.Slide106
MOVIE TRAILER
Voices are loud, clear, expressiveBody movements help to convey the messageSimple props setting used in an imaginative wayCreative use of technology (music, text, effects)Captures the theme and mood of the story
Recorded and ready to present.Slide107
COMIC STRIPRetell one of the stories in comic strip form.
Six boxes with one box of title and heading (5 x 5” each)Conveys main points of storyIncludes text box and speech bubblesAttractively drawn, colored, written
Neatly mounted on background construction paper for displaySlide108
Read and ReportRead “The Cask of Amontillado”
Read Complete the story analysis formSlide109
Final EssayEach stanza of “The Bells” has a different
mood. In a compare/contrast essay, discuss how Poe achieves the different moods by carefully selecting words for content and
style
.
Select two different sections of “The Bells” to analyze.
Compare and contrast them using
the
point by point
method.Slide110
POINT by POINTComparison/Contrast Structure
IntroductionBody 1 – contentOne stanza
The other stanza
Body 2 – literary elements
One stanza
The other stanza
Body 3 – Sound devices
One stanza
The other stanza
Conclusion
Use transition words withinEach body paragraph!