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.

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 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.

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.

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.

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

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!!!