Students responded to questions on plot and subplot, setting, the title and irony, and theme.
When students finished their test, they were directed to begin working on the first of the prewriting tables for the body paragraphs of their five-paragraph essay on a major idea/theme in Charles Dickens' Great Expectations.
They were reminded to include page numbers for each concrete detail.
Homework: Complete the first prewriting table.
Tomorrow Mr. Stone will check for the completion of each student's prewriting table while they watch the first portion of a recent movie version of Great Expectations.
Thursday, March 7, 2013
Tuesday, March 5, 2013
Great Expectations: End of Test Review, Continuing Theme Essay Prewriting
After sharing a text from Proverbs 5, Mr. Stone finished reviewing by discussing the setting of Charles Dickens' Great Expectations.
Mr. Stone then distributed three prewriting tables to each student and began discussion on how to prewrite the body paragraphs of the upcoming essay on a theme from Great Expectations.
Students are writing a five-paragraph essay in response to the following prompt.
Stated as a question: What Insight into life does Charles Dicken’s novel Great Expectations reveal?
Stated in a declarative sentence: Describe a central idea/theme revealed in Charles Dicken’s Great Expectations.
(Mr. Stone discussed how sometimes prompts are presented as questions and other times as declarative sentences.)
Thematic topics in Great Expectations
Friendship
Wealth/financial gain/money
Love
Revenge
Work
Jealousy
Marriage
Manipulation/use of others
Abuse
Crime
Punishment
Expectations
Social Class
Relationship
Parents
Likely Order of Thinking for Writing Five-Paragraph Essay on a Central Idea/Theme
1. Determine thematic topic of interest.
2. Make a list of examples/Cd, from the novel
3. Consider what these examples reveal about life.
4. Select your viewpoint
5. Develop CD + CM
6. Organize your ideas
7. Draft body
8. Consider your introduction
9. Draft introduction
10. Consider conclusion
11. Draft conclusion
Homework: Finish preparing for part two of the Great Expectations test.
Mr. Stone then distributed three prewriting tables to each student and began discussion on how to prewrite the body paragraphs of the upcoming essay on a theme from Great Expectations.
Students are writing a five-paragraph essay in response to the following prompt.
Stated as a question: What Insight into life does Charles Dicken’s novel Great Expectations reveal?
Stated in a declarative sentence: Describe a central idea/theme revealed in Charles Dicken’s Great Expectations.
(Mr. Stone discussed how sometimes prompts are presented as questions and other times as declarative sentences.)
Thematic topics in Great Expectations
Friendship
Wealth/financial gain/money
Love
Revenge
Work
Jealousy
Marriage
Manipulation/use of others
Abuse
Crime
Punishment
Expectations
Social Class
Relationship
Parents
Likely Order of Thinking for Writing Five-Paragraph Essay on a Central Idea/Theme
1. Determine thematic topic of interest.
2. Make a list of examples/Cd, from the novel
3. Consider what these examples reveal about life.
4. Select your viewpoint
5. Develop CD + CM
6. Organize your ideas
7. Draft body
8. Consider your introduction
9. Draft introduction
10. Consider conclusion
11. Draft conclusion
Homework: Finish preparing for part two of the Great Expectations test.
Monday, March 4, 2013
Great Expectations Review: Plot and Subplot, Title and Irony, and Theme
Mr. Stone shared a text from Proverbs for devotions.
In class, he reviewed a life skill, a couple of test skills, and a study skill.
Mr. Stone reminded students that interpreting narratives/stories is a skill used daily in life. Understanding the relationships between plots, discerning themes and recognizing irony are useful not only in reading, but in making sense of our own personal experiences.
As the class reviewed potential test questions, Mr. Stone shared the test skill of breaking a short answer/essay question prompt into parts. He emphasized the importance of reading a prompt thoroughly, identifying the key words of the prompt (He'll be providing a list of common test terms.), being aware that the order of the steps to thinking through a prompt may be different from the order the material will be presented in the written response.
Mr. Stone encouraged students to prepare practice responses as a way of studying for the test. He suggested students share their responses with a classmate and critique each other's response for thoroughness and accuracy of information.
Homework: Continue to study for the second test over Great Expectations: plot and subplot, title and irony, theme, and setting.
In class, he reviewed a life skill, a couple of test skills, and a study skill.
Mr. Stone reminded students that interpreting narratives/stories is a skill used daily in life. Understanding the relationships between plots, discerning themes and recognizing irony are useful not only in reading, but in making sense of our own personal experiences.
As the class reviewed potential test questions, Mr. Stone shared the test skill of breaking a short answer/essay question prompt into parts. He emphasized the importance of reading a prompt thoroughly, identifying the key words of the prompt (He'll be providing a list of common test terms.), being aware that the order of the steps to thinking through a prompt may be different from the order the material will be presented in the written response.
Mr. Stone encouraged students to prepare practice responses as a way of studying for the test. He suggested students share their responses with a classmate and critique each other's response for thoroughness and accuracy of information.
Homework: Continue to study for the second test over Great Expectations: plot and subplot, title and irony, theme, and setting.
Last Two Periods of Last Week
Mr. Stone was out sick for a day last week.
On the third class period of the week, students played games to review for the first test over Great Expectations.
On the fourth class period of the week, students took the first test over Great Expectations. A second test will be given during the first week of March.
On the third class period of the week, students played games to review for the first test over Great Expectations.
On the fourth class period of the week, students took the first test over Great Expectations. A second test will be given during the first week of March.
Tuesday, February 26, 2013
More Work on Theme
Mr. Stone shared a poem on prayer for his devotional thought.
Students reviewed their homework and marked in preparation for sharing their ideas with classmates. Students circled their selection of thematic topic, numbered their examples from the novel's primary plot and subplots, and underlined their thematic statement(s) on the story's insight in to life on the selected topic.
Mr. Stone checked for the completion of the initial prewriting for the essay on theme/major idea in Great Expectations.
Students shared with the class from their homework.
Mr. Stone distributed a sample essay of writing about a theme/idea in literature. Most sections had time to read it and discuss it.
Homework: Continue to study for the first part of the Great Expectations test to be taken during the last class period of this week. The second part of the test will be given during the first class period of next week.
Students reviewed their homework and marked in preparation for sharing their ideas with classmates. Students circled their selection of thematic topic, numbered their examples from the novel's primary plot and subplots, and underlined their thematic statement(s) on the story's insight in to life on the selected topic.
Mr. Stone checked for the completion of the initial prewriting for the essay on theme/major idea in Great Expectations.
Students shared with the class from their homework.
Mr. Stone distributed a sample essay of writing about a theme/idea in literature. Most sections had time to read it and discuss it.
Homework: Continue to study for the first part of the Great Expectations test to be taken during the last class period of this week. The second part of the test will be given during the first class period of next week.
Monday, February 25, 2013
Great Expectations Review: Plot, Subplot, & Theme
After prayer, Mr. Stone reviewed the basic parts of a story:
1. characters
2. plot
3. setting
4. point of view
5. theme
Parts of Setting
1. geographical location
2. historical period
3. time of day
4. weather
5. cultural milieu
Types of Conflict
1. human v. human
2. human v. self
3. human v. society
4. human v. nature
5. human v. God/gods
6. human v. fate
7. human v. machine
8. human v. the unknown
Parts of a Plot
1. exposition
2. narrative hook/initial complications
3. rising actions/complications
4. climax
5. falling action
6. resolution
Mr. Stone emphasized the difference between a topic in a story (a thematic topic)and the story's theme (insight into life).
The class used a list of subplots in Great Expectations from the Internet to facilitate a conversation about the various conflicts and thematic topics in Charles Dickens' Great Expectations.
Pip's Conflicts in Great Expectations
(listed in no particular order)
Pip v. self-perceptions/expectations
Pip v. British social class expectations
Pip v. Orlick
Pip v. Drummle
Pip v. Joe
Pip v. Mrs. Joe
Pip v. Trabb's boy
Pip v. Magwitch
Pip v. the pale young gentleman/Herbert
Pip v. the Pockets
Pip v. Estella
Other Characters' Conflicts in Great Expectations
Mrs. Joe v. Joe
Mrs. Joe v. Pip
Mrs. Joe v. Orlick
Mrs. Joe v. Pumblechook
Miss Havisham v. society (specifically men)
Miss Havisham v. the Pockets
Miss Havisham v. Arthur
Herbert v. Mrs. Pocket
Herbert v. society
Magwitch v. Compeyson
Magwitch v. society
Molly v. Magwitch's other woman
Drummle v. his classmates
Drummle v. Estella
Wemmick v. Jaggers
Wopsle v. society
Wemmick v. society
Clearly, there are many more.
Thematic Topics in Great Expectations
wealth/financial gain
social status/class
love
marriage
hate
revenge
jealousy
bullying/abuse
use of others
eccentric individuals
friendship
expectations
Determining Theme
1. Identify the major conflicts in the story.
2. Consider what the results of the central conflicts say about life/one of the story's thematic topics.
3. Look at the story's title as an indicator of what is central to the story.
4. Identify the story's subplots.
5. Consider what the results of the subplots say about life/one of the story's thematic topics.
6. Identify how the characters grow and/or change.
7. Consider what the growth or change of characters says about life/one of the story's thematic topics.
Homework: Write a half a page (single-spaced if handwritten, double-spaced if typed) about one of the thematic topics of Great Expecations. Describe the subplots that go with this thematic topic. Describe the similarities and differences in the outcomes of these subplots. Describe what these stories/subplots reveal about life/write out a thematic statement (what this story says about the way life is regarding the specific thematic topic you have selected.).
1. characters
2. plot
3. setting
4. point of view
5. theme
Parts of Setting
1. geographical location
2. historical period
3. time of day
4. weather
5. cultural milieu
Types of Conflict
1. human v. human
2. human v. self
3. human v. society
4. human v. nature
5. human v. God/gods
6. human v. fate
7. human v. machine
8. human v. the unknown
Parts of a Plot
1. exposition
2. narrative hook/initial complications
3. rising actions/complications
4. climax
5. falling action
6. resolution
Mr. Stone emphasized the difference between a topic in a story (a thematic topic)and the story's theme (insight into life).
The class used a list of subplots in Great Expectations from the Internet to facilitate a conversation about the various conflicts and thematic topics in Charles Dickens' Great Expectations.
Pip's Conflicts in Great Expectations
(listed in no particular order)
Pip v. self-perceptions/expectations
Pip v. British social class expectations
Pip v. Orlick
Pip v. Drummle
Pip v. Joe
Pip v. Mrs. Joe
Pip v. Trabb's boy
Pip v. Magwitch
Pip v. the pale young gentleman/Herbert
Pip v. the Pockets
Pip v. Estella
Other Characters' Conflicts in Great Expectations
Mrs. Joe v. Joe
Mrs. Joe v. Pip
Mrs. Joe v. Orlick
Mrs. Joe v. Pumblechook
Miss Havisham v. society (specifically men)
Miss Havisham v. the Pockets
Miss Havisham v. Arthur
Herbert v. Mrs. Pocket
Herbert v. society
Magwitch v. Compeyson
Magwitch v. society
Molly v. Magwitch's other woman
Drummle v. his classmates
Drummle v. Estella
Wemmick v. Jaggers
Wopsle v. society
Wemmick v. society
Clearly, there are many more.
Thematic Topics in Great Expectations
wealth/financial gain
social status/class
love
marriage
hate
revenge
jealousy
bullying/abuse
use of others
eccentric individuals
friendship
expectations
Determining Theme
1. Identify the major conflicts in the story.
2. Consider what the results of the central conflicts say about life/one of the story's thematic topics.
3. Look at the story's title as an indicator of what is central to the story.
4. Identify the story's subplots.
5. Consider what the results of the subplots say about life/one of the story's thematic topics.
6. Identify how the characters grow and/or change.
7. Consider what the growth or change of characters says about life/one of the story's thematic topics.
Homework: Write a half a page (single-spaced if handwritten, double-spaced if typed) about one of the thematic topics of Great Expecations. Describe the subplots that go with this thematic topic. Describe the similarities and differences in the outcomes of these subplots. Describe what these stories/subplots reveal about life/write out a thematic statement (what this story says about the way life is regarding the specific thematic topic you have selected.).
Thursday, February 21, 2013
Great Expectations Review Part One
Quiz: Great Expectations Chapters 58-59 Quiz
Students received a review sheet for their up-coming test over Great Expectations. (The Test will be at the end of next week or the beginning of the following week.)
Mr. Stone discussed the first two pages of the review sheet: author, genre, publishing history, point of view title, plot, and subplots, and characters.
Homework: Study the novel's characters and publishing history.
Students received a review sheet for their up-coming test over Great Expectations. (The Test will be at the end of next week or the beginning of the following week.)
Mr. Stone discussed the first two pages of the review sheet: author, genre, publishing history, point of view title, plot, and subplots, and characters.
Homework: Study the novel's characters and publishing history.
Wednesday, February 20, 2013
Great Expectations Chapters 56 to the End
Quiz: Chapters 54-55
Students read and listened to Chapters 56 and 57 in class.
Homework: Finish the novel.
Students read and listened to Chapters 56 and 57 in class.
Homework: Finish the novel.
Tuesday, February 19, 2013
Great Expectations Chapters 53-55
Tuesday, February 19th for Periods 2, 5, 6, & 7. Wednesday, February 20th for Period 1.
Students read/listened to all of Great Expectations Chapter 53 and the first part of Chapter 54 in class.
Homework: Finish reading Chapter 54 and read all of Chapter 55.
Students read/listened to all of Great Expectations Chapter 53 and the first part of Chapter 54 in class.
Homework: Finish reading Chapter 54 and read all of Chapter 55.
Friday, February 15, 2013
Great Expectations 45-52
Day Three
Students wrote a dialectical for Great Expectations Chapters 45-46.
They read/listened to Chapters 47-48.
Homework: Read Great Expectations Chapters 49-50.
Day Four
Students wrote a half-page journal entry making predictions of how the novel would end. The entry should be headed "GE 50+ Predictions."
They read/listened to Chapters 51-52.
No homework was assigned since it is a holiday weekend.
Students wrote a dialectical for Great Expectations Chapters 45-46.
They read/listened to Chapters 47-48.
Homework: Read Great Expectations Chapters 49-50.
Day Four
Students wrote a half-page journal entry making predictions of how the novel would end. The entry should be headed "GE 50+ Predictions."
They read/listened to Chapters 51-52.
No homework was assigned since it is a holiday weekend.
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