English 9

English 9

For the final assignment, students are writing their own short story. The story can be of any genre (mystery, science fiction, horror, romance, comedy, serious, fantasy, fiction, adventure, etc.).

This story must be turned in through turnitin.com by 3:00 p.m. on Monday, December 12 and a hard copy must be turned in during class on Monday, December 12 as well. Students absent on the due date still must have it into turnitin.com before the deadline or it will be considered late. LATE PAPERS WILL RECEIVE HALF CREDIT; no assignment will be accepted after the final is over on Tuesday, December 13 – NO EXCEPTIONS.

The class ID is 13115872 and the class password is English9.

Welcome to the fall 2016 semester. I will continue to update this website as we go through the semester. Posted below will be the agenda for each day. Please note that the following lesson plans are subject to change. We try to stick as close as possible to these plans, but sometimes adjustments have to be made and these plans have not been adjusted for the new Wednesdays schedule. The days that have already passed should be fully accurate. Students are responsible for making up work due to absences. Assignment grades will be posted on Infinite Campus as quickly as possible.

All work must be written in blue or black ink only or it will not be graded.

All outside of class essays must be submitted in hard copy form and through turnitin.com.
For turnitin.com, the class ID is 13115872 and the class password is English9.


Thur., Aug. 11: Introduction (W.A. W.C.), distribute and discuss syllabus and technology agreement.

Fri., Aug. 12: Collect forms; spelling assignment.

Mon., Aug. 15: seating chart; journal rules (When students write in their journal for this class, they should write an average of at least one hundred words each time. Some journals may be shorter and some may be longer, but students are being graded on effort for journals, so grades will be lowered for being too brief. Students are expected to do their best with spelling, punctuation, sentence structure, etc., and make sure all parts of the question/prompt are answered/addressed. Remain silent during journal time. When everyone, or almost everyone, is finished, some students may be asked to share what they wrote. Absent students are not excused from doing the work; look at the website or ask a friend for the journal and make sure none are missing when they are collected. Each journal is worth three points.); Journal #1: "Define 'obstacle.' What types of obstacles do people have to overcome; name at least three. How do people overcome those obstacles?"; discuss journal; Watch "Two Cleveland Wrestlers Successful Struggle" video

https://www.youtube.com/watch?v=GlKjRdTCKwc and discuss.

Journal #2: "Explain some of Leroy’s obstacles and how he handles and overcomes those. Explain some of Dartanyon’s obstacles and how he handles and overcomes those. Is it an advantage or disadvantage for Dartanyon to have an invisible disability? Explain why. As a new high school student, what obstacles do you face?"

Tues., Aug. 16: Discuss Journal #2; watch ice bucket challenge video https://www.youtube.com/watch?v=xGRqQtzLCS4;Journal #3" "What is the most dangerous game? Name and describe the game and explain why you think it is the most dangerous. (Include what makes it dangerous, how is it dangerous to its participants, what can happen, etc.); discuss journal;

Wed., Aug. 17: Begin reading "The Most Dangerous Game" pages 16-22.

Thursday., Aug. 18: Continue reading "The Most Dangerous Game" pages 22-36.

Fri., Aug. 19: In groups of 2-3, answer questions 1-5 on page 37 (make sure to answer all parts of each question and follow directions -- i.e., use the chart when told).

 Mon., Aug. 22: Finish answer questions 1-5 on page 37; Journal #4: "What do you expect from yourself? What do others (family, friends, etc.) expect of you?"; Begin reading "The Scarlet Ibis" pgs 552-557.

Tue., Aug. 23: Finish “The Scarlet Ibis” and discuss symbolism, metaphors, similes, etc.

Wed., Aug. 24:  Begin "The Scarlet Ibis" essay; hand out directions and discuss

Thu., Aug. 25: Discuss text evidence (quotations) -- how to find them, introduce them (lead in to the quotations), and cite them; sample thesis statements and topic sentences.

Fri., Aug. 26: Library orientation

Mon., Aug. 29: Create list of Brother's "good" and "bad" traits; discuss essay issues; time to search for quotations.

Tues., Aug. 30: (MINIMUM DAY -- BACK TO SCHOOL NIGHT); in library working on turnitin.com.

Wed., Aug. 31:  Show former student sample essay and discuss introduction, topic sentences, lead-ins and quotations, citations, analysis, etc.

Thurs., Sept. 1:  "The Scarlet Ibis" essay rough draft due for peer evaluations (no late rough drafts accepted for credit).

Fri., Sept. 2: "The Scarlet Ibis" essay due in class and in turnitin.com.; Journal # 5: "Describe a time you felt you were not treated fairly. How did you feel? How did you react? How did you want to react?"; terms packet

Mon., Sept. 5: (NO SCHOOL -- LABOR DAY)

Tues., Sept. 6: Journal #6: "Describe the mood of one or more of your favorite books or movies. Explain why that stands out to you (why it is your favorite)"; Begin "The Cask of Amontillado"

Wed., Sept. 7:  Finish "The Cask of Amontillado" and discuss foreshadowing, mood, climax, un/reliable narrator, etc.; Subject-Verb agreement 1

Thu., Sept. 8:; Finish Subject-Verb agreement 1-2; return and discuss "The Most Dangerous Game" responses.

Fri., Sept. 9:  Journal #7: "Imagine being asked to train an animal you do not normally think of as trainable. Describe what you would have to do to train that animal and what obstacles you would have to deal with." Read "Fly away" and discuss

Mon., Sept. 12: Journal #8: "How can daydreaming be a positive? How can it be a negative?"; read "The Secret Life of Walter Mitty" pages 344-352; answer questions 1-7 on page 352; return and discuss essays.

Tues., Sept. 13: journals due;  Journal #9: "Describe something in real life, a movie or TV where there was a great buildup to something, but then things did not turn out as hoped."; read "Casey at the Bat" and discuss climax and anti-climax; finish "Mitty" questions; continue essay discussion (barely had time to address issues on Monday).

Wed., Sept. 14:  Christopher Reeve packet

Thu., Sept. 15:  Journal #10: "What games are sometimes played in the street? Describe at least one of those and explain challenges there might be in playing that game in the street."; Read "Go Deep to the Sewer" (p 368) and answer questions 1-9 on page 377 in groups of no more than three.

Fri., Sept. 16: (end grading period): Journal #11: "How is the school year going so far? What do you like and not like about it?"; turn in journals 1-11;

Mon., Sept. 19: Journal #12: "Why is it important to follow rules in life? What are some of the most important rules to follow? Explain why."; return/discuss Christopher Reeve packet, journals, etc.; subject/verb agreement 3

Tues., Sept. 20: Journal #13: "Imagine living in a small town in the south in the 1930's. Describe how life would be. What would you like and not like about it?"; Harper Lee background notes; Jim Crow laws

Wed., Sept. 21:  Check out To Kill A Mockingbird; Journal #14: "Describe what you think life was like in the U.S. in the 1930's. What was happening in America -- especially in certain areas."; Depression era pictures

Thurs., Sept. 22: Journal #15: “Why do people stand up for something and fight for it even when they don’t think they can win? Describe a time when you have heard of someone who has done this.” Anticipation questions; timeline

Fri., Sept. 23: Journal #16: "What principles are worth fighting for? Explain why."; "The Great Depression" story and questions;

Mon., Sept. 26:  Journal #17: “Describe a situation in which people thought something about you which was not true. Give details and explain how this situation affected you.”; Read chapter 1 of To Kill A Mockingbird.

Tues., Sept. 27:  Quiz; Journal # 18: "Describe the main characters and explain what you know about them so far."; review TKAM ch. 1; read TKAM chapters 2-3 (pg. 15-32).

Wed., Sept. 28: Journal #19: “What do you know about the Cunningham and Ewell families? Which family members have you met? How are the families similar? How are the different?”; review TKAM ch. 2-3; read TKAM chapters 4-5.

Thurs., Sept. 29: Quiz on chapters 1-5; Journal # 20: "What are some of the important events that happen in and around the Radley's yard? Why do you think those are important?"; review; read chapter 6

Fri., Sept. 30: Review; in-class character project and read TKAM chapter 7.

In-class group work
Pick one or two partners.
Choose one character from the novel
Create a picture of that character using information from the story.
Write one paragraph describing that character; include at least one quotation from the book supporting your description.
Write one paragraph explaining why that character is important in the story.
You will be graded on effort; do not draw stick figures and the drawing must be colored. This is worth 30 points.

Mon./Tues. Oct 3-4: NO SCHOOL: FALL BREAK

Wed., Oct. 5:  Journal # 21: "List everything Scout and Jem have found in the knothole of the tree. Why do you think these are important? Who is leaving the gifts for them and why?"; review TKAM 6-7; distribute and discuss study guide and discuss outside class project more; finish in-class character project (period 4 start in-class project); HW: read TKAM chapter 8;

Thurs., Oct. 6:  Journal # 22: "The focus of the book is about to change. What are the most important events so far? Why are those so important?"; review TKAM ch. 8; read TKAM chapter 9; HW: finish reading TKAM chapter 9

Fri., Oct. 7: Journal #23: "When Scout asks Atticus why he is defending Tom Robinson, a black man, Atticus says, 'If I didn’t I couldn’t hold up my head in town, I couldn’t represent this county in the legislature, I couldn’t even tell you or Jem not to do something again.' Why does he say that? What does he mean?"; review TKAM ch. 9; read TKAM chapter 10; HW: finish reading TKAM chapter 10.

 Mon., Oct. 10:  Journal #24: "Who is Tim Johnson? Describe what happens and explain what Jem and Scout learn about their father through that story."; Review chapter 10; HW: Read chapter 11 and prepare for quiz on Part 1.

Tues., Oct. 11:  QUIZ Part I (chapters 1-11); Journal #25: “We have already discussed that there were many racist white people in the deep South in the 1930’s and that the African Americans were not allowed into the 'white' restaurants, etc. How do you think the African Americans felt if the whites tried to go to their stores, churches, etc.? Why?”; review TKAM chapter 11; read TKAM chapters 12-13; HW: finish reading TKAM chapters 12-13

Wed., Oct. 12: Journal #26: "Describe Scout and Jem's experience at church. Why was this important?"; review TKAM ch. 12-13; read TKAM chapters 14-15; HW: finish reading TKAM chapters 14-15

Thurs., Oct. 13:  Journal #27: "Describe what happened in front of the jail. How did it end? Why?"; review TKAM ch. 14-15; read TKAM chapter 16; HW: finish reading TKAM chapter 16

Fri., Oct. 14: (end of first quarter) Journal #28: "When the trial begins, where are Scout, Jem, and Dill? Why? Who is on the jury? Why is that important? Who else did you meet in chapter 16 and why might that be important?"; discuss Monday-Wednesday; read chapters 17-18 and be ready for a quiz on chapters 12-18 Thursday.

Mon., Oct. 17: In-class essay Performance Task Day 1

Tu., Oct. 18: In-class essay Performance Task Day 2

Wed., Oct. 19: In-class essay Performance Task Day 3

Th., Oct. 20: (District minimum day) Quiz on chapters 12-18; Journal #29: “What do you think of the first part of the trial? What do you believe or not believe at this point? Explain why"; return and discuss Part 1 quizzes; read TKAM chapters 19-20; HW: finish reading TKAM chapters 19-20.

Fri., Oct. 21: Journal #30: “What do you believe or not believe about Tom Robinson’s testimony? What should the verdict be? Why?”; review TKAM chapters 17-20; read TKAM chapters 21-23; HW: finish reading TKAM chapters 21-23

Mon., Oct. 24: Journal #31: “Why is this an important book to read? What are some of the themes of the book?"; review TKAM ch. 21-23; read TKAM chapters 24-25; HW: finish reading TKAM chapters 24-25

Tu., Oct. 25: Journal #32: "Why does Harper Lee spend pages showing the details of the ladies' club meeting? What is important about the discussion and what happens?"; review TKAM ch. 24-25; read TKAM chapters 26-27; HW: finish reading TKAM chapters 26-27;

Wed., Oct. 26: Journal #33: "What is Scout's class discussing? Why is Scout upset about what Miss Gates says and had said before?"; read TKAM chapters 28-29

Th., Oct. 27: review; begin TKAM movie (first 40 minutes); finish reading TKAM chapters 30-31;

Fri., Oct. 28: Collect journals 12-33; review Continue movie;

Mon., Oct. 31: Finish movie

Tu., Nov. 1: To Kill A Mockingbird test (SCANTRON portion);

Wed., Nov. 2: To Kill A Mockingbird test (essay portion); TKAM projects due; Discuss Mockingbird essay

Th., Nov. 3: Peer edit Mockingbird essay rough drafts

Fri., Nov. 4: Discuss projects, essays, missing assignments; Plexers

Mon., Nov. 7: To Kill A Mockingbird essays due; discuss Plexers answers, return and discuss papers,

Tues., Nov. 8: DISCUSS ESSAY ISSUES; Journal #34; "How would you respond if someone were invading your space/privacy? Describe a time when that has happened to you.";begin "Blues Ain't No Mockin Bird" (568-576)

Wed., Nov. 9: Finish reading "Blues Ain't No Mockin Bird" (568-576) and answer the following questions in groups of no more than three. For each of the questions below, word your response that includes a smooth transition to the required quotation and include parenthetical documentation. Do not just write the quotation.
1. In the first paragraph of the story, you find out that the family has moved at least a few times. Provide a quotation that supports this.
2. Granny is clearly not happy with the two visitors. Provide two quotations from or about Granny that prove this.
3. Granddaddy is described as a strong man. Quote two of Bambara’s descriptions that show his strength.

4. How do the children feel about the visitors? Name at least two children (the narrator can be one) and provide a quote for each that shows how each feels.

Thurs., Nov. 10: Short story assignment handout; work on "Blues Ain't No Mockin Bird" questions

Fri., Nov. 11: VETERAN'S DAY -- NO SCHOOL

Mon., Nov. 14:  "Spontaneous Human Combustion"; finish answering "Blues Ain't No Mockin Bird" questions.

Tues., Nov. 15: "Beneath The Rubble" packet

Wed., Nov. 16: Journal #35: "What were your favorite children's books when you were a child? What made those your favorites?"; part 1 of story generating: Randomly describe at least four of each of the following story elements: characters, setting, and conflicts (problems). Do not try to connect them - they should be random - and make sure you include details. Bring these to class tomorrow.

Thurs., Nov. 17: Get into groups of four. Randomly select at least one character from each person (at least four total characters) and then at least one setting, and at least one conflict; these should be from different lists, not the same person. Using those, create a story that is at least two hand-written pages long and draw a scene from the story. You have until Friday at the end of class to finish the story and the drawing of the scene. The story must have a positive holiday season message. The "holidays" available for you to use are Halloween, Thanksgiving, Hanukkah, Christmas, Kwanzaa, or New Year's.

Fri., Nov. 18: (Grades due) Finish group story and picture.

Mon., Nov. 21: Quotes rules; dialogue assignment;

Tues., Nov. 22: Wish, Wish, Wish; Write approximately one page about what you truly wish for in life.

Wed., Nov. 23: finish group story and/or dialogue assignment

Thurs., Nov. 24: THANKSGIVING -- NO SCHOOL
Fri., Nov. 25: THANKSGIVING BREAK

 Mon., Nov. 28: Journal #36: "Is it ever O.K. for a writer to use stereotypes? Why? When? Where? What stereotypes have you seen in movies or on TV that worked well or didn't work at all?"; stereotyping names in-class activity; homework - stereotyping activity: Draw and color the stereotypical ideal date for the opposite sex (no stick figures -- nobody wants to date a stick). Describe at least twelve physical and personality characteristics of that person. Write the characteristics next to the one drawing on the same side of the paper. Write your name on the back of the paper. NOTE: Do not just say “eyes”; be descriptive. Avoid using “good” and “nice”; be descriptive. Note that you are drawing the ideal date for the opposite sex – that means ladies draw a woman and guys draw a dude. NO NUDES.This is due at the beginning of class Tuesday.

Tues., Nov. 29: share and discuss stereotype homework and perception vs. reality; Journal #37: "What kinds of stories revolve around settings? Describe a setting for such a story."; read "Deportation at Breakfast"

Wed., Nov. 30: Journal #38: "Imagine having a fully automated house. Describe the advantages and disadvantages."; Read "There Will Come Soft Rains" (612-620 sophomore book) and discuss setting and irony.

Thurs., Dec. 1: (Minimum day -- Senior projects): collect journals; Return and discuss group stories and dialogue assignments; Discuss missing assignments,

Fri., Dec. 2: Alpha story

Alphabet story directions
Each of you will write your own short story. This is a special short story with a couple of very specific rules. The story must be 26 sentences long. Each sentence must start with a different letter of the alphabet. The first word of your first sentence must begin with an “A,” the first word of the second sentence must begin with a “B,” and so on until you have reached the letter “Z.” Use correct spelling only (no fair using "Xit" instead of "Exit" for X, for example). You will be graded on your ability to use each letter to begin a sentence, spelling, punctuation, sentence structure, and making the story make sense.
Good luck and have fun.

Mon., Dec. 5: Get into groups of four; each person picks one genre and stays in that genre. Explain this is putting everything together - develop introduction, characters, setting, plot/conflict, etc. Pass the paper after 6-10 minutes; give 10 minutes at end of class for them to share within group and pick which one to read aloud.

Tues., Dec. 6: Hour of Code presentation

Wed., Dec. 7: Time to work on story in class -- writing, sharing, editing.

Thurs., Dec. 8: read aloud some of the group stories from Tuesday and discuss; discuss short story issues/concerns.

Fri., Dec. 9: final review of assignment, time to work on story, ask questions, or have peer evaluations

Mon., Dec. 12: sign up for oral presentations; review oral presentation rules; time to share stories with friends; SHORT STORIES ARE DUE IN CLASS AND IN TURNITIN.COM BY 3:00 PM TODAY. LATE PAPERS ARE HALF CREDIT; NO PAPERS ACCEPTED AFTER THE FINAL IS OVER.

Tues., Dec. 13: FINALS 3 (8:00-9:57), 5 (10:18-12:15), and 1 (1:06-3:03)

Wed., Dec. 14: FINALS 4 (8:00-9:57), 6 (10:18-12:15), and 8 (1:06-3:03)

Thurs., Dec. 15: FINALS 2 (8:00-9:57) and 7 (10:18-12:15),

Fri., Dec. 16: BEGIN WINTER BREAK