Fri. Dec. 20 Unit three exam

Today, you wrote your unit three comprehension exam (M.C.).
Over the holidays you need to complete your independent novel study (it is due the first day back) and read Oryx and Crake.

Thurs. Dec. 19 Test prep and Horses

Today, you presented your findings on personality for your characters from the play Girl Who Loved Her Horses. We put the information up on the board and discussed how this then could be used to create an essay.
I then gave you an excerpt from the play Monkeyshines. You were to read this actively and then answer the questions. I then marked them as you finished to give you some indication of how you will do tomorrow.

Wed. Dec. 18 Characterization Play

Today, you continued to work on your group project involving characterization (STEAL) of a character form the play Girl Who Loved Her Horses. I also reminded you all to get Oryx and Crake out from the library; in addition, I handed out a short story entitled "Jezebel Jessie" as comprehension practice for Friday's exam.

Tues. Dec. 17 Play

Today, you were given a group assignment to complete which involves locating evidence on characters (STEAL) and then applying the trait to them based on this. You will have today and tomorrow to complete this. You will then have your unit exam on Friday.
I also haned out a test prep sheet for Friday's exam and reminded you again to get the novel Oryx and Crake from the library as your holiday reading. This is in addition to the independent novel study that you must complete for the first day of classes after the break.

Mon. Dec. 16, 2013 Drama reading cont.

Today, we read the rest of the play The Girl who Loved her Horses. I then worked with the students to determine the purpose of the play. In order to to this, we first brainstormed possible topics. The list we came up with is as follows:

Possible Topics:
* friendship                      * play                   * change                        * relationships
* abuse                             * imagination       * creativity                    * government intervention
* community                    * loyalty               * loneliness                   * love
* childhood                      * horses                * empowerment

I then instructed you to cross out the topics that might not be that important, in order to arrive at the ones that might help us understand purpose. Your list then was shortened to these choices:

* friendship                                         
* abuse                                                        
* empowerment
* loneliness

I then helped you arrive at a purpose statement using these topic words of your choosing. Keep in mind that not all of you might think that the purpose created is the one you would choose. You don't have to. What we are creating here is actually a thesis (an opinion about what the purpose is) that you should be able to support with evidence:

In the play Girl Who Loved Her Horses, the author, Drew Hayden Taylor, is trying to make the reader understand that having a sense of empowerment can keep a person who is in a difficult situation grounded and hopeful. It is almost as important as friendships for overcoming or managing obstacles, such as loneliness or abuse.

One I might have used which also used topic words is as follows:

In the play Girl Who Loved Her Horses, the author, Drew Hayden Taylor, is trying to make the reader understand that childhood experiences such as abuse, loneliness and relationships,can alter one's view on life or even dramatically change their personality.

Notice that, in neither of these cases, are we using the play itself. I could simply remove the information about the author and play and I would have a statement that could be applied and supported by evidence from other experiences, such as my own, or from observations outside the scope if this play.

I then allowed you the rest of this time in class to answer the questions you were previously provided for this play. These are due tomorrow.

I also stressed that you need to get Oryx and Crake out from the library and read it. You also need to get your independent novel study completed for hand in on the day you return after the winter break. You will also have a drama comprehension test on Friday. If you are not going to be here, make arrangements with me to write it earlier.

Thurs. Dec. 12 Horses cont

Reminder at the start of class: You will have to have your independent novel study completed and handed in on the first day back from the winter break.
Reminder at the start of class: The novel we will be addressing in class is Oryx and Crake, by Margaret Attwood. Please get this from the library and read it (while we will work on this after the holidays, some of you are slower readers, so you want to start reading this now).

Today, we read up to Scene 7 (Page 109) of Girl who Loved Her Horses by Drew Hayden Tayler.
I introduced the following terms as we read:
* Empathy: feeling emotions for others.
* Apathy: not feeling emotions for others.
* Disdain: Unworthy of respect
* Resigned: accepting of one's position in life when it is not all that great.
* Alter-ego: Opposite of our own identifiable characteristics.
* Oblivious: Unaware
* Cliche: An overused expression that loses its power from overuse.

Fri Dec 13 Girl who Loved her Horses

Today, we read up to the last page of the play Girl Who Loved her Horses. We will finish it on Monday. I also handed out a sheet on direct and indirect characterisation.
I also discussed the following terms in relation to the play:
* Explicit: Revealing; stated outright/ literay. No thinking involved.
Implicit: Not stated outright? figurative: must look deeper to find the answers
Monosyllabic (words): words with only one syllable
Antonym: words that have the direct opposite meaning.

Wed. Dec. 11 Drama

Today, I introduced the play we will be reading called Girl who Loved Her Horses. I gave you a sheet on how to read scripts, questions to answer while reading, some information on what the director's notes indicate, a biography on Drew Hayden Taylor, and then assigned roles.
We read up to page 102, right near the bottom of the first column, after Shelleys says "Ralph, are you okay?".

Tues. Dec. 10 Unit 2 Exam

Today, you wrote your Unit 2 exam. Tomorrow, we will start working on Unit 3, which will encompass a dramatic reading "Girl who Loved Horses".

Mon. Dec. 9 Unit in class essay

Today, you wrote an in-class essay on Unit 2. If you were not here, you will need to arranged to write it at a different time this week. I am available from 7 am on, at lunch on Wednesday and Friday, and after school Tuesday thru Thursday.

Fri. Dec. 6 Test Prep

Today, I gave you some information on the exams you will have next week. The essay exam is on Monday, and the Multiple choice, comprehension exam is on Tuesday. I then gave you a half an hour to work in groups to review the texts. The notes I provided on the board are as follows:

Tests Next Week

 

Essay will have to do with the commonalities between the texts we have studied:

 

“The Lamp at Noon” by Sinclair Ross

“The Painted Door” by Sinclair Ross

“A Field of Wheat” by Sinclair Ross

“Sisters” by P.K. Page

“1956: The Ambition of the Eldest Son” by Dale Zieroth

 

Choice between three questions:

1.      Commonalities of Canadian themes in two texts

2.      How setting impacts two of the texts

3.      How relationships impact two of the texts

 

If you want a great mark, include quotations as part of your evidence!!!!

 

The Multiple Choice Exam (Tuesday)

 

·         Three texts (two poems; one short story)

·         Active reading (as much as time will allow)

·         Process of elimination on questions

·         All stylistic devices and how to apply them

·         Parallelism, tone, irony,

Thurs. Dec. 5 Test prep

Today, I explained that, when writing, you need to be sure that what you are putting down is possible, probable and plausible (more than likely).
I then gave you a handout on essays and added a couple of points on what to not do in an essay (don't state the genre in the body paragraphs).
I also explained that you will be writing an in-class essay on Monday in which you have to make connections between two of the five texts we have worked with in this unit. More details will be given tomorrow.

Wed. Dec. 4 Poetry analysis

Today, I did a check to ensure that you had answered the questions to the poem "1956: Ambition of the Eldest Son". Those who hadn't completed the assignment as required worked in the tutorial and joined us when they were finished.
The rest of you were broken into groups of three (and one group of four) to discuss your answers and reach consensus. When you acheived this, I then had groups join together to discuss their answers so that there were two big groups in the room. I then instructed each group to choose a person to write their answers on the board. We then discussed the answers which, except for the last one, were all the same (and correct).
You don't have any homework tonight. For tomorrow, ensure you have the short stories and poems that we have been reading in your possession as I will be preparing you for your exams, which will be next week.

Tues. Dec. 3 Poetry Analysis

Today, I did a homework check to ensure you had actively read the poem "1958: Ambition of the Eldest Son". We then discussed it as a class (analysis). I then gave you the questions to answer. This is to be completed for class tomorrow so we can do group discussion.

Mon. Dec. 2, 2013

Today, you were given your answers for "Sisters" by P.K. Page back, put back in your initial pairings, and then instructed to form a group of four with another pairing. The only condition was that you couldn't have the same symbol on the top of your pages (I did this so students wouldn't have the same answers to discuss). You then were given ten minutes to discuss the answers and reach consensus on which answers were right, based on the reasons you came up with. You were then joined up with another four-person pairing to see if you could reach consensus. After this, I had one person from each group come to the board and write down the agreed upon answers so we could see if we had class consensus or answers needing further discussion. I then gave you the answers.
After this, I gave you the poem "1956: Ambition of the Eldest son" to analyse (using the steps you were provided for the poem "Sisters") for tomorrow's class.

Fri. Nov. 29 Questions Analysis "Sisters"

Today, you were given the questions to answer for the poem "Sisters" by P.K. Page.
I instructed you to pair up with someone of the opposite gender (we had an evenly matched group today), sit away from others, have one of you read the poem out loud while the other read along, and then gave you the questions to answer. To answer these, you had to use process of elimination. They were due at the end of class. For those who were absent, I placed them in your portfolio. Many of you gave me notice that you weren't going to be here so I gave yout he questions in advance. Thank you.

Thurs. Nov. 28 Analysis of "Sisters"

Today, we discussed the poem "Sisters" by P.K. Page and analyzed it as a class. I then asked you to answer three questions:
*

• Compared to when we started, did reading the poem over and analyzing it make it understandable?
• From this poem, what have you learned about the relationship between siblings?
• Based on your own experiences, do conflicts such as this occur between siblings? Explain.

These are due for tomorrow.

Wed. Nov. 27 Catch up and poetry analysis

Today, you were given most of the time to complete the rest of the "Lamp at Noon" major activity from last week.
I also discussed and handed out a sheet on "How to Read Poetry." This almost mirrors the "how to read's of other texts, with the addition of stanza, line, end-rhyme and shape awareness activities.
Finally, I handed out the poem "Sisters" by P.K. Page (pasted below). You are to actively read this for tomorrow's class.

Sisters

 

These children split each other open like nuts,

break and crack in the small house,

are doors slamming.

Still, on the whole, are gentle for mother, take

5          her simple comfort like a drink of milk.

 

Fierce on the street they own the sun and spin

on separate axes

attract about them in their motion all

the shrieking neighbourhood of little earths,

10        in violence hold hatred in their mouths.

 

With evening their joint gentle laughter leads

them into pastures of each others eyes;

beyond, the world is barren; they contract

tenderness from each other like disease

15        and talk as if each word had just been born -

a butterfly, and soft from its cocoon.

 

P. K. Page

Contemporary Canadian poet

Tues. Nov. 26 Test Review Literary Devices

Today, we finished discussing the answers for "A Field of Wheat." We then discussed literary devices. I instructed you to pull out your "Stylistic Devices" sheet and then we, as a class, located all the devices we could find in a sentence I provided you (highlighting the device and then writing what it is in the margins with a line to connect it). I then instructed you to complete the other eight sentences on your own or with a partner. These are due at the start of class tomorrow. If you were not here, these are in your portfolio.

Mon. Nov. 25 Test Prep Field of Wheat

Today, you were to have your answers for the short story "Field of Wheat" completed for discussion. If you were finished, you were put into groups of three or four to discuss the answers. We then discussed the answers on the board in an attempt to reach consensus.

Friday, Nov. 22 Test Review

Today, you wrote a reflection on how well you read your test in terms of active reading expectations. I then handed you out the questions to answer using process of elimination and modeled this approach on the first two questions. I then instructed you to pair up and, using the steps as indicated, answer the questions. You are to have these completed and handed in (separately) for Monday.

I have pasted the questions below:

III.       Read the excerpt from "A Field of Wheat" on pages 4 to 7 of your Readings Booklet and answer questions 15 to 25.

 

15.       John ' s dominant quality is his

 

A.        vitality

B.        wisdom

C.        strength

D.        compassion

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

           

16.       Which statement is an illustration of irony?

 

A.                "He was a fool for work, John." (lines 9-10)

B.                 "For the wheat allowed no respite ." (lines 21-22)

C.                 "They were only poor, taunted , driven things ; it was the wheat that   was

            invincible ." (lines 24-25)

D.                "She was suddenly as far above the desolation of the storm as a little while ago

 she had been abject before it." (lines 129-130)

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

17.       In context, the statement "She had loved John, for these sixteen years had

stood close watching while he died" (lines 36-37) implies that John has

 

A.        destroyed his health

B.        given up the struggle

C.        stopped loving his wife

D.        lost his intensity of spirit

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

18.       Martha's statement "It was the children now" (lines 46-47) implies that

 

A. the children have suffered too much

B. she and John are worried about the children

C. the children have become her major concern

D. the farm income is to be given to the children first

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

19.       Which quotation illustrates Martha's MAIN response to past crop failures?

 

A.        He had had his share of failures and set-backs, if ever a man had,

twenty times over." (lines 17-18)

 

B.        ". . . hope climbing, wish-patterns painted on the future." (line 31)

 

C.        "Go on in bitterness and cowardice, because there was nothing else but

going on." (lines 34-35)

 

D.        "John was gone, love was gone; there was only wheat." (lines 39-40)

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

 

20.        word "craven " (line 80) means

 

A.        impatiently

B.        cautiously

C.        unhappily

D.        cowardly

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

21.       In which quotation is foreshadowing evident?

 

A.                "He had had his share of failures and set-backs." (lines 17-18)

 

B.                 "... what would she be like in a few years?" (lines 52-53)

 

C.        "... the hush over everything was like a raised finger, forbidding her."

(line 60)

 

D.        "As she spoke there was a sharp, crunching blow on the roof."

(line 81)

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

22.       The reference to "waste of life" (line 135) suggests an attitude of

 

A. futility

B. hostility

C. rebellion

D. indifference

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

23.       The image that conveys the lessening of hope for a good crop is found in

 

A.        "suddenly a bewildering awareness that the light was choked"(lines 61-62)

B.        "like a weapon that has sunk deep into flesh" (line 82)

C.        "an isolated straw standing bolt upright in headless defiance"(lines 105-106)

D.        "how find the throat of a cloud" (lines 144-145)

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

 

24.       In the course of the entire excerpt, Martha's attitude toward John undergoes

a change from

 

A.        hate to love

B.        hope to despair

C.        apprehension to condescension

D.        disillusionment to understanding

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

25.       Martha's outlook is ultimately one of

 

A.        fear

B.        anxiety

C.        resolve

D.        expectation

 

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

Not ______ because: ____________________________________________________________

It is ______ because: ____________________________________________________________

 

Thurs. Nov. 21 Test Review Field of Wheat

Today, we reviewed one of the short stories form your exam "A Field of Wheat" by Sinclair Ross. I gave you the steps to actively reading an exam (analyze title; highlight relevant information, unknown words, figurative language; paraphrase in as few a words as possible). I then broke down the story with you and we did the active reading task together. I then handed out your Readings Booklet from the exam for you to look at. You are to bring it in tomorrow for further reflection.

Wed. Nov. 20 Lamp at Noon

Today, we continued working on the major questions for the short story "Lamp at Noon" by Sinclair Ross. These will  not be due until the end of class on Thursday.
Tomorrow, we will be taking a bit of a detour. I want to go over the exam that you wrote on November 5. We will actively read one of the texts and discern it; we will then look at some of the questions critically.

Tues. Nov. 19 Lamp at Noon

Today, we discussed what is meant by concrete images, figurative language, and then changed errors of language present in the copy of "The Lamp at Noon" that you were to have actively read for today.
I then gave you a sheet of stylistic devices and the questions for "The Lamp at Noon." These can be completed in pairs and will be taken in as a major assignment. If you were not here, they are in your portfolio. Come and speak with me and I will explain.

Mon. Nov. 18 Lamp at Noon

Today, we discussed the topics found in "The Painted Door" and then discussed Sinclair Ross. I then gave you the short story "The Lamp at Noon" to read actively insisting you follow the sheet on how to read actively which has been provided to you.
You will find that many of the topics present in "The Painted Door" are also present in this short story:
Topics include communication, isolation, weather, loneliness, hopelessness.

IF YOU WERE NOT HERE: You can locate the story that you need to read online.
Just type "The Painted Door" by Sinclair Ross into Google and it should be the first one that opens.

Fri. Nov. 15 The Painted Door

Today, we finished watching the NFB version of this short story. You were then given a paired activity to complete. In doing so, one of the tasks was to identify if there are stock characters in this piece of writing. You need to define this in order to do it. If you were not here, the work is in your portfolio.

Thurs. Nov.14 Painted Door

Today, you did a timed writing activity which was a summary of "The Painted Door." We then discussed how to write a timed summary that can also be used as part of the introductory paragraph of an essay.
We discussed the story briefly, and then watched the National Film Board video of it. We did not finish it so we will do so tomorrow.
You also handed in your answers for the short story.

Wed. Nov. 13 The Painted Door

Today, I went around the room to check and see whether students were using activing reading skills as instructed. This was then discussed.
Students were given questions yesterday to answer on the short story "The Painted Door." These are to be completed for tomorrow. They must also cite the page number and paragraph where they found this information.

Tues. Nov. 12 Painted Door

Today, you were to have actively read "The Painted Door." If you did not, I will be checking again tomorrow to see that you are attempting to meet this objective.
I then gave you a more concrete handout to explain your independent novel study expectations (in your portfolio if you were absent).
I then gave you another citation sheet to explain MLA. Please refer to page 5 as there is information there about how to cite a page number and a paragraph when instructed.
I then gave you questions ot answer for the short story "The Painted Door." I want these questions answered in point form, but I also want you to cite the parge and paragraph where this information is found (if relevant). The questions are not due for tomorrow, but for Thursday.

Fri. Nov. 8 The Painted Door

Today, I discussed Themes with you as well as Canadian themes (you recieved a handout. If you were not here, this is in your portfolio). I also gave you a handout on active reading (also in your portfolio). I then introduced the short story "The Painted Door" by Sinclair Ross.If you were not here on Friday and want to stay caught up, you can find this story by doing a good search (type "The Painted Door short story" into Google and click on the first or second PDF. Print it out and actively read it).

I have pasted an abridged version of active reading skills below that you are to use when reading this short story (agian, it is in your portfolio... this is here for those who are absent but want to be prepared for Tuesday).

Active Reading Steps

Any time you are given something to read that you are able to mark up, you need to. Let the tree die for a cause.
The steps below are to be used for all reading activities (you will have to tweak them if you are actively reading something that you can't mark up; instead of marking the book, you will have to jot the information on a separate sheet of paper).
These WILL work you your independent novel study.

1. Analyze the title (jot down one or two words beside it: this is a "before" reading activity.
2. Ub tge exposition, highlight the five Wa (who, what, where, when, why, how) as well as other details that seem relevant to understanding the story.
3. Paraphrase each paragraph or sequence of dialogue in one or two words (on the side of the paragraph if you can mark up the page; on a sheet of paper if it is a text you can't mark up).
4. Highlight (or write down) unknown words. Define them in your own words once you have looked them up.
5. Highlight literary terms (or write down); define the type of device used and then, if relevant, explain the literal meanining.
6. Once read, jot down all the possible topics/subjects of the text.
7. Once read, determine the theme of the story.
8. Once read, write down a three sentence overview of the story: In the (text type) (text title) by (author's name), we are introduced to (main character(s)) who (state what their struggle is).  Follow this one sentence up with two more that explain what happens at the beginning, middle and end - again, make it relevant.
9. Create five relevant questions that were n ot answered in the text but are important to understanding the story or the situation. The answers are not to be simple "yes/no" ones and the questions should be plausible.

Thurs. Nov. 7 Elements of Short Story

Today, we worked on note-taking skills using the following to introduce short stories.

The Elements of the Short Story

 

A short story is a brief work of fiction that can usually be read in one sitting.  Short stories generally focus on one or two main ideas.  They are works of prose (everything BUT poetry) which usually deal with a single conflict and a single theme.  When all of the elements of the short story genre (i.e. plot, setting, character and theme) work together to communicate this theme, the story is said to have unity (when everything works together).  Since stories tend to be brief (relative to novels and plays), they have few characters, only one main character, and no sub-plots.

 

 

 

 

 

 

1.      Plot:  The chain of related events that make up a story.

a.      Exposition – the opening of a short story frequently provides background information that the reader needs to know.  It introduces the characters and situations, describes the setting, and may recap important events that occurred before the action of the story.  (The story’s conflict may also be introduced). Contains the initial five Ws.

 

b.      First Complicating Incident (initial incident) – this starts the Rising Action because it is the first indication of conflict or trouble.

 

c.       Rising Action – this is where the story progresses, the chain of events becomes more complex, the actions and feelings of the characters intensify as their problems become more complicated, and it creates a desire in the reader to find out what will happen next.  This is the main action or plot and is developed through:

 

1.      Conflict – one or more major problems in the story

 

2.      Suspense – the tension or excitement in a plot

 

3.      Motivation – why do the events occur?

 

4.      Plausibility – believability; lifelike

 

5.      Point of View – through whose eyes is the story presented?

a.      Omniscient – the story is told by the author, using the third person, and his/her knowledge and prerogatives (choices) are unlimited.  The author describes the thoughts and feelings of any or all the characters.  He/She knows all, and can tell as much or as little as he/she pleases. (God-like… or… Santa Claus!!!!!).   

b.      Limited Omniscient – the author tells the story in the third person, but is told from the viewpoint of only one character in the story (either a major or minor character).

c.       First Person – a character in the story tells it from his or her own point of view using “I” and “we” (either a major or minor character).

d.      Objective – an outside observer describes what he or she sees and hears.  With this point of view the reader is placed in the position of a spectator at a movie or play.  It is like a newspaper reporting.  The narrator does not know the characters’ thoughts and feelings.

 

d.      Climax – when the intensity of the story reaches a peak, a turning point in the action usually occurs.  The climax of a story usually involves an important event, decision, or discovery that affects the final outcome.  It is an emotional highpoint and the complication builds up to this climax.  It is usually near the end of the story, novel, play, movie, etc. Moment of highest intensity!!!!!

 

e.      Falling Action – Following the climax, the intensity of the story may decrease.  The falling action describes the results of the major events as the action winds down.  This explanation and/or unraveling of the plot is usually very brief. If it’s not there, the story is a cliffhanger.

 

f.        Conclusion/Resolution – this is the actual ending of a story.  In this section, any loose ends are tied up and any remaining questions are resolved.  It is often blended in with the Falling Action.

 

2.      Setting:  The time and place of the story (plot).

a.      Mood and Atmosphere – the ‘feel’ of the story that the writer creates in the reader through carefully selected details and words.  It is often set in the opening paragraphs.

 

b.      Local Colour – the proof of locality.  Things that are peculiar to a certain setting. (E.g. Speech, dress, food, animals, plants, geography, names, customs, etc.)

 

3.      Character:  The people, and sometimes animals, in the story.

a.      Dynamic or Round – these characters are complex (many sided), and they grow and change throughout the story (usually a main character).

 

b.      Static or Flat – these characters can be characterized by one or two traits, summed up in a sentence, and they do not change throughout the story.  Static characters are the same sort of persons at the end of the story as they were at the beginning.

 

c.       Protagonist – the main character in the story.  The plot is the series of closely related events which happen to the protagonist.

 

d.      Antagonist – the character working against the protagonist.  The antagonist may be another person or persons; it may be nature; or it may be the main character’s environment.  These are external conflicts.  Or the character may be between warring elements within the main character’s mind, such as the struggle between honesty and greed.  This is called an internal conflict.

 

e.      Characters are revealed through:

                                                              i.      What they say (words).

                                                            ii.      What they do (actions).

                                                          iii.      What is said about them by the author or by other characters in the story.

 

4.      Theme:  The central, dominating, unifying idea in a story.

a.      Themes can be morals.

b.      Themes usually arise out of characters and symbols.

c.       Not all stories have ‘great’ themes.  An author’s purpose may be simply to entertain.

d.      As readers, we do not have to accept the author’s theme, only to recognize it.