Monologue Example

I’m Edmund from “The Chronicles of Narnia: the Lion, the Witch, and the Wardrobe”. In my story I entered a magical land that was under a spell of eternal winter with my siblings. I met a witch who promised me power, and I let the greed of potential power affect my reasoning. I betrayed my siblings by abandoning them and going to the witch with information about their whereabouts. I found out that my siblings and I were the saviors of the land that would help defeat the witch, and she wanted us dead. In the end I was saved by the great Aslan who made a deal with the witch to save me, and my siblings and I defeated the witch and her army to save Narnia. My character is said to be an allegory representation of Kane from the bible. Just like Kane, I taught readers a lesson in betrayal and showed that even the most innocent person is capable of causing harm. My story was also set in WWII, and showed the history of how parents would send children out of their home country to avoid the war. We study my story today because it is an engaging tale that puts a spin on a familiar religious story, and I feel that readers can learn from my mistakes. Despite the fantasy of my story, readers are able to relate to my family and me as children who seek their purpose in the world with some bumps along the way.

Thank You, Ma'm (Due Friday 7/21)

Click the following link to view your next text. Ignore the question and chart on the document, but answer the questions that follow the link after you have read.

https://drive.google.com/file/d/0BxMR2fnByMrIRER1R1RNU0JaTms/view?usp=sharing

1. Was Mrs. Jones’s treatment of the boy effective or foolish? Explain your answer.
2. Which character should have been more afraid of the other? Explain your answer.
3. What do you think is the most effective treatment for criminals? Explain.

4. Create a plot triangle for the story and label the exposition, rising actions, climax (turning point), falling actions, and resolution. Also, make a note of what conflict is driving this story forward.

Caged Bird Assignment (Due July 19)

Click the link below, download the document, and read the poems and answer the questions with them.

Complete this BEFORE class on Wednesday, July 19, 2017.


https://drive.google.com/file/d/0BxMR2fnByMrIU3J4dmdRSW1heGc/view?usp=sharing

Monologue/Wax Museum Guidelines (Examples Coming Soon!)

Monologue/Wax Museum Project

Students will be choosing a character or author from one of the first four books we read this summer, and I will guide them through becoming that character/author in an effort to educate their parents on what we learned from that character/author in the book in which we met them.

Students will write a monologue for their character/author based on these provided guidelines, and on parent day at the end of the summer, they will dress like their character/author to present their monologue. The goal is to have students frozen as their character in a living wax museum. Parents will walk through the museum and activate the wax figures to hear their informational monologue.

Monologue requirements:

¨  Should be 60-90 seconds long

¨  Should have the character/author introduce themselves and what book they are from

¨  Should contain a summary of what the character’s role in the story was

o   For authors: contain a small summary of their life that you learned through research

¨  Should inform listeners on what that character/author taught us about history/humanity

       Some examples:

o   Did they teach us the roles of women at a certain time period?

o   Did they teach us about human nature, stages of grief, etc?

o   Did they teach about a civil injustice in our country or another?

¨  Should contain how that character would feel about their issue in present day (are they shocked to see racism is still a problem, that rights for women have come so far, etc.) This can tie into why it’s important that we still study the book in present day.

o   If the book takes place in present day, explain why it/the character is so noteworthy/relevant

¨  If your character was a symbol/allegory/etc., feel free to explain that in your monologue

Week 4 Reading Schedule

New Boy (the chapters listed on each day must be read before our class period on the days they are listed for)

7/10 Chapters 1-9 (pages 1-100)

7/11 Chapters 10-14 (101-142) (JOURNALS DUE THIS DAY)

7/12 Chapters 15-19 (143-191)

7/13 Chapters 20-24 (192-235)

7/14 Chapters 25-29 (236-282)

Week 3 Reading Schedule

Journals are due on 7/5 this week....click here to review journal guidelines.

A Long Way Gone (the pages must be completed before class on the date they are listed for)

7/3 pages 1-68

7/4 July 4^th No Classes

7/5 pages 69-125

7/6 pages 126-178

7/7 pages 179-218

Week 2 Reading Schedule

Journals are due on 6/26 this week.

The Great Gatsby (the chapters must be completed before class on the date they are listed for)

6/26 finish "A Raisin in the Sun"

6/27 Chapters 1-4

6/28 Chapters 5-6

6/29 Chapter 7

6/30 Chapters 8-9

Journal #1

Your first journal entry is due tomorrow, 6/23.

A Raisin in the Sun Reading Schedule

The scenes for each assigned day must be read by the beginning of our class on that day.

A Raisin in the Sun

6/21 Act 1 Scene 1

6/22 Act 1 Scene 2 AND Act 2 Scene 1

6/23 Act 2 Scene 2 AND Act 2 Scene 3

6/26 Act 3 (The rest of the play)

Due to the cancellation of classes on 6/19, you will have to finish this week's book and start next week's book over this weekend of 6/24-6/25.

2017 Grade 9 Weekly Reading List

*A detailed list will be posted for the pages due each day each Friday for the following week*

Week 1: A Raisin in the Sun

Week 2: The Great Gatsby

Week 3: A Long Way Gone

Week 4: New Boy

Weeks 5-6: Brothers and Keepers

Annotations

As you read:

• Circle unknown vocabulary words
• Underline/highlight powerful phrases or sections
• Record responses to ideas
• Record your reactions to sections
• Pose questions to clarify text meanings
• Pose questions to further class discussions

*Annotations can be done INSIDE of your books as I will be looking at your annotations to ensure you have read.

Journals

• One journal entry is due per week.
• Tuesday is the day journal entries are due by the start of your class period.
• Look at the “How to Write an Independent Reading Journal Entry” for guidance.

Click Here: How to Write an Independent Reading Journal Entry

2017 Summer Critical Literacy Syllabus

FAME Academy Critical Literacy

Summer 2017

Mr. Krupitzer

Course Description

At the Intermediate level students demonstrate their ability to read challenging, complex texts closely and cite multiple examples of specific evidence to support their claims.  They are able to recognize the interplay between setting, plot, and characters and provide an objective summary of a text apart from their own reaction to it.  They are adept at stepping back to compare and contrast different interpretations of a topic, identifying how authors shape their presentation of key information and choose to highlight certain facts over others. Students trace how an argument develops within a text and assess the validity of the evidence.  They make their reasoning clear to their listeners and readers and constructively evaluate others’ use of evidence while offering several sources to back up their own claims.  The use of vocabulary has developed to the point where they distinguish between denotative and connotative meaning and analyze the effect of specific word choice on tone.  As growing analyzers, students cite several sources of specific, relevant evidence when supporting their own point of view about texts and topics.  

Grading Procedure

Grades will be based on the percent of total points earned from class assignments, participation and effort.

Letter grades will be based on the standard grading scale:

                90 – 100% =   A            

                80 –  89%  =    B                            

70 –  79%  =    C

                60 –  69%  =    D

                50 –  59%  =    F

Attendance and participation in class are essential. Participation includes being in class on time, taking part in class discussions, and working on assignments productively. Homework will be assigned due to the rigorous and condensed nature of the course.

Assignments are to be completed on time. Late assignments will not be accepted. Grades will be posted at the middle and end of the course. Students are expected to stay one top of their assignments.

Assignments/Participation

Assignments will be turned in to the teacher in class or via Google docs; depending on where the students are to work on their assignment. The book that is being read is expected to be in class each day with the annotations that prove students have read.  Critical Literacy is a student driven course. Students are required to do the necessary work to drive this course forward. Journal entries are due once per week: at the start of class on Tuesdays.

Academic Integrity

Students are encouraged to help one another to enhance the overall learning experience. However, cheating, copying, and plagiarism, are all against school rules, and will result in an automatic zero for the assignment. This includes copying another student’s work and passing it off as your own, allowing another student to pass off your work as their own, having someone else complete an assignment, and finding work from the internet and passing it off as your own.

Class Expectations

Students are expected to bring their notebook, computer, pencil, homework and current reading book to each class. Students are expected to stay in a seat unless given permission to move in the classroom, and through our discussions of literature students are to listen and share in a respectful manner. Students are expected to share ideas and participate to ensure the class is modeled after student ideas.

Technology

As stated in the FAME handbook, cell phones are not permitted to be on or used during the school day. If you are caught using your cell phone, you will be asked to leave. Your laptop computers should be used for school purposes ONLY during class. Social media, cameras, and video are not permitted during class unless approved for academic purposes.

Final Assessment

Students will be receiving instructions for their monologue/wax museum project early this summer, so they can begin to plan accordingly. In short, students will be picking a character or author we have studied this summer, dressing up like that character/author, and writing, memorizing, and performing a monologue as that character/author. We will work on the actual monologues in weeks 5 and 6, and the plan is for students to create a wax museum on Family Day at the end of the summer. More information to come. The recitation of the monologues will be informal (in front of small groups, not large crowds). Also note that this is not an acting challenge. Students will be graded on the content/written monologue, not how they acted the role, however students must speak clearly and audibly. This project is being used to fulfill the speaking/listening standards for English Language Arts in Pennsylvania.

How to reach the teacher:

E-mail: fameacademy.literacy@gmail.com

Blog Addresses for course updates (updated daily)

Rising 7: famekrup7.blogspot.com

Rising 8: famekrup8.blogspot.com

Rising 9: famekrup9.blogspot.com