Tuesday

Today we will go over your short story outlines and then 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.  Please do not skip anything or your blog grade may suffer.

When you finish this look at questions 1-3 and 9 on page 334.

Essential Question: Can Technology Save US?  

We will also read "Inside the House of the Future" (page 337-340).

Homework: Study for Literary Terms Quiz. 

Monday

Today, we are going to do "Words of the Day," discuss your literary terms quiz on Wednesday, and read the short story, "There Will Come Soft Rains". 

Friday

Today, we are going to put the Words of the Day on the board, and then we will review for your lit term quiz. 

Remember your literary term quiz is on Wednesday. 

Finally we will work on your story boards for "Harrison Bergeron".

Wednesday

Today we will put the words of the day on the board, review literary terms and discuss when your lit term quiz will be, go over your sequels to "Harrison Bergeron" and finally start your storyboard outlines.

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.

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 following directions – 5 points

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

Tuesday

Today we will put your vocabulary words on QUIZLET, discuss "Harrison Bergeron" and your short story guides (you will then turn them in).

As a group we will do questions 1-9 on page 45, and then:

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.

Vocabulary List #1

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

Monday

Today - 1) take a quick quiz on "How to Mark a Book"; 2) we are going to finish taking notes on Literary Elements; 3) Discuss your Literary Elements project; and 4) read "Harrison Bergeron"

Homework: Create a placard of one literary term.  You will need the definition and a visual that corresponds with the definition.  This visual should serve as an example of the definition.

Also begin outlining short stories.

Vocabulary List #1

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

Friday

Today we will be playing a review game, setting up blogs, reviewing "Lit Elements" and hopefully beginning Harrison Bergeron.

HW: "How to Mark A Book"

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.

THEME FOCUS: The Meaning of Freedom, The Meaning of Home, The Idea of Duty, Appearance vs. Reality

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 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) 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? 

2017-2018 Syllabus

Syllabus

  World Literature

Course Syllabus: 2017-2018

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 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, and reflective essays, and to produce an original 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.  

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.  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

Something to write with

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.

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.

Hello!

Hello and welcome to English 10.