English/GATE Grade 8 McCord - PowerPoint Presentation

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!