1.1
Lesson 1
Ms. Chiu
Objective
I can explain a story structure called kishotenketsu.
1.2
1.3
Do Now:
TRUE or FALSE?
Explain why you think this statement is true or false.
ALL STORIES HAVE A CONFLICT.
1.4
WHAT STORIES DID YOU HEAR WHEN YOU WERE GROWING UP?
WHAT STORIES ARE TRADITIONAL OR FAMOUS IN YOUR CULTURE OR HOME COUNTRY?
1.5
Korea
1.6
Image credit: Kim Yoonmi
1.7
KISHŌTENKETSU
4-part story structure that does NOT have a conflict
East Asian story structure - popular in Japanese, Korean, and Chinese literature
WHAT IS IT?
Originated in Chinese four-line poetry
Popular in Japanese manga
Inspires many video game designs
WHERE DO WE FIND IT?
1.8
Korean movie
PARASITE
1.9
A cloud is her dress a flower her face Spring
wind through the threshold stirs deep peony-dew
If unable to meet on a jade mountain peak
we’ll face at Jasper Terrace beneath the moon
"PURE PEACE" BY LI BAI
雲想衣裳花想容，
春風拂檻露華濃。
若非群玉山頭見，
會向瑤臺月下逢。
1.10
JAPANESE MANGA
1.11
Image credit: Kim Yoonmi
KISHŌTENKETSU
Set-up of story. Introduce characters, setting, and other important information.
KI: INTRODUCTION
Longest part. Expand the story and develop the characters more, but no major changes. Tension is building, but this tension is NOT the most important part of the story.
SHŌ: DEVELOPMENT
Wrap up the story. Character growth may happen but is NOT necessary. Sometimes, very little action has happened. Show effect of the twist.
KETSU: CONCLUSION
Most important part. Unexpected turn or development. Often recontextualizes previous events. Does NOT need to be earth-shattering or negative; can be humorous or just surprising.
TEN: TWIST
1.12
1.13
SUPER MARIO 3D WORLD
Players are introduced to a mechanic (machinery or working part of something), which is a way to use a part of the environment to achieve an objective.
KI
Players practice the mechanic in a low-risk area first, and then the mechanic evolves and becomes more complicated.
SHŌ
There is a twist on the mechanic, and players will need to use it in an unexpected way (to challenge your mastery or force you to think in a new perspective).
TEN
There is one last chance for players to show off their skills.
KETSU
1.14
KI
SHŌ
TEN
KETSU
Yonkoma Manga
Tomo-chan wa Onnanoko
1.15
KI
SHŌ
TEN
KETSU
Yonkoma Manga
Tomo-chan wa Onnanoko
1.16
A young couple gets married. For their honeymoon, they travel to the Bahamas. They spend two weeks swimming on the beach everyday.
KI
When the couple arrives home the woman starts to feel queasy, and the couple assumes she pregnant.
SHŌ
The woman goes into labor and the couple rushes to the hospital. She gives birth to a beautiful baby… squid. While swimming, on their honeymoon, the woman swallowed eggs and they incubated her stomach.
TEN
After a doctor explains the situation, the couple return home horrified.
KETSU
1.16
Exit Ticket
Explain why the squid story is an example of kishōtenketsu.
Homework
Read para. 1-8 of "Ascending Scales” by the start of Lesson 3.
2.1
Lesson 2
Ms. Chiu
2.2
What is the role that music plays in your life?
(For example, do you like to listen to music? For what purposes? Do you play musical instruments or sing? Does music have a lot or a little significance for you, and why?)
Do Now
Objective
I can describe emotional and imaginative impressions made by musical notes.
2.3
Describe = write about the subject so that the reader can easily visualize it; tell how it appears
2.4
COY
"Ascending Scales"
When the narrator gets bored in music school, she, “...picture[s] what the notes would look like if they had faces. Re was prone to leering, and So was always on tiptoe. Mi was often coy, and Fa seemed cheery, despite being one key lower than So."
LEER
TIPTOE
CHEERY
2.5
QUESTION
DISCUSSION AND COLLABORATION EXPECTATIONS
SHARE
EXTEND
Listen to the musical notes. What comes to mind when you hear them? Think about what emotions or images they evoke. If these musical notes were people, what would they be like?
Musical Notes
2.6
?
DO
?
RE
?
MI
?
FA
?
SOL
?
LA
?
TI
?
DO
Need ideas?
2.7
Emotions wheel
Descriptive language verbs
2.8
"THE MAIDEN'S PRAYER"
CLASSICAL COMPOSITION by Badarzewska-Baranowska (Polish composer)
Played by Lang Lang (pianist)
What emotions and images does this music evoke?
"TTAOGI"
Korean folk song
What emotions and images does this music evoke?
2.9
Exit Ticket
What feelings and images do the two different songs evoke?
Homework
Read para. 1-8 of "Ascending Scales” by the start of Lesson 3.
3.1
Lesson 3
Ms. Chiu
3.2
Do Now
dove
pigeon
snuggle
scratch
mustang
pony
Objectives
1) I can determine the connotations of a single word in its context.
2) I can evaluate my affective response to a text based on an analysis of the diction.
3.3
3.4
WHAT DOES A WORD BRING WITH IT?
DICTION
WHAT IS IT?
IMPORTANCE OF ANALYZING DICTION?
3.5
CONNOTATIONS
3.6
CONNOTATIONS:
EXAMPLES
3.7
CONNOTATIONS:
EXAMPLES
EXAMPLE
3.8
reserved, keeping to self, shy
positive connotation
observing
socializing a lot
reflecting
Do note
INTROVERTED (PARA. 3)
quiet
context: "I like the sound...," "comforting ring"
common pattern: bulky
a little awkwardness, but in a good way
IN ANOTHER CONTEXT
3.9
reserved, keeping to self
negative connotation
anxious, awkward
painfully shy
INTROVERTED
no friends
drained of energy
context: ?
3.10
Work together with your table. Make a diction mind map.
Options
3.11
Share your mind map!
Note any similarities or differences!
3.12
3.13
Analyzing Diction: Questions to Consider
3.14
UP - DOWN - BOTH - WHY: AFFECTIVE EVALUATION
SENTENCE STARTERS
3.15
Paragraph 1
The first thing I learned in piano class was how to press Do. Since it’s the first note, you use your first finger. When I pressed the key, Do let out a weak doooooh. I pressed it again so I wouldn’t forget the same Do. Caught off guard, Do stammered out another doooooh and watched the trajectory of its name as it floated by.
3.16
Caught off guard: surprised
Trajectory: path
Paragraph 1
I sat in that spot where a single note had disappeared so neatly, my pinky finger sticking up. The afternoon sunlight trickled faintly through the cracks in the green contact sheet that covered the window. Silence spread between the piano and the girl making her acquaintance with it for the first time. As if uttering a word that had been chosen carefully, I muttered, very quietly, doooh . . .
3.17
make someone’s acquaintance: meet someone for the first time
utter: say
Paragraph 3
I often forgot where Do was. I was never sure if the key was Do, and not Re or Fa or Mi, until my fingers were on the key. The Do I was looking for was the twenty-fourth key from the left. Every time I got lost, I had to count the twenty-four keys over to the correct Do. Of course, I would go to all that trouble just to hit Do again. I liked the sound this bulky, introverted instrument made—the resolute, comforting ring of doooooh. Lucky for me, once I found Do, Re was easy to find. Re came right after Do. Next was Mi and then Fa, so all I had to do was find Do first.
3.18
Paragraph 5
...some kids signed up for it—mostly those who had to prepare for a speech contest and shy kids who were dragged there by their parents. Once, as I sat in the practice room enjoying the sound of my last note fading neatly, I was interrupted by the sound of someone shrieking, “I hate communists!” Lucky deaf Beethoven. For the second time in my life, I felt the overwhelming urge to hit someone.
3.19
Paragraph 6
Whenever I got bored in the practice room, I pictured what the notes would look like if they had faces. Re was prone to leering, and So was always on tiptoe. Mi was often coy, and Fa seemed cheery, despite being one key lower than So. I grew accustomed to the five of them. I also figured out that when I “hit” a key, the sound came from inside the piano, and not from the key itself. High notes disappeared faster, and each note had its own length of time. So when many notes came together to create music, the result was perhaps the confluence of many different timelines.
3.20
Confluence: merging; where two rivers meet
Paragraph 7
The trouble began with La. I was wary of La before I got to know it. Playing five notes with five fingers was manageable and sensible. But how do you play six notes with five fingers? It’s like a man who has only ever known the quinary numeral system stumbling across the duodenary system for the first time in his life. I wanted to get to know La. But I was afraid there would be no end of trouble.
3.21
wary: careful, cautious
sensible: reasonable, practical
3.22
Exit Ticket
On the affective evaluation continuum, mark what you think for the passage on the board. Justify your evaluation by analyzing the diction.
Homework
Read & annotate para. 9 -13 by Lesson 4
Read & annotate para. 14-22 by Lesson 5
Read & annotate para. 23-35 by Lesson 6
4.1
Lesson 4
Ms. Chiu
4.2
Do Now
Determine the connotations of the words below. Paragraph numbers have been provided to help you find the words in the story “Ascending Scales.”
stumble (para. 7) | scintillate (para. 10) |
Objective
I can describe an object with attention to diction (word choice) to create rich imagery.
4.3
4.4
matte
vines
steel pedal
Description: Objects
scintillate: to say very clever, exciting, or funny things; to sparkle
carve
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
WHAT DOES THE AUTHOR DO TO CREATE A RICH DESCRIPTION OF THE PIANO?
The piano was made of light-colored wood, much more stylish than any piano they had at the music school. Vines carved onto the case, steel pedal with a matte finish, and the scintillating red of the keyboard cover! That piano was in a league all its own compared to the rest of the stuff in our house.
(para. 10)
4.5
Description: Objects
IMAGE REMOVED
Description: Objects
FOR COMPARISON:
The piano was wooden, and it looked very beautiful. There were decorations on the piano, and they looked like vines. The piano had a pedal, and there was a red keyboard cover! The piano was the best thing in our home.
4.6
IMAGE REMOVED
4.7
Descriptive Writing
Details that appeal to all five senses - we can see it, feel it, hear it, smell it, and taste it.
SENSORY LANGUAGE
Words and phrases that create mental images, or a clear picture in the reader's mind. Created by rich details, precise diction, and figurative language.
IMAGERY
Simile, metaphor, personification, hyperbole, symbolism, etc...
FIGURATIVE LANGUAGE
IMAGE REMOVED
Going beyond simple descriptions
4.8
SIMPLE DESCRIPTIONS
MORE COMPLEX DESCRIPTIONS
Going beyond simple descriptions
4.9
There were vines on the piano.
SIMPLE DESCRIPTION
Vines carved onto the case (of the piano).
MORE COMPLEX DESCRIPTION
IMAGE REMOVED
IMAGE REMOVED
Compare:
4.10
Vines carved onto the case (of the piano).
Vines blossomed across the case (of the piano).
Vines sprawled across the case (of the piano).
Vines shattered the case (of the piano).
🡨 Implies the texture, how it was made
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
Compare:
4.11
Vines carved onto the case (of the piano). | Implies the texture, how it was made |
Vines blossomed across the case (of the piano). | Implies the intricacy and complexity of the design (very detailed) |
Vines sprawled across the case (of the piano). | Implies the extensiveness (how much; covers the piano case all over) |
Vines shattered the case (of the piano). | Implies ugliness of the design (kind of like exaggeration – it’s so ugly that it breaks the piano case) |
WHAT DOES THE AUTHOR DO TO CREATE A RICH DESCRIPTION OF THE PIANO?
The piano was made of light-colored wood, much more stylish than any piano they had at the music school. Vines carved onto the case, steel pedal with a matte finish, and the scintillating red of the keyboard cover! That piano was in a league all its own compared to the rest of the stuff in our house.
(para. 10)
4.12
Description: Objects
IMAGE REMOVED
Descriptive Writing
Focus on the small bits and parts that make up the object, event, person, or setting, NOT just the whole.
EXAMPLE:
WHOLE: In the morning, the alarm clock pokes you furiously like your worst enemy.
⬇
ZOOM IN: In the calm, silent night, the thin, black second hand ticks away gently, but as the sun rises, the ticking grows into a warning of an approaching attack. At the pre-set time, the vibrant red of the alarm clock explodes in anger and shrieks at you furiously, like your worst enemy in war. The small silver bell hammer crazily smacks back and forth against the two metal bells that perch on top of the face at 1 and 11.
ZOOM IN
4.13
IMAGE REMOVED
IMAGE REMOVED
With your partner, choose a common object (NOT a place/setting, person, or event) to describe. Write a rich description. You can convey whatever tone (your feeling/attitude) you wish. Your description should create powerful imagery that enables readers to mentally imagine the object and evoke a reaction.
4.14
Writing Competition
IMAGE REMOVED
4.15
Exit Ticket
Submit your writing.
Homework
Read & annotate para. 14-22 by Lesson 5
Read & annotate para. 23-35 by Lesson 6
5.1
Lesson 5
Ms. Chiu
5.2
Do Now
Vote on the Google Form for your favorite description from yesterday. Justify your vote: why was the description and the writers’ diction appealing to you? What effect did the diction have on you, or what did the diction help you imagine?
Objective
I can describe actions and events with attention to precise verbs to create rich imagery.
5.3
5.4
Descriptive Writing
Details that appeal to all five senses - we can see it, feel it, hear it, smell it, and taste it
SENSORY LANGUAGE
Words and phrases that create mental images, or a clear picture in the reader's mind. Created by rich details, precise diction, and figurative language.
IMAGERY
Simile, metaphor, personification, hyperbole, symbolism, etc...
FIGURATIVE LANGUAGE
IMAGE REMOVED
Description: Actions & Events
WHAT DOES THE AUTHOR DO TO CREATE A RICH DESCRIPTION OF THE ACTIONS AND EVENTS IN THIS SCENE?
Anyway, I was nine, and I had more time for mischief than practicing the piano. Every time she heard shattering glass or my sister screaming, my mother would put down the dumpling skins, bolt out of the kitchen, spank us, and quickly disappear back into the kitchen. Mom was very busy. She had to spank us quickly so we would grow up sooner, and in the meantime had to steam dumplings even faster. Every time Mom’s rolling pin landed on my bottom, clouds of flour mushroomed around it. I knew a little something about music, but when it came to Mom and her rolling pin, I always cried waaaah with my mouth wide open. Once, when the music rack broke off the piano, Mom spanked me with that instead of the rolling pin. Too embarrassed to cry like a baby, I snuffled instead of crying, waaaah. That was the first time I got scared by a musical instrument. (para. 20)
5.5
Description: Actions & Events
ACT OUT THIS SCENE WITH YOUR GROUP. WHAT DOES DICTION DOES THE AUTHOR USE TO CREATE A RICH DESCRIPTION?
Mom had to run back and forth between the steamer and the phone all day. Around dusk, Dad quietly peered in through the door. He snuck into the restaurant and loitered there, unable to work up the nerve to go into the main room that he shared with Mom. Then, for some reason, he called my sister and me out of our room instead and offered to teach us a song. Delighted that he was being affectionate for once, we crawled out of our room. Dad started to sing, the sliding door of the dumpling store half open. He sang a phrase, and we repeated it after him. Dad’s deep voice carried through the quiet of the small village... (para. 15)
5.6
Descriptive Writing
Use active voice, not passive voice, for verbs
EXAMPLE:
PASSIVE VOICE (be + VERB-ed): The book’s paper was made out of living green trees. But the book is old, covered with grime all over like a piece of an old object in a closet that was forgotten. The cover of the book is covered in lines and ripped pieces of the paper.
⬇
ACTIVE VOICE: The book’s paper was made out of living green trees. But grime covered the old book all over like a piece of a forgotten, old object in a closet. Lines crawled across the front of the book, while the ripped edges almost disintegrated at a gentle touch.
ACTIVE VOICE
5.7
Choose an action-filled scene or event to describe. Write a rich description. You can convey whatever tone you wish. Your description should create powerful imagery that enables readers to mentally imagine the scene and evoke a reaction. This will be collected at the end of class!
5.8
Descriptive Writing
REMINDERS:
5.9
Topic Ideas
5.10
Exit Ticket
Submit your writing!
Homework
Read & annotate para. 23-35 by Lesson 6
Read & annotate para. 36-82 by Lesson 9
6.1
Lesson 6
Ms. Chiu
6.2
Do Now
Vote on the Google Form for your favorite description from Friday. Justify your vote: why was the description and the writers’ diction appealing to you? What effect did the diction have on you, or what did the diction help you imagine?
Objective
I can analyze how sound imagery is created and its significance in a story.
6.3
6.4
QUESTION
DISCUSSION AND COLLABORATION EXPECTATIONS
SHARE
EXTEND
6.5
6.6
SET-UP: In your group, each student chooses a number from 1-4.
COLLABORATE: Discuss the question with your group – use academic discussion language. Ensure that ALL group members understand and are prepared to share out. You do not know who will be chosen to represent your group!
COMPETE: Ms. Chiu will call a number from 1-4. Students with that number must STAND up. All others students remain sitting.
POINTS:
Numbered Heads Together
Para. 33
Suddenly, there was a loud crash. Our uncle’s hands must have slipped. Mi-yeong and I tried to grab the piano legs, but it was too late. Boom! Boom! Crack! The piano tumbled down the stairs. The sound of multiple timelines converging called out—rriiiiing!—from inside the piano. I noticed the grapevine on the front of the piano was bobbing like a spring. It must have come off on impact. I realized then that what I believed for all those years to be a carving was, in fact, a separate piece of wood superglued into place. We called out to our uncle at the bottom of the stairs to see if he was all right. He said he was fine and kept going. I wasn’t worried about Uncle or the piano. I was too embarrassed by the loud bang!—so real and unabashed—echoing across the city where I’d just arrived.
CLOSE READING: HOW CAN AN AUTHOR REPRESENT SOUND WITHIN A STORY?
6.7
6.8
Why does the author write 'rriiiiing!' instead of simply 'ring'?
Discussion
DESCRIPTION: SOUND
Verbs that mean the subject is creating a particular type of sound
EXAMPLE: call out, echo, thunder, sizzle, stammer, murmur, sniffle
VERBS
The sound of the word is very close to the sound they are trying to depict (show). In other words, it refers to sound words whose pronunciation is similar to the actual sound they represent.
EXAMPLE: boom, crack, ring, bang, huff, buzz, fizz, hiss, snap
ONOMATOPOEIA
Attaching human traits and characteristics with inanimate (not living) objects, phenomena, and animals.
EXAMPLE: My alarm clock shrieked at me furiously.
PERSONIFICATION
6.9
6.10
Discussion
How does sound interact with other details that describe perceptions/sensory language, thoughts, and emotions? (What other perceptions/sensory language, thoughts, and emotions occur at the same time as these sounds?)
6.11
Discussion
Why does sound play such a key role in this story? (What does it reveal to us about the narrator? Remember, detailed descriptions often signify something more than what is being described.)
6.12
What other passages include sounds that you can really "hear" in your minds and that seem especially important?
Choose one. How does the author depicts sounds? Analyze the meaning and significance of those sounds within the story.
REVIEW THE STORY.
IMAGE REMOVED
6.13
Which important passage with sounds that you can really "hear" in your minds did your group choose? Identify the paragraph number(s). Then explain how the author depict those sounds? Analyze the meaning and significance of those sounds within the story.
WRITING
IMAGE REMOVED
6.14
Exit Ticket
Submit your writing.
Homework
Lesson 10: Quiz on diction & description
Read & annotate para. 36-82 by Lesson 12
7.1
Lesson 7
Ms. Chiu
7.2
Do Now
How would you describe your home environment vs. your school environment? Do these two environments create similar or different feelings for you? Why?
Objective
I can compare/contrast the sound imagery in a story’s home and school settings.
7.3
7.4
Listen again to the two types of music the narrator plays on the piano:
1) "THE MAIDEN'S PRAYER"
CLASSICAL COMPOSITION by Badarzewska-Baranowska (Polish composer)
- Played by Lang Lang (pianist)
2) "TTAOGI"
Korean folk song
What do these music selections suggest about the differences between these two places (school vs. home)?
What does each place (school vs. home) seem to value?
7.5
SCHOOL
What other sounds does the narrator hear at school?
HOME
What other sounds does the narrator hear at home?
Discuss with your table and list the other sounds that the narrator hears in each place.
7.6
SCHOOL
What other sounds does the narrator hear at school?
HOME
What other sounds does the narrator hear at home?
Write Independently
Based on the music and other sounds, how would you define the culture at the music school? At the narrator's home? What differences do you notice? Are there any similarities?
How does the narrator seem to feel in each place? Why does she seem to feel this way?
7.7
7.8
Exit Ticket
Submit your writing.
Homework
Lesson 10: Quiz on diction & description
Read & annotate para. 36-82 by Lesson 12
8.1, 9.1
Lessons 8 & 9
Ms. Chiu
8.2
Do Now
What are two places in your life that feel very opposite or contrasting to you?
(For example, I work in Chinatown, and my grandparents live in Chinatown, but I live in Brooklyn Heights. These two neighborhoods give me very opposite feelings.)
Objective
I can write contrasting descriptions of two places in my life.
8.3, 9.3
Create two contrasting descriptions of two contrasting places in your life. Your writing should create snapshots, like pictures in words, not expository texts, like textbooks. It should be descriptive, and your diction (word choice) should reflect your emotions. Two paragraphs is sufficient (one per place).
One paragraph should have at least five sentences.
DESCRIPTIVE WRITING
8.4, 9.4
Timed Writing Project
In each paragraph (one per place), you should include:
DESCRIPTIVE WRITING
8.5, 9.5
Timed Writing Project
Consider some of the suggested topics:
DESCRIPTIVE WRITING
8.6, 9.6
Timed Writing Project
DESCRIPTIVE WRITING
8.7, 9.7
Timed Writing Project
8.8, 9.8
Exit Ticket
n/a
Homework
Lesson 10: Quiz on diction & description
Read & annotate para. 36-82 by Lesson 12
10.1
Lesson 10
Ms. Chiu
10.2
Do Now
Review for your quiz.
Purpose
I can demonstrate my understanding of diction through a quiz.
10.3
Quiz
Raise your hand if you have a question!
Read and follow all directions carefully.
10.4
10.5
Exit Ticket
n/a
Homework
Read & annotate para. 36-82 by Lesson 12
11.1
Lesson 11
Ms. Chiu
11.2
Do Now
Social mobility refers to the ability to move to high social classes in a society.
In your opinion, is there high or low social mobility in your country? Why do you think so?
IMAGE REMOVED
Objective
I can analyze a character’s socioeconomic status and experience with social mobility.
11.3
11.4
Korea
Let’s watch a video to learn about Korea.
How do Korean people feel about social mobility in Korea? Why?
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
11.5
SOCIAL MOBILITY
Based on what you have read in "Ascending Scales" at this point, does it seem like this is true for the narrator, or is the narrator breaking the common expectation? In other words, is the narrator able to improve her socioeconomic status and experience social mobility?
How do you know? Provide at least TWO examples.
Look for clues that suggest socioeconomic status:
IMAGE REMOVED
11.6
RESPOND
1) PARAPHRASE:
- If I understand you correctly, you said…
2) AGREE:
- I agree with you, and I would like to add another example…
- My idea is related to your idea. I think…
3) DISAGREE:
4) QUESTION:
Based on what you have read in "Ascending Scales" at this point, does it seem like this is true for the narrator, or is the narrator breaking the common expectation? In other words, is the narrator able to improve her socioeconomic status and experience social mobility? How do you know?
SHARE YOUR THINKING
1) COMMENT:
- In my opinion…
2) EVIDENCE:
3) INVITE:
11.7
Exit Ticket
Summarize the narrator’s socioeconomic status throughout the story. Does it seem like she is experiencing social mobility? How do you know?
Homework
Read & annotate para. 36-82 by Lesson 12
12.1
Lesson 12
Ms. Chiu
12.2
Do Now
Imagine that you are watching a movie. In the movie, the character starts to attend a new school. Before the character starts to go to the new school, we (the audience) see this image.
Based on this image, predict what you think will happen. (What will the character do or face or experience at the new school?)
How do you know? (What details in the picture support your prediction?)
I predict that… I know this because in the picture…
Objective
I can analyze diction in foreshadowing to predict a future event in a story.
12.3
DICTION IN DESCRIPTIVE WRITING
Does the diction reveal something about the characters? If yes, then what (their feeling and personality)?
THE DICTION DIRECTLY DESCRIBE CHARACTERS.
Does the description foreshadow a future event?
THE DICTION DESCRIBES A CONCRETE OBJECT OR SETTING.
12.4
What does that concrete object or setting represent? (like symbolism)
What does that concrete object or setting reveal about the character? (Is the concrete object or setting similar to the character in some way?)
12.5
FORESHADOWING
IMAGE REMOVED
FORESHADOWING
12.6
IMAGE REMOVED
12.7
SET-UP: In your group, each student chooses a number from 1-4.
COLLABORATE: Discuss the question with your group – use academic discussion language. Ensure that ALL group members understand and are prepared to share out. You do not know who will be chosen to represent your group!
COMPETE: I will call a number from 1-4; students with that number must STAND up. All others students remain sitting. I will call another number from 1-4; students with that number will take notes for their group.
POINTS:
Numbered Heads Together
FORESHADOWING
It was early summer. The rain came and went and came again. Outside our window, hundreds of raindrops fell into puddles above my head and drew pretty circles. It seemed as though the raindrops were emerging from the ground, not falling from the sky…The weatherman on TV announced that the monsoon season was approaching. I bought dehumidifying chemicals that came in plastic containers and put one under the sink, another in the closet, and another in the shoe cabinet. I had some money saved up; I could take on a minor natural disaster. (para. 74)
The room was humid. When I glanced around in between typing up tests, I could almost see the sticky, seaweed-like humidity flapping in the air. Colonies of mold blossomed on the wallpaper. The wall behind the piano was in much worse condition. I was convinced that if I pressed one of the keys, the vibration would shake the spores off the wall and scatter them across the room. (para. 77)
12.8
12.9
Examine your evidence -- the diction in the imagery.
Identify words/phrases that create a pattern or have a commonality, and determine their connotations.
The words/phrases “__,” “__,” and “__” create a [ positive / negative ] connotation of ___, ___, and ___.
STEP 1
12.10
Provide relevant contextual information. (What is happening in the plot of the story, or what is the character doing or experiencing at the same time or around the same time as the description?
From the context, we know that…
STEP 2
12.11
Determine your claim about what the passage(s) foreshadow. (Based on the foreshadowing in the description, what is your prediction about what will happen later in the story?)
This passage foreshadows that…
STEP 3
Exit Ticket
Reflect on the class discussion today. What do paragraphs 74 and 77 foreshadow? Explain how you know by analyzing the author’s diction and connecting it to the context.
Homework
Read & annotate para. 83-126 (end) by Lesson 14
12.12
13.1
Lesson 13
Ms. Chiu
13.2
Do Now
How does a writer use diction to help create foreshadowing?
Objective
I can choose precise diction to create foreshadowing in writing.
13.3
13.4
FORESHADOWING
IMAGE REMOVED
FORESHADOWING
13.5
IMAGE REMOVED
13.6
STORY OUTLINE
The narrator is a wife who is telling us about her husband. She explains that he was a good father and husband, but they have some family problems.
BEGINNING
One day, the narrator follows her husband when he leaves, and she sees her husband transform into a human. It turns out that the narrator, the wife, is a wolf who is married to a werewolf.
END
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
Human man
Wolf
BOTH
13.7
13.8
Write a paragraph that would fit anywhere in the beginning or middle of the story and foreshadows the ending. Use indirect foreshadowing: the subtle details and the connotations of the words that you choose should give hints to readers about the ending.
Descriptive Writing Competition: Foreshadowing
13.9
REMEMBER:
PART (OF THE WHOLE) + DESCRIPTIVE LANGUAGE VERB�
Descriptive Writing Competition: Foreshadowing
13.10
Flash Feedback
Exchange your writing with your partner. Quickly read and review your partner’s writing and give some give feedback.
Homework
Read & annotate para. 83-126 (end) by Lesson 14
13.11
Exit Ticket
Submit your writing.
14.1
Lesson 14
Ms. Chiu
14.2
Do Now
What are the four parts of a kishōtenketsu story? List them in order.
1. 2. 3. 4.
Which part has an unexpected turn that often changes how the readers understand the earlier events?
Which part shows the effect of the twist?
Which part is the longest and builds tension?
Which part introduces the characters and setting?
Objective
I can explain how “Ascending Scales” reflects a kishōtenketsu story structure.
14.3
14.4
KISHŌTENKETSU
4-part story structure that does NOT have a conflict
East Asian story structure - popular in Japanese, Korean, and Chinese literature
WHAT IS IT?
Originated in Chinese four-line poetry
Popular in Japanese manga
Inspires many video game designs
WHERE DO WE FIND IT?
14.5
Image credit: Kim Yoonmi
KISHŌTENKETSU
Set-up of story. Introduce characters, setting, and other important information.
KI: INTRODUCTION
Longest part. Expand the story and develop the characters more, but no major changes. Tension is building, but this tension is NOT the most important part of the story.
SHŌ: DEVELOPMENT
Wrap up the story. Character growth may happen but is NOT necessary. Sometimes, very little action has happened. Show effect of the twist.
KETSU: CONCLUSION
Most important part. Unexpected turn or development. Often recontextualizes previous events. Does NOT need to be earth-shattering or negative; can be humorous or just surprising.
TEN: TWIST
14.6
14.7
QUESTION
DISCUSSION AND COLLABORATION
SHARE
EXTEND
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
14.8
14.9
SET-UP: In your group, each student chooses a number from 1-4.
COLLABORATE: Discuss the question with your group – use academic discussion language. Ensure that ALL group members understand and are prepared to share out. You do not know who will be chosen to represent your group!
Numbered Heads Together
14.10
COMPETE: I will call a number from 1-4; students with that number must STAND up. All others students remain sitting. I will call another number from 1-4; students with that number will take notes for their group.
POINTS:
Numbered Heads Together
14.11
What information are readers introduced to in the ki (introduction) part of “Ascending Scales”?
Number ____, stand up! Number ____, take notes!
Numbered Heads Together
14.12
How does tension build throughout the shō (development) part of “Ascending Scales,” and what are readers thinking or expecting to happen?
Number ____, stand up! Number ____, take notes!
Numbered Heads Together
14.13
What do readers learn in the ten (twist) part of “Ascending Scales”? What do readers realize about earlier events in the story?
Number ____, stand up! Number ____, take notes!
Numbered Heads Together
14.14
In the ketsu (conclusion) part of “Ascending Scales,” what is the effect of the twist?
Number ____, stand up! Number ____, take notes!
Numbered Heads Together
14.15
Exit Ticket
Explain how the story “Ascending Scales” exemplifies a kishōtenketsu story structure.
Homework
DUE THURSDAY: Edpuzzle video on juxtaposition
15.1
Lesson 15
Ms. Chiu
15.2
Do Now
What is your reaction to this scene from Titanic? What stands out to you?
INSERT IMAGE OF TITANIC MOVIE POSTER.
Purpose
I can analyze juxtaposition of diction in “Ascending Scales.”
15.3
JUXTAPOSITION
Two or more ideas, places, characters and their actions, or descriptive imagery are placed side by side
WHAT IS IT?
WHAT’S THE EFFECT OF USING IT?
15.4
INSERT IMAGE OF TREE JUXTAPOSITION.
The picture juxtaposes the women’s heights.
This emphasizes the women’s height difference, the tallness of the woman on the left and the shortness of the woman on the right.
JUXTAPOSITION
15.5
INSERT IMAGE OF HEIGHT JUXTAPOSITION.
The photographer juxtaposes the bright red color of the dress with the darkness of the landscape.
This emphasizes the color and beauty of the dress and causes viewers to pay more attention to it.
JUXTAPOSITION
15.6
INSERT IMAGE OF DRESS & LANDSCAPE JUXTAPOSITION.
There is a juxtaposition between the billboard that warns against childhood obesity and the McDonald’s advertisement.
This creates irony, which highlights both the difficulty of tackling childhood obesity, as well as the unhealthiness of McDonald’s.
JUXTAPOSITION
15.7
INSERT IMAGE OF BILLBOARD JUXTAPOSITION.
This photograph juxtaposes the architecture of old London buildings with the modern architectural style of the Gerkin building.
This may serve as a criticism of modern architectural styles that some people think destroy the aesthetic quality of London.
JUXTAPOSITION
15.8
INSERT IMAGE OF GERKIN BUILDING JUXTAPOSITION.
JUXTAPOSITION
Writers may juxtapose diction and imagery. There may be two pieces of imagery next to or near each other with contrasting diction.
EXAMPLE: imagery with diction that creates positive connotations of freedom, freshness, and desire vs imagery with diction that creates negative connotations of imprisonment, unwillingness, and suffocation.
HOW DOES JUXTAPOSITION RELATE TO DICTION?
15.9
15.10
Questions to Address | Suggested Language |
Is there juxtaposition in the diction? (Are there two side-by-side descriptions that use contrasting diction?) If yes, what does the author juxtapose? | The author juxtaposes … and … |
In the juxtaposition, what are the connotations of the words that are used? (Start with negative/positive/neutral. Then go beyond and think about other concepts, ideas, and/or feelings that you connect to the words.) What tone (author’s attitude/feeling towards the subject) does the diction create? | The words ___, ___, and ___ create a [positive/negative] connotation of… This creates a ___ tone. On the contrary, the words ___, ___, and ___. create a [positive/negative] connotation of… This creates a ___ tone. |
What does that juxtaposition/contrast highlight? | This juxtaposition highlights… |
15.11
Analysis of Juxtaposition
Take turns writing on loose leaf paper.
Work in pairs. Discuss the juxtaposition of imagery and word choice in the final scene of “Ascending Scales” (para. 114-126). Then write your analysis of the juxtaposition.
15.12
Self-evaluate
Take turns writing.
This will be collected.
15.13
15.14
Exit Ticket
Submit final analysis of juxtaposition and your self-evaluation.
Homework
LESSON 16: quiz on foreshadowing, kishotenketsu, juxtaposition
16.1
Lesson 16
Ms. Chiu
16.2
Do Now
Prepare for your quiz.
Objective
I can demonstrate my understanding of foreshadowing, kishōtenketsu, and juxtaposition through a quiz.
16.3
Quiz
Raise your hand if you have a question!
Read and follow all directions carefully.
16.4
16.5
Exit Ticket
n/a
Homework
17.1
Lesson 17
Ms. Chiu
17.2
Do Now
What does a STRONG academic discussion look and sound like? What do people say and do?
Objective
I can brainstorm ideas for a Socratic Seminar on the piano symbolism in “Ascending Scales.”
17.3
17.4
Socratic Seminar
Review the directions.
DIRECTIONS
Review the rubric. Understand how you will be graded.
RUBRIC
Watch an example. What do the students say/do to maintain, deepen, and extend the discussion?
EXAMPLE
INSERT IMAGE OF SOCRATIC SEMINAR SET-UP.
17.5
TEST: Test your computer to ensure recording works.
RECORD: Record your Socratic Seminar discussion on one student’s computer. Move the computer in front of the student who is speaking. Do not pause or stop the recording during your discussion – it must be continuous.
DISCUSS: Hold your Socratic Seminar discussion. Each student’s contributions will be evaluated individually, but there will also be a “Collaborative Discussion” portion of your grade, which will reflect the GROUP effort.
UPLOAD: Upload your Socratic Seminar discussion video onto Google Classroom.
Socratic Seminar
Prepare for your Socratic Seminar
Complete the graphic organizer.
Use the guiding questions to help you.
Include supporting evidence (quotations).
REVIEW THE STORY “ASCENDING SCALES” AND TAKE NOTES.
17.6
17.7
Exit Ticket
What questions do you have about Thursday’s Socratic Seminar?
Homework
Complete Socratic Seminar preparation by Lesson 18
18.1
Lesson 18
Ms. Chiu
18.2
Do Now
Sit with your discussion group. Then take out:
Review and prepare for your Socratic Seminar discussion.
Write students’ names here.
GROUP 1
Write students’ names here.
GROUP 2
Write students’ names here.
GROUP 4
Write students’ names here.
GROUP 3
Objective
I can analyze the symbolic meaning of the piano (and piano notes) in “Ascending Scales” in a Socratic Seminar.
18.3
DISCUSSION GROUPS
Write students’ names here.
GROUP 1
Write students’ names here.
GROUP 2
Write students’ names here.
GROUP 4
Write students’ names here.
GROUP 3
18.4
18.5
Test your recording
You will record your group’s discussion.
Choose a student’s computer – it should have a good amount of battery left. Test out the computer by passing around the computer as each student talks. Then check the video and make sure you can hear the sound. If not, then use a different student’s computer (test it first!).
If you’re finished testing, then you can begin!
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
18.6
RECORD: Record your Socratic Seminar discussion on one student’s computer. Move the computer in front of the student who is speaking. Do not pause or stop the recording during your discussion – it must be continuous.
DISCUSS: Hold your Socratic Seminar discussion. Each student’s contributions will be evaluated individually, but there will also be a “Collaboration” portion of your grade, which will reflect the GROUP effort.
UPLOAD: Upload your Socratic Seminar discussion video onto Google Classroom in the assignment called “Socratic Seminar.”
Socratic Seminar
18.7
Exit Ticket
Reflect on your discussion with your group. What does the piano (and piano music) symbolize? How do you know?
Submit your exit ticket AND your Socratic Seminar preparation notes.
Homework
none
19.1
Lesson 19
Ms. Chiu
19.2
Do Now
Objective
I can brainstorm ideas for a piece of fanfiction based on “Ascending Scales.”
19.3
19.4
Image credit: Kim Yoonmi
19.5
KISHŌTENKETSU
4-part story structure that does NOT have a conflict
East Asian story structure - popular in Japanese, Korean, and Chinese literature
WHAT IS IT?
Originated in Chinese four-line poetry
Popular in Japanese manga
Inspires many video game designs
WHERE DO WE FIND IT?
KISHŌTENKETSU
Set-up of story. Introduce characters, setting, and other important information.
KI: INTRODUCTION
Longest part. Expand the story and develop the characters more, but no major changes. Tension is building, but this tension is NOT the most important part of the story.
SHŌ: DEVELOPMENT
Wrap up the story. Character growth may happen but is NOT necessary. Sometimes, very little action has happened. Show effect of the twist.
KETSU: CONCLUSION
Most important part. Unexpected turn or development. Often recontextualizes previous events. Does NOT need to be earth-shattering or negative; can be humorous or just surprising.
TEN: TWIST
19.6
19.7
Fanfiction Project
Decide on the type of fanfiction that you want to write. Plan your ideas.
BRAINSTORM
IMAGE REMOVED
IMAGE REMOVED
Let’s review the directions and rubric.
DIRECTIONS
19.8
Fanfiction Project
Take out your brainstorming. You can write on lined paper (SKIP LINES) or add a new Google Doc to the assignment “PROJECT: Fanfiction” (DOUBLE-SPACE).
Just start. You can/will go back and revise later!
DRAFT
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
IMAGE REMOVED
19.9
Fanfiction Project
Share your draft with your peer-editing partner.
PEER-EDITING
IMAGE REMOVED
IMAGE REMOVED
19.20
Revise your fanfiction draft.
Organize your work before class tomorrow:
**If you typed on a Google Doc, your story must be finished and submitted on Google Classroom!
19.21
Homework
Final copy of your fanfiction is due: ___.
Organize your work before class:
20.1
Lesson 20
Ms. Chiu
20.2
Do Now
Submit your fanfiction:
Then upload a copy of your fanfiction story to Padlet.
Objective
I can respond to a classmate’s fanfiction to build a community of supportive writers.
20.3
Fanfiction writers often “publish” their stories by posting it online. Other fans of the original story (or movie or TV show) read the fanfiction and respond to them.
VIRTUAL COMMUNITY
20.4
Fanfiction Community
You will love this story because the rich descriptions, especially of the piano, will grab your attention! When I read this story, the descriptions of the piano made me laugh at time and created tension other times. I could feel all of the narrator’s complex emotions as she grows. Furthermore, the ending of the story will keep you wondering about the narrator’s mental state. I wish I could ask Ae-ran Kim why the narrator decided to play the piano in middle of a flood.
EXAMPLE “BOOK REVIEW”
20.5
Why should people read your classmate’s fanfiction story? (What did you enjoy about it?)
1
What questions do you still have about your classmate’s fanfiction story?
2
I have randomly chosen ONE classmate for you (open the Excel sheet on Google Classroom to see who). If you finish early, choose a SECOND classmate. Comment on the story by writing a brief “book review” that answers the two questions below; include your name.
Read and respond to fanfiction written by a classmate.
20.6
Why should people read your classmate’s fanfiction story? (What did you enjoy about it?)
1
What questions do you still have about your classmate’s fanfiction story?
2
20.7
Exit Ticket
none
Homework
none