English 10 Week Four: Plot

English 10 Do Now: 8/25/14 If you were going to sit down and write a story, what would be some things you would need to include? What makes a story? What makes a story good?

Success Today Means 8/25 Students will actively participate in the mini-lecture and record the important points in their graphic organizer. Students will apply the ideas presented in the lecture to fill out the plot chart on the bottom of the handout.

English 10 Do Now: Read the story on the board. Make a list of at least 7 “events” from the story ON LOOSE LEAF. (Break the story down into 7 moments)

Success Today Means 8/26 Students can APPLY their understanding of PLOT STRUCTURE by identifying the parts of the plot for the story “The Princess and the Pea.” Truly success students will complete their HW in class: define these vocab words: Synchronize vigilance wince consternation cower neutralize

Elements: Chillin:

The Princess and the Pea Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.

One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it. It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

"Well, we'll soon find that out," thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses.

On this the princess had to lie all night. In the morning she was asked how she had slept. "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"

Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds. Nobody but a real princess could be as sensitive as that. So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.

Beginning- Exposition A prince in a kingdom who can’t find a real princess to become his wife Rising Action Prince searched for a princess, but couldn’t find one A “princess” knocked on the door in a storm The Queen invited the princess to sleep on 20 mattresses with a pea under the bottom one Climax-Middle Princess couldn’t sleep because of the pea- they knew she was a real princess Falling Action The prince and princess marry End-Resolution The princess is a real princess-She and the prince marry and live happily ever after

English 10 HW 8/26 Define these vocab words: Synchronize vigilance wince consternation cower neutralize

English 10 Enrichment Take out your short story from yesterday. Respond in writing: What happened? Who did it happen to?

Enrichment Success Today Students will apply their understanding of the elements of a short story to dissect a story in written form and in video form.

English 10 Do Now: consternation cower neutralize synchronize vigilance wince Without looking, define as many as the vocab words as possible: (full sentences, must have something written for credit) When done: Take out your vocab sheet (back side of plot structure handout from Tuesday

Success Today Means Students will review vocab definitions, and then try to apply those definitions to sentences from the story using the vocab worksheet. Students will read the exposition of “Harrison Bergeron” to identify the characters, the setting, and the conflict/problem in their notes.

QuickWrite: 5 minutes “What if everyone was exactly the same: everyone was average?” Would this make the world better? Worse? Why or why not?

Learning Objective/ HW 8/27 Make a list like this that you can fill in as we read. In the exposition: Identify the  Characters:  Setting:  Problem/Conflict:

Dippy Zone: English Enrichment What are the parts of plot? What are the three things we are introduced to in the beginning of a story?

Eng 10 DO NOW: What are the “things” that we are exposed to in the exposition? (there are 3) What did the exposition of Harrison Bergeron expose? (what details of the story do we know already?)

Success Today Means 8/28 Students will read “Harrison Bergeron” for comprehension in class, both aloud and silently. Comprehension will be measured by your answers to homework questions. HW: Read Harrison Bergeron. Answer questions 1-4 pg 45. (Complete sentence answers)

English 10 Do Now: What reaction does George and Hazel have to watching their son be murdered live on TV? Elite thinkers: What can you INFER from this reaction? (What does it say about the state of the society or the way people are in that world for example)

English Homework: Complete a plot chart for the story