The laptops in the library have been booked for you for Thursday and Friday's class. As I explained to you on Wednesday, your task is to write a story of around 300 words based on a primary source document that you find on-line.
Step 1
Pick your revolution
American revolution
French revolution
Industrial revolution
Step 2
Find a primary source document from a web site. The site linked below has primary source documents for the English Industrial Revolution. Look through it to get a sense of the types of things that are considered primary documents. Be patient with the site below, some of the links are out of date and will give you a "file not found" message, but many still work.
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm#docs%20A good way to do a search would be to type: primary source documents french revolution
(be warned, that text documents will be in French; however you can still use photos).
Step 3
Take at least one page of Cornell Notes about your revolution. Take notes related to your primary source document.
Step 4
Plan your short story. You must do a plan on paper. It will be collected with your story. Use the first two "pages" from the web site below to help guide you through the planning of your story.
Step 5
Write your 300 word story related to the primary source document that you located. Include a copy of the primary source document.
I returned the song/poem reviews today, and then we went through the types of errors I noticed in the analysis that you did. My main focus in the poem/song review was to identify: spelling errors, capitalization errors and run-on sentences. We completed a practice edit sheet on capitalization and run-ons. There will be a quiz on these two types of errors tomorrow. Normally the good copy would be due on Thursday or Friday, but because I am away at a workshop both days, it is due (with the draft and rubric and comment slip attached) on Monday, November 23.
For the remainder of the class we took a look at the three types of irony and tried out Plickers. It worked quite well, but I think I mixed the questions up somehow! We will try it again tomorrow.
Monday
After a little fun with anagrams of names, we wrapped-up our look at the short story "Grateful." In pairs we considered the story in terms of its purpose (to entertain, to teach, to offer a message); its intended audience (young adults due to the topics, characters, and word choices); the form (a short story, told in chronological order, with all the standard elements of plot and 1st person point of view); features (foreshadowing, irony, non-realistic fiction elements). At the end of the class we discussed theme and wrote a theme statements for the story on recipe cards accompanied by a quote from the story.
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