Thursday

Thursday – “There Will Come Soft Rains” reading journal.

You will outline the day routine of the family that lived in the house.   You will do this by going back through the story and marking what happens with the house and when it happens.  Create a hour-time line.  Example: 8 am: "Time to Run".  The house plods the children out the door to go to school.   The garbage door opens indicating that the father will be leaving for work.  The house begins to clean... Please do not skip anything or your blog grade may suffer.  You will need 3-4 detailed sentences per time.

 

Friday – Vocabulary quiz.

 

Tuesday

 

Today We are going to read and discuss the story "There Will Come Soft Rains", give you time to fill in the short story outlines, and work on the journal assignment below.

Wednesday: Vocabulary Charades

Thursday: On your blogs you will outline the day routine of the family that lived in the house.   You will do this by going back through the story and marking what happens with the house and when it happens.  Create a hour-time line.  Example: 8 am: "Time to Run".  The house plods the children out the door to go to school.   The garbage door opens indicating that the father will be leaving for work.  The house begins to clean... Please do not skip anything or your blog grade may suffer.  You will need 3-4 detailed sentences per time.

Friday: Vocabulary Quiz

Monday

 Today you will be able to work on your Storyboards. Please remember that this on due on Tuesday.

Also, once you finished the storyboard please work on finishing the sentences for the vocabulary words and study for the vocabulary quiz on Friday.

STORYBOARD PROJECT:

By yourself, you will create a storyboard for “Harrison Bergeron”.  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.  The should be some analysis of what is going on in the scene or a "quotation" from the story and brief discussion of the quotation.

 

GRADING SCALE:

4 0  - More than 12 scenes are presented; detailed descriptions of scenes with actual quotations from the story and/or analysis of what is presented in the scene and how it creates meaning.  More than five sentences presented and presented with depth.

3.0 – 12 scenes presented with accurate parts of plots listed.  A description of the scene, which accurately depicts – or references – what is said in the text.

2.0 – Less than 12 scenes; parts of plot are mislabeled.  Descriptions of scenes are less than three sentences and/or inaccurate according to what is said in the text

1.0 – No labeling of the plot or no description of the scenes.

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 following directions – 5 points

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

Friday

 Today we will read "The Pedestrian" and fill out short story outlines as we read. Then you will have some time to work on your storyboards. 

 Link for "The Pedestrian"

STORYBOARD PROJECT:

By yourself, you will create a storyboard for “Harrison Bergeron”.  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.  The should be some analysis of what is going on in the scene or a "quotation" from the story and brief discussion of the quotation.

 

GRADING SCALE:

4 0  - More than 12 scenes are presented; detailed descriptions of scenes with actual quotations from the story and/or analysis of what is presented in the scene and how it creates meaning.  More than five sentences presented and presented with depth.

3.0 – 12 scenes presented with accurate parts of plots listed.  A description of the scene, which accurately depicts – or references – what is said in the text.

2.0 – Less than 12 scenes; parts of plot are mislabeled.  Descriptions of scenes are less than three sentences and/or inaccurate according to what is said in the text

1.0 – No labeling of the plot or no description of the scenes.

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 following directions – 5 points

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

Thursday

Today we will be writing sentences with Vigilance and Wince

STORYBOARD PROJECT:

By yourself, you will create a storyboard for “Harrison Bergeron”.  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.  The should be some analysis of what is going on in the scene or a "quotation" from the story and brief discussion of the quotation.

 

GRADING SCALE:

4 0  - More than 12 scenes are presented; detailed descriptions of scenes with actual quotations from the story and/or analysis of what is presented in the scene and how it creates meaning.  More than five sentences presented and presented with depth.

3.0 – 12 scenes presented with accurate parts of plots listed.  A description of the scene, which accurately depicts – or references – what is said in the text.

2.0 – Less than 12 scenes; parts of plot are mislabeled.  Descriptions of scenes are less than three sentences and/or inaccurate according to what is said in the text

1.0 – No labeling of the plot or no description of the scenes.

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 following directions – 5 points

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

 

 

Tuesday

Today we are going to write sentences with Neutralize and Synchronize, then discuss your short story outlines (where you are and what you have filled out).

1) finish short story outlines. 2) Do questions 1-9 on page 45

HOMEWORK:
Write a sequel to Harrison Bergeron.  The choice of the sequel is up to you, but you can discuss the parents' reaction when they are informed of Harrison's death, or take the point of view of one of the ballerinas or either write a sequel from the point of view of the Diana Moon Glampers, the Handicapper General.  Remember this world is a negative-utopia.

 

 

Monday

Today (on a google doc), you are going to write sentences with Consternation and Cower. Then begin reading "Harrison Bergeron" in your textbook. You will need to fill out a short story outline as you read.

You will also have a literary terms quiz this week.

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.

Below are links to a movie verison of Harrison Bergeron and an audiobook of Harrison Bergeron.

Friday

 Today we are going to take some notes (you might have these from last year) and look up vocabulary words.

Vocabulary List #1

Consternation
Cower
Neutralize
Synchronize
Vigilance
Wince
Manipulate
Oblivious
Paranoia
Silhouette
Sublime
Tremulous

HW: Read "How to Mark A Book" 

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 is 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.

THEME FOCUS: Technology (savior or destroyer), the meaning of home, traditions and heritage, and the idea of equality.

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, 

dialogue, imagery, 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 a personal narrative using some of these devices.  

 Objectives (smaller chunks of overall goal) and suggested time periods

 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) Given a story identify the different events that fall into different parts of plot 

(example: be able to describe the exposition or climax of a story)

16) Given a story discuss how its theme is developed throughout the text

17) Students will be able to tell the difference between a short story and a personal narrative. 

18) Students will be able to write an extension to a short story read in class and publish

 them on their blog.

19) Students will be able to write personal responses to stories read in class.

20) Respond orally to a story by creating an outline and delivering it to class

 Text(s)/Additional Instructional Resources (what will be reading):

“Harrison Bergeron” by Kurt Vonnegut

“Everyday Use” by Alice Walker”

“The Possibility of Evil” by Shirley Jackson

“There Will Come Soft Rains” by Ray Bradbury

“The Pedestrian” by Ray Bradbury

“Montgomery Boycott” by Coretta Scott King

“On Nuclear Disarmament” by Carl Sagan

“Stockpiles of Nuclear Weapons”

“I Have A Dream” by M.L. King

“The Lottery” by Shirley Jackson

“Inside the home of the Future/Car of the Future”

“The Race to Save Apollo 13”

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? What is a personal narrative?  How does 

a personal narrative differ from a short story?  How are they similar?  What are some good themes for a personal narrative? 

Welcome to English

 Today we will go over the syllabus, hand out books, play a review game, discuss the upcoming year.

  World Literature

Course Syllabus: 2024-2025

Instructor: Mr. Fielding

kfielding@skagwayschool.org

English 10: Literature of the World

Align to the Common Core Standards English 10 is a thematic exploration of literary and informative texts of world literature.  While English 9 is an exploration of genre, English 10 is an exploration of ideas (themes, arguments, thesis statements).  Students will read a variety of literature and literary genres from Ancient Greek classics to contemporary works, and cite textual evidence to analyze characters, figurative language, and cultural themes.  In informative reading students will analyze how claims and central ideas are developed and shaped by specific details.  

In writing students will build on the foundation established in 9th grade for composing literary, persuasive, analytical and reflective essays, and to produce an original persuasive research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

Students this year will learn strategies for writing successful persuasive essays and compose one using proper MLA citations.

Texts (students will read some or all of the following): Holt McDougal: English 10, A Brave New World, The Tragedy of Macbeth, The Tragedy of Julius Caesar, Oedipus Rex, The Odyssey, The Iliad, All Quiet of the Western Front, Catcher in the Rye and poetry from various sources.  

 

Unit 1: Short Stories - themes: Technology (savior or destroyer), the meaning of home, traditions and heritage, and the idea of equality.  

Unit 2: The Extended Literary Project - A Catcher in the Rye

Unit 3: Greek drama: Oedipus Rex and/or Antigone 

Unit 4: Macbeth

Unit 5: Persuasion and Debate

Unit 6: The Epic: The Odyssey  

BLOGS/JOURNALS

Students will be required to keep a readling log/note log on google docs throughout the year.  This log will be the student’s journal.  In this log/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.  Some projects (such as oral presentations) are hard to make up if not done on the day that they are due.

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

Pens and Pencils

Highlighters (at least two)

 

Vocabulary List #1 - LOOK UP THE FOLLOWING WORDS:

Consternation
Cower
Neutralize
Synchronize
Vigilance
Wince
Manipulate
Oblivious
Paranoia
Silhouette
Sublime
Tremulous