Today we will work on the words of the day, review vocabulary, and then read "The Lady or the Tiger?" - this story will reinforce plot outline and characterization.
You will also fill out short story outline guides.
Tuesday, August 31, 2021
Monday, August 30, 2021
Monday
Today we are going to write sentences with your next two vocabulary words. We are going to discuss what your vocabulary quiz will look like on Friday, and give you some time to finish your short story outlines.
Bland
Palpable
STORYBOARD PROJECT:
By yourself, you will create a storyboard for “The Most Dangerous Game”. I want you to use your notes
on the list of events in the plot.
Things you will need to include in your storyboard:
1)
At least twelve events from the story. Make sure you have at least one scene
dedicated to each part of the part.
2)
Above the scene write the part of plot in which
the scene happens.
3)
Below the scene write a brief description of the
scene.
GRADING:
Your will be graded in the following ways:
1)
Drawing of each scene – 24 points
2)
Labeling of plot for each scene – 12 points
3)
Explanation or description of each scene – 12
points
4)
Neatness and color in the drawing – 5 points
Tomorrow - we will begin "The Lady or the Tiger?"
"The Lady or the Tiger?"
Friday, August 27, 2021
Friday
Today we need to write sentences with the following words: Gaunt and Futile. Then continue working on your Story Boards. Remember these are due on Tuesday.
You have a vocabulary quiz next week.
Thursday, August 26, 2021
Thursday
Today we are going to discuss your Short Story Outlines and Sequels. I am also going to hand back quizzes and short story outlines.
Then begin the Storyboard Project for "The Most Dangerous Game".
STORYBOARD PROJECT:
By yourself, you will create a storyboard for “The Most Dangerous Game”. I want you to use your notes
on the list of events in the plot.
Things you will need to include in your storyboard:
1)
At least twelve events from the story. Make sure you have at least one scene
dedicated to each part of the part.
2)
Above the scene write the part of plot in which
the scene happens.
3)
Below the scene write a brief description of the
scene.
GRADING:
Your will be graded in the following ways:
1)
Drawing of each scene – 24 points
2)
Labeling of plot for each scene – 12 points
3)
Explanation or description of each scene – 12
points
4)
Neatness and color in the drawing – 5 points
Wednesday, August 25, 2021
Wednesday - the most dangerous game
Today, we are going to write sentences with Gaunt and Futile.
Today we are going to go over the short story outline for "The Most
Dangerous Game" and then you will write your first BLOG Journal. 1st we
will take a quiz .
Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures.
Blog Entry #1
Imagine that you are Sanger Rainsford and have escaped from Ship-Trap Island. You have been accused of murder—the murder of General Zaroff and his servant, Ivan. Using facts (evidence) from the text (this means you should summarize and quote from the text) you must write a defense speech that will prove your innocence. The speech must be at least ten sentences long. Remember, you are trying to prove your innocence so be as detailed as possible and use evidence (actual facts and occurrences from the story, the text) to clear your name. You may even call forth eyewitnesses if you so choose.
This needs to be at least ten sentences long and needs to continue the story in some way or fashion keeping truthful to the original.
According to "Cumming Study Guides":
Who Wins the Game?
Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures.
Blog Entry #1
Imagine that you are Sanger Rainsford and have escaped from Ship-Trap Island. You have been accused of murder—the murder of General Zaroff and his servant, Ivan. Using facts (evidence) from the text (this means you should summarize and quote from the text) you must write a defense speech that will prove your innocence. The speech must be at least ten sentences long. Remember, you are trying to prove your innocence so be as detailed as possible and use evidence (actual facts and occurrences from the story, the text) to clear your name. You may even call forth eyewitnesses if you so choose.
This needs to be at least ten sentences long and needs to continue the story in some way or fashion keeping truthful to the original.
According to "Cumming Study Guides":
Who Wins the Game?
It
appears that Rainsford wins the game. However, close
examination of the
ending leaves the question open. The key sentence to
consider is this one
spoken by Rainsford: “I am still a beast at bay.”
Referring to himself
as a beast may suggest that he has corrupted
himself, like Zaroff. After
he kills Zaroff—apparently in a knife duel—he sleeps
in Zaroff's bed, as
if he is Zaroff. In losing his life, Zaroff
may have won Rainsford's
soul.
Tuesday, August 24, 2021
Tuesday
Today we are going write sentences with reciprocate and indolent.
We will then finish reading "The Most Dangerous Game" and filling out the short story outline
If you would like to listen to a radio version of the story here is a link:
Monday, August 23, 2021
Monday
Today we are going to continue to read "The Most Dangerous Game" and fill out your short story outlines, but first you will write sentences with the first two words on your vocabulary list and post them on your blogs.
Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive
Example: Johnny's scruples about the intrusion of homework on his free time led him to hold a rally against the school in the parking lot; he was arrested and beaten by the police.
Nocturnal -
Unit Learning goal: Students
will demonstrate knowledge of the structure of fiction by breaking down
the essential building blocks (literary elements) of short stories by
plot, character development, figurative language (metaphor, symbolism,
irony), point of view, connecting these blocks to the overall meaning
(or theme) of the text, and final writing their own short story using
these structures.
Scale/Rubric
relating to learning goal:
4 – The student can analyze the elements of a short story
come up with a valid theme (or themes) of a text and relate this theme to other
texts and/or movies and real world situations.
The student is able to write a short story using these elements to
create a text with complex themes.
3 – The student can analyze elements of a short story and
come up with a valid theme for a text.
The student is able to write a short story using these elements to
create a text with a valid and justifiable theme.
2 – With some direction/help from the teacher the student
can analyze the elements of a short story and come up with a theme for a
text. With some direction/help from the
teacher the student is able to write a short story using these elements to
create a text with a theme.
1 – Even with help from the teacher the student is unable
to analyze elements of a short story and come up with a theme for a text. Even with help from the teacher the student
in unable to write a short story using elements covered d
Friday, August 20, 2021
Friday
Today we are going to set up REMIND accounts for English 9, finish taking notes on Literary Elements and making sure you have your vocabulary posted. We might also start reading "The Most Dangerous Game"
Thursday, August 19, 2021
Unit 1
Unit I
SHORT STORY
In this unit students will read short stories from various authors and look at literary devices employed in each story. The short story is the most compact prose form and therefore the best to look at as an introduction to literature. The devices the students discover in this unit will reappear throughout the semester when we discuss The Novel, DRAMA and POETRY. The ultimate goal for students to acquire the basic understanding of the working of literary at a root and elementary level. Students will be required to read and take quizzes on each story and at the end of the unit take a unit test and present a Short Story Project orally to class.
Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures.
OBJECTIVES:
At the end of this unit students will be able to
1) Define tone, blues, metaphor, irony, foreshadow, dialect, conflict, character, plot, mood, theme, symbol, imagery, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
2) Given a story be able to list its theme, plot, conflict, irony, point of view
3) Given a story be able to discuss which characters are round and which are flat
4) Given a story be able to pick out the protagonist and the antagonist
5) Given a story be able to pick out the static characters and the dynamic characters and briefly in a paragraph discuss why.
6) Given a story pick out examples of foreshadow and allusion
7) List the three elements of characterization
8) List the three conditions for believable change in a character
9) Given a series of images discuss what they mean in relation to a story or a character in a story
10) Given a story identify the characters with descriptions—physical and emotional descriptions as well as whether the character fits as either an antagonist, protagonist, dynamic or static character
11) Given a story be able to describe the symbols used in the story and what they mean in relation to the characters and theme.
12) Given a story discuss in a paragraph or two what the story’s plot reveals about the main character
13) Recognize whether a story is told from a 1st person, 2nd person or 3rd person limited, 3rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) In an essay of a page or more (at least two paragraphs of five sentences each) compare and contrast how two authors use imagery, metaphor, and dialect to develop their characters.
16) Define various vocabulary words from each short story (these words will be given on Monday or Tuesday of the week)
17) Demonstrate an understanding of a story by developing a project
18) Given a story identify the different events that fall into different parts of the plot. Example: Be able to describe the exposition or climax of a story.
19) Write a script and act out a story or the sequel to a story keeping true to the characters and the plot
20) Incorporating devices of setting, character, plot, conflict, point of view, and believable characterization and change for the protagonist, write a short story of at least three pages.
20) Write various journal entries that correspond to the stories and various elements in those stories
STORIES TO BE READ INCLUDE:
What are the different types of conflicts found within stories; What is an unreliable narrator and what does an unreliable narrator do for a text; What is an allusion? Why does an author use allusions? How is a complex character created? Why does an author use imagery? What does dialect do for a story? What is irony and what is the effect of irony when it is used in a story? Can you find irony in the real world? What happens when part of the plot is left out of a story? What is figurative language and how does an author effectively use it in a story?
In this unit students will read short stories from various authors and look at literary devices employed in each story. The short story is the most compact prose form and therefore the best to look at as an introduction to literature. The devices the students discover in this unit will reappear throughout the semester when we discuss The Novel, DRAMA and POETRY. The ultimate goal for students to acquire the basic understanding of the working of literary at a root and elementary level. Students will be required to read and take quizzes on each story and at the end of the unit take a unit test and present a Short Story Project orally to class.
Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures.
Scale/Rubric
relating to learning goal:
4 – The student can analyze the elements of a short story
come up with a valid theme (or themes) of a text and relate this theme to other
texts and/or movies and real world situations.
The student is able to write a short story using these elements to
create a text with complex themes.
3 – The student can analyze elements of a short story and
come up with a valid theme for a text.
The student is able to write a short story using these elements to
create a text with a valid and justifiable theme.
2 – With some direction/help from the teacher the student
can analyze the elements of a short story and come up with a theme for a
text. With some direction/help from the
teacher the student is able to write a short story using these elements to
create a text with a theme.
1 – Even with help from the teacher the student is unable
to analyze elements of a short story and come up with a theme for a text. Even with help from the teacher the student
in unable to write a short story using elements covered during this unit.
OBJECTIVES:
At the end of this unit students will be able to
1) Define tone, blues, metaphor, irony, foreshadow, dialect, conflict, character, plot, mood, theme, symbol, imagery, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
2) Given a story be able to list its theme, plot, conflict, irony, point of view
3) Given a story be able to discuss which characters are round and which are flat
4) Given a story be able to pick out the protagonist and the antagonist
5) Given a story be able to pick out the static characters and the dynamic characters and briefly in a paragraph discuss why.
6) Given a story pick out examples of foreshadow and allusion
7) List the three elements of characterization
8) List the three conditions for believable change in a character
9) Given a series of images discuss what they mean in relation to a story or a character in a story
10) Given a story identify the characters with descriptions—physical and emotional descriptions as well as whether the character fits as either an antagonist, protagonist, dynamic or static character
11) Given a story be able to describe the symbols used in the story and what they mean in relation to the characters and theme.
12) Given a story discuss in a paragraph or two what the story’s plot reveals about the main character
13) Recognize whether a story is told from a 1st person, 2nd person or 3rd person limited, 3rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) In an essay of a page or more (at least two paragraphs of five sentences each) compare and contrast how two authors use imagery, metaphor, and dialect to develop their characters.
16) Define various vocabulary words from each short story (these words will be given on Monday or Tuesday of the week)
17) Demonstrate an understanding of a story by developing a project
18) Given a story identify the different events that fall into different parts of the plot. Example: Be able to describe the exposition or climax of a story.
19) Write a script and act out a story or the sequel to a story keeping true to the characters and the plot
20) Incorporating devices of setting, character, plot, conflict, point of view, and believable characterization and change for the protagonist, write a short story of at least three pages.
20) Write various journal entries that correspond to the stories and various elements in those stories
STORIES TO BE READ INCLUDE:
- “The Cask of Amontillado” by Poe
- “The Most Dangerous Game” by Richard Connell
- “A Christmas Memory” by Truman Capote
- “Where Have You Gone Charming Billy” by Tim O’Brien
- “Blues Ain’t No Mockin’ Bird” by Toni Cade Bambara
- “The Lady or the Tiger?” by Frank Stockton
- “The Split-Cherry Tree” by Jesse Stuart
- “The Gift of the Magi” by O’Henry
- One story of the student's choice
What are the different types of conflicts found within stories; What is an unreliable narrator and what does an unreliable narrator do for a text; What is an allusion? Why does an author use allusions? How is a complex character created? Why does an author use imagery? What does dialect do for a story? What is irony and what is the effect of irony when it is used in a story? Can you find irony in the real world? What happens when part of the plot is left out of a story? What is figurative language and how does an author effectively use it in a story?
Saturday, August 7, 2021
Welcome to English 9
Today we are going to discuss the English 9 course, what to expect
this year, medieval torture devices. Then we will hand out books and
look up vocabulary words (below).
Vocabulary Words - to look up and post on quizlet
Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive
ENGLISH 9: Exploration of Literary and Nonfiction Genres
Course Description
Aligned to the Common Core Standards, English 9, a writing and reading-skills developmental course, integrates a variety of literary genres with various writing techniques and writing projects. It is designed to strengthen the student’s comprehension of a wide range of reading materials found in high school and the world beyond, and to give students the opportunity to develop as a writer by introducing and incorporating many different writing strategies into the student’s own work. The literary genres covered will include short stories, poetry, novels, as well as non-fiction memoirs, personal essays, and expository texts. Students will be required to write a personal essay, poetry, a short story or fable, short analysis essays, and an expository essay. The class will break each genre down by investigating the author’s use of literary devices. A list of these devices (found in Unit Objectives) will be given to the students at the beginning of each unit. Class discussions, group analysis, and teacher-directed explorations will be applied to the material read. In nonfiction selections students will explore audience, purpose, supporting details, and persuasive techniques in practical real world situations. In all units, the class will develop writing assignments using the six steps of the writing process.
Texts (some or all of the following): Holt McDougal: English 9 (an anthology), The Tragedy of Romeo and Juliet, Night, Dawn, Day, Fahrenheit 451, To Kill A Mockingbird, and selected poems from various authors.
BLOGS/JOURNALS
Students will be required to keep a blog throughout the year. This blog will be the student’s journal. In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytical writing.
NOTE: Blogs will count as your journal grade. I read every journal entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.
Blogs can be made private if students and/or parents do not wish work to be viewed by the public.
GRADES:
Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals—10% of overall grade
Scale:
100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F
Late Work: Late work is marked down 10% every day it is overdue until it reaches 50%. Please note that this policy includes papers.
Students should expect homework 3-4 nights a week.
Required Materials:
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper
Pencils and Pens
Highlighter
CLASSROOM RULES FOR 2020-2021
You will need to have a mask to enter and leave the room. This mask needs to be worn when social distancing is not possible and when you need to leave because the period is over or you need to use the restroom.
Please
no jokes about COVID. Pretending to cough on someone will get you sent
to the office as will refusing to wear a mask when asked.
General Guidelines:
- Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings.
- Class discussions should be conducted in an orderly and respectful fashion. Students should not disrupt their classmates and should respect the opinions of others.
- Do not talk when I am talking.
- I dismiss you, not the bell!
- You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.NO CELL PHONES IN CLASS. THEY WILL BE TAKEN and TORTURED!
Behavioral Expectations
- Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations.
- Learning is the 1st priority.
- Make Good Choices and Be Accountable for the bad ones.School Rules:
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Today we are going to take a quiz on part 1. You will then have time to work on reading logs. We will also begin part 2 of the book.
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Okay, so we are a couple chapters behind, so we need to read like crazy. Remember that I'm gone next week and you will be in Ms. Meyer...
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We are going to slow up a little since 1/2 of the class is in AASG. Remember to turn in your short stories via google docs and to create a ...
