ELA 7-3A Assignments

For this assignment, you will memorize a poem of your choice and recite it before the class. There are only a few requirements.
First, the poem must be a minimum of 12 lines in length. Exceptions may be made for poems with unusually long lines. Memorizing a longer poem gives you the opportunity to earn more points. For every 5 lines above 25 you memorize, you will earn an additional point.
Second, you do not have to choose a poem from the attached packet; however, if you decide to choose a different poem, you must first submit it to me for approval.
Third, the due date listed for this assignment is the last possible day on which you may recite the poem (or the day before, if that's when your class falls) for credit. I encourage everyone to deliver their poem before that date. Simply tell me when you'd like to go, and I'll pencil you in for that class.

For this assignment, you will memorize a poem of your choice and recite it before the class. There are only a few requirements.
First, the poem must be a minimum of 12 lines in length. Exceptions may be made for poems with unusually long lines. Memorizing a longer poem gives you the opportunity to earn more points. For every 5 lines above 25 you memorize, you will earn an additional point.
Second, you do not have to choose a poem from the attached packet; however, if you decide to choose a different poem, you must first submit it to me for approval.
Third, the due date listed for this assignment is the last possible day on which you may recite the poem (or the day before, if that's when your class falls) for credit. I encourage everyone to deliver their poem before that date. Simply tell me when you'd like to go, and I'll pencil you in for that class.

For this assignment, you will memorize a poem of your choice and recite it before the class. There are only a few requirements.
First, the poem must be a minimum of 12 lines in length. Exceptions may be made for poems with unusually long lines. Memorizing a longer poem gives you the opportunity to earn more points. For every 5 lines above 25 you memorize, you will earn an additional point.
Second, you do not have to choose a poem from the attached packet; however, if you decide to choose a different poem, you must first submit it to me for approval.
Third, the due date listed for this assignment is the last possible day on which you may recite the poem (or the day before, if that's when your class falls) for credit. I encourage everyone to deliver their poem before that date. Simply tell me when you'd like to go, and I'll pencil you in for that class.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

In addition to turning in a hard copy, please attach the best draft of your argument essay here.

In addition to turning in a hard copy, please attach the best draft of your argument essay here.

In addition to turning in a hard copy, please attach the best draft of your argument essay here.

THERE ARE TWO PARTS TO THIS ASSIGNMENT:

PART 1: WORKS CITED

Create a Works Cited Page. This is a separate page at the end of your essay that lists all the sources you used. Remember, for this paper, you need to have effectively incorporated and cited a bare minimum of two credible sources. (Three is better, and four is very good. Ideally, do not exceed four.)

A Works Cited page is simply titled "Works Cited" (centered at the top of the page) and is double-spaced in 12-point Times New Roman font, just like the rest of your paper.

1. Check out the sample Works Cited page below.
2. Use the MyBib website to generate citations for the sources you used.
3. Copy and paste these citations into your Works Cited page.

PART 2: IN-TEXT CITATIONS

Go through your essay and add in-text citations. Any time you refer to an outside source in your essay, you need to include an in-text citation. This consists of the author's last name and the page number. (If there is no author's name listed on the source, just use the organization or website name. If there is no page number, as there often isn't for online sources, just leave it out.)

There are a couple different ways to cite a source in-text. First, you can simply put the author's name in parentheses after the quote. For example:

The article said, "Bees can sting, but they also make honey" (Smith 23).

Or, you can include the author's name in the sentence itself, in which case it does not need to be in parentheses:

Smith writes, "Bees can sting, but they also make honey" (23).

THERE ARE TWO PARTS TO THIS ASSIGNMENT:

PART 1: WORKS CITED

Create a Works Cited Page. This is a separate page at the end of your essay that lists all the sources you used. Remember, for this paper, you need to have effectively incorporated and cited a bare minimum of two credible sources. (Three is better, and four is very good. Ideally, do not exceed four.)

A Works Cited page is simply titled "Works Cited" (centered at the top of the page) and is double-spaced in 12-point Times New Roman font, just like the rest of your paper.

1. Check out the sample Works Cited page below.
2. Use the MyBib website to generate citations for the sources you used.
3. Copy and paste these citations into your Works Cited page.

PART 2: IN-TEXT CITATIONS

Go through your essay and add in-text citations. Any time you refer to an outside source in your essay, you need to include an in-text citation. This consists of the author's last name and the page number. (If there is no author's name listed on the source, just use the organization or website name. If there is no page number, as there often isn't for online sources, just leave it out.)

There are a couple different ways to cite a source in-text. First, you can simply put the author's name in parentheses after the quote. For example:

The article said, "Bees can sting, but they also make honey" (Smith 23).

Or, you can include the author's name in the sentence itself, in which case it does not need to be in parentheses:

Smith writes, "Bees can sting, but they also make honey" (23).

THERE ARE TWO PARTS TO THIS ASSIGNMENT:

PART 1: WORKS CITED

Create a Works Cited Page. This is a separate page at the end of your essay that lists all the sources you used. Remember, for this paper, you need to have effectively incorporated and cited a bare minimum of two credible sources. (Three is better, and four is very good. Ideally, do not exceed four.)

A Works Cited page is simply titled "Works Cited" (centered at the top of the page) and is double-spaced in 12-point Times New Roman font, just like the rest of your paper.

1. Check out the sample Works Cited page below.
2. Use the MyBib website to generate citations for the sources you used.
3. Copy and paste these citations into your Works Cited page.

PART 2: IN-TEXT CITATIONS

Go through your essay and add in-text citations. Any time you refer to an outside source in your essay, you need to include an in-text citation. This consists of the author's last name and the page number. (If there is no author's name listed on the source, just use the organization or website name. If there is no page number, as there often isn't for online sources, just leave it out.)

There are a couple different ways to cite a source in-text. First, you can simply put the author's name in parentheses after the quote. For example:

The article said, "Bees can sting, but they also make honey" (Smith 23).

Or, you can include the author's name in the sentence itself, in which case it does not need to be in parentheses:

Smith writes, "Bees can sting, but they also make honey" (23).

1. Review the "crafting a conclusion" doc to learn tips for writing a conclusion and to see a sample.
2. Begin drafting the conclusion for your own argument essay.

1. Review the "crafting a conclusion" doc to learn tips for writing a conclusion and to see a sample.
2. Begin drafting the conclusion for your own argument essay.

1. Review the "crafting a conclusion" doc to learn tips for writing a conclusion and to see a sample.
2. Begin drafting the conclusion for your own argument essay.

1. Watch the attached video on how to write a counterclaim paragraph.

2. Read the document "crafting a counterclaim & rebuttal" to see my example counterclaim/rebuttal paragraph as well as tips for writing your own.

3. Use the attached graphic organizer to write your own counterclaim/rebuttal.

1. Watch the attached video on how to write a counterclaim paragraph.

2. Read the document "crafting a counterclaim & rebuttal" to see my example counterclaim/rebuttal paragraph as well as tips for writing your own.

3. Use the attached graphic organizer to write your own counterclaim/rebuttal.

1. Watch the attached video on how to write a counterclaim paragraph.

2. Read the document "crafting a counterclaim & rebuttal" to see my example counterclaim/rebuttal paragraph as well as tips for writing your own.

3. Use the attached graphic organizer to write your own counterclaim/rebuttal.

Diagram each sentence.

Diagram each sentence.

1. Review the "crafting body paragraphs" doc to learn about body paragraphs and tips for writing them.
2. Read my teacher model (yellow highlights) to see an example of how an effective body paragraph could be constructed.
3. Begin working on the body paragraphs for your own argument essay using the graphic organizer.

Be sure to keep track of any sources you use; you will need to cite these later!

1. Review the "crafting body paragraphs" doc to learn about body paragraphs and tips for writing them.
2. Read my teacher model (yellow highlights) to see an example of how an effective body paragraph could be constructed.
3. Begin working on the body paragraphs for your own argument essay using the graphic organizer.

Be sure to keep track of any sources you use; you will need to cite these later!

Diagram each sentence.

1. Review the "crafting body paragraphs" doc to learn about body paragraphs and tips for writing them.
2. Read my teacher model (yellow highlights) to see an example of how an effective body paragraph could be constructed.
3. Begin working on the body paragraphs for your own argument essay using the graphic organizer.

Be sure to keep track of any sources you use; you will need to cite these later!

Following the directions on the attached doc after completing your Topic Brainstorming worksheet.

Following the directions on the attached doc after completing your Topic Brainstorming worksheet.

Complete the Topic Brainstorming worksheet for your argument essay. Remember, a claim is the central assertion or statement that the writer is trying to prove. It should be clear, specific, debatable, and supportable by reasoning and evidence.

Complete the Topic Brainstorming worksheet for your argument essay. Remember, a claim is the central assertion or statement that the writer is trying to prove. It should be clear, specific, debatable, and supportable by reasoning and evidence.

Diagram each sentence.

Diagram each sentence.

Complete the Topic Brainstorming worksheet for your argument essay. Remember, a claim is the central assertion or statement that the writer is trying to prove. It should be clear, specific, debatable, and supportable by reasoning and evidence.

Diagram each sentence.

In the read section of your notebook:

1. Identify at least two or three moments in your dystopian novel that reminds you of something in the real world.
2. For each moment, state specifically what it reminds you of in the real world.
3. Next, state why you think this connection is important.
4. Finally, for each example you gave, explain what you think the author might be trying to say here.

Use the attached graphic organizer if you prefer. See the last slide in the slideshow for an example of how to complete the graphic organizer.

In the read section of your notebook:

1. Identify at least two or three moments in your dystopian novel that reminds you of something in the real world.
2. For each moment, state specifically what it reminds you of in the real world.
3. Next, state why you think this connection is important.
4. Finally, for each example you gave, explain what you think the author might be trying to say here.

Use the attached graphic organizer if you prefer. See the last slide in the slideshow for an example of how to complete the graphic organizer.

In the read section of your notebook:

1. Identify at least two or three moments in your dystopian novel that reminds you of something in the real world.
2. For each moment, state specifically what it reminds you of in the real world.
3. Next, state why you think this connection is important.
4. Finally, for each example you gave, explain what you think the author might be trying to say here.

Use the attached graphic organizer if you prefer. See the last slide in the slideshow for an example of how to complete the graphic organizer.

In the read section of your notebook, try to list at least three objects that you think might function as symbols in your dystopian novel. Record the page number(s) where they appear, as well as what you think they might represent.

In the read section of your notebook, try to list at least three objects that you think might function as symbols in your dystopian novel. Record the page number(s) where they appear, as well as what you think they might represent.

In the read section of your notebook, identify two or three characters in your novel so far and what archetype(s) they might conform to. Then, answer the following questions about each character:

1. What does this tell us about the character?
2. What might motivate them?
3. What might he/she end up doing in the novel?

You may use the included doc for help organizing your thoughts, but it must be taped into the read section of your notebook in order to receive credit.

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For reference, common dystopian archetype definitions are included below:

Hero: A brave and resourceful leader; often fights against the unfair rules of the establishment
Sidekick: The hero’s closest companion; less powerful than hero
Antihero: An unlikely or unusual hero; lacks the qualities of a typical hero but ends up being a hero in the end
Villain: An evil character whose actions or motives are important to the plot
Mentor: An experienced and trusted advisor
Mother figure: A nurturing character who helps to take care of others

In the read section of your notebook, identify two or three characters in your novel so far and what archetype(s) they might conform to. Then, answer the following questions about each character:

1. What does this tell us about the character?
2. What might motivate them?
3. What might he/she end up doing in the novel?

You may use the included doc for help organizing your thoughts, but it must be taped into the read section of your notebook in order to receive credit.

===

For reference, common dystopian archetype definitions are included below:

Hero: A brave and resourceful leader; often fights against the unfair rules of the establishment
Sidekick: The hero’s closest companion; less powerful than hero
Antihero: An unlikely or unusual hero; lacks the qualities of a typical hero but ends up being a hero in the end
Villain: An evil character whose actions or motives are important to the plot
Mentor: An experienced and trusted advisor
Mother figure: A nurturing character who helps to take care of others

In the read section of your notebook, identify two or three characters in your novel so far and what archetype(s) they might conform to. Then, answer the following questions about each character:

1. What does this tell us about the character?
2. What might motivate them?
3. What might he/she end up doing in the novel?

You may use the included doc for help organizing your thoughts, but it must be taped into the read section of your notebook in order to receive credit.

===

For reference, common dystopian archetype definitions are included below:

Hero: A brave and resourceful leader; often fights against the unfair rules of the establishment
Sidekick: The hero’s closest companion; less powerful than hero
Antihero: An unlikely or unusual hero; lacks the qualities of a typical hero but ends up being a hero in the end
Villain: An evil character whose actions or motives are important to the plot
Mentor: An experienced and trusted advisor
Mother figure: A nurturing character who helps to take care of others

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

In the read section of your notebook, describe two or three obstacles that characters have encountered in your dystopian novel so far.
Be sure to indicate whether each obstacle is personal, external, or systemic.
Use the attached graphic organizer if you wish. The organizer must be taped into the read section of your notebook in order to count as turned in!
PERSONAL OBSTACLES: Usually affect only one character. Often internal. Examples: Anxiety about leading a group, indecision about what choice to make, suffering from an illness.

EXTERNAL OBSTACLES: Exist outside characters. May directly affect multiple characters. Examples: Debris blocking an exit, dangerous creatures on the prowl, soldiers defending a base.

SYSTEMIC OBSTACLES: Exist as part of a system (like the government). May take the form of laws or customs. Often the overarching issues in dystopian stories. Examples: Children with unique abilities are jailed, citizens who question authority must attend “re-education” camps, the state secretly surveils everyone in their homes.

Complete the attached worksheet using the dystopian novel you are currently reading. Plan to discuss your findings in class.

Complete the attached worksheet using the dystopian novel you are currently reading. Plan to discuss your findings in class.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Diagram each sentence.

Please attach a copy of your memoir best draft.

Please attach a copy of your memoir best draft.

Please attach a copy of your memoir best draft.

In the write section of your notebook, write an ending scene to your memoir. Be sure it contains the three elements described in the attached slide:

Emphasize theme: What message or lesson do you want to communicate to readers?
Reflect: Clearly convey how you’ve grown or changed as a result of events.
Refer to the start: Connect with a scene or image from the beginning to create a sense of completion.

In the write section of your notebook, write an ending scene to your memoir. Be sure it contains the three elements described in the attached slide:

Emphasize theme: What message or lesson do you want to communicate to readers?
Reflect: Clearly convey how you’ve grown or changed as a result of events.
Refer to the start: Connect with a scene or image from the beginning to create a sense of completion.

In the write section of your notebook, write an ending scene to your memoir. Be sure it contains the three elements described in the attached slide:

Emphasize theme: What message or lesson do you want to communicate to readers?
Reflect: Clearly convey how you’ve grown or changed as a result of events.
Refer to the start: Connect with a scene or image from the beginning to create a sense of completion.

In the write section of your notebook:

1. Choose three different types of memoir hooks from the attached list.
2. For each hook, write a three- to five-sentence beginning to your memoir.
3. Choose the one you like best, and then write a full beginning scene using that hook. Remember to introduce the setting and conflict and use foreshadowing to hint at what truly matters in the story.

In the write section of your notebook:

1. Choose three different types of memoir hooks from the attached list.
2. For each hook, write a three- to five-sentence beginning to your memoir.
3. Choose the one you like best, and then write a full beginning scene using that hook. Remember to introduce the setting and conflict and use foreshadowing to hint at what truly matters in the story.

In the write section of your notebook:

1. Choose three different types of memoir hooks from the attached list.
2. For each hook, write a three- to five-sentence beginning to your memoir.
3. Choose the one you like best, and then write a full beginning scene using that hook. Remember to introduce the setting and conflict and use foreshadowing to hint at what truly matters in the story.

This assignment should be submitted digitally in Classroom.

In the attached document, rewrite the "two-dimensional" (flat, dull, lifeless) lines to make them "three-dimensional" (textured, vivid, engaging). Remember: show, don’t tell. Drop hints so your readers can see what you mean without you having to tell them directly. Incorporate thinking, dialogue, action, and setting details.

This assignment should be submitted digitally in Classroom.

In the attached document, rewrite the "two-dimensional" (flat, dull, lifeless) lines to make them "three-dimensional" (textured, vivid, engaging). Remember: show, don’t tell. Drop hints so your readers can see what you mean without you having to tell them directly. Incorporate thinking, dialogue, action, and setting details.

This assignment should be submitted digitally in Classroom.

In the attached document, rewrite the "two-dimensional" (flat, dull, lifeless) lines to make them "three-dimensional" (textured, vivid, engaging). Remember: show, don’t tell. Drop hints so your readers can see what you mean without you having to tell them directly. Incorporate thinking, dialogue, action, and setting details.

1. Choose one of the events on your memoir timeline.

2. In the write section of your notebook (or on a Google doc), turn this event into a scene.

Remember that scenes:
Are small moments or mini-stories
Include a clear setting that is woven throughout the moment
Have characters who are thinking, talking, acting, or perhaps doing all of those things
Contain a character motivation and obstacle of some sort
I've attached a copy of a scene I wrote as an example.

1. Choose one of the events on your memoir timeline.

2. In the write section of your notebook (or on a Google doc), turn this event into a scene.

Remember that scenes:
Are small moments or mini-stories
Include a clear setting that is woven throughout the moment
Have characters who are thinking, talking, acting, or perhaps doing all of those things
Contain a character motivation and obstacle of some sort
I've attached a copy of a scene I wrote as an example.

1. Choose one of the events on your memoir timeline.

2. In the write section of your notebook (or on a Google doc), turn this event into a scene.

Remember that scenes:
Are small moments or mini-stories
Include a clear setting that is woven throughout the moment
Have characters who are thinking, talking, acting, or perhaps doing all of those things
Contain a character motivation and obstacle of some sort
I've attached a copy of a scene I wrote as an example.

1. Decide what kind of plot you want for your memoir. It can be LINEAR (you describe the events in the order they actually took place) or NON-LINEAR (you describe the events in a different order).
2. Draw a basic timeline on a sheet of paper or using a digital tool like Google Slides. You can be creative with the shape. Just make sure it fits the story you want to tell.
3. Plot key events in your memory. Write short descriptions and draw pictures at different points on the timeline to represent each event. Keep in mind what topic and theme you've chosen to focus on. Limit yourself to 4-6 events.
4. Identify the most important moments in your memory. Circle or highlight these moments on the timeline. Again, keep your main theme in mind.

1. Decide what kind of plot you want for your memoir. It can be LINEAR (you describe the events in the order they actually took place) or NON-LINEAR (you describe the events in a different order).
2. Draw a basic timeline on a sheet of paper or using a digital tool like Google Slides. You can be creative with the shape. Just make sure it fits the story you want to tell.
3. Plot key events in your memory. Write short descriptions and draw pictures at different points on the timeline to represent each event. Keep in mind what topic and theme you've chosen to focus on. Limit yourself to 4-6 events.
4. Identify the most important moments in your memory. Circle or highlight these moments on the timeline. Again, keep your main theme in mind.

Objective: Create a visual timeline that contains the major events of your memoir.

1. Decide what kind of plot you want for your memoir. It can be LINEAR (you describe the events in the order they actually took place) or NON-LINEAR (you describe the events in a different order).
2. Draw a basic timeline on a sheet of paper or using a digital tool like Google Slides. You can be creative with the shape. Just make sure it fits the story you want to tell.
3. Plot key events in your memory. Write short descriptions and draw pictures at different points on the timeline to represent each event. Keep in mind what topic and theme you've chosen to focus on. Limit yourself to 4-6 events.
4. Identify the most important moments in your memory. Circle or highlight these moments on the timeline. Again, keep your main theme in mind.

Objective: Visualize and explore the potential topics in your chosen memory.

Directions:
1. List Potential Topics: Generate a list of potential topics that you believe may be present in your chosen memory. Use the "Common topics in memoirs" doc for ideas.
2. Create a Topic Map: On a blank piece of paper, create a visual topic map. In the center of the page, write or draw a representation of your chosen memory.
3. Connect to Topics: Draw branches extending from the central memory, each representing a potential topic. For example, if your memory involves overcoming a challenge, connect it to the topic of resilience.
4. Add Details: Along each branch, add details or keywords that further describe how your memory connects to the chosen topics.

See the attached teacher model for an example. Feel free to use colors or highlights!

Objective: Visualize and explore the potential topics in your chosen memory.

Directions:
1. List Potential Topics: Generate a list of potential topics that you believe may be present in your chosen memory. Use the "Common topics in memoirs" doc for ideas.
2. Create a Topic Map: On a blank piece of paper, create a visual topic map. In the center of the page, write or draw a representation of your chosen memory.
3. Connect to Topics: Draw branches extending from the central memory, each representing a potential topic. For example, if your memory involves overcoming a challenge, connect it to the topic of resilience.
4. Add Details: Along each branch, add details or keywords that further describe how your memory connects to the chosen topics.

See the attached teacher model for an example. Feel free to use colors or highlights!

Please read the directions on the attached doc.

Please read the directions on the attached doc.

Please read the directions on the attached doc.

Complete the worksheet based on your choice memoir. I've attached my own copy for reference.

Complete the worksheet based on your choice memoir. I've attached my own copy for reference.

Complete the worksheet based on your choice memoir. I've attached my own copy for reference.

First, read "Bob," a memoir piece by a middle school student. Then, in the "read" section of your notebook, brainstorm a list of significant objects in your life and explain why each one matters to you. Aim for at least four objects, and write at least three sentences for each one.

First, read "Bob," a memoir piece by a middle school student. Then, in the "read" section of your notebook, brainstorm a list of significant objects in your life and explain why each one matters to you. Aim for at least four objects, and write at least three sentences for each one.

First, read "When I Was Young in the Mountains" by Cynthia Rylant. Then, in the "Read" section of your notebook, brainstorm a list of significant places in your life and explain why each one matters to you. Aim for at least four places, and write at least three sentences for each place.

First, read "When I Was Young in the Mountains" by Cynthia Rylant. Then, in the "Read" section of your notebook, brainstorm a list of significant places in your life and explain why each one matters to you. Aim for at least four places, and write at least three sentences for each place.

First, read "My Rotten Redheaded Older Brother" by Patricia Polacco. Then, in the "Read" section of your notebook, write a one-paragraph response to the following prompt: What personal connection(s) can you make to this memoir? I have attached my own response for your reference.

Note: For the purposes of our class, one paragraph is considered a minimum of five complete sentences.

First, read "My Rotten Redheaded Older Brother" by Patricia Polacco. Then, in the "Read" section of your notebook, write a one-paragraph response to the following prompt: What personal connection(s) can you make to this memoir? I have attached my own response for your reference.

Note: For the purposes of our class, one paragraph is considered a minimum of five complete sentences.

Please complete the attached plot diagram for whichever short story on which you have chosen to base your project. (You do not need to complete the "protagonist vs. antagonist" sections, and only advanced students need to do theme.)

There is a PDF and a doc version attached, but you only need to complete one.

In your chosen short story, find at least one example of each of the following literary devices:

imagery
simile
metaphor
symbol
foreshadowing
For each device, please be sure you answer the questions included on the attached graphic organizer.

Definitions and examples of each device can be found in the attached slideshow.

First:

1. Generate a short list of topics that your story deals with.
2. Choose one topic and write a single sentence stating what you think the author believes about that topic. The sentence should begin, “The author seems to believe that…” Make sure your statement doesn’t just apply to the text. It should be applicable to anyone, anywhere, in any time.
3. Cross out “The author seems to believe that” and revise your sentence as necessary. You now have a potential theme.

Then:

4. Find two quotations from your story that provide evidence of this theme.
5. Analyze each quote to explain how it supports the theme.

In a new entry in the read section of your notebook, describe in a single sentence the story's main conflict or problem.

Then, respond to at least one of the following prompts:
1. HOW CHARACTER TRAITS AFFECT CONFLICT: Identify at least one character in your story and name at least one trait they have. Explain how this trait has an effect on the story's conflict. Give at least two examples.

2. HOW SETTING AFFECTS CONFLICT: Identify the setting of your story and explain how it affects the conflict. Give at least two examples.

Before answering either question, be sure you have read your story carefully through at least once.

You may structure this entry on your own, or you may use the included graphic organizer. Choose the one that corresponds to the prompt you want to write about.

In the read section of your notebook, make an entry that focuses on the rising action and climax of your chosen short story. (This may be, but does not have to be, the same story you wrote your exposition entry about).

Remember, rising action comes after exposition and is the section of the story where the author develops the conflict and increases tension or suspense. The climax is the highest point of tension or action in the story where the outcome of the main conflict is determined.

Be sure your entry addresses the following questions:
What do you learn about the characters as the story develops?
What is the main conflict or problem in the story?
What are some examples of the author building tension?
What is the climax or turning point in the story?
The attached graphic organizer is OPTIONAL.

Make a notebook entry in your read section about the exposition of your chosen short story. (Remember, exposition is the part of the plot in which the author introduces the characters and setting, usually at the beginning of the story.)

Use the attached organizer if you choose. (Open the doc and make a copy, or use a hard copy.)

Comment on the following:

Who are the characters, and what is your first impression of them?
What have you learned about the characters so far?
How is the setting described?
What mood or feeling does the setting create? What words or images contribute to this?

Please only complete this assignment while in class; do not complete it at home.

Please see attached doc for directions.

Please complete this survey today to help me understand more about you as a reader.