Convoluted
Perpetual
Beatific
Torrent
Invigorate
Perfunctory
Insidious
Skepticism
Suffused
Saturday 27 November 2010
Friday 19 November 2010
Fahrenheit 451
English 9 GROUP WORK
For each section of the novel do the following:
1) Overall summary of what happened
2) Pick out and explain two symbols – what they mean how the relate the overall theme(s) of the novel
3) What is the meaning of the title of your section
4) Write a monologue from the following characters point of view:
Either A) Beatty or B) Mrs. Bowles
5) If you had to direct a movie who would you cast as the characters?
6) Find pictures that represent the following: A) The characters
B) The mechanical hound
C) The Firehouse
D) The Act of Burning Books
E) The Parlor Walls
7) Find a song that fits this section.
8) Pick a scene and act it out.
Wednesday 17 November 2010
Dover Beach
Why does Bradbury use the poem "Dover Beach" in Fahrenheit 451? Read the poem below and reflect on it.
The sea is calm to-night.
The tide is full, the moon lies fair
Upon the straits; on the French coast the light
Gleams and is gone; the cliffs of England stand;
Glimmering and vast, out in the tranquil bay.
Come to the window, sweet is the night-air!
Only, from the long line of spray
Where the sea meets the moon-blanched land,
Listen! you hear the grating roar
Of pebbles which the waves draw back, and fling,
At their return, up the high strand,
Begin, and cease, and then again begin,
With tremulous cadence slow, and bring
The eternal note of sadness in.
Sophocles long ago
Heard it on the A gaean, and it brought
Into his mind the turbid ebb and flow
Of human misery; we
Find also in the sound a thought,
Hearing it by this distant northern sea.
The Sea of Faith
Was once, too, at the full, and round earth's shore
Lay like the folds of a bright girdle furled.
But now I only hear
Its melancholy, long, withdrawing roar,
Retreating, to the breath
Of the night-wind, down the vast edges drear
And naked shingles of the world.
Ah, love, let us be true
To one another! for the world, which seems
To lie before us like a land of dreams,
So various, so beautiful, so new,
Hath really neither joy, nor love, nor light,
Nor certitude, nor peace, nor help for pain;
And we are here as on a darkling plain
Swept with confused alarms of struggle and flight,
Where ignorant armies clash by night.
Now go here for some commentary on the poem.
After reading the commentary, answer the question: Why does Bradbury use "Dover Beach"? What themes does it represent?
Wednesday 3 November 2010
Things to Know
Fahrenheit 451 – Study Guide
1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound
3) Be able to explain and give at least three examples of scenes that fit the following themes:
The Dangers of Censorship
The Dangers of Ignorance
Dystopia
How censorship and mass media can be used to control people
The importance of independent thought and creativity
4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols
Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books
10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How doe the dark ages connect with Fahrenheit 451.
1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound
3) Be able to explain and give at least three examples of scenes that fit the following themes:
The Dangers of Censorship
The Dangers of Ignorance
Dystopia
How censorship and mass media can be used to control people
The importance of independent thought and creativity
4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols
Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books
10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How doe the dark ages connect with Fahrenheit 451.
New Vocabulary Words
Pedantry
Odious
Luxuriant
Dictum
Cacophony
Proclivity
Proboscis
Stratum
Mausoleum
Marionette
Phoenix
Odious
Luxuriant
Dictum
Cacophony
Proclivity
Proboscis
Stratum
Mausoleum
Marionette
Phoenix
Friday 15 October 2010
Study Guide for Short Story Final
SHORT STORY FINAL: REVIEW
Some things you will have to know
1) Be able to define: blues, irony, foreshadow, dialect, conflict, character, plot, tone, theme, symbol, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
Blues:
Irony:
Foreshadow:
Dialect:
Conflict:
Character:
Plot:
Tone:
Theme:
Symbol:
Protagonist:
Antagonist:
Static Character:
Dynamic Character:
Round Character:
Flat Character:
Allusion:
2) For each story be able to list the protagonist and the antagonist and the type of conflict
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
3) For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss why they fit the category you chose.
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
4) For each story list the point of view it is told from
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
5) For each story write out a theme using “writing a theme” guide and the six elements of theme
a) “The Most Dangerous Game”
b) “The Lady or the Tiger”
c) “The Split Cherry Tree”
d) “Blues Ain’t No Mockin’ Bird
e) “Where Have You Gone Charming Billy”
6) For each story list one event for each of the six elements of plot (exposition, inciting event, rising action, climax, falling action, resolution)
a) “The Most Dangerous Game”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
b) “To Build A Fire”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
c) “The Lady or the Tiger”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
d) “The Split Cherry Tree”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
e) “Blues Ain’t No Mockin’ Bird”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
f) “Where Have You Gone Charming Billy”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
g) “The Cask of Amontillado”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
7) For the following stories pick out two or more examples of allusion and discuss what it alludes to:
“Blues Ain’t No Mockin’ Bird”
a) “Where Have You Gone Charming Billy”
“The Most Dangerous Game”
8) For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:
“The Most Dangerous Game”
a) “Where Have You Gone Charming Billy”
“The Lady or the Tiger”
9) For the following stories pick out an example of irony and discuss why its ironic:
“The Most Dangerous Game”
“The Cask of Amontillado”
10) For the following stories discuss what the following symbols and or images represent and mean:
“The Split Cherry Tree”: The cherry tree
The tree imagery: Dead-leaf, hands like gnarled roots, face like a ripe fodder blade:
“Blues Ain’t No Mockin’ Bird”: The title
The two chicken hawks:
“The Cask of Amontillado” – all the symbols
11) Briefly discuss how dialect is used in “The Split Cherry Tree”? What does it tell us about Pa, Dave and Professor Luster. Why is dialect important in this story? Why is dialect important in “Blues Ain’t No Mockin Bird”?
12) Both Toni Cade Bambara and Jesse Stuart use imagery to build the characters of Granddady Cain and Luster (Pa) Sexton. Both of these characters have some similarities and some differences. In an essay with a definite thesis statement compare and contrast the two characters—what they look like, the metaphors involved in their description, how they act and how they think. Please do not say they author never says. Think about what might be implied.
13) List the setting for every story.
14) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them):
Granddaddy Cain
Granny
Cathy
Smilin
Camera
General Zaroff
Rainsford
The Princess
The King
The Princess’ Lover
Pa Sexton
Dave Sexton
Professor Herbert
15) Be able to answer various comprehension questions—short answer, true or false, multiple choice
Some things you will have to know
1) Be able to define: blues, irony, foreshadow, dialect, conflict, character, plot, tone, theme, symbol, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
Blues:
Irony:
Foreshadow:
Dialect:
Conflict:
Character:
Plot:
Tone:
Theme:
Symbol:
Protagonist:
Antagonist:
Static Character:
Dynamic Character:
Round Character:
Flat Character:
Allusion:
2) For each story be able to list the protagonist and the antagonist and the type of conflict
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
3) For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss why they fit the category you chose.
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
4) For each story list the point of view it is told from
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
5) For each story write out a theme using “writing a theme” guide and the six elements of theme
a) “The Most Dangerous Game”
b) “The Lady or the Tiger”
c) “The Split Cherry Tree”
d) “Blues Ain’t No Mockin’ Bird
e) “Where Have You Gone Charming Billy”
6) For each story list one event for each of the six elements of plot (exposition, inciting event, rising action, climax, falling action, resolution)
a) “The Most Dangerous Game”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
b) “To Build A Fire”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
c) “The Lady or the Tiger”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
d) “The Split Cherry Tree”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
e) “Blues Ain’t No Mockin’ Bird”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
f) “Where Have You Gone Charming Billy”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
g) “The Cask of Amontillado”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
7) For the following stories pick out two or more examples of allusion and discuss what it alludes to:
“Blues Ain’t No Mockin’ Bird”
a) “Where Have You Gone Charming Billy”
“The Most Dangerous Game”
8) For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:
“The Most Dangerous Game”
a) “Where Have You Gone Charming Billy”
“The Lady or the Tiger”
9) For the following stories pick out an example of irony and discuss why its ironic:
“The Most Dangerous Game”
“The Cask of Amontillado”
10) For the following stories discuss what the following symbols and or images represent and mean:
“The Split Cherry Tree”: The cherry tree
The tree imagery: Dead-leaf, hands like gnarled roots, face like a ripe fodder blade:
“Blues Ain’t No Mockin’ Bird”: The title
The two chicken hawks:
“The Cask of Amontillado” – all the symbols
11) Briefly discuss how dialect is used in “The Split Cherry Tree”? What does it tell us about Pa, Dave and Professor Luster. Why is dialect important in this story? Why is dialect important in “Blues Ain’t No Mockin Bird”?
12) Both Toni Cade Bambara and Jesse Stuart use imagery to build the characters of Granddady Cain and Luster (Pa) Sexton. Both of these characters have some similarities and some differences. In an essay with a definite thesis statement compare and contrast the two characters—what they look like, the metaphors involved in their description, how they act and how they think. Please do not say they author never says. Think about what might be implied.
13) List the setting for every story.
14) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them):
Granddaddy Cain
Granny
Cathy
Smilin
Camera
General Zaroff
Rainsford
The Princess
The King
The Princess’ Lover
Pa Sexton
Dave Sexton
Professor Herbert
15) Be able to answer various comprehension questions—short answer, true or false, multiple choice
Monday 11 October 2010
NOTES: Characterization and Believable Character Change
THREE ELEMENTS OF CHARACTERIZATION
1) Consistent in their behavior
2) Motivated in whatever they do
3) Lifelike
THREE CONDITIONS FOR BELIEVABLE CHANGE
1) Must be within the possibilities of the character
2) Must be sufficiently motivated by the circumstances in which the character is place
3) It must allow sufficient time for a change of its magnitude to take place
1) Consistent in their behavior
2) Motivated in whatever they do
3) Lifelike
THREE CONDITIONS FOR BELIEVABLE CHANGE
1) Must be within the possibilities of the character
2) Must be sufficiently motivated by the circumstances in which the character is place
3) It must allow sufficient time for a change of its magnitude to take place
Thursday 7 October 2010
Tuesday 5 October 2010
Short Story Review
1) Pick out and explain a symbol
2) Find a picture for each character in the story
3) Discuss the theme (in 3-5 sentences)
4) Write five review questions
5) Reenact the story (either as a readers theatre, a duo interpretation of literature or a mime)
6) Find a song that goes along with the theme
7) If you were the director who would you cast as the characters.
2) Find a picture for each character in the story
3) Discuss the theme (in 3-5 sentences)
4) Write five review questions
5) Reenact the story (either as a readers theatre, a duo interpretation of literature or a mime)
6) Find a song that goes along with the theme
7) If you were the director who would you cast as the characters.
Monday 4 October 2010
Wednesday 22 September 2010
Class Work for Thursday, Friday and Monday.
Thursday: Read "Where Have You Gone Charming Billy?" on page 62.
Friday: Vocabulary Quiz
Monday: Finish reading "Where Have You Gone Charming Billy?" and begin short story outlines.
Friday: Vocabulary Quiz
Monday: Finish reading "Where Have You Gone Charming Billy?" and begin short story outlines.
Thursday 2 September 2010
Short Story Unit
SHORT STORY UNIT
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.
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
CLASS ACTIVITIES:
1) In-class reading: Everyone in class must read. It is 10 points of the daily grade.
2) Quizzes
3) Jeopardy Review
4) Group Work/ reading and writing Activities
5) Worksheets (for every story)
6) Note Guides for each story (sometimes to be filled out in yr. group)
7) Vocabulary
8) Oral presentations
9) Short Story Project
10) Journal Entries
11) Simulations/ Acting
12) Listening to music that corresponds with stories
13) Watching videos (if any) that correspond with stories
STORIES TO BE READ INCLUDE:
1. “The Cask of Amontillado” by Poe
2. “Blue’s Ain’t No Mockin’ Bird” by Toni Bambara
3. “Where Have You Gone Charming Billy”
4. “The Lady or the Tiger?”
5. “The Split Cherry Tree” by Jesse Stuart
6. “The Most Dangerous Game” by Richard Connell
7. “To Build A Fire” by Jack London
There will also be one story that can be read for extra credit (25 points).
During this unit reading quizzes will be T F, multiple choice, short answer and essay.
Vocabulary quizzes will be short answer.
The Unit Final will be T F, multiple choice, short answer and essay (it will be around 40 questions).
Again remember:
Daily assignments (this includes reading/ note guides/ work sheets and class participation): 10-25 points
Homework: 10-25 points
Quizzes: 30-80 points (usually 30-50)
Vocabulary Quizzes: 30 points
Short Story Project: 125 points
Short Story: 200
Final: 200 points
Journal: 10% of grade
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.
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
CLASS ACTIVITIES:
1) In-class reading: Everyone in class must read. It is 10 points of the daily grade.
2) Quizzes
3) Jeopardy Review
4) Group Work/ reading and writing Activities
5) Worksheets (for every story)
6) Note Guides for each story (sometimes to be filled out in yr. group)
7) Vocabulary
8) Oral presentations
9) Short Story Project
10) Journal Entries
11) Simulations/ Acting
12) Listening to music that corresponds with stories
13) Watching videos (if any) that correspond with stories
STORIES TO BE READ INCLUDE:
1. “The Cask of Amontillado” by Poe
2. “Blue’s Ain’t No Mockin’ Bird” by Toni Bambara
3. “Where Have You Gone Charming Billy”
4. “The Lady or the Tiger?”
5. “The Split Cherry Tree” by Jesse Stuart
6. “The Most Dangerous Game” by Richard Connell
7. “To Build A Fire” by Jack London
There will also be one story that can be read for extra credit (25 points).
During this unit reading quizzes will be T F, multiple choice, short answer and essay.
Vocabulary quizzes will be short answer.
The Unit Final will be T F, multiple choice, short answer and essay (it will be around 40 questions).
Again remember:
Daily assignments (this includes reading/ note guides/ work sheets and class participation): 10-25 points
Homework: 10-25 points
Quizzes: 30-80 points (usually 30-50)
Vocabulary Quizzes: 30 points
Short Story Project: 125 points
Short Story: 200
Final: 200 points
Journal: 10% of grade
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