Thursday

 Today we are going to go over your short story outlines for "The Lady or the Tiger?", take notes on literary terms. We will also be reading a short play based on "The Lady or the Tiger?"

Go HERE

Tomorrow we will be moving onto "The Cask of the Amontillado" by Edgar Allan Poe.

Wednesday

 Today's Objective: Students will be able to finish the plot of "The Lady or the Tiger?" by writing the ending (the falling action or resolution) or by rewriting a continuation of the story that includes a resolution.

Today - we will go over your short story outlines and then you will begin to write you own ending of the Lady or the Tiger? Be original.  Note: you need to use imagery and dialogue.  Your story also needs resolution.  Your stories need to be at least 1-page long.

Tuesday

Today, we are going to discuss your storyboards and journals. I will then give you a few minutes to write sentences with Gaunt and Futile

Finally, we will be starting "The Lady or the Tiger?"  

When you write your sentences try and have fun with it:

contempt (noun): the feelings or attitude toward a person one considers unworthy

The contempt that Jackie felt for her ex-boyfriend amounted to her burning all his photos and letters, smashing his cds with a sledgehammer, donating all his clothes to charities, cracking eggs on the hood of his car, spitting in his new girlfriend’s face, and writing a letter: “Dear Mike, you are such a bastard and I don’t deserve how you mistreated me –locking me in your closet for two days – so I pray that some hour soon, you will be impaled by a sharp object, through the stomach, and that your death ends up on the six o’clock news (by the way, I have a knife); on the day of your death, I will have a party and laugh all night with the thoughts of your suffering.”

retribution (noun): deserved punishment

Jackie’s letter of retribution disturbed Mike; he moved out of state, changed his name and phone number, and had plastic surgery done on his face.  

 

 

Monday

I will be gone for about a week taking Callia to New York and moving her into college. You will be in the library during that time. Here is what you need to do this week, and while I'm gone.

Here is what we will be doing this week. Note - I did not assign you the Literary Term project this week.

Monday: Finish reading "The Most Dangerous Game" and work on short story outlines.

Tuesday: Write the sequel to "The Most Dangerous Game" - (see assignment below):

Journal 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. 

Wednesday-Monday: Work on Storyboard Projects and finish writing sentences will all the vocabulary words. 

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, spelling, and color in the drawing – 5 points

TOTAL POINTS POSSIBLE: 53 pts.  This project will be due next Wednesday and will be put on the walls for everyone to see – including future students. 

Friday

 Today we will write sentences with Reciprocate and Indolent, then discuss what you have on your short story outlines, and finally get back into the story.

The indolent boy told his parents that he was too tired to go to school and he slept all day until the truant lady came to get him.

After being given a ride home, the boy reciprocated the girl's kindness by asking her to stay for dinner.

Next Week:
Literary Terms - Video/Slide Presentation
 Grading
1)  Accurate and complete definition (5 pts)
2)  Example of the definition (5 pts)
3) Visual that fits the definition or example (5 pts)
4) Accurate spelling and grammar (5 pts)

https://drive.google.com/file/d/0B5vavBjY1OrWcHRoOU9pR3J0MGc/view?usp=sharing&resourcekey=0-i_NJbQM4eDMM_BE2xq4Edw 

https://docs.google.com/presentation/d/1AJ_eyYSuAlgYc07QJEBENirVuc9ngE1N718XwW16oRI/edit?usp=sharing 

https://docs.google.com/presentation/d/1nIu9cpIqy8UIMQL4U7yLqH8spdLoGN2qCpUMrtkkzko/edit?usp=sharing

Thursday

 Today we will write sentences with Nocturnal and Scruples (post these on a google doc). We will finish taking notes on Literary Terms, and begin reading "The Most Dangerous Game" in your textbook. You will need to fill out a short story outline as you read.

Vampires are nocturnal creatures and therefore Jake did not come home until dawn each night; his mother worried about him, and his father read the Bible and called the priest.

If you hold scruples about doing homework in this class, you will fail and probably spend the rest of your life hanging out in libraries, whispering to people, "I hate homework." 

There might be a reading quiz on your homework from last night.

If you would like to listen to a radio version of the story here is a link: 

"The Most Dangerous Game"  

"The Most Dangerous Game"  - comic

 

You will have a future quiz on Literary Terms that may look like something below:

 Literary Terms Quiz  (48 possible points)

Define the following and give an exmaple (be specific with the example):

(2 points each)

1)    Allusion

2)    Situational Irony

3)    Foreshadow

4)    Setting

5)    Protagonist

6)    Antagonist

7)    Static Character

8)    Dynamic Character

9)    Verbal Irony

10)  Dramatic Irony

11) Round Character

12) Symbol

13) List the six parts of plot and briefly define or explain each part.  This question is worth 12 points.

TUESDAY

 

Today we are going to over Unit I, and take notes on Literary Terms. You will have a quiz on these terms next week. 

HW: Look up your vocabulary words below and post them on quizlet (has everyone used quizlet before?), and read "How to Mark a Book"

Vocabulary Words - to look up and post on quizlet

Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive
 

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.  

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 1^st person, 2^nd person or 3^rd person limited, 3^rd 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:

1. “The Cask of Amontillado” by Poe
2. “The Most Dangerous Game” by Richard Connell
3. “A Christmas Memory” by Truman Capote
4. “Where Have You Gone Charming Billy” by Tim O’Brien
5. “Blues Ain’t No Mockin’ Bird” by Toni Cade Bambara
6. “The Lady or the Tiger?” by Frank Stockton
7. “The Split-Cherry Tree” by Jesse Stuart
8. “The Gift of the Magi” by O’Henry

ESSENTIAL CONCEPTS:
 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?

Syllabus

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.

Unit 1 - Short Stories

Unit 2 - The Novel - Fahrenheit 451

Unit 3 - Non-fiction - Night

Unit 4 - Drama - Romeo and Juliet

Unit 5 - Expository Essay

Unit 6 - To Kill A Mockingbird

BLOGS/JOURNALS

Students will be required to keep a reading log/note log on google docs throughout the year.  This log will be the student’s journal.  In this 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: 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.  

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)

Paper

Pencils and Pens

Highlighter

CLASSROOM RULES FOR 2023-2024

General Guidelines:

1. Be prepared when class begins.  It is imperative that all pencils are sharpened and materials are ready when the bell rings.  
2. Class discussions should be conducted in an orderly and respectful fashion.  Students should not disrupt their classmates and should respect the opinions of others.
3. Do not talk when I am talking.  
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.
   Cell Phones - we will discuss this on the first day of class.
   

Behavioral Expectations

1. Respect others and their property.  This respect extends to remaining quiet during announcements, directions, lectures, and presentations.  
2. Learning is the 1st priority.
3. Make Good Choices and Be Accountable for the bad ones.
    
   REMIND - https://www.remind.com/join/skagwaye9 
    
   
   
    

   
   

Hello!

 Welcome to English 9.