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Harrison Bergeron” (Common Lit)

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Harrison Bergeron” (Common Lit) LAKE CORMORANT HIGH SCHOOL ENGLISH 9 TERM 4 WEEKS 3-4 Week 1: April 20-24 Week 2: April 27-May 1 HOW TO SUBMIT YOUR WORK Students, You will be required to submit your work to your teacher for grades. There are several different ways you can do this. Whichever way you choose to submit your work, please make sure YOUR NAME, YOUR TEACHER’S NAME, YOUR GRADE LEVEL, and YOUR SUBJECT is on anything you turn in. Work may be submitted through one of the following ways: 1) Take a picture of your work and email it to your teacher. 2) Take a picture of your work and have your parent/guardian send it to your teacher through SchoolStatus. 3) If your teacher has created a Microsoft Teams account for your class, you may submit work there. 4) School Drop Box – LCHS will have a drop box to submit physical copies of your work. This drop box will be available Tuesdays – Thursdays from 11am to 1pm. Suggested Schedule For gifted and accelerated classes, please note that in addition to the following schedule, you are still required to read a book of your choice and complete a dialectical journal. Week 1 April 20, 2020 • Journal • Read “Why Teens Like Dystopian Fiction” and complete quiz at the end (Common Lit) April 21, 2020 • Journal • Begin reading “Harrison Bergeron” (Common Lit) April 22, 2020 • Journal • Finish reading “Harrison Bergeron” (Common Lit) April 23, 2020 • Journal • Complete the quiz at the end of “Harrison Bergeron” (Common Lit) April 24, 2020 • Journal • Begin working on “Harrison Bergeron” inference chart Week 2 April 27, 2020 • Journal • Finish “Harrison Bergeron” inference chart April 28, 2020 • Journal • Begin “Harrison Bergeron” literary elements chart April 29, 2020 • Journal • Complete “Harrison Bergeron” literary elements chart April 30, 2020 • Journal • Begin “Harrison Bergeron” writing prompt May 1, 2020 • Journal • Finish “Harrison Bergeron” writing prompt Assignments Due at the End of the Two Weeks 1) Completed “Why Teens Like Dystopian Fiction” quiz on Common Lit 2) Completed “Harrison Bergeron” quiz on Common Lit 3) Completed “Harrison Bergeron” inference chart 4) Completed “Harrison Bergeron” literary elements chart 5) Completed “Harrison Bergeron” writing prompt Journal Entries COVID-19 Journal Instructions You will be keeping a daily journal of what it’s like being alive at this pivotal time in history. Why? These journal entries could go on to be primary sources later! Think about all the teenage journals/writing that have shed light on important eras in history: Anne Frank, Malala Yousafzai, Ishmael Beah, etec.. Plus, you will definitely want these later when you’re older and our world goes back to normal. Trust me on this one : ) How? Once a week, I want you to turn in four journal entries from life in social isolation. They can be four days in a row, they can be spaced out, they can be weekdays or weekends, but I would like for them to be on four different days because, as you’ve seen, things can change a lot in 24 hours! 4 journal entries are due on Wednesday of each week. You could always do more than 4 entries, but 4 is the minimum. Each entry should be at least a paragraph. Include things like: ! How you’re feeling—take this time to really check in with yourself. Are you scared? Anxious? Calm? Restless? Motivated by a new adventure? Are you wrestling with several feelings at once? ! How you and your family are spending your time on a daily basis. Don’t feel pressured to share more than you want, but with what you do share, be specific! What you may think as boring or inconsequential might be a super interesting detail later. ! Any changes you’re noticing in yourself or the world around you. It’s a good idea to look back at earlier journal entries before writing a new one and compare outlooks. What’s different since you last checked in? COVID-19 Journal Format Date: Days in quarantine: Time: (Write here) Remember, good memoir writers: ● SHOW instead of TELL. Don’t tell us “I’m really, really, really bored”-- show us “I’ve dusted every surface in my room, cleaned my windows, and trimmed my dog’s eyebrows. Twice.” ● Avoid cliches (or overused expressions) in their writing. ● Let their personality shine in their writing. This includes interjections, honest thoughts, sarcasm, humor, opinions, the works. Unlike with formal academic writing such as research papers, now’s the time to let loose with your creativity and personality! ● Talk a lot about their inner landscape (thoughts and feelings) and their reactions to situations. It’s not all “this happened, then this happened,” but more “this happened—here’s what I think about it, here’s how my sister reacted, here’s how I’m processing it.” ● Use physical description to communicate emotion. Show us Mom’s raised eyebrows when you tell her you burned the banana bread after she warned you three times to check on it. Show us Grandma’s furrowed brow while she’s concentrating to figure out how to use FaceTime. Show us pressure building up in your throat instead of feeling like you’re about to cry. A phrase I’ve heard writers ask themselves is, “Where do I feel this thought/feeling in my body?” ● Think about their audience while they’re writing. Right now I’m your audience, but while you’re writing, think about what you’d want someone years from now to understand about this time. That can help guide your writing to be more informative. Name: Class: Why Teens Find The End Of The World So Appealing By Elissa Nadworny 2017 Dystopian 6ction has become an extremely popular genre amongst teenagers. This genre usually focuses on a world where life is unpleasant or bad because of certain social or political structures. As you read, take notes on what teenagers like about dystopian 6ction. [1] The plots of dystopian novels can be amazing. A group of teens in Holland, Mich., tells me about some of their favorites: In Delirium by Lauren Oliver, Love is considered a disease. Characters get a vaccine for it. In Marissa Meyer’s Renegades, the collapse of society has left only a small group of humans with extraordinary abilities. They work to establish justice and peace in their new world. "Girl reading book - where the world ends" by Annie Spratt is licensed under CC0 Scott Westerfeld’s Uglies is on everyone’s favorite list. The plot goes like this: Everyone wants to be pretty. And on their 16th birthday, they can be surgically altered to be a “pretty.” During the surgery, however, lesions1 are put on their brains. These can cause illness, or hinder your thinking. If characters get an important enough job later on, they get those lesions removed. The teens explaining these books are sitting around a table at the public library in the idyllic2 west Michigan town. Tonight the book club is meeting to talk about House of The Scorpion by Nancy Farmer — the gathering is part of the library’s young adult programming. [5] Even though the Lyer advertises this book as dystopian, there’s some dissent3 around that (at a dystopian book club, this distrust of “the adults and their Lyers” is no surprise.) After a brief plot description (there’s a drug lord, clones and, of course, a rebellion against the status quo),4 Taylor Gort, 17, starts things oN: “It’s a question of how many ethics rules are you willing to break,” she says, referring to the book’s main character, El Patrón. Amanda Heidema, the librarian leading the discussion, nods her head, “I mean, is making a clone ethical?” There are a few beats of silence before Will Anderson shakes his head: “No, I don’t think it is.” 1. a wounded region in an organ or tissue 2. Idyllic (adjective): extremely happy, peaceful, or appearing perfect 3. Dissent (noun): diNering opinions or disagreement 4. the current state of things 1 The conversation goes on for nearly an hour — Lowing from clones, to whether or not manipulation is evil, to how screwed up adults are (can you believe they think this book is dystopian? It’s not.). That last one — how messed up grownups are — it’s a hallmark of dystopia, especially in the young adult genre. When I ask the group why they think these types of books are so popular with teens, they tell me it has a lot to do with relatability. [10] “There tends to be a common teen-angst thing, like: ‘Oh the whole world is against me, the whole world is so screwed up,” Will explains. Teenagers are cynical,5 adds Aaron Yost, 16. And they should be: “To be fair, they were born into a world that their parents kind of really messed up.” Everyone here agrees: The plots in dystopia feel super familiar. That’s kind of what makes the books scary — and really good. Think of it like this: Teen readers themselves are characters in a strange land. Rules don’t make sense. School doesn’t always make sense. And they don’t have a ton of power. “Their parents impose curfews, and no one lets them drive unless they are ready or not,” says Jon Ostenson, who studies young adult dystopian literature at Brigham Young University in Utah. He published a paper on the subject in 2013, for which he spent months reading YA dystopia. “I had to take a break for quite a while — unfortunately there’s not a lot of utopian Kction to balance that out.” [15] In dystopia, he says, “Teenagers see echoes of a world that they know.” These books don’t always have a happy ending, and they’re all about choices and consequences.
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