John Green on FAHRENHEIT 451

Pages 31-40

Today we will discuss pages 31-40.  In your groups address the following:

2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
The Mechanical Hound 

Give a brief description of these characters - who they are and why they are important.


REMEMBER THAT YOU HAVE A TEST TOMORROW on NIGHT or FAREWELL TO MANZANAR.  

Questions for pages 21-30

Explain the meaning of the following symbols so far in the book: 

451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion

1.    When Clarisse is outside on page 21, what is she doing?

2.    When Clarisse puts the flower under Montag’s chin, what does it show? Why?

3.    Who do you think makes Clarisse go to the psychiatrist? Why?

4.    What is Clarisse’s opinion of Montag? Explain.

5.    What is the Hound? What is its function?

6.    Who is Beatty? Does he seem to like Montag?

7.    Contrast the uncle’s description of the “old days” with the current society.

451

Today, you have a vocabulary quiz.

After you the quiz you need to get into your new groups and begin reading pages 21-30.  When everyone is done with the quiz we'll talk about what you read last night.

Today's objective:

9) Discuss the meaning of the following images/symbols

451
Phoenix
Electric-Eyed Snake
Mausoleum 
Parlor walls

Fahrenheit 451

Learning Goal: Students will be able to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Essential Questions: 

What are ways to control people or populations of people?

What is the value of freedom versus the well-being of security?

What is the nature of censorship?  How does it happen?

Why do author's write cautionary tales?

Objectives: At the end of the book students will be able to

1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound

3) Be able to explain and give at least three examples of scenes that fit the following themes:

The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity

4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols

Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books

10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.

33) Define Dystopia.  

Reading Schedule:

12/3  pages 3-20

12/4  vocabulary quiz (HW 21-30)

12/5  31-40

12/6 Test on NIGHT OR FAREWELL MANZANAR (HW for Monday 41-50)

12/9  51-70

12/10 71-80

12/11 81-90

12/12  91-100

12/13   101-120

12/16   121-140

12/17  141-END

12/18  REVIEW

12/19  TEST

Night/Farewell

Today, I want to give you some time to finish your work from yesterday and then I want each group to present what it has to the class.  If you finish go here

Dates to Remember:

Tuesday 12/3 - Vocabulary/Grammar Quiz
Friday 12/6 - NIGHT/FAREWELL Test

We will also be moving on to the novel Fahrenheit 451 next Monday. 

Warm-up:

Each of the following sentences needs either a comma or a semicolon. Put in the necessary punctuation.

1. Many companies make sugar-free soft drinks, which are flavored by synthetic chemicals the drinks usually contain only one or two calories per serving.

2. Mr. Leyland played the viola professionally for many years and he now conducts a community orchestra.

3. The crab grass was flourishing but the rest of the lawn, unfortunately, was dying.

4. The hill was covered with wildflowers it was a beautiful sight.

Review - NIGHT, FAREWELL TO MANZANAR

Today - we need to discuss your vocabulary and when you want to have a vocabulary quiz.  We also need to go over your Grammar Rules and review for the test on NIGHT and FAREWELL TO MANZANAR.

In your groups, I want you to

1)outline your books. 
2) write a summary to present to class
3) find one important quote and analysis what it means or discuss why it is important to the book as a whole
4) write out the major theme (WHAT IS THE MAIN IDEA OF THIS BOOK)
5) discuss why the author wrote it
6) List and discuss the meaning of one important symbol

Tuesday 11/19 and Wednesday 11/20

Tuesday - you have a quiz on punctuation marks.

Wednesday - in your groups read pages 91-100 in your novels and write a summary of the pages with a list of characters and literary devices. 

Monday

Today, we are going to do some grammar practice.  Then - if you don't have them done - work on your short stories and turn in the final draft.  Note: You need to finish your books by next Monday.

 Combine the following sentences into one sentence: 

Breakfast is my favorite meal. I like hot food for breakfast. I prefer eggs and bacon to oatmeal. A good breakfast always starts my day off right.

 Put in semicolons, colons, dashes, quotation marks, and Italics (use an underline), wherever they are needed in the following sentences.

1. Whoever thought said Helen that Jack would be elected class president?
2. In baseball, a show boat is a man who shows off.
3. The minister quoted Isaiah 5 21 in last Sunday's sermon.
4. There was a very interesting article entitled The New Rage for Folk Singing in last Sunday's New York Times newspaper.
5. Whoever is elected secretary of the club Ashley, or Chandra, or Aisha must be prepared to do a great deal of work, said Jumita, the previous secretary.
6. Darwin's On the Origin of Species 1859 caused a great controversy when it appeared

You can go HERE to check your answers

Rules for Commas:

1) They divide items in lists, but are not require before the “and” on the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry and lime.

The rule here is that the comma is correct if it can be replaced by the word “and” or “or”.
Example: The four refreshing fruit flavors of Opal Fruits are orange and lemon and strawberry and lime.
Note: It is not incorrect to put a comma before the “and” at the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry, and lime.

2) Commas are used when two complete sentences are joined together using such conjunctions as “and”, “or”, “but”, “while”, and “yet”.
The boys wanted to stay up past midnight, but they had a race to run the next day, and their coach told them “no”.
Note: A comma splice occurs when you use a comma when a semi-colon is called for.
Example: It was the Queen’s birthday on Saturday, she received a lot of presents.
It should be written: It was the Queen’s birthday on Saturday; she received a lot of presents.
Or: It was the Queen’s birthday on Saturday, and she received a lot of presents.

3) Commas fill gaps where other words might go.
Example: Annie had dark hair; Sally, fair.

4) Commas before direct speech.
The queen said, “It’s my birthday and I want lots of presents.”
Note: Many authors use colons: these days. Joyce used dashes –.


5) Commas set off interjections.
Stop, or I’ll scream.

6) Commas set aside non-essential information.

John Keats, who never did any harm to anyone, is often invoked by grammarians.

Colon—Stylistic mark, never necessary, takes the place of a comma
USES:
1) Introduce a List.
Example: Bob excels in the following activities: wrecking his car while driving blindfolded; drinking bottles of hot sauce; watching football and scratching his ringworm foot bloody; and flunking English 060.
WARNING: A list must be introduced to use a colon. A similar sentence could be written: Bob excels in football, baseball and basketball. There is no introduction of a list and therefore a colon could not be used. It would be wrong to write: Bob excels in: football, baseball, and basketball.

2) After a statement that introduces a quotation.
Example: He began the meeting with this warning: “Gentlemen, Art Bell says the world will end in three years!”
We were at the pizza station when John shouted: “That girl is in my class.”

3) Many writers use the colon to define or expand on some object or subject within a sentence. Here is an example from Eudora Welty’s story “Powerhouse” (from Hot and Cool: Jazz Short Stories): “Powerhouse reads each one, studying with a secret face: that is the face which looks like a mask—anybody’s; there is a moment when he makes a decision.”

Here Welty is defining “secret face”. Another example from James Joyce’s “The Dead”: “So she had had that romance in her life: a man had died for her sake.” Here Joyce is defining

DASH – (an informal mark of punctuation used for stylistic effects)
USES:
1) Set off a word or group of words introduced unexpectedly.
EX: That looks like smoke coming from – help! Fire!

2) Abrupt breaking off of one thought into another, or the discovery of an unexpected thought or idea.
EX: When you see Ann—here she comes—act as if nothing had happened.
You drink Brawls—you do, don’t you?—you’ll love Spike; it has 33,333% of daily B12.
From Eudora Welty: “Powerhouse is not a show-off like the Harlem boys, not crazy—he’s in a trance; he’s a person of joy.”

3) Use a dash to separate two identical or almost identical words.
Ex: I can do the job—the job of gangstering the Brady Bunch.
Dole and Nixon—these men where his idols.

4) Use a dash before a list that explains in detail some word or phrase in the first part of the sentence.
EX: Bring some romantic item—among other things roses, champagne, and candles.

5) Many authors use the dash as a method of a pause when a character is speaking. An example from Rudolph Fisher’s “Common Meter” exists: “Oh, her got her the job, did he?—Well, I’m going to fix it so she won’t need any job.”

6) James Joyce uses the dash instead of quotations.
--O, Mr. D’Arcy, cried Mary Jane, it’s downright mean of you to break off like that when we were all in raptures listening to you.

Frida's Day

Learning Goal: Cite textual evidence to support analysis of what the text says and to help determine theme (main idea) and the author's purpose in writing the text.  

Objective: Students will be able to write a summary of the text along with descriptions of characters and a symbol as the first step in determining meaning in Night or Farewell Manzanar.

Today, we are going to review the sentence corrections that you made yesterday (on the board) and discuss them.  We will then try another batch of sentences.  Finally, in your groups you will begin reading 71-80.  Note: I've read all your journals (some of you are behind) - make sure you are not only giving the summary, but listing the part of plot, literary elements and characters found within the pages you are writing about. 

Combine the following Sentences:

A) John owns a hat. John loves to wear hats. John's girlfriend likes to see John in cowboy hats. John's hero is John Wayne.

B) My shoes are Nikes. My Nike shoes are designed to play tennis. My Nikes have air soles. I like their weight.

Put in semicolons, colons, dashes, quotation marks, and Italics (use an underline), where ever they are needed in the following sentences.


7. There was only one thing to do study till dawn.
8. Montaigne wrote the following A wise man never loses anything, if he has himself.
9. The following are the primary colors red, blue, and yellow.
10. Arriving on the 8 10 plane were Liz Brooks, my old roommate her husband and Tim, their son.
11. When the teacher commented that her spelling was poor, Lynn replied All the members of my family are poor spellers. Why not me?

THE DASH (and it's not a sprint)

Today, we will take notes on the proper use of the DASH.  Then review the comma, semi-colon, colon and dash by doing the exercises below, and lastly, in your groups you will finish the study guides I handed out yesterday.  Note - your homework for tonight is to CATCH UP with your journals.  You have seven journal entries.  

Combine each of the following into one sentence.

1) The bear was big. The bear broke open the garbage. The bear ate the left over pizza. Dan's father shot the bear. Dan cried.

2) Espionage is the secret collection of intelligent information. The history of espionage goes back over two thousand years. Espionage was started in China by Sun Tzu.

For the following correct the punctuation:


Put in semicolons, colons, dashes, quotation marks, where ever they are needed in the following sentences.

1. Several countries participated in the airlift Italy, Belgium, France, and Luxembourg.

2. Only one course was open to us surrender, said the ex-major, and we did.

3. Judge Carswell later to be nominated for the Supreme Court had ruled against civil rights.

4. In last week's New Yorker, one of my favorite magazines, I enjoyed reading Leland's article How Not to Go Camping.

5. Yes, Jim said, I'll be home by ten.

Woden's Day

Learning Goal: Cite textual evidence to support analysis of what the text says and to help determine theme (main idea) and the author's purpose in writing the text.  

Objective: Students will be able to write a summary of the text along with descriptions of characters and a symbol as the first step in determining meaning in Night or Farewell Manzanar.

 

Today we will see your skits after the words of the day.  We will also be taking notes on the use of Colons and review rules for Commas and Semi-Colons.

Last, in groups you will begin to fill out study guides for your respective books.

Farewell to Manzanar Videos

Night Videos

Here are some videos that should help you with Night.

Grammar and Skits

Learning Goal: Cite textual evidence to support analysis of what the text says and to help determine theme (main idea) and the author's purpose in writing the text.  

Objective: Students will be able to write a summary of the text along with descriptions of characters and a symbol as the first step in determining meaning in Night or Farewell Manzanar.

 

Today, after the words of the day, we will be taking notes on the rules for semi-colons.  Please keep these next to your rules for commas.  There might be a quiz on all these rules next week.   

We will also be creating skits from the pages that you read last night, so each group will create a skit from a scene that their read last night and practice acting it out.   Your scene must contain actually dialogue or narration from the book (use specifics from the text).  This skits should be 1-2 minutes and will be presented tomorrow.

NOTE: I have read and made comments on your journals.  Most of you have really good journals, but some of your are behind.  Please catch up.  Also, you should be reading pages 51-60 tonight. 

Comma Rules

Rules for Commas:

1) They divide items in lists, but are not require before the “and” on the end.

Example:  The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry and lime.

The rule here is that the comma is correct if it can be replaced by the word “and” or “or”.

Example: The four refreshing fruit flavors of Opal Fruits are orange and lemon and strawberry and lime.

Note: It is not incorrect to put a comma before the “and” at the end.

Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry, and lime.

2) Commas are used when two complete sentences are joined together using such conjunctions as “and”, “or”, “but”, “while”, and “yet”. 

The boys wanted to stay up past midnight, but they had a race to run the next day, and their coach told them “no”.

Note: A comma splice occurs when you use a comma when a semi-colon is called for.

Example: It was the Queen’s birthday on Saturday, she received a lot of presents.

It should be written: It was the Queen’s birthday on Saturday; she received a lot of presents. 

Or: It was the Queen’s birthday on Saturday, and she received a lot of presents.

3) Commas fill gaps where other words might go.

Example:  Annie had dark hair; Sally, fair.

4) Commas before direct speech.

The queen said, “It’s my birthday and I want lots of presents.”

Note: Many authors use colons: these days.  Joyce used dashes –. 

5) Commas set off interjections.

Stop, or I’ll scream.

6) Commas set aside non-essential information.

John Keats, who never did any harm to anyone, is often invoked by grammarians. 

Memoirs and Grammar

This week we will be reviewing some basic punctuation: comma, semi-colon, colon and dash.  You'll need to take notes and memorize the rules.  I will be giving you exercises this week to reinforce the notes.  Today - we will be dealing with the Comma!

After we take notes, you need to get in your groups and read pages 41-50.  Please make sure your first four journal blogs (summaries and notes) are up.  I will be checking them for a grade today. 

FINAL drafts of stories will be due next Monday. 

If you need to retake a test, retakes will be tomorrow after school. 


HW: Make sure you are caught up in your reading. 

It's FRIDAY

Learning Goal: Cite textual evidence to support analysis of what the text says and to help determine theme (main idea) and the author's purpose in writing the text.  

Objective: Students will be able to write a summary of the text along with descriptions of characters and a symbol as the first step in determining meaning in Night or Farewell Manzanar.

Today, after the words of the day, you will each be required to draw your favorite scene from the book and label it.  This drawings will be put on the wall. 

The drawing is worth 20 points: 10 for an accurate drawing of a scene from the book, and 10 for an accurate description.  

You also need to read 31-40 in your books and post your journal entry.  Most of you are doing well in your journals.

Here is a drawing from a previous class. 

Night and Farewell

Learning Goal: Cite textual evidence to support analysis of what the text says and to help determine theme (main idea) and the author's purpose in writing the text.  

Objective: Students will be able to write a summary of the text along with descriptions of characters and a symbol as the first step in determining meaning in Night or Farewell Manzanar.

We are starting our unit on nonfiction.  The class will be either reading Night or Farewell Manzanar.  Both are memoirs of events that happened during World War II.  You have the option to choose your book (unless you are Trevor or Richard), but I do have groups listed below.  If you change books you must find someone to switch with you.  

You will be keeping a journal that records summaries, descriptions of characters, parts of plot, major symbols every 10 pages.  This journal will be posted on your blog every night and is to help you determine the author's main theme and the author's purpose in writing the memoir. 

Today's Assignment:

 

Students need to read pages 11-20 and record the following:

List of characters with descriptions of who they are and/or what they look like

One Major image or symbol

Summary of what happened

At least one vocabulary word that you needed to look up 

 

NOTE: You will need to do this every 10 pages

Vocabulary Words and Grammar Exercises

Please look up the following words and write sentences with them.  Also do the grammar exercises on the use of semi-colons, commas, colons below.  

Apathy
Appease
Ensued
Imperceptible
Peremptory
Undulation
Imperative
Reiterate
Conjectual
Poignant

Go here for grammar exercises.  Also post the answers to the following:

The following are from the book EATS SHOOTS & LEAVES by Lynne Truss. Please move the punctuation, add punctuation or quotations to correct the sentence.

1) Leonora walked on her head, a little higher than usual.
2) The driver managed to escape from the vehicle before it sank and swam to the river-bank.
3) Don't guess, use a timer or watch.
4) The convict said the judge is mad.

To review comma rules go here

I'll be back towards the end of class, so if you have problems ask.  

Informational Texts

Learning Goal: Cite textual evidence to support analysis of what the text says and to help determine theme (main idea) and the author's purpose in writing the text.  

Objective: Students will be able to write a summary of the text along with descriptions of characters and a symbol as the first step in determining meaning in Night or Farewell Manzanar.

We are starting our unit on nonfiction.  The class will be either reading Night or Farewell Mannzanar.  Both are memoirs of events that happened during World War II.  You have the option to choose your book (unless you are Trevor or Richard), but I do have groups listed below.  If you change books you must find someone to switch with you.  

You will be keeping a journal that records summaries, descriptions of characters, parts of plot, major symbols every 10 pages.  This journal will be posted on your blog every night and is to help you determine the author's main theme and the author's purpose in writing the memoir. 

Today's Assignment:

 

Students need to read the first 10 pages and record the following:

List of characters with descriptions of who they are and/or what they look like

One Major image or symbol

Summary of what happened

READING GROUPS:

 

Farewell Manzanar

Trevor

Ethan

Richard

Night Group 1

Colton

Kiara

Alex

Night Group 2

Dainean

Dominique

Hailey

Next Week

Here are the sub notes for next week:

 Monday: Students should be reviewing/studying for Tuesday’s Final.

Denver can take the final in the hall (she is leaving on Tuesday)

Tuesday: SHORT STORY FINAL – please find tests under this page.  Note, Trevor has a different test. His is marked.  If it takes students longer than 50 minutes, they can stay into 6^th period.

Wednesday/Thursday: Students should be working on the next draft of their short stories.  I’ve returned all stories with notes on them. 

Blues Ain't No Mockin Bird

Learning Goal: Students will write a short story using effective techniques (plot, dialogue, descriptions, characters) by utilizing the six elements in the writing process. 

Learning Goal: Students will identify, explain, analyze and determine meaning from a variety of textual features.

Today we will discuss where you are on your short stories.  First draft is due tomorrow.  Then, in groups start reviewing "Blues Ain't No Mockin Bird" by filling out a short story outline and begin studying for the final by filling out a the review guide.  The Short Story Final will be next Tuesday.

The Writing Process: Part III

Learning Goal: Students will write a short story using effective techniques (plot, dialogue, descriptions, characters) by utilizing the six elements in the writing process. 

Today's Objective: Begin writing the first draft of a short story using outlines/organizing guides developed yesterday.

Today, we will go over your outline guides and then begin writing your 1st drafts.  Remember as you write to refer to your organizing guide and to use imagery, dialogue and try to create an experience for your audience.

HW: Remember DRAFT 1 is due on Tuesday, so write write write.   

The Writing Process: Writing

Learning Goal: Students will write a short story using effective techniques (plot, dialogue, descriptions, characters) by utilizing the six elements in the writing process. 

Today's Objective: Begin writing the first draft of a short story using outlines/organizing guides developed yesterday.

Today, we will go over your outline guides and then begin writing your 1st drafts.  Remember as you write to refer to your organizing guide and to use imagery, dialogue and try to create an experience for your audience.

HW: Remember DRAFT 1 is due on Tuesday, so write write write.   

The Writing Process: Organizing

Learning Goal: Students will write a short story using effective techniques (plot, dialogue, descriptions, characters) by utilizing the six elements in the writing process. 

Today's Objective: Students will be able to organize their pre-writing ideas into plot structure before beginning to write.


 Today, we will discuss your story ideas and parts of plot.  I will then give you an outline guide and have you fill it out.  Once, you finish, you can begin writing your first draft.

At the end of class, I want you to take the survey to the right.

PLOT STRUCTURE

Exposition:





Inciting Event:




Rising Action:





Climax:





Falling Action:




Resolution:  

Writing a Short Story

Learning Goal: Students will write a short story using effective techniques (plot, dialogue, descriptions, characters) by utilizing the six elements in the writing process. 

Today I want to go over the rubric and six elements in the writing process, discuss short story ideas, and then begin pre-writing.  Your pre-writing will be due at the end of class (you can hand it in or post it to your blog).  Before you can leave I want you to tell me an idea for your story.


Here is the assignment and rubric:

                          WRITING A SHORT STORY:

Outline = 25 points             Short Story = 100 points

            Every student will be responsible for writing one short story of 5-10 pages of length.  Each story must be about the search for identity in some way and each student must be able to explain this search to class.  It should be fictional, though it could contain some real events.  The story must have a protagonist, an antagonist, a dynamic character, a static character, conflict and all parts of plot—exposition, inciting event, rising action, climax, falling action, and resolution.  Furthermore the protagonist must be a round character who completely aligns him/herself with the three elements of characterization (check your notes).  The dynamic character must fit the three elements of believable change (check your notes).  You will be graded, partially, on how well you meet the above requirements.  You will also be graded on your development of character, plot, your voice, sentence structure, conventions, and use of physical descriptions to allow the reader into the world of your story. 

While very few authors begin with a detailed theme written out, all authors do begin a story by prewriting.  Depending on the story and how the story is driven (plot, characterization, or theme) they either jot down ideas for events, a physical and emotional description of the main characters or they describe a situation in which a character might or might not change in some radical way.  All authors do think about point of view and their exposition.  Every story will need to go through a prewrite, an outline guide (this guide), and three drafts. 

 First Draft due on October 22nd.

Final Draft due on November 11^th. 

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Plot	Story not only has conflict but conflict, plot, character and idea weave effortlessly.  Each element of plot is given adequate space for development	Story has conflict and all six elements of plot.  One or more of the parts of plot are rushed or not given adequate space for development.	Story is missing either conflict, or missing one or more parts of plot.	Not Evident
Details	The use of imagery has a near-poetic effect and the reader feels apart of the world evoked by the story.  Imagery and emotion are connected.  The writer uses 4-5 senses to create images. Metaphors, similes are an integrated part of the story.  The student my also be using symbols to express themes	The use of imagery allows the reader to experience the world of the story.  The writer evokes more than two  of the five senses to create this effect and the story uses some metaphors and similes to help explain emotions or ideas.	Story lacks some essential imagery to allow the reader into the world of the story.  The writer evokes less than two of the five senses, and uses little or no metaphors or similes, or the metaphors or similes used are cliché.	Not Evident
Characters	The main characters are real.  The reader develops an attachment to them or against them by the end of the story.  Conflict and character are one.	The main characters are believable: they are round and have both good and bad traits.  There is a dynamic character.  The protagonist may help determine the conflict	The main characters are not all believable.  They don’t seem human or are not dynamic or the plot is forced around them.	Not evident
Voice	The narration is individualistic, engaging and impressive.  The writer’s own enthusiasm or interest is apparent	The narration does have a strong sense of personal commitment or involvement.  The writer may seem self-conscious and the story lacks individuality	Story is lifeless, mechanical and stilted.  The writer and narrator are indifferent to the topic.	Not Evident
Mechanics	There may be occasional errors in the mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.)  However it is hard to find the errors unless you look for them	Errors in mechanics are noticeable but do not impair the understanding of the story	Numerous errors that distract the reader and effect the readability of the story	Not Evident
Grade

                                   

Teachers Notes to Student:

 

Standards Met:

Once you finish the pre-writing, you can start on filling out this outline guide:

IDEA FOR STORY:

My story is driven by  PLOT/ CHARACTERIZATION/ THEME

(circle one)

Point of view:

Type of conflict:

Briefly describe the conflict:

Setting of story:

Ideas for plot (make a list—use back if necessary):

CHARACTERS (begin a list of characters you think you want to include in your story and begin to briefly describe them.  List both their emotion and physical description.  Also discuss if a character is dynamic, static, flat or round).

PROTAGONIST:

Antagonist (if it is a character):

Other characters:

Briefly describe the major events in your story:

Most authors begin writing out their exposition and some of them figure out their resolution before they begin writing.  All authors think about parts of plot.  A close friend of my says that the key to fiction is simple:  “Every event must further the plot.  If it does not get rid of it.” 

EXPOSTION (remember this is an introduction to the main character, the setting and contains a hint at the main idea of the story):

RESOLUTION:

Any important tools that you want to use in your story—you must use figurative language (examples: allusions, foreshadows, metaphors, symbols, similes, descriptions, dialogue):

Give examples of these tools: