Global Literature Name: _________________________
The Samurai’s Garden
IMPORTANT: To receive full credit, write the assignment number and letter, and your name on all of your assignments.
All work should be neat and typed (12 pt. font) or neatly handwritten in blue or black ink. Assignments will be stamped on the day they are due. Late work will receive reduced credit. Every assignment is worth 20 points. Students will receive individual grades.
Work will receive grades based on effort (specific references/quotes from the book), creativity (where appropriate) and neatness. Be sure to read instructions carefully. Late work will automatically lose 25%, and then will be graded.
If all work is in and on time on the day it’s due, each group member will receive an additional 2 points. Maximum score possible: 22/20!!! ☺
Even if you are absent, you are still expected to keep up with these deadlines. Plan ahead. If you know you won’t be in class, have someone bring your assignment for you. If you are physically unable to do the assignment and have it turned in on time, it needs a note from a parent, attached to the assignment when you turn it in, in order to receive full credit.
Group members have the right to take on the work of non-participating members from their group and may complete that student’s assignments for extra credit. The non-participating student will need to complete his/her own work and turn it in independently, with a penalty of 5 points.
Assignment One: Samurai’s Garden pp. 1 – 53 Due _________________
____ A. Japanese Gardens (3 parts)
1. Research traditional Japanese gardens. Be sure to use reliable resources (look for “.edu” or “.gov.”)
2. Make sure to find information about the following: What are the elements of the elements of traditional Japanese gardens including karesansui (“dry landscape)? What role do gardens play in traditional Japanese culture? Why are they important? How do people use them? How has the role of gardens changed over time?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
____ B. Leprosy (3 parts)
1. Research leprosy using reliable sources (look for “.edu” or “.gov.”)
2. Make sure to find information about the following: What is it? How is it contracted? Is it treatable? How were lepers treated in Japan, and specifically in Yamaguchi/Tarumi? How are they treated today? Where in the world is leprosy still endemic?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
______ C. Japanese Festivals (3 parts)
1. Research each of these four festivals: Shobun No Hi, Ganjitsu, Setsuban, and Obon. Use reliable sources (look for “.edu” or “.gov.”)
2. Be sure to find information to answer the following questions: When is it held? What is the reason for this festival? What are some of the typical traditional customs related to this festival? How are the festivals typically celebrated today (how have the customs changed over time)?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
Assignment Two: Samurai’s Garden pp. 54 – 95 Due _________________
_____ A. Illustrated Settings (3 parts)
1. Setting can be multi-layered. Think of physical and emotional landscapes (the emotional response to a place) in the novel. For example, notice how loneliness, solitude, and longing affect characters in the novel.
2. Next, create TWO scrapbook pages – one for Tarumi and one for Yamaguchi. Find pictures, and/or create your own illustrations of the two villages.
3. Add quotes, song lyrics, descriptions and at least FOUR quotations from the text to give an accurate portrayal of the setting (both physical and emotional) and the role these settings play in the lives of the characters. Written portion should be typed double-spaced or neatly handwritten in blue or black ink.
____ B. Japanese Garden Drawing (3 parts)
1. Create a drawing of a Japanese garden.
2. Include at least 5 different traditional elements - both green AND dry ones. Use the information you gained during the last assignment. Pay close attention to the description of the gardens in the novel; use them to guide you.
3. Write a description of your garden as if you were strolling through it, explaining the different elements you included. Try to create a vivid image in the reader’s mind. At the end of your description create a numbered list of the garden elements you included. Your drawing should be neat, on unlined paper, and in full color. The written portion should be ½ page typed double-spaced minimum (list not included), ¾ page neatly handwritten in blue or black ink.
____ C. Japanese Poetry (3 parts)
1. Find a poem, written by a poet from Japan, that relates to The Samuai’s Garden.
2. Present the poem in an aesthetically pleasing way that relates to the meaning of the poem (typed, calligraphy, pictures, background or bordered paper etc.). Make sure that you include the date the poem was written, the author, and the country it is from.
3. Then, interpret the poem and discuss how it relates to The Samurai’s Garden. Be sure to include specific examples, at least one quote from the novel, and the topic or theme the poem addresses. Some questions you might answer include: Does the poet seem to have the same point of view on this subject as the author? Why/why not? Would a character in the book write this poem or feel delighted to receive this poem? How can you tell? 3/4 page typed double-spaced minimum; 1 page neatly handwritten in blue/black ink.
Assignment Three: Samurai’s Garden pp. 96 – 159. Due _________________
______ A. Healing (3 parts)
1. Discuss the topic of healing in this novel. What questions does the author pose about healing? How does she answer them? How do the different characters heal? What elements seem needed for healing, according to the author? Use specific examples and at least two quotes from the text.
2. How is healing defined in our society (not just in the dictionary)? Is it different/similar to the ideas about healing seen in this novel? How? Why do you think this might be?
3. How does “healing” apply to your life? When have you or someone you know undergone significant physical healing? Emotional healing? What, if anything, hindered the process? What helped you/them heal? What might have been even more helpful? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
______ B. Honor:
1. Discuss the topic of honor in this novel. What questions does the author pose about honor? How does she answer them? How do the different characters show honor? Use specific examples and at least two quotes from the text.
2. How is honor defined in our society? Is it different/similar to the ideas about honor seen in this novel? How? Why do you think this might be?
3. How does “honor” apply to your life? When have you done something you considered honorable or dishonorable? Was it difficult? Why/why not? How did this action affect you? Why do you think you acted this way? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
______C. Nature
1. Discuss the topic of nature in this novel. What questions does the author pose about land/environment? How does she answer them? How do the different characters show a connection to the natural environment? How does “nature” affect them? Use specific examples and at least two quotes from the text.
2. How is “nature” defined in our society? Is it different/similar to the idea of “nature” seen in this novel? How? Why do you think this might be?
3. How does “nature” apply to your life? What “counts” as “nature” to you? What kind of relationship do you have with nature? How are you/have you been affected by nature? Has this relationship changed over time? How? Do you ever wish it were different? How? Why? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
Assignment Four: Samurai’s Garden pp. 160 – 211 Due _________________
______ A. Relationships Symbolized
1. Think of at least four symbolic representations of relationships between characters in The Samurai’s Garden. Think about how the relationships have changed over time, how they might have been different given different circumstances, what has brought them strength or caused them to falter, etc.
2. Draw your symbols.
3. Now, explain your symbols using specific examples from the book. For example, a sword can represent the relationship between Matsu and Sachi; both have had to go though some of the hottest fires to become stronger. Swords are created in actual fire. The “fires” that Matsu and Sachi have survived include many trials; for example … (example omitted to avoid giving the book away.) They’ve been forged in many layers, which give them strength. One page typed minimum, 1 ½ page neatly handwritten in blue/black ink.
______ B. Themes Symbolized
1. Find four significant objects in the novel that are symbolic of themes in the novel.
2. Draw your symbols.
3. Write a description of how each object is part of the story. Then explain how these
objects are symbolic of the theme. Use specific examples. One page typed minimum, 1 ½ page neatly handwritten in blue/black ink.
______ C. Symbolic Kimono
1. Research Japanese characters, symbols, colors, and objects etc. Find information on the symbolic nature of objects in Japanese culture. For example, the crane is a symbol for good luck.
2. Choose one of the main characters from the book (Sachi, Matsu, or Stephen) and draw a kimono that captures the complexity of this character. Fill the kimono with the images, characters, colors it with images that best reveal this person’s true nature.
3. Include a brief explanation of your kimono. 1/2 page typed minimum, ¾ page neatly handwritten in blue or black ink (be sure to include in-text citations for any facts/information gained through your research in step #1).
Friday, October 30, 2009
Wednesday, October 28, 2009
Zen Parables
Zen Parables
Muddy Road
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was still falling.
Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross the intersection.
“Come on, girl,” said Tanzan at once. Lifting her in his arms, he carried her over the mud.
Ekido did not speak again until hat night when they reached a lodging temple. Then he no longer could restrain himself. “We monks don’t go near females,” he told Tanzan, “especially not young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”
A Parable
Buddha told a parable in a sutra.
A man traveling across a field encountered a tiger. He fled the tiger after him. Coming to a precipice, he caught hold of the root of a wild vine and swung himself down over the edge. The tiger sniffed at him from above. Trembling, the man looked down to where, far below, another tiger was waiting to eat him. Only the vine sustained him.
Two mice, one white and one black, little by little started to gnaw away the vine. The man saw a luscious strawberry near him. Grasping the vine in one hand, he plucked the strawberry with the other. How sweet it tasted.
Publishing the Sutras
Tetsugen, a devotee of Zen Japan , decided to publish the sutras, which at the time were available only in Chinese. The books were to be printed with wood blocks in an edition of seven thousand copies, a tremendous undertaking.
Tetsugen began by traveling and collecting donations for this purpose. A few sympathizers would give him a hundred pieces of gold. but most of the time he received only small coins. He thanked each donor with equal gratitude. After ten years Tetsugen had enough money to begin his task.
It happened that at that time the Uji River overflowed. Famine followed. Tetsugen took the funds he had collected for the books and spent them to save the others from starvation. Then he began again his work of collecting.
Several years afterwards an epidemic spread over the country. Tetsugen again gave away what he had collected, to help his people.
For a third time he started his work, and after twenty years his wish was fulfilled. The printing blocks which produced the first edition of the sutras can be seen today in the Obaku monastery in Kyoto .
The Japanese tell their children that tetsugen made three sets of sutras, and that the first two invisible sets surpass even the last.
The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras a thief with a sharp sword entered, demanding either his money or his life.
Shichri told him: “Do not disturb me. You can find money in that drawer.” Then he resumed his recitation.
A little while afterwards he stopped and called: “Don’t take it all. I need some to pay taxes tomorrow.”
The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift” Shichiri added. The man thanked him and made off.
A few days afterwards the fellow was caught and confessed, among others, the offense against Shichiri. When shichiri was called as a witness he said: “this man is no thief, at least as far as I am concerned, I gave him the money and he thanked me for it.”
After he had finished his prison term, the man went to Shichiri and became his disciple.
Muddy Road
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was still falling.
Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross the intersection.
“Come on, girl,” said Tanzan at once. Lifting her in his arms, he carried her over the mud.
Ekido did not speak again until hat night when they reached a lodging temple. Then he no longer could restrain himself. “We monks don’t go near females,” he told Tanzan, “especially not young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”
A Parable
Buddha told a parable in a sutra.
A man traveling across a field encountered a tiger. He fled the tiger after him. Coming to a precipice, he caught hold of the root of a wild vine and swung himself down over the edge. The tiger sniffed at him from above. Trembling, the man looked down to where, far below, another tiger was waiting to eat him. Only the vine sustained him.
Two mice, one white and one black, little by little started to gnaw away the vine. The man saw a luscious strawberry near him. Grasping the vine in one hand, he plucked the strawberry with the other. How sweet it tasted.
Publishing the Sutras
Tetsugen, a devotee of Zen Japan , decided to publish the sutras, which at the time were available only in Chinese. The books were to be printed with wood blocks in an edition of seven thousand copies, a tremendous undertaking.
Tetsugen began by traveling and collecting donations for this purpose. A few sympathizers would give him a hundred pieces of gold. but most of the time he received only small coins. He thanked each donor with equal gratitude. After ten years Tetsugen had enough money to begin his task.
It happened that at that time the Uji River overflowed. Famine followed. Tetsugen took the funds he had collected for the books and spent them to save the others from starvation. Then he began again his work of collecting.
Several years afterwards an epidemic spread over the country. Tetsugen again gave away what he had collected, to help his people.
For a third time he started his work, and after twenty years his wish was fulfilled. The printing blocks which produced the first edition of the sutras can be seen today in the Obaku monastery in Kyoto .
The Japanese tell their children that tetsugen made three sets of sutras, and that the first two invisible sets surpass even the last.
The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras a thief with a sharp sword entered, demanding either his money or his life.
Shichri told him: “Do not disturb me. You can find money in that drawer.” Then he resumed his recitation.
A little while afterwards he stopped and called: “Don’t take it all. I need some to pay taxes tomorrow.”
The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift” Shichiri added. The man thanked him and made off.
A few days afterwards the fellow was caught and confessed, among others, the offense against Shichiri. When shichiri was called as a witness he said: “this man is no thief, at least as far as I am concerned, I gave him the money and he thanked me for it.”
After he had finished his prison term, the man went to Shichiri and became his disciple.
Thursday, October 22, 2009
Storyboard Retelling of a Shinto story
Global Literature Name:________________
Japan
Storyboard Retelling
In the boxes below, briefly retell the Shinto story you were given in class. Using pictures and text (comic book style is fine). Make sure that the plot, conflict, and characters are clear! The goal is to make sure you really understood your story. You may use other paper if you choose. Minimum nine frames.
Wednesday, October 14, 2009
Pico Iyer Aha Moments
You can find the reading through this link.
Travel Questions: (The Big Ones)
You will need to pick up the reading from a friend, another IHS lit teacher, or from me to do this assignment. Sorry, it's not available on-line.
* Why do we travel and how do we change through traveling?
*Are tourism and travel a positive or negative force in our world?
* How much can we truly learn about another culture? What are some ways we can maximize that learning?
As you read the interview with Pico Iyer, keep these three questions in mind. Also, look for at least five thoughtful “AHA” moments (or profound insights/ epiphanies). Copy these moments from the text onto a piece of paper and respond to the quote using the following questions:
*Why is this moment an “Aha” moment?
*What did you learn about the world, travel, and human beings?
Please type your five quotes and responses.
This is due next class and is designed to help you write your interview with your travel author. Have fun!
Travel Questions: (The Big Ones)
You will need to pick up the reading from a friend, another IHS lit teacher, or from me to do this assignment. Sorry, it's not available on-line.
* Why do we travel and how do we change through traveling?
*Are tourism and travel a positive or negative force in our world?
* How much can we truly learn about another culture? What are some ways we can maximize that learning?
As you read the interview with Pico Iyer, keep these three questions in mind. Also, look for at least five thoughtful “AHA” moments (or profound insights/ epiphanies). Copy these moments from the text onto a piece of paper and respond to the quote using the following questions:
*Why is this moment an “Aha” moment?
*What did you learn about the world, travel, and human beings?
Please type your five quotes and responses.
This is due next class and is designed to help you write your interview with your travel author. Have fun!
Tuesday, October 13, 2009
Travel Vocab Part 2 Day 3 &4
Travel Vocabulary
Day 3
New Words:
Voracious Mongrel Conscientious Poignant Incarnate
Rainbows: From spoon to brain
During her usual Saturday morning activities of watching television and eating Lucky Charms, Liza was struck by a poignant TV ad about fly fishing and decided to become an angler. She headed to her local Bi-Mart and started berating several of the clerks.
“Look here, I’m going fishing and I don’t want to catch any old mongrel fish. I want a rainbow trout, what do I need?” Most of the clerks looked at her like she was nuts. Liza’s voracious desire to go fishing had driven her into such a frenzy that she took a shopping cart and started throwing in all types of supplies: 3 cases of salmon eggs, a couple tackle boxes, three poles, and some hooks with shiny neon bits on the end. She rammed the cart here and there throughout the aisles, all the while blathering to herself about this multi-colored trout. When she got to the checkout she realized she hadn’t even been conscientious enough to bring her wallet. As she left the store she kicked a bag of peat moss, numbing her big toe and returning her brain to a somewhat normal state.
“Jeez, I’ve really been ridiculousness incarnate over this whole trout bit; I should really quit eating Lucky Charms all the time.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _________ soccer team gleefully chowed down on an awful dish of meatloaf.
2. Every lawyer knows how to make a few _________ arguments to wow the jury.
3. “That dog is crazy, it’s like Rotweiller and Chihuahua and poodle. What a _________!”
4. Jake tried his best to be __________ about keeping his fingers out of his food while eating dinner at his girlfriend’s parents, but he could resist grabbing the brussel sprouts.
5. I often feel like selfishness __________, never wanting to share my jelly beans.
Definitions: Match the new words with their dictionary meanings.
6. ____Voracious a. personified or typified, as a quality or idea
7. ____Mongrel b. affecting or moving the emotions
8. ____Conscientious c. any cross between different things, esp. if inharmonious or indiscriminate.
9. ____Poignant d. exceedingly eager or avid
10. ____Incarnate e. meticulous; careful; painstaking; particular
Today’s Grammar Lesson
Commas are used to separate adjectives that equally modify the same noun. (Notice in the examples below that no comma separates the last adjective from the noun)
I can still remember how my heart started beating when I walked into the dark, little room.
The brief day drew to a close in a long, slow twilight.
Travel Vocabulary Part 2
Day 4
New Words:
Tranquil Indicative Exuberant Reticent Vindicate
No Sea in the City
It was a tranquil morning in Eugene; the birds weren’t squawking much and the neighbors hadn’t started weedwacking their yards or screaming at their children. It was this type of day that made Greg and Stephen, two ex-pirates that had recently assimilated themselves back into society, exuberant.
“Arrgh, y’d think we’er back out on the open seas again,” Greg said while stroking his red beard with his hook.
“A fine day indeed,” replied Stephen, somewhat bothered by Greg’s leftover pirate antics. The two agreed that the calm was indicative of good luck. Greg, who was usually reticent, couldn’t stop talking up the wonders that the day could hold and reverted into some of his past ways.
“Say we go an’ check those there dumpsters across the way for some pirate booty?” said Greg.
Stephen had moved on from his pirate phase and was mainly into spiritual hip-hop, yoga, and basically doing what he called “the right thing.” The two looked out their front window to see Hermes and Andrea on their parking strip.
“Do you remember when we first came off the sea and Andrea let me put a patch on that dog and carry him around for Halloween?” asked Greg.
“Yeah, that was ridiculous; I think she must have had a thing for pirate guys. I never would have let you do that,” Stephen said giving Greg a questioning look that said the dog thing was “not” cool.
“It was no big deal; it didn’t mean anything,” replied Greg. To vindicate himself, he refused to look into Hermes eyes.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. What a _________ parrot, she won’t repeat a thing I say.
2. Tom Cruise was ________ when he heard that a Top Gun 3 will be made sometime this year.
3. It was only right that the students __________ themselves against the teacher that broke their cell phones.
4. Shelly always thought it foolish to think a four-leaf clover was _________ of good luck.
5. We waited until the lake was ________ before venturing out to go waterskiing.
Definitions: Match the new words with their dictionary meanings.
6. ____ Tranquil a. effusively and almost uninhibitedly enthusiastic; lavishly abundant
7. ____ Indicative b. free from commotion or tumult; peaceful; quiet; calm
8. ____ Exuberant c. showing, signifying, or pointing out; expressive or suggestive
9. ____ Reticent d. to uphold or justify by argument or evidence
10. ____ Vindicate e. disposed to be silent or not to speak freely; reserved
Today’s Grammar Lesson
Commas are used to enclose an explanatory word or phrase.
Matthew, younger by two years, had always been more daring than I.
The teacher, Mr. Smith, was a suave dresser.
Day 3
New Words:
Voracious Mongrel Conscientious Poignant Incarnate
Rainbows: From spoon to brain
During her usual Saturday morning activities of watching television and eating Lucky Charms, Liza was struck by a poignant TV ad about fly fishing and decided to become an angler. She headed to her local Bi-Mart and started berating several of the clerks.
“Look here, I’m going fishing and I don’t want to catch any old mongrel fish. I want a rainbow trout, what do I need?” Most of the clerks looked at her like she was nuts. Liza’s voracious desire to go fishing had driven her into such a frenzy that she took a shopping cart and started throwing in all types of supplies: 3 cases of salmon eggs, a couple tackle boxes, three poles, and some hooks with shiny neon bits on the end. She rammed the cart here and there throughout the aisles, all the while blathering to herself about this multi-colored trout. When she got to the checkout she realized she hadn’t even been conscientious enough to bring her wallet. As she left the store she kicked a bag of peat moss, numbing her big toe and returning her brain to a somewhat normal state.
“Jeez, I’ve really been ridiculousness incarnate over this whole trout bit; I should really quit eating Lucky Charms all the time.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _________ soccer team gleefully chowed down on an awful dish of meatloaf.
2. Every lawyer knows how to make a few _________ arguments to wow the jury.
3. “That dog is crazy, it’s like Rotweiller and Chihuahua and poodle. What a _________!”
4. Jake tried his best to be __________ about keeping his fingers out of his food while eating dinner at his girlfriend’s parents, but he could resist grabbing the brussel sprouts.
5. I often feel like selfishness __________, never wanting to share my jelly beans.
Definitions: Match the new words with their dictionary meanings.
6. ____Voracious a. personified or typified, as a quality or idea
7. ____Mongrel b. affecting or moving the emotions
8. ____Conscientious c. any cross between different things, esp. if inharmonious or indiscriminate.
9. ____Poignant d. exceedingly eager or avid
10. ____Incarnate e. meticulous; careful; painstaking; particular
Today’s Grammar Lesson
Commas are used to separate adjectives that equally modify the same noun. (Notice in the examples below that no comma separates the last adjective from the noun)
I can still remember how my heart started beating when I walked into the dark, little room.
The brief day drew to a close in a long, slow twilight.
Travel Vocabulary Part 2
Day 4
New Words:
Tranquil Indicative Exuberant Reticent Vindicate
No Sea in the City
It was a tranquil morning in Eugene; the birds weren’t squawking much and the neighbors hadn’t started weedwacking their yards or screaming at their children. It was this type of day that made Greg and Stephen, two ex-pirates that had recently assimilated themselves back into society, exuberant.
“Arrgh, y’d think we’er back out on the open seas again,” Greg said while stroking his red beard with his hook.
“A fine day indeed,” replied Stephen, somewhat bothered by Greg’s leftover pirate antics. The two agreed that the calm was indicative of good luck. Greg, who was usually reticent, couldn’t stop talking up the wonders that the day could hold and reverted into some of his past ways.
“Say we go an’ check those there dumpsters across the way for some pirate booty?” said Greg.
Stephen had moved on from his pirate phase and was mainly into spiritual hip-hop, yoga, and basically doing what he called “the right thing.” The two looked out their front window to see Hermes and Andrea on their parking strip.
“Do you remember when we first came off the sea and Andrea let me put a patch on that dog and carry him around for Halloween?” asked Greg.
“Yeah, that was ridiculous; I think she must have had a thing for pirate guys. I never would have let you do that,” Stephen said giving Greg a questioning look that said the dog thing was “not” cool.
“It was no big deal; it didn’t mean anything,” replied Greg. To vindicate himself, he refused to look into Hermes eyes.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. What a _________ parrot, she won’t repeat a thing I say.
2. Tom Cruise was ________ when he heard that a Top Gun 3 will be made sometime this year.
3. It was only right that the students __________ themselves against the teacher that broke their cell phones.
4. Shelly always thought it foolish to think a four-leaf clover was _________ of good luck.
5. We waited until the lake was ________ before venturing out to go waterskiing.
Definitions: Match the new words with their dictionary meanings.
6. ____ Tranquil a. effusively and almost uninhibitedly enthusiastic; lavishly abundant
7. ____ Indicative b. free from commotion or tumult; peaceful; quiet; calm
8. ____ Exuberant c. showing, signifying, or pointing out; expressive or suggestive
9. ____ Reticent d. to uphold or justify by argument or evidence
10. ____ Vindicate e. disposed to be silent or not to speak freely; reserved
Today’s Grammar Lesson
Commas are used to enclose an explanatory word or phrase.
Matthew, younger by two years, had always been more daring than I.
The teacher, Mr. Smith, was a suave dresser.
Peer edit sheets
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
Plot with Conflict (ideas and content, organization)
1. Rewrite the first sentence here:____________________________________________
________________________________________________________________________
Does the first sentence make the reader want to read on? What technique do they use for an effective beginning?
How might this be improved?
Provide an example of a rewritten beginning (at least two sentences).
________________________________________________________________________
________________________________________________________________________
2. Is the rest of the paragraph equally as gripping? Did it start in the “middle of things”? If yes, what was done exceptionally well? If not, what can be done to improve it?
3. List the external conflict(s) in the story.
Are there too many external conflicts for a three-page story? Is it too complex to slow down the action and fit the three-page limit? Explain.
4. List the internal conflicts of the story.
5. Are there any internal or external conflicts the writer could add or elaborate on to increase suspense? Give at least one suggestion to raise the stakes.
6. Quote two passages that set up the conflict in the story.
________________________________________________________________________
________________________________________________________________________
7. Are the conflict and plot (what happens) realistic? Do you believe it could happen?
Is it an original idea or is it too familiar?
What could be changed to make it more realistic or original?
8. What is the climax of the story (the most exciting part or turning point) of the story)?
How does the author slow it down? (provide specific examples of at least 2 techniques they use to slow this down).
9. What did the author do really well with the climax?
How could the climax be improved?
10. Should the story be cut? Mark any unnecessary or redundant information.
11. Is there a section of writing that does not relate to our conflict or climax?
Does it need more information? Where?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
CHARACTERS (ideas and content/ word choice/ voice)
1. Who is the main character of the story? Is the character realistic? Did the author go beyond stereotyping?
Describe this character in a short paragraph.
2. How do you know these details about the character? Did the writer avoid telling/ explaining the character? If not, point out places where the “telling” occurs.
How does the writer show (not simply tell) the character to the reader (through actions, dialogue, setting, interactions, etc.)?
Give two details from the story where the writer shows something about the character.
3. What are some sensory details the author could add to show more about the main character?
4. What is the character’s external conflict (or conflicts)?
5. What are the character’s internal conflicts?
6. Should anything be added to the character’s internal conflicts that fit the character’s personality? What would you suggest?
7. Does the main character speak? Do other characters speak? Where could dialogue be added to give characters a voice?
SETTING (ideas and content/ word choice/ voice)
1. Is there a sense of setting at the start of the story (within the first two paragraphs)? Quote two sentences that show the reader where the story takes place.
2. Did the writer avoid telling (explaining) the setting? If not, point out places where the telling occurs. If they showed the setting, write down examples of how they did this here.
3. Should there be more concrete details about the setting? Are sensory words used (sight, taste, smell, sound, touch)? Give an example for each of the senses where the writer explored these. Then, after the example, provide another way they could have described the setting.
Author’s example Editor’s example
SIGHT:
TASTE:
SMELL:
SOUND:
TOUCH:
4. Does the author create an emotional landscape? What emotion is being carried throughout the story? How does the author do this? If they are not doing this, what can they add or change to create this?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
SYNTAX (conventions, sentence fluency, and voice)
1. Are the sentences interesting? What makes them interesting? Provide a specific example in this space and explain why it’s interesting. Mark specific instances where you think the author has done a good job or needs to improve on their paper.
Give an example and mark specific instances where you think the author needs to improve.
2. Are there a variety of sentence lengths (short and long)?
3. Do the paragraphs flow and fit together? Are paragraphs indented?
4. Does the author indent each new speaker when using dialog?
5. Are there complete sentences? Mark where the author needs to improve and give suggestions.
6. Is the spelling, punctuation, and capitalization correct? Mark directly on their draft where changes need to be made.
7. Is the story written in the same tense (past, present) or does it switch?
8. What is the author’s voice (serious, funny casual, etc)?
Is it consistent throughout the story? If not, explain where it changes.
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
Plot with Conflict (ideas and content, organization)
1. Rewrite the first sentence here:____________________________________________
________________________________________________________________________
Does the first sentence make the reader want to read on? What technique do they use for an effective beginning?
How might this be improved?
Provide an example of a rewritten beginning (at least two sentences).
________________________________________________________________________
________________________________________________________________________
2. Is the rest of the paragraph equally as gripping? Did it start in the “middle of things”? If yes, what was done exceptionally well? If not, what can be done to improve it?
3. List the external conflict(s) in the story.
Are there too many external conflicts for a three-page story? Is it too complex to slow down the action and fit the three-page limit? Explain.
4. List the internal conflicts of the story.
5. Are there any internal or external conflicts the writer could add or elaborate on to increase suspense? Give at least one suggestion to raise the stakes.
6. Quote two passages that set up the conflict in the story.
________________________________________________________________________
________________________________________________________________________
7. Are the conflict and plot (what happens) realistic? Do you believe it could happen?
Is it an original idea or is it too familiar?
What could be changed to make it more realistic or original?
8. What is the climax of the story (the most exciting part or turning point) of the story)?
How does the author slow it down? (provide specific examples of at least 2 techniques they use to slow this down).
9. What did the author do really well with the climax?
How could the climax be improved?
10. Should the story be cut? Mark any unnecessary or redundant information.
11. Is there a section of writing that does not relate to our conflict or climax?
Does it need more information? Where?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
CHARACTERS (ideas and content/ word choice/ voice)
1. Who is the main character of the story? Is the character realistic? Did the author go beyond stereotyping?
Describe this character in a short paragraph.
2. How do you know these details about the character? Did the writer avoid telling/ explaining the character? If not, point out places where the “telling” occurs.
How does the writer show (not simply tell) the character to the reader (through actions, dialogue, setting, interactions, etc.)?
Give two details from the story where the writer shows something about the character.
3. What are some sensory details the author could add to show more about the main character?
4. What is the character’s external conflict (or conflicts)?
5. What are the character’s internal conflicts?
6. Should anything be added to the character’s internal conflicts that fit the character’s personality? What would you suggest?
7. Does the main character speak? Do other characters speak? Where could dialogue be added to give characters a voice?
SETTING (ideas and content/ word choice/ voice)
1. Is there a sense of setting at the start of the story (within the first two paragraphs)? Quote two sentences that show the reader where the story takes place.
2. Did the writer avoid telling (explaining) the setting? If not, point out places where the telling occurs. If they showed the setting, write down examples of how they did this here.
3. Should there be more concrete details about the setting? Are sensory words used (sight, taste, smell, sound, touch)? Give an example for each of the senses where the writer explored these. Then, after the example, provide another way they could have described the setting.
Author’s example Editor’s example
SIGHT:
TASTE:
SMELL:
SOUND:
TOUCH:
4. Does the author create an emotional landscape? What emotion is being carried throughout the story? How does the author do this? If they are not doing this, what can they add or change to create this?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
SYNTAX (conventions, sentence fluency, and voice)
1. Are the sentences interesting? What makes them interesting? Provide a specific example in this space and explain why it’s interesting. Mark specific instances where you think the author has done a good job or needs to improve on their paper.
Give an example and mark specific instances where you think the author needs to improve.
2. Are there a variety of sentence lengths (short and long)?
3. Do the paragraphs flow and fit together? Are paragraphs indented?
4. Does the author indent each new speaker when using dialog?
5. Are there complete sentences? Mark where the author needs to improve and give suggestions.
6. Is the spelling, punctuation, and capitalization correct? Mark directly on their draft where changes need to be made.
7. Is the story written in the same tense (past, present) or does it switch?
8. What is the author’s voice (serious, funny casual, etc)?
Is it consistent throughout the story? If not, explain where it changes.
Self-edit sheet
Self Edit Sheet Name:
1. Is your story centered around one short event or moment? Yes/No
What is the event?
How do you foreshadow this event in your introduction?
2. What is your central conflict? Did you remember to include an internal conflict? (Explain)
3. Explain how you have structured your story to move toward a climax and resolution (create a narrative chart for your story).
Exposition-----------Conflict-------------------Climax-------------------Resolution
4. Is your climax related to your central conflict? (Yes/ No) How does it relate or how will you fix it?
5. What introduction strategy do you use (Description, dialogue, middle of action, etc)? Is it gripping?
6. What does your exposition establish (What do I know 3/4 of a page into your story)?
7. Write one good description in your story and circle it in your rough draft?
8. Write one description that needs work and underline it in your rough draft. Workshop it here.
A. Original description from your story:
B. Less conventional description:
C. Another less conventional description:
9. List three details you show about your main character in the first page of your story. Write the description and then say what it shows the reader.
A.
B.
C.
10. Write a sentence here from your story that shows the mood and/or setting of your story.
Is it specific? Yes/ No
Is it cliché? Yes/ No
What can be done to give it more depth?
11. What have you done to give your story cultural depth? (this can be done for stories that are set in the U.S. too. Every neighborhood/ town has a distinct culture.
1. Is your story centered around one short event or moment? Yes/No
What is the event?
How do you foreshadow this event in your introduction?
2. What is your central conflict? Did you remember to include an internal conflict? (Explain)
3. Explain how you have structured your story to move toward a climax and resolution (create a narrative chart for your story).
Exposition-----------Conflict-------------------Climax-------------------Resolution
4. Is your climax related to your central conflict? (Yes/ No) How does it relate or how will you fix it?
5. What introduction strategy do you use (Description, dialogue, middle of action, etc)? Is it gripping?
6. What does your exposition establish (What do I know 3/4 of a page into your story)?
7. Write one good description in your story and circle it in your rough draft?
8. Write one description that needs work and underline it in your rough draft. Workshop it here.
A. Original description from your story:
B. Less conventional description:
C. Another less conventional description:
9. List three details you show about your main character in the first page of your story. Write the description and then say what it shows the reader.
A.
B.
C.
10. Write a sentence here from your story that shows the mood and/or setting of your story.
Is it specific? Yes/ No
Is it cliché? Yes/ No
What can be done to give it more depth?
11. What have you done to give your story cultural depth? (this can be done for stories that are set in the U.S. too. Every neighborhood/ town has a distinct culture.
Sunday, October 4, 2009
CIM rubric for travel story
CIM Travel Story Rubric
Ideas and Content
1 2 3 4 5 6
The writer:
Shows an identifiable purpose for writing the piece.
Has developed character(s)
Has a specific, developed setting
Has a clear conflict and resolution
Has a clear climax
Organization
1 2 3 4 5 6
The writer:
Has an exposition that sets the scene, characters, and the conflict
Has rising action/ suspense
Has a clear climax that slows down the action
Has a clear resolution that relates to the conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
Uses sentences that flow and sound natural when read aloud
Varies patterns, lengths, and beginnings of sentences
Has a control over simple and complex sentences.
Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
Chooses words that work
Shows, doesn’t simply tell
Attempts to use colorful language
Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
Gives the reader a sense of interaction with the writer
Demonstrates a commitment to the topic
Writes in a lively, sincere, or humorous way when appropriate
FINAL GRADE
Final Draft on time and typed: _____/10
All rough drafts included: _____/10
All editing sheets included and complete: _____/10
Total CIM score:__________x2 _____/60
Total: _____/90
Ideas and Content
1 2 3 4 5 6
The writer:
Shows an identifiable purpose for writing the piece.
Has developed character(s)
Has a specific, developed setting
Has a clear conflict and resolution
Has a clear climax
Organization
1 2 3 4 5 6
The writer:
Has an exposition that sets the scene, characters, and the conflict
Has rising action/ suspense
Has a clear climax that slows down the action
Has a clear resolution that relates to the conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
Uses sentences that flow and sound natural when read aloud
Varies patterns, lengths, and beginnings of sentences
Has a control over simple and complex sentences.
Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
Chooses words that work
Shows, doesn’t simply tell
Attempts to use colorful language
Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
Gives the reader a sense of interaction with the writer
Demonstrates a commitment to the topic
Writes in a lively, sincere, or humorous way when appropriate
FINAL GRADE
Final Draft on time and typed: _____/10
All rough drafts included: _____/10
All editing sheets included and complete: _____/10
Total CIM score:__________x2 _____/60
Total: _____/90
Story Research Sheet
This is missing the character research portion. Please complete what is here and get the character sheet from me in class:
RESEARCH SHEET DUE:Next Class Name:________________________
RESEARCH SHEET
Because any good writer does an immense amount of research before she or he begins writing, your rough draft must include a “research sheet”. Complete the research sheet below:
_____(10 pts) Setting information
(a) Country:_____________________________
(b) City/ town/ rural area (be specific):_______________________________________
(c) Locale (trail? market?): ________________________________________________
(d) Time of year:_________________________________________________________
(e) Sensory details (touch, smells, tastes, sights, sounds):______________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(f) One paragraph describing the setting using at least four senses:
(10 pts.) Conflict
(3pts) 1. What is/are the external conflict(s)? Explain.
(5pts) 2. What are the internal conflicts?
List 5 thoughts occurring in the mind of the character:
1.
2.
3.
4.
5.
(2pt) 3. How is the conflict resolved?
_____/30pts Total---This will need to be turned in with your final draft!!!
Now it’s time to start your rough draft!!! Begin Writing!!!
RESEARCH SHEET DUE:Next Class Name:________________________
RESEARCH SHEET
Because any good writer does an immense amount of research before she or he begins writing, your rough draft must include a “research sheet”. Complete the research sheet below:
_____(10 pts) Setting information
(a) Country:_____________________________
(b) City/ town/ rural area (be specific):_______________________________________
(c) Locale (trail? market?): ________________________________________________
(d) Time of year:_________________________________________________________
(e) Sensory details (touch, smells, tastes, sights, sounds):______________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(f) One paragraph describing the setting using at least four senses:
(10 pts.) Conflict
(3pts) 1. What is/are the external conflict(s)? Explain.
(5pts) 2. What are the internal conflicts?
List 5 thoughts occurring in the mind of the character:
1.
2.
3.
4.
5.
(2pt) 3. How is the conflict resolved?
_____/30pts Total---This will need to be turned in with your final draft!!!
Now it’s time to start your rough draft!!! Begin Writing!!!
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