Teacher: StaffordEnglish 7: Weekly Lesson Plans

Week of: Sept 9-13, 2013

Unit 1: ConflictUnit Theme: Life is Not Fair Does Every Conflict Have a Winner?

Monday Tuesday Wednesday Thursday Friday

Writing: Summative: Essay which answers 4 Thematic Questions for this unit using textual evidence from each literary work.

Formative: Guided Literary Analysis essay

Higher Order Questions:Does every conflict have a winner?

Higher Order Questions:Does every conflict have a winner?

Higher Order Questions:Does every conflict have a winner?

Higher Order Questions:Does every conflict have a winner?

Higher Order Questions:Does every conflict have a winner?

Overarching Theme: Life is Not Fair

Overarching Theme: Life is Not Fair

Overarching Theme: Life is Not Fair

Overarching Theme: Life is Not Fair

Overarching Theme: Life is Not Fair

Thematic Questions: 1. How do we measure

whether life is fair or not? 2. How much of our fate is

determined by luck?3. What control do we have

over unfair circumstances?4. How can we make life

worthwhile even though it seems unfair?

Thematic Questions: 1. How do we measure

whether life is fair or not?

2. How much of our fate is determined by luck?

3. What control do we have over unfair circumstances?

4. How can we make life worthwhile even though it seems unfair?

Thematic Questions: 1. How do we measure

whether life is fair or not?

2. How much of our fate is determined by luck?

3. What control do we have over unfair circumstances?

4. How can we make life worthwhile even though it seems unfair?

Thematic Questions: 1. How do we measure

whether life is fair or not?

2. How much of our fate is determined by luck?

3. What control do we have over unfair circumstances?

4. How can we make life worthwhile even though it seems unfair?

Thematic Questions: 1. How do we measure

whether life is fair or not?

2. How much of our fate is determined by luck?

3. What control do we have over unfair circumstances?

4. How can we make life worthwhile even though it seems unfair?

This week’s Greek Roots & Prefix: geo, gon, graph, hemi

Standard(s)/ Objectives/ Indicators: RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL7.1: Engage effectively and follow rules in collaborative discussions. RL7.4: Determine meanings of words and phrases as they are used in texts, including figurative meanings.

Standard(s)/ Objectives/ Indicators: RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of text.

Standard(s)/ Objectives/ Indicators: RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot.)

Standard(s)/ Objectives/ Indicators: RI7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Standard(s)/ Objectives/ Indicators: W.7.9: Draw evidence from literary or informational text to support analysis, reflection, and research. W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Bell Ringer: SSR-Students will read silently for the first 20 minutes of class. Afterwards, they will write a 1-

Bell Ringer: SSR-Students will read silently for the first 20 minutes of class.

Bell Ringer: SSR-Students will read silently for the first 20 minutes of class.

Bell Ringer: SSR-Students will read silently for the first 20 minutes of class.

Bell Ringer: SSR-Students will read silently for the first 20 minutes of class.

Academic Vocabulary Focus: attitudechallengecommunicationconflictoppositionoutcomeresolutionunderstanding

Grammar/LanguageFocus:

CapitalizationPunctuationSpellingNoun/PronounsAdjectivesAdverbs

Check for Learning Assessment: Literary Analysis essay

2 sentence summary of what they read and be prepared to discuss with class.

Afterwards, they will write a 1-2 sentence summary of what they read and be prepared to discuss with class.

Afterwards, they will write a 1-2 sentence summary of what they read and be prepared to discuss with class.

Afterwards, they will write a 1-2 sentence summary of what they read and be prepared to discuss with class.

Afterwards, they will write a 1-2 sentence summary of what they read and be prepared to discuss with class.

Vocabulary: geo, gonTeacher will provide the definition for each Greek root. Students will then draw a visual to represent each root and write 5 words that include each root. IF students cannot finish within the allotted time, they will complete at home.

Vocabulary: graph, hemiTeacher will provide the definition for each Greek root. Students will then draw a visual to represent each root and write 5 words that include each root. IF students cannot finish within the allotted time, they will complete at home.

Vocabulary: unctuous, ineffablyTeacher will provide the definition of each word. Students will then fill in a Freyer model for each word in which they will, for each word, draw a visual, find two examples, and two non-examples.

Vocabulary: Taken from student reading. Students will then fill in a Freyer model for each word in which they will, for each word, draw a visual, find two examples, and two non-examples.

Vocabulary: Taken from student reading. Students will then fill in a Freyer model for each word in which they will, for each word, draw a visual, find two examples, and two non-examples.

Direct Instruction: Teacher will return Friday’s Common Assessment exam to students and have students review their results. The teacher will then go over each question and give the students the correct answers. Students exhibiting fifty percent mastery or less will take an alternate assessment Tuesday either during SSR or during Enrichment. The teacher will then show student the “Get Connected” video that goes along with “The Third Wish” in the PH textbook series. The video asks the students to think about what is going on in each image. The students will then, in their Writer’s Notebook, write about one of the images presented and why we often give our loved one things to try to make them happy. This will serve as a good segue into the teacher’s introduction of the short story, “The Gift of the Magi” to the students.

Direct Instruction:The teacher will review yesterday’s story with students and will ask for volunteers to summarize what was read in yesterday’s lesson. The teacher will then explain that O. Henry was known for his surprise endings and use of (situational) irony, meaning the actual result of a sequence of events may be different from what is the normal and expected result. Before resuming the reading of the story, the teacher will ask students to answer the following in their Interactive Notebook: How does the author develop the setting so far? What are the characters’ feelings in this section? How do you know? What do you think will happen next? Students will then read

Direct Instruction: Teacher will review with students the O’Henry story, The Gift of the Magi and have students share their answers to yesterday’s group discussion questions. The teacher will then have the students go back through the story. They will find textual evidence to support the unit theme, Life is Not Fair. Just as they have done in the past, students will cite textual evidence along with the page number, add context to describe what is going on in the story where the citation was found, and finally, add commentary and inference that explains how the text cited supports the theme of Life is Not Fair. They will need to find 3 pieces of textual evidence and add context and commentary for each.

Direct Instruction: Students will once again be reading “The Gift of the Magi” in today’s lesson. With their clock partner, they will find each of the six Notice and Note signposts in the story and find textual evidence to support each. Afterwards, each pair of students will share their findings with the class. They students will then go through the story and find evidence of situational irony and write it in their Interactive Notebooks.The teacher will review the elements of plot with the students and have students use their flip charts during discussion.

Direct Instruction: As a final assessment of the short story, “The Gift of the Magi”, students will complete the essay model attached to the Magi Packet. Afterwards, they will fill out a plot diagram for “The Gift of the Magi” in which they will determine the Exposition, Rising Action, Climax, Falling Action, Resolution, Characters, Conflicts, etc.

Students will then read and annotate a non-fiction text related to this week’s story and theme. If time allows, students will then watch the “A Different World-Season 1Episode 10 “The Gift of the Magi”. (video can be found on youtube.)

The teacher will review with students the “Reading Like a Writer” guiding questions and explain that in order to grapple with the text they need to read as if they were the writer. They will need to focus on not just what the author says but how he/she says it. Each student will have a copy of “The Gift of the Magi” and a copy of the grappling with the text handout, “What it Says” vs. “What it Means”. Teacher will read the opening paragraph and then ask students to explain what it means. Talk about unfamiliar words. Ask for volunteers to help define them and/or ask if students can decipher meanings by using context clues. Students will fill in the “What it Means” side of the chart with what the sentence means in their own words. Teacher will continue to read the first few lines and do a “think aloud” to model the thinking process and how to make meaning with this text. Students will practice “grappling” with the rest of the text that is listed on the page, using context clues, partners, or other designated resources (allow them to use computers, dictionaries, etc) to help them out. Students will down what they think the text means in the box provided on the handout. Students will complete the chart up until the shaded row, which indicates where the reading of the text has been divided.

the remainder of the story. They will gather in groups to debrief the story through the “What it Says” activity. They will then answer the following questions with textual evidence to support their answers:1. Even though the Youngs don’t have a lot of money, describe their relationship.2. What are the two possessions in which Jim and Della “took a mighty pride” and why?3. How much does Della get for her hair and what does she buy with it? 4. Make a prediction about Jim’s response to seeing Della’s hair cut? Why do you think he responds like he does? 5. Explain the irony of the story. What happens unexpectedly? 6. Do you believe Della and Jim are wise or foolish? Explain how both points-of-view might be argued. 7. If Della and Jim “are the magi”, what really important gift do they give each other? What theme can you identify and prove exists in this story?

After students have had a chance to complete the beginning of the activity, teacher will solicit volunteers to share their responses with the whole class. Teacher will discuss the process and get feedback from students on their use of this strategy. (Did it help? What worked? What didn’t work? Why?Indirect Instruction: Teacher will walk around and assist students as needed.

Indirect Instruction:Teacher will walk around and assist students as needed.

Indirect Instruction:Teacher will walk around and assist students as needed.

Indirect Instruction:Teacher will walk around and assist students as needed.

Indirect Instruction:Teacher will walk around and assist students as needed.

Differentiation/Modifications: Work in pairs and/or groups; alternate text; additional time as needed Students may use “Speech to the Young: Speech to the Progress-Toward” as an alternate text.

Differentiation/Modifications:Work in pairs and/or groups; alternate text; additional time as needed

Differentiation/Modifications: Work in pairs and/or groups; alternate text; additional time as needed

Differentiation/Modifications: Work in pairs and/or groups; alternate text; additional time as needed

Differentiation/Modifications: Work in pairs and/or groups; alternate text; additional time as needed

Closure/Exit Slip: What is one thing you are having trouble comprehending?

Closure/Exit Slip: GIST summary.

Closure/Exit Slip:What things are you stilluncertain about?

Closure/Exit Slip:What is our theme for this unit?

Closure/Exit Slip:List three things you learned this week.

Assessment: bell ringer, vocabulary, writer’s notebook, common assessment #1, grappling with the text handout

Assessment: bell ringer, vocabulary, grappling with the text handout

Assessment: bell ringer, vocabulary, notice and note signposts

Assessment: bell ringer, vocabulary,

Assessment: bell ringer, vocabulary assessment, essay, movie review

Required Materials / Equipment:

Required Materials / Equipment:

Required Materials / Equipment:

Required Materials / Equipment:

Required Materials / Equipment:

Homework: Read outside novel.

Homework: Vocabulary if not finished in class. Read outside novel.

Homework: Vocabulary if not finished in class. Read outside novel..

Homework: Vocabulary if not finished in class. Read outside novel.

Homework: Vocabulary if not finished in class. Read outside novel.

Reflection/Notes: Reflection/Notes: Reflection/Notes: Reflection/Notes: Reflection/Notes:

The Gift of the Magi http://honorsenglishi.wikispaces.com/The+Gift+of+the+MagiPage Number: 524- 530 Published: 1906 Author: O. Henry

- William Sydney Porter, alias O. Henry was born in Greensboro, North Carolina on September 11th 1862. At age sixteen he left school and began working at his uncle’s drugstore. In 1882 Porter moved to Texas and became a reporter, columnist, and cartoonist for the Houston Post. Porter was thrown in jail for embezzling bank funds and that is where he began writing short stories. After he was released from jail Porter moved to New York and changed his name to O. Henry. Many of his stories including The Gift of the Magi were based on his observations of the lives of everyday New Yorkers. O. Henry died in June of 1910.Other Stories written by O. Henry:The Rose of DixieAfter Twenty YearsOne Thousand Dollars.

Click her for More O. Henry Stories

Exposition: We are introduced to Della and Jim Dillingham Young. They are a poor couple living in New York City. We are told that even though they are poor they each have one possession in which they are very proud of. Della has very long and elegant hair; Jim has a gold pocket watch that was given to him by his grandfather. They only have a combined income of 20 dollars a week and 8 of it is paying for their rent; the rest of it is spread very thin. It is days before Christmas and neither of them have the money to pay for a gift.

Rising Action: Della has only saved up 1 dollar and 87 cents but wants to buy a gift for Jim that he will be proud of owning. She decides to sell her most prized possession in order to get her husband a nice gift. She goes to Madame Sofronie (a wigmaker who buys hair) and gets twenty dollars in return for her hair. She then spends most of the day searching around the city until she finds a chain that she thinks Jim can hang his watch on. When Della returns to her apartment she begins to make Christmas Eve dinner. She starts fixing her hair (she is scared that Jim will no longer think she is pretty anymore because she cut her hair). When Jim comes home from work, he does not have a normal expression on his face (he is in a sort of trance), and Della does not know how to interpret it.

Climax: Jim gives Della a gift first and it turns out to be the tortoise shell combs that she had wanted very much but could no longer use because she cut her hair. When she gave Jim his gift he fell to the couch and a dumb smile spread across his face. It turned out that Jim had sold his pocket watch so that he could buy the combs.

Falling Action: Della and Jim realized that both of their gifts were now useless because they foolishly sacrificed their most prized possessions. Jim could not use his new chain because he sold his watch and Della could not use her new combs because she sold her hair.

Denouement: Even though Della and Jim just realized their heartbreaking errors they remained in love. These two are now all the wiser from this experience and will have learned a very important but devastating lesson. The lesson that they learned was that love should not be measured by the quality of gift you can buy for one another. They are now as wise

as the Magi in the art of gift giving.Click here to veiw a magi image

Setting: The Gift of the Magi takes place in New York City in the year 1905. Most of O. Henry's stories take place in the time period in which it was written. This is because he based most of the books off of his observations of normal New Yorkers. Most of the story takes place inside of Della and Jim's appartement but sometimes in the city itself. The Gift of the Magi is a simple setting, there is nothing special about New York that would change the story if it took place in a different city.

-Image of old New York City

Point of View The point of view is third person limited and third person omniscient at times. What makes the story limited is that many times he tells the story only from Della’s point of view. The readers

do not really know much about Jim’s feelings other than what Della interprets them to be. However, sometimes the author seems to be omniscient because he incorporates outside knowledge such as information on the Magi and a summary of life in general (“Life is made up of sobs, sniffles and smiles, with sniffles predominating.”).

Imagery “In the vestibule below was a letter-box into which no letter would go, and an electric button from which no mortal finger could coax a ring. Also appertaining thereunto was a card bearing the name “Mr. James Dillingham Young.” The “Dillingham” had been flung to the breeze during a former period of prosperity when its possessor was being paid $30 per week. Now, when the income was shrunk to $20, the letters of “Dillingham” looked blurred, as though they were thinking seriously of contracting to a modest and unassuming D.” (Page 525)o This description shows how unattractive the house is becoming. No one wants to even approach the doorbell. It also gives readers a feeling that Della and Jim are too poor to fix the sign and make their house more inviting. After all, they cannot even pay their rent, so why would they waste money on a sign and doorbell? “So now Della’s beautiful hair fell about her rippling and shining like a cascade of brown waters. It reached below her knee and made itself almost a garment for her.” (Page 526)o This description does not just tell readers what Della’s hair looked like. It also conveys Della’s feelings toward her hair. She prizes her hair and knows how beautiful it is. In this section of the story, Della begins to cry while looking at her hair. This foreshadowing convinces readers that something is about to happen to Della’s hair, such as her sacrificing it (which is the most probable prediction).

Mood

The mood of the story is a loving one, but also one of suspense. Jim and Della give up their most prized possessions to buy each other Christmas gifts. Even after they tell each other that they cannot use their gifts at the moment, they still are grateful for the gesture and keep a positive spirit (ex: Della says that her hair will grow back). The reaction of Jim seeing Della’s hair makes the reader unsure of what might happen next, making the story have elements of suspense, too.

Suspense As Jim walked through the door and noticed Della’s hair, he had an expression that Della could not understand. Was it one of anger? Or Surprise? What will Jim say and do next? (Page 527) Jim will not take out his pocket watch to put his new chain on. Why? Does he not like it? Does he feel guilty that Della sacrificed her hair to buy it? (Page 530)

Main Characters There are not that many characters in the story. Actually, there are only three, one of which is flat. The two round characters are:

Della- is introduced in the beginning of the story as a poor woman with long beautiful hair. She is also described throughout the plot as generous. She donated her most prized possession, her hair, in order to buy her husband a Christmas gift (a chain for his pocket watch).

Jim- is Della’s husband. He, too, is portrayed as loving, but he also described as hard working. All of his work still cannot help pay rent, though. He cannot afford to buy Della a gift, either. To get her a gift (the hair combs she had been worshiping), he sells his most prized possession, his pocket watch.

Symbolism Symbols in “The Gift of the Magi” exist throughout the story. One example is O. Henry’s referring to the magi. They represent being wise when it comes to gift giving. Thinking about the

magi also makes Della and Jim realize their foolish sacrificing, and taught them to be more careful next time when giving gifts.To See How the Number 3 Plays a Part in the Story, Click Here

Quotes “One dollar and eighty-seven cents. That was all. . . And the next day would be Christmas.” (Page 525)o This tells the reader that Della is very poor, but also introduces the problem: How will Della get Jim a Christmas gift? “Suddenly she whirled from the window and stood before the glass. Her eyes were shining brilliantly, but her face had lost its color within twenty seconds.” (Page 526)o This gives readers in insight on Della’s character: even though she is in a very poor financial situation, she still remains positive. “ ‘Jim darling,’ she cried, ‘don’t look at me that way. I had my hair cut off and sold it because I couldn’t have lived through Christmas without giving you a present. It’ll grow out again-you won’t mind, will you? (Page 527)o This quote describes Della’s love towards Jim. Even after she sacrificed her hair to buy Jim a gift, she is still concerned about his feelings about her new hair (she asks him if he minds her short hair, and reassures him it will grow back out fast). “For there lay The Combs- the set of combs, side and back, that Della had worshipped for long in a Broadway window.” (Page 529)o Readers now know why Jim reacted the way he did when he saw Della’s hair. At this point, she starts to feel horrible for not having her long hair to use the combs in. However, she again says that her hair grows out fast (keeping a positive attitude during a crisis). “let’s put our Christmas presents away and keep ‘em a while. They’re too nice to use just at present. I sold the watch to get the money to buy your combs.” (Page 530)o Ironically, Jim can’t use Della’s gift, either (he sold his pocket watch to buy Della’s combs, so the chain does him no good).

Characterization

James (Jim) Dillingham Young is both a round and dynamic character. You can describe Jim as a reliable, generous, understanding person. He doesn’t mind that the present he received from Della had no use anymore because he knew it was the thought that counted in giving a present that meant a lot to him. He grows

wiser from his experience of giving and receiving a gifts that could not be used.

Della is also a round and dynamic character. Della is happily married to Jim, and she shows this throughout the story that she would so anything she could to please him or make him content. She is a thoughtful, loving, and sacrificing wife that would do anything to make Jim happy. She grows wiser in that she knows now how to give wise gifts (after giving and receiving gifts that could not be used).

Madame Sofronie is the hairdresser that cuts off Della’s long beautiful hair. She is not a main character throughout the story and only carries a short role. Madame is a flat and static character. You can only describe Madame as a hair dresser; you don’t initially know anything about her, so therefore she does not change throughout the story so she is static.

Theme The Gift of the Magi has different themes. The themes in this short story are poverty, love and generosity. Poverty has a role in this story because Jim and Della did not have enough money for each other so they sold the things that meant the most to them and were the most valuable in order to get money. They wanted to use this money to buy a Christmas present for one another. This showed how much they truly loved each other, and that they would give up what meant the most for them in order to make the other happy. That also showed love, that they wanted to use the money they got from their most valuable possessions to make their loved one happy and give them the perfect Christmas. Generosity also has a big role in the story. This role comes in when Della and Jim give up what they loved most, their most favorite possession to buy the perfect present.

Indirect Characterization"On went her old brown jacket; on went her old brown hat. With a whirl of skirts and with the brilliant sparkle still in her eyes, she fluttered out the door and down the stairs to the street." The author hints based on Della's actions that even though she is quite poor, she still has a positive outlook on life.“But she hugged them to her bosom, and at length she was able to look up with dim eyes and smile and say, “My hair grows fast, Jim!” – The author hints that Della is thankful for every act of kindness toward her and keeps a positive attitude in the middle of a negative event.

Direct Characterization “He looked thin and very serious.” The author directly describes Jim as serious.“She got out her curling irons and lighted the gas and went to work repairing the ravages made by generosity added to love.” The author directly says that Della is generous and loving.

Time Period This story takes place around 1905. During this time period, right before the Great Depression, Theodore Roosevelt was president. He is most famous for his personality, his energy, his vast range of interests and achievements, his model of masculinity, and his "cowboy" image. Originating from a story from one of Roosevelt's hunting expeditions, teddy bears are named after him.

The Great Depression, which occurred after the recession Della and Jim are experiencing, started around the 1930’s and 1940’s. Many people along with Della and Jim were very poor at this time because they were in a recession, so money was stretched. At this time, Americans had yet to make their mark on the art scene. Many American artists went to Europe to paint. Realism and Impressionism artists of this period included Eakins, Prendergast, and the famous portraitist Sargent. Painters like Winslow Homer, Charles Russell, and Frederic Remington painted America's life and landscape. During this time many novelists produced happy ending novels because the most common group of readers that read fiction were women and they preferred happy endings. Some of the best selling authors and books were L. Frank Baum’s The Wonderful Wizard of Oz, Mary Johnson’s To Have and To Hold, and Jack London’s Call of the Wild.

For more information on the time period CLICK ME!

Vocabulary Words Chaste: adj. meaning pure or clean in style; not ornate

Synonyms: neat, classic, elegantAntonyms: immoral, debased, ornateThe Christian girl promised her parents to remain chaste as they gave her a promise ring. Meretricious: adj. meaning attractive in a cheap, flashy way Synonyms: showy, gaudy, sham Antonyms: genuine, real, undecorated A cubic zircon is a meretricious way of impressing others.( A cubic zircon is a fake jewel used to make jewelry that looks real. ) Discreet: adj. meaning tactful or respectful Synonyms: detached, different, disconnectedAntonyms: tactlessThe discreet man told everyone his personal thoughts and views on school lunches, but in a respectful way.

“The Gift of the Magi” Critique “The Gift of the Magi” is a heartwarming Christmas story that earned O. Henry respect as an author. There are many elements that he includes that enhance the work. O.

Henry makes the readers feel like part of the action. They can easily imagine, if not relate, to Jim and Della’s experiences of sacrificing what they love to afford a gift for each other. Our plummeting economy has affected many of us, just like the recession of 1905 affected Jim and Della. O. Henry’s work is easy to love, and only had a few minor drawbacks. However, these drawbacks did not take much away from the story. For these reasons, “The Gift of the Magi” deserves a rating of 2 ½ stars.

O. Henry incorporates many different examples of figurative language such as similes, metaphors and alliterations, thus making the story much more interesting to read. An example of his use of figurative language is “So now Della’s beautiful hair fell about her rippling and shining like a cascade of brown waters.” O. Henry also includes vivid descriptions of the settings and of various objects. The use of imagery allows readers to develop images of the action in their minds. One such example is “She stood by the window and looked out dully at a gray cat walking by a gray fence in a gray backyard.” This imagery describes the monotony of Jim and Della’s town as well as alerts readers that a problem is arising (gray usually indicates depression).

Another way O. Henry helps readers connect to the passage is by addressing them personally in certain excerpts. The readers in this way feel like a part of the plot, and therefore find the story more enjoyable. However, O. Henry does not continually write in the same point of view throughout the story, which can be somewhat confusing. Many times, he writes in third person limited. The reader only knows as much about Jim’s feelings as Della interprets them. Other times, he writes in third person omniscient; he brings in information, such as the magi, that Della and Jim do not know.

The characters Jim and Della seem like real people, and are described enough so that the readers can sympathize with their situation. There are only three characters in this story, only two of which (Jim and Della) are round. Even though they are round, they are not complex. If O. Henry would have described Jim and Della a little more in-depth, the readers would have been able to relate to them better.

Lastly, O. Henry’s use of foreshadowing allows readers to make plausible predictions of the course of actions. Although the ending was unexpected, his use of clues and vivid descriptions made the ending appropriate for the characters/circumstances. On the flip side, the abundant amount of clues made the ending almost too predictable, and less exciting.

Overall, “The Gift of the Magi” is an excellent anecdote. Although it possesses some minor flaws, the positive aspects of the story outweigh the negative. It is therefore fitting that this passage earns a rating of 2 ½ stars.

Alternate Assignment: http://honorsenglishi.wikispaces.com/Short+Story+Assignment