Short Stories

Explain how Sherman Alexie uses juxtaposition to characterize Junior.

Practice the systems and routines (vocabulary acquisition, annotation, independent reading) of the high school literature classroom.

Explain the techniques Alexie uses to reveal and develop theme.

Practice the systems and routines (same as yesterday, plus evidence-based writing) of the high school literature classroom.

Explain how the author uses specific diction to characterize the girls on p. 225.

Practice the systems and routines (same as yesterday, plus root study) of the high school literature classroom.

Explain how the author uses diction to reveal important information about characters, plot and conflict.

Practice the systems and routines (same as previous day's, plus vocabulary in context) of the high school literature classroom.

Explain how the author is using the central conflict and characters to develop the theme of identity.

Practice the systems and routines (previous routines, plus habits and expectations of rigorous discussion) of the high school literature classroom.

Explain how the author uses the characterization of Claudia, Mirabella, and Jeannette to further develop the conflict.

Explain how the author continues to develop theme in the final pages of the text.

Discuss the theme of identity and write a thematic statement about the author’s message in "St. Lucy’s".

Draft a written response to the prompt using brainstorming from day 8.

Explain how the author creates character and establishes conflict in the first four paragraphs of the story.

Explain how the author uses the story’s structure to convey theme.

Compare the authors' craft and the theme development of all three stories through discussion and writing.