Thursday

Today, we are going to go over your quizzes from yesterday, review vocabulary words, and start the next short story.

Homework: Study your vocabulary words for tomorrow's quiz.




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Friday

Today we are going to write a sentence with naive, then take a quiz on "The Most Dangerous Game" and finally work on storyboards.

Your homework for tonight is to study your vocabulary words.

Tuesday

Today we are going to discuss your stories (sequels) to "The Most Dangerous Game", write sentences with the next two vocabulary words (palpable and gossamer) and work on your storyboard projects.  Remember you have a vocabulary quiz on Friday.  The words are below:

Vocabulary Words

Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive

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

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

Monday

Today we are going to write sentences with vocabulary words (furtive and bland), review "The Most Dangerous Game" and discuss your "Sequels."

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

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

 

Friday

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 do a carousel review activity.


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. 

Thursday

Today, we need to write sentences with GAUNT and FUTILE, discuss what has happened so far in "The Most Dangerous Game", read and fill out SHORT STORY OUTLINE sheets.

Wednesday

Today, we need to put words of the day (Reciprocate, Indolent) on your blogs (remember your first vocabulary quiz will be on 8/30), and we need to discuss where we are in the plot, who the main characters are, list some examples of foreshadow, and go over your notes!

Two column notes for “The Most Dangerous Game”

Questions

Where are the two hunters going?

What does Rainsford look like?

What is that discussion between Rainsford and Whitney about?

Why does Rainsford fall overboard?

What leads Rainsford to shore?

What does Ivan look like?

What does Zaroff like like?

What does Zaroff’s home look like?

What does the island look like?

What is in Zaroff’s basement?

How does Zaroff trap ships?

Why does Zaroff hunt Rainsford?

How does Rainsford escape?

 

Tuesday

Today we are going to write sentences with the first two words on your vocabulary list; we will also continue to read "The Most Dangerous Game" and record notes as we read.  First I wan to set up the REMIND account and give you an audiobook to listen to

Monday

Today, we are going to discuss the notes you took on Friday, and finish taking notes.

We will also talk about the first story you will read, "THE MOST DANGEROUS GAME".

Here are some questions for you are we read the story:

Two column notes for “The Most Dangerous Game”

Questions

Where are the two hunters going?

What does Rainsford look like?

What is that discussion between Rainsford and Whitney about?

Why does Rainsford fall overboard?

What leads Rainsford to shore?

What does Ivan look like?

What does Zaroff like like?

What does Zaroff’s home look like?

What does the island look like?

What is in Zaroff’s basement?

How does Zaroff trap ships?

Why does Zaroff hunt Rainsford?

How does Rainsford escape?

HW: Vocabulary Words - to look up and post on quizlet or your blog

Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive

Short Story Unit

Today, we are going to talk about your 1st Unit: Short Stories.  We will take notes on literary devices and discuss the structure of short stories.  

            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 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
9.  One story of the student's choice

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?

 

Welcome to CLASS!

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

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.
   NO CELL PHONES IN CLASS. THEY WILL BE TAKEN and TORTURED!

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.
   
   Skagway Handbook:
   
   Inappropriate Physical Contact
   Inappropriate Use of Technology
   Inappropriate Comments and Gestures
   Derogatory Remarks to Individuals
   Behavior Notification Form 
   
   

   

Friday

Hello!