OPENING: Just like you did with your last literature project, you will need to review the Georgia Performance Standards this unit addresses. This will help you understand what you are supposed to take away from this lesson. Take a few moments to read the following standards, keeping in mind that you may need to read them more than once:
ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.
Mini-Lesson: For your next short story project you will read some nonfiction. Nonfiction can take many forms: magazine stories, newspaper articles, memoirs, and essays are all examples. You will read at least two different examples for this project.
The first thing you will need to do is to pick a memior or a personal narrative of an event. The gold and green textbooks have several good examples.
Some Suggestions:
It Can't Be Helped from Farewell to Manzanar by Jeanne Wakatsuki Houston and James Houston -- page 355 in green anthology;
R.M.S. Titanic by Hanson W. Baldwin -- page 390 in green anthology
A Presentation of Whales by Barry Lopez -- page 432 in green anthology
When I Lay My Burden Down from I Know Why the Caged Bird Sings by Maya Angelou -- page 357 in gold anthology
Haven't I Made a Difference! by James Harriot -- page 407 in gold anthology
If you plan to choose a different memoir or personal narrative, please show me what you plan to use before you begin. Please remember that stories that are very short often make your task harder in the long run.
Work Period: When you are finished reading, post the following to your blog:
1. Write a 2-3 paragraph summary/response to what you have read. Please be sure to consentrate more on your feelings about the story rather than simply summarizing what happened.
2. Explain what you think the author's purpose was for wrinting this story. What do you think he or she wanted readers to come away from this story thinking? Your answer should be between 2 and 3 paragraphs, and the best responses will include some direct evidence from the story.
3. Why do you think it is important to read about moments in other people's lives? Why are these stories so popular? Are there instances in your life that would be helpful to other people to read about?
Closing: Review what you wrote about the Georgia Performance Standards in the opening part of this unit. Now, provide specific evidence from your own work to show how it addresses these standards. If you are having difficulty with this, let me know.
