Thursday – Students should be working on Story Board
project:
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.
HW: Study Vocabulary Words
Friday – Vocabulary quiz
(this can be found under this sheet). Once you are finished with the quiz please work on their Storyboards.
Today we are going to take a quiz on "The Most Dangerous Game", look at a couple literary terms projects, write a sentence with the last vocabulary word, and discuss storyboards.
Naive (adj): having or showing a lack of experience, judgement, or information.
The naive boy thought he could win the poker game against professional gamblers, but the took all his money.
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.
Due on Tuesday:
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)
Today we will be going over your short story outlines, and then working on the reading journal below. First we need to write sentence with
Furtive (adj): done by stealth.
The furtive movements kept the boys hidden as they weaved in and out of the bushes in the moonlight.
Bland (adj): lacking in special interest, liveliness, individuality, etc.; insipid.
The bland musical offered a repeat of old songs and had no character development.
HOMEWORK: Begin working on your Literary Terms project (see below).
FOR NEST TUESDAY
Literary Terms - Video/Slide Presentation Choose two literary terms
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)
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.
Today we will play a vocabulary review game. We will then finish reading "The Most Dangerous Game" and we will discuss the story and finish the "short story outlines". Tomorrow, we will begin to write a sequel.
HOMEWORK for Tonight: Finish reading (if we did not do so in close), and begin working on your Literary Terms project (see below).
FOR NEST TUESDAY
Literary Terms - Video/Slide Presentation Choose two literary terms
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)
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.
Today we will write sentences with Reciprocate and Indolent. We will then current to read "The Most Dangerous Game" and fill out short story outlines as we read.
HOMEWORK: Fill out short story outlines and study vocabulary terms.
Indolent (adj): having or showing a disposition to avoid exertion; slothful.
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.
Reciprocate (verb): to give, feel, in return.
After being given a ride home, the boy reciprocated the girl's kindness by asking her to stay for dinner.
Due Next Tueday:
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)
Monday's Objective: Understanding the literary terms you are taking notes on. We will be applying these this coming week.
Today we will write sentences with Scruples and Nocturnal (post
these on a google doc and label it VOCABULARY WORDS). 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.
Scruples (NOUN): Moral or ethical considerations or standards that act as a restraining force or inhibit certain actions. Most people have scruples about killing someone.
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."
Nocturnal (ADJECTIVE): Relating to the night; active at night. Teenagers are nocturnal.
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 would like to listen to a radio version of the story here is a link:
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 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
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?
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, verbal irony, situation irony, dramatic irony, foreshadow, dialect, conflict, character,
plot, 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. 21) 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 Edgar Allen 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
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?
Today we will be introducing ourselves (or introducing yourself to Mr. F), going over the syllabus and the course, looking and discussing a couple of videos, and homework.
Edpuzzle code: cifbalucifbalucifbalucifbalu
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 2024-2025
General Guidelines:
Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings. If you are out in the hall when the bell rings you will be counted tardy.
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.
Cell Phones - need to be placed in Cell phone jail at the front of the room at the beginning of class. If for some reason I have to take your cell phone from you, it will be tortured and turned into the office for your parents to retrieve.
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.
