Short Story Intro

Goal:
Students will define words using context clues
Students will discuss and understand short story terms

The students will identify, recognize and recall literary terms and definitions.

Students will review and practice the note taking process

1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)

—Bell Ringer- For each bell ringer, you will write the correct answer and circle the relevant context clues in the sentence:

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

1.  The great ballplayer and civil rights leader Jackie Robinson was the epitome of both physical and moral strength.

–A. a perfect model  B. an opposite  C. a main cause 

2.My AMIABLE dog greets both strangers and old friends with a happy yep and energetic tail-wagging.

  

Thursday, 8/29-Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues
Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.

–A. firm      B. uncertain      C. flexible

 

2. Students will practice taking essential notes from lecture/ PowerPoint

Terms:  See Short Story Terms on PowerPoint

3. There will be a test on these terms on Wednesday, 9/4

Materials:  
Literary Notes                                                                            Literary Terms Power Point

                        Pen/Pencil                                                        Whiteboard

CLOSURE ACTIVITY

8/27  

—Write a sentence using the word eccentric CORRECTLY in a sentence.  Remember to show meaning of the word within the sentence.

8/28
—Write a sentence using the word epitome CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence.

8/29
—Write a sentence using the word adamant CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence

                                      

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

Vocabulary

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

1.  The great ballplayer and civil rights leader Jackie Robinson was the epitome of both physical and moral strength.

–A. a perfect model  B. an opposite  C. a main cause 

2.My AMIABLE dog greets both strangers and old friends with a happy yep and energetic tail-wagging.

Thursday, 8/29-Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues

Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.

–A. firm      B. uncertain      C. flexible

2. Students will complete their writing samples and turn their 

Wednesday, 8/28

Goal: 
Students will define words using context clues

1. Students will complete Unit One Chapter 1 (Pages 8-11 in the packet)

2. On a separate sheet of paper, students will write one original sentence for each word.

3. Please keep the packet and sentences in your 3-ring binder

4. There will be a test on these words, parts of speech and spelling next Friday

Closure Activity:

8/28
—Write a sentence using the word epitome CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence. 

Standards: 

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Goal:
Students will define words using context clues
Students will discuss and understand short story terms

The students will identify, recognize and recall literary terms and definitions.

Students will review and practice the note taking process

1. Students will complete a daily bell ringer in their notebooks:
(Each day students will practice defining words through context clues)

—Bell Ringer- For each bell ringer, you will write the correct answer and circle the relevant context clues in the sentence:

My AMIABLE dog greets both strangers and old friends with a happy yep and energetic tail-wagging.

Tuesday, 8/27 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

1. ILL will between the two families goes back so many generations that nobody remembers what originally caused the ANIMOSITY

2. Florence Nightingale, the famous nursing reformer, had the eccentric habit of carrying a pet owl around in one of her pockets.

–A. ordinary    B. odd  C. careful

Wednesday, 8/28 - ◦Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues.

1.  The great ballplayer and civil rights leader Jackie Robinson was the epitome of both physical and moral strength.

–A. a perfect model  B. an opposite  C. a main cause 

2.My AMIABLE dog greets both strangers and old friends with a happy yep and energetic tail-wagging.

Thursday, 8/29-Determine the meaning of the underlined word using the context clues surrounding the term.  Circle the context clues

Adamant in his support of gun control, Senator Keen won’t give in to pressure from powerful opponents.

–A. firm      B. uncertain      C. flexible

2. Students will complete their writing samples and turn their work into www.turnitin.com

3.. Students will practice taking essential notes from lecture/ PowerPoint

Terms:  See Short Story Terms on PowerPoint

4. There will be a test on these terms on Friday, 8/30

Materials:  
Literary Notes                                                                            Literary Terms 

Power Point

Pen/Pencil                                                        

Whiteboard

CLOSURE ACTIVITY

8/27  

—Write a sentence using the word eccentric CORRECTLY in a sentence.  Remember to show meaning of the word within the sentence.

8/28
—Write a sentence using the word epitome CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence. 

8/29
—Write a sentence using the word adamant CORRECTLY in a sentence.  CIRCLE THE CONTEXT CLUES IN YOUR SENTENCE Remember to show meaning of the word within the sentence

                                      

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

Goals: Students will complete their rough drafts

1Bell Ringer:

Write the Sentence.  Write the answer.  Place an arrow from the underlined word to the part of the sentence that serves as the context clue.

◦8/26 In the ring, the two boxers were antagonists,  but in their private lives they were good friends.

–A. a supporter     B. an enemy     C. an example

 Tuesday, 8/27- There are two word today: 

◦ILL will between the two families goes back so many generations that nobody remembers what originally caused the animosity.

–A.  strong dislike      B. admiration  C.  great fear

My amiable dog greets both strangers and old friends with a happy yip and energetic tail-wagging.

–A. intelligent  B. uncaring  C. good-natured

The Scream

Goals:  Students will complete their rough drafts

Students will check their work in  to www.Grammarly

Students will submit their work to Www.turnitin.com

Students will engage in cooperative analysis

(Read, Respond and Reflect/ write about the works of other students)

Reflection

Reflective writing:

The need to think reflectively improves your ability to read critically and analyze ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.

Thinking reflectively helps you:

Understand the concept of reflective writing

Recognise the benefits of reflecting on your developing an idea or philosophy

Click on the following link to view the painting:

http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg

Painting: The Scream

Artist: Edvard Munch

ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:

1. Your emotional reaction

2. What emotion is being expressed?

3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)

Closure Activity: 
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response. 

Daily Closure Activity:(Click on the appropriate day when completing the closure activity 
Monday, 8/26: Would you describe your responses as figurative or 1iteral? Explain 


Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
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Mrs. Christian's classes will sign in to www.turnitin.com

Welcome

Bell Ringer: Using complete Sentences, explain one extraordinary fact about yourself.

Composition 9 Syllabus

Contact Information:

Instructor:                           Mrs. Theresa Christian

Email Address:                  tchristian@berwicksd.org

Planning Period:              5

Text and Resource Materials:

            Required Text:

<!--[if !supportLists]--> - <!--[endif]-->Prentice Hall Literature, Grade 9

<!--[if !supportLists]--> - <!--[endif]-->To Kill a Mockingbird by Harper Lee

Course Description:              

This course is designed to provide an opportunity for students to improve upon competencies in reading, writing, speaking, and listening.  Individual attention is given for continued acquisition of reading and writing skills.  Students will read and write frequently and plentifully.  From essays to short stories, writing will be both analytical and creative, with intensive focus on the writing process.  Students will continue to acquire the fundamentals of grammar and will broaden their vocabulary.  In addition, this course challenges students to be open-minded and well-rounded, and to understand the importance of being a life-long learner who is willing to study and understand new ideas, philosophies, and concepts.

Prerequisites:  Application required

PA Academic Standards:

1.1 Learning to Read Independently                                        1.5 Quality of Writing

1.2 Reading Critically in All Content Areas                              1.6 Speaking and Listening

1.3 Reading, Analyzing and Interpreting Literature            1.7 Char. and Function of the English Language

1.4 Types of Writing                                                                        1.8 Research

More information can be found at the Pennsylvania Department of Education website at http://www.pde.state.pa.us

Learning Objectives: 

Upon completion of the course, the student will be able to:

<!--[if !supportLists]-->1.       <!--[endif]-->Become more open-minded and well-rounded, and to understand the importance of being a life-long learner who is willing to study and understand new ideas, philosophies, and concepts. 

<!--[if !supportLists]-->2.       <!--[endif]-->Expand their vocabulary.

<!--[if !supportLists]-->3.       <!--[endif]-->Further develop their critical thinking skills through reading and writing.

<!--[if !supportLists]-->4.       <!--[endif]-->Intensify their study and analysis of literature (both fiction and nonfiction).

<!--[if !supportLists]-->5.       <!--[endif]-->Perfect their writing and communication skills through various types of writing.

<!--[if !supportLists]-->6.       <!--[endif]-->Use computers and other types of media for learning purposes such as for research regarding novel background information and themes. 

Course Outline:

            Marking Period One:

• Literary Vocabulary Terms
• Fiction and Nonfiction
• Short Stories
• Writing: Research Paper
• Journal Writing
• Conflict Writing Project
• Vocabulary Development
• Literary Vocabulary Terms

Marking Period Two:

• Writing:  Informative Essay
• Types of Nonfiction
• Poetry
• Persuasion
• Journal Writing
• Literary Vocabulary Terms

                Marking Period Three:

• Narrative and Reflective
• Writing:  Reflective Essay
• To Kill a Mockingbird Vocabulary
• To Kill a Mockingbird – Webquest and reading
• To Kill a Mockingbird Vocabulary
• Writing:  Informative Essay
• Finish Kill a Mockingbird - reading, testing, and newspaper project
• To Kill a Mockingbird Vocabulary
  
• Journal Writing
• Romeo and Juliet – reading, testing, and Podcast project
• Drama Vocabulary Terms Literary Vocabulary Terms

Marking Period Four:

• Writing:  Persuasive Letter Block Format
• To Kill a Mockingbird Vocabulary
• Romeo and Juliet – reading, testing, and Podcast project
• Poetry:  Reading, writing, and testing
• Poetry Vocabulary Terms
• Journal Writing
• Projects

Classroom Procedures:

1. In the event of a student being absent, he/she is responsible for finding out what work is missed and making it up for the next day. 

              2.  In the event a student is absent the day of a quiz or test, he/she is responsible for making it up the next day. 

                3.  In the event a student is absent the day a project is due, this work must be handed in the next day.  Otherwise, students will receive points off of their project for it being late. 

                4.  Students must come prepared to class and bring everything required.

Assessments:             

Students will be assessed based on the following: class participation, homework, individual and group projects, weekly assignments, essay writing, research, unannounced quizzes and writing assignments, and tests.  Grade is based on a total point system.  Academic integrity is expected at all times.

Grading Policy:                     

Students’ grades are calculated by total points available.  The final is worth 20 percent of your 4^th marking period grade.

Passwords:

Periods 3 & 8:
www. turnitin.com

Period 3:
ID: 6766419
Password: period3

Period 8:

ID: 6766432

Password: period8

Grammarly:
www,grammarly.com/edu

**You must use your school email

Please go to "Sign Up" and fill in the information


Closure Activity:
Discuss one goal for the year.