English 9
English 9 introduces ninth grade students to the ethos of secondary language arts; it is the first of a four year sequence that students will be required to complete successfully to earn credit for high school graduation. In this course, students will continue to explore and grow their cognitive and affective schemata as they relate particularly to critical thinking, critical reading, and critical writing. Expectations in English 9 are high and the course will require students’ utmost commitment to ensure their own success.
IMPORTANT RESOURCES
• Grades
• Turn It In (account creation instructions)
• State of Arizona English 9 Education Standards
• Constitution of the United States: Bill of Rights
• Amphitheater Public Schools Student Handbook
• Student Rights Handbook
RECOMMENDED BOOKS
• The Oxford American Desk Dictionary and Thesaurus, Oxford University Press
CLASS MATERIALS
• 1 Chunk Analytical Paragraph template (form)
• 2 Chunk Analytical Paragraph template (form)
• 3 Chunk Analytical Paragraph template (form)
• 6 Trait Writing Rubric
• Bloom’s Cognitive Taxonomy
• Bloom’s Cognitive Taxonomy and Levels of Questioning
• Characters Compare and Contrast graphic organizer at EducationOasis.com
• Chain of Events graphic organizer at EducationOasis.com
• Chain of Events graphic organizer (illustrated) at EducationOasis.com
• Course Outline
• Data Sheet
• Kuder Career Planning System
• Reading Circles
• Text Analysis form
ASSIGNMENTS, ET CETERA
• Review Course Outline (under Class Materials) with your parents or guardians; sign and return attached Affirmation Monday, August 10.
• Identify and analyze features of a map, in class, Monday, August 10.
• Draw inferences about a map’s content from its features, in class, Wednesday, August 12.
• Answer qq. about map’s content on class-standard paper in blue or black ink: 1) What did the people who lived here eat and how did they prepare their food?, 2) How did the people here get their meat?, 3) How tall were the people who lived here?, and 4) How many people lived here?, in class Wednesday, August 12, and Friday, August 14. (Remember each answer should be composed of three sentences: the first, a general answer to the question; the second, a statement of evidence with proof that supports your general answer; and the third, a sentence explaining how the evidence proves the answer you gave in the first sentence.)
• Complete Course Outline quiz in class Friday, August 14.
• Review answers from previous map activity; recopy qq. and complete answers on a clean sheet of class-standard notebook paper title “Map Activity”, in blue or black ink title it, in class, Monday, August 17. (Do not include the designations “Answer”, “Proof”, or “Explanation” in the answers; just rewrite them as you would a three sentence paragraph answer to each question.)
• Read and discuss “All the Years of Her Life”, Callaghan, pp. xxii-xxvii, Literature and Integrated Studies, in class Wednesday, August 26.
• Answer the following prompts about “All the Years of Her Life” using the three-sentence answer format on class-standard paper in blue or black ink: 1) Explain why you do or do not think Alfred will be a better son after this, 2) Explain the significance of the title of the story, and 3) Compare Alfred’s new understanding of his mother with an insight you’ve had about someone you thought you knew well, in class Friday, August 28.
• Summarize or paraphrase definitions of plot, character, point of view, theme, and setting, pp. 2-3, Literature and Integrated Studies, as part of notes (not to be turned in), in class Friday, August 28.
• Read “Rules of the Game”, p. 6, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, in class, Friday, August 28 and Monday, August 31.
• Complete Before Reading notes for “Rules of the Game”, p. 5, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes (under the author’s photo, include name, dates, two to three more sentences), 2) summarize Building Background (three to four sentences), 3) paraphrase definition of Literary Focus (three to four sentences including example your own example), and 4) answer Writer’s Notebook prompt (four to five good sentences); define character and characterization, in class Monday, August 31.
• Complete “Rules of the Game” check test in class Friday, September 4.
• Answer After Reading qq. 1, 4, 7, and 8, p. 15, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Wednesday, September 9.
• Complete Before Reading notes for “The Most Dangerous Game”, p. 17, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes (under the author’s photo, include name, dates, two to three more sentences), 2) Answer the Building Background qq. and explain your answers (three to four sentences), 3) paraphrase definition of Literary Focus (three to four sentences including example your own example), and 4) answer Writer’s Notebook prompt (four to five good sentences); define plot and its elements, in class Wednesday, September 9.
• Complete “Rules of the Game” selection test in class Friday, September 11.
• Read “The Most Dangerous Game” (with audio), p. 18, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) How does Rainsford classify the world?, 2) How does the General explain his hunting of men?, and 3) What are the five techniques that Rainsford uses to avoid being caught?, in class Friday, September 11, Monday, September 14, and Wednesday, September 16.
• Answer After Reading qq. 1, 3, 5, 9, p. 35, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Wednesday, September 16 Friday, September 18.
• Complete Before Reading notes for “The Cask of Amontillado”, p. 37, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes (under the author’s photo, include name, dates, two to three more sentences), 2) summarize Building Background (three to four sentences), 3) paraphrase definition of Literary Focus (three to four sentences including example your own example), and 4) Answer Writer’s Notebook prompt (four to five good sentences); define irony, in class Friday, September 18.
• Complete “The Most Dangerous Game” selection test in class Monday, September 21.
• Read “The Cask of Amontillado” (with audio), p. 88, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) What has Fortunato done to bring Monstresor to the point of revenge?, 2) How does Montresor lure Fortunato into the vaults?, 3) How did Monstresor make sure no servants would be at his home when he returned with Fortunato?, and 4) How is Fortunato’s toast ironic?, in class Monday, September 21, and Friday, September 25.
• Complete MAP assessment in liberry Wednesday, September 23.
• Complete “The Cask of Amontillado” check test in class Friday, September 25.
• Answer After Reading qq. 2, 3, 5, and 8, p. 44, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Monday, September 28.
• Complete “The Cask of Amontillado” selection test in class Monday, September 28.
• Complete Before Reading notes for “Checkouts”, p. 46, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes (under the author’s photo, include name, dates, two to three more sentences), 2) Answer the Building Background qq. and explain your answers (three to four sentences), 3) paraphrase definition of Literary Focus (three to four sentences including example your own example), and 4) answer Writer’s Notebook prompt (four to five good sentences); review character and characterization, in class Wednesday, September 30.
• Read “Checkouts” (with audio), p. 47, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) How would you describe the girl in the story?, 2) What is it about shopping that appeals to the girl?, 3) The thought of the boy helps the girl adjust to Cincinnati, and the thought of the girls keeps the boy from being bored. What is ironic about this situation?, and 4) How would you explain the behavior of the boy and the girl when they meet the second time at the grocery store?, in class Wednesday, September 30.
• Complete “Checkouts” check test in class Wednesday, September 30.
• Answer After Reading qq. 2, 3, 5, and 8, p. 50, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Friday, October 2.
• Complete “Checkouts” selection test in class Friday, October 2.
• Compare and contrast the short stories we’ve read this quarter (”Rules of the Game”, “The Most Dangerous Game”, “The Cask of Amontillado”, and “Checkouts”) using triangular comparison diagram in class Friday, October 2.
• Complete Before Reading notes for “Ajedrez/Chess” and “Slam, Dunk, & Hook”, p. 52, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize authors’ notes (under the authors’ photos, include names, dates, two or so sentences), 2) create the Building Background idea web (by yourselves, not in groups), 3) paraphrase definition of Literary Focus (three to four sentences including example your own example), and 4) answer Writer’s Notebook prompt (four to five good sentences); review imagery, in class Monday, October 5.
• Read “Ajedrez/Chess” and “Slam, Dunk, & Hook”, p. 53, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, in class Monday, October 5.
• Answer After Reading qq. 1, 4, and 5, p. 56, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Wednesday, October 7.
• Complete Before Reading notes for “The Rule of Names”, p. 77, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize authors’ notes (under the authors’ photos, include names, dates, two or so sentences), 2) consider the Building Background commentary and write down five new or created words (such as the word “Quidditch” from the Harry Potter novels) and their definitions from a book you’ve read or a movie you’ve seen, 3) paraphrase the definition of the Literary Focus and offer your own example of setting based on the same book or movie you used for Building Background—include images of the setting and sensory details, and 4) answer Writer’s Notebook prompt (four to five good sentences); review setting, in class Monday, October 19.
• Read “The Rule of Names” (with audio), p. 78, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) How would you describe Mr. Underhill?, 2) What is the rule of names?, 3) What two clues suggest the visitor is a wizard?, and 4) Why do the villagers have other things to talk about when Mr. Underhill finally comes out of the cave?; review setting, in class Monday, October 19, and Wednesday, October 21.
• Complete “The Rule of Names” check test in class Wednesday, October 21.
• Answer After Reading qq. 1, 5, and 6, p. 87, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Friday, October 23.
• Complete Before Reading notes for “The Open Window”, p. 89, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize authors’ notes (under the authors’ photos, include names, dates, two or so sentences), 2) summarize the Building Background, 3) Copy the tone chart under Literary Focus, and 4) answer Writer’s Notebook prompt (four to five good sentences); in class Friday, October 23.
• Chart character and type, plot and foreshadowing, setting, and instances of irony and imagery over “The Rule of Names”, in groups in class Monday, October 26, and Wednesday, October 27.
• Read “The Open Window” (with audio), p. 90, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) Why is Mr. Nuttel visiting Mrs. Sappleton?, 2) What words would you use to describe Mr. Nuttel and the niece?, 3) How do you explain the husband and two brothers returning home?, and 4) Why is Mr. Nuttle a perfect victim for the niece?; review tone, in class Monday, November 2.
• Answer bulleted qq. under Literary Focus, p. 94, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Friday, November 5.
• Complete Before Reading notes for “The Necklace”, p. 96, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes, 2) summarize the Building Background, 3) paraphrase the definition of the Literary Focus, and 4) answer Writer’s Notebook prompt (four to five quality sentences); in class Friday, November 6.
• Read “The Necklace” (with audio), p. 97, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) Why is Mme. Loisel unhappy? Is her husband unhappy?, 2) Why does Mme. Loisel initially refuse the invitation to the party?, 3) Why does Mme. Loisel enjoy the party?, and 4) How has the woman’s mistake affected her life?; review point of view, in class Friday, November 6, and Monday, November 9.
• Complete Text Analysis form (under Class Materials) for “The Necklace”; identify character and types, setting(s) and mood, point of view and tone, plot and foreshadowing, ironies, and imagery; be thorough and provide evidence when necessary, for Friday, November 13 (at the end of the hour).
• Complete “The Necklace” selection test in class Friday, November 13.
• Complete Before Reading notes for “The Scarlet Ibis”, p. 133, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes, 2) summarize the Building Background, 3) paraphrase the definition of the Literary Focus and think of a symbol or symbols from a movie you’ve seen of story you’ve read and write down and what it symbolizes, and 4) answer Writer’s Notebook prompt (four to five quality sentences); in class Monday, November 16.
• Read “The Scarlet”, p. 134, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) How does William Armstrong get the nickname Doodle?, 2) How does Doodle’s reaction to Old Woman Swamp seal his relationship with his Brother?, 3) Why does Brother try to teach Doodle to walk?, 4) Who first discovers the scarlet ibis?, 5) Why does Brother abandon Doodle?, and 6) In what ways is Doodle like to scarlet ibis?; review symbol, in class Monday, November 16, and Wednesday, November 18.
• Practice pair-writing one-chunk paragraphs about various subjects in class Friday, November 20.
• Copy paragraph example in class Monday, November 23.
• Practice pair-writing one-chunk paragraphs about holidays in class Wednesday, November 25.
• Write one-chunk paragraph about Brother’s character in “The Scarlet Ibis” in class Monday, November 30; complete template and copy on to class-standard paper in blue or black ink for Wednesday, December 2.
• Complete Before Reading notes for “Waiting”, p. 147, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes, 2) summarize the Building Background, 3) paraphrase the definition of the Literary Focus, and 4) answer Writer’s Notebook prompt (four to five quality sentences); in class Friday, November 6.
• Read “Waiting” (with audio), p. 148, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) How do you think Henrietta felt hearing her mother describe her sister in such dramatic terms?, 2) Why does Juliette get fed up with her sister?, 3) What does Juliette mean when she says that Henrietta suddenly has power?, 4) At the end of the story, what is Henrietta no longer waiting for?, and 5) What is different about the twin sisters at the end of the story?; review idiom, in class Wednesday, December 2.
• Print and bring the Text Analysis form (under Class Materials) to class Friday, December 4.
• Complete Text Analysis form (under Class Materials) for “Waiting”; identify character and types, setting(s) and mood, point of view and tone, plot and foreshadowing, ironies, imagery, and symbols; be thorough and provide evidence when necessary, for Monday, December 7.
• Complete “Waiting” selection test in class Monday, December 7.
• Write one-chunk paragraph about Henrietta’s change in character over the plot of “Waiting” in class Monday, December 7, and Wednesday, December 9; complete template and copy on to class-standard paper in blue or black ink for Friday, December 11.
• Complete Before Reading notes for “The Man to Send Rain Clouds”, p. 160, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes, 2) summarize the Building Background, 3) paraphrase the definition of the Literary Focus, and 4) answer Writer’s Notebook prompt (four to five quality sentences); in class Wednesday, December 9.
• Read “The Man to Send Rain Clouds” (with audio), p. 161, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) When and where does the story take place?, 2) Who is Teofilo and what’s happened to him?, 3) How do Leon and Ken prepare the body?, 4) What is the reason that Louise gives for having the priest sprinkle holy water for her grandfather?, and 5) Why do you think Leon finally agrees to have the priest involved in the burial?; review setting, in class Friday, December 11.
• Fall final. Read “A Day’s Wait” and “The Stolen Party”, p. 168, Literature and Integrated Studies, and answer After Reading qq. 1, 2, 3, and 5 on p. 176 (answer q. 4 for bonus points) using the three-sentence answer format on class-standard paper in blue or black ink in class, Thursday, December 17.
• Complete Before Reading notes for “Annabel Lee” and “The Gift of the Magi”, p. 581, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes, 2) summarize the Building Background, 3) paraphrase the definition of the Literary Focus and write down the components of plot as you remember them, and 4) answer Writer’s Notebook prompt (four to five quality sentences); in class Monday, January 4.
• Read “Annabel Lee” and “The Gift of the Magi” (with audio), p. 582, Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) According to the speaker, why did Annabel Lee really die?, 2) What will keep the speaker and Annabel Lee together forever?, 3) How would you describe the mood of this poem?, 4) What can you infer about the setting of the story from the details it presents?, 5) Describe Jim and Della’s separately; why must they have these personalities in order for the story to succeed ?, and 6) How is the story’s ending ironic?; review character, plot, and setting, in class Monday, January 4, Wednesday, January 6, and Friday, January 8.
• View William Shakespeare: A Life of Drama, in class Friday, January 8, and Monday, January 11.
• Answer After Reading qq. 2, 3, 4, and 5, p. 588, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Monday, January 11.
• Complete “Annabel Lee” and “The Gift of the Magi” selection test in class Monday, January 11.
• Complete Before Reading notes for Romeo and Juliet, p. 481, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize author’s notes, 2) summarize the Building Background, 3) paraphrase the definition of the Literary Focus, and 4) answer Writer’s Notebook prompt (four to five quality sentences); in class Monday, January 11 (complete for homework).
• Read Romeo and Juliet I (with audio and video), Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) How do the citizens and officials of Verona respond to the feud between the Montagues and the Capulets?, 2) How do Romeo and Juliet’s families and friends try to distract the young lovers from their passions for each other?, and 3) How do Romeo and Mercutio differ in their views of drams in scene 4?; review character, plot, and setting, in class Wednesday, January 13, Friday, January 15, and Wednesday, January 20.
• Complete Chain of Events graphic organizer for Romeo and Juliet I for Friday, January 22.
• Complete Romeo and Juliet I selection test in class Friday, January 22.
• Read Romeo and Juliet II (with audio and video), Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) What do the images of light in scene 2 suggest about Romeo, Juliet, and their feelings for each other?, 2) In scene 2, why is Juliet concerned about the speed with which she and Romeo have fallen in love?, 3) At the end of scene 3, why does Friar Laurence finally agree to assist Romeo and Juliet in their plan to marry?, and 4) What warning does Friar Laurence give Romeo in scene 6? Why or why not is this good advice?; review character, plot, setting, and figurative language, in class Friday, January 22, Monday, January 25, and Wednesday, January 29.
• Complete Chain of Events graphic organizer for Romeo and Juliet II, and answer After Reading qq. 2, 4, 6, and 7, p. 525, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Friday, January 29.
• Complete Romeo and Juliet II selection test in class Friday, January 29.
• Print and bring a Chain of Events graphic organizer form (under Class Materials) to class Monday, February 1.
• Read Romeo and Juliet III (with audio and video), Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) Why do you think Escalus doesn’t sentence Romeo to death after the murder in the scene 1?, 2) Why does Juliet defend Romeo to the Nurse in scene 2?, 3) In scene 3, why does Romeo think that being banished is torture?, 4) In scene 4, why do believe Capulet is so anxious that Juliet and Paris marry quickly?, and 5) What do you think is the main cause of the young lovers’ problem? Fate? Personal flaws? Explain; review character, plot, setting, and figurative language, in class Monday, February 1, Wednesday, February 3, and Friday, February 5.
• Complete Chain of Events graphic organizer for Romeo and Juliet III, and answer After Reading qq. 2, 5, 6, and 8, p. 550, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Friday, February 5.
• Complete Romeo and Juliet III selection test in class Monday, February 5.
• Print and bring a Chain of Events graphic organizer form (under Class Materials) to class Wednesday, February 10.
• Brainstorm and compose two-chunk paragraph about Romeo and Juliet’s problem, its causes and consequences, Monday, February 8, Wednesday, February 10, and Friday, February 12; complete template and copy on to class-standard paper in blue or black ink for Monday, February 15.
• Read Romeo and Juliet IV (with audio and video), Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) In the first scene why do you think Friar Laurence offers Juliet a plan to be with Romeo rather than tell the Capulets of Romeo and Juliet’s marriage?, 2) How has Juliet changed since the beginning of the play, especially as revealed in scene 3?, 3) What function does scene 4 serve?, and 4) What’s ironic about Lord Capulet’s plans for Juliet’s wedding in scene 4?; review character, plot, setting, and figurative language, in class Monday, February 15, and Wednesday, February 17.
• Read Romeo and Juliet V (with audio and video), Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) Why is Romeo happy in the beginning of scene 1? Is his happiness justified? Why or why not?, 2) What tragic choice does Romeo make in scene 3?, and 3) Why does Escalus blame himself for the tragedy?; review character, plot, setting, and figurative language, in class Friday, February 19.
• Complete Chain of Events graphic organizer for Romeo and Juliet IV and V, and answer After Reading qq. 2, 6, and 7, p. 579, Literature and Integrated Studies, using the three-sentence answer format on class-standard paper in blue or black ink for Monday, February 21.
• Complete Romeo and Juliet V selection test in class Monday, February 21.
• Print and bring a 2 Chunk Analytical Paragraph template (under Class Materials) to class Wednesday, February 24. (Maybe print a few so you have extras?)
• Write two-chunk paragraph about theme in Romeo and Juliet in class Monday, March 1, and Wednesday, March 3; complete template and copy on to class-standard paper in blue or black ink for Wednesday, March 3.
• Complete Before Reading notes for “Graduation”, p. 609, Literature and Integrated Studies, as part of notes (not to be turned in): 1) summarize authors’ notes (under the author’s photos, include names, dates, two or so sentences), 2) summarize information in Building Background, 3) paraphrase definition of Literary Focus (three to four sentences including example your own example), and 4) answer Writer’s Notebook prompt (four to five good sentences); review imagery, in class Monday, October 5.
• Read “Graduation” (with audio), Literature and Integrated Studies, connecting, questioning, clarifying, summarizing, evaluating, predicting as you do, and answer following questions as part of class notes (not to be turned-in but for discussion): 1) What expectations about their graduation do the members of the class share?, 2) What sort of person is Henry Reed?, 3) What effect does Mr. Donleavy probably think his speech has on his audience?, and 4) Why does everyone in the audience feel better after Henry Reed’s speech and song even though they have changed nothing about the facts of the students’ situation?; review all concepts, in class Friday, March 5, and Monday, March 8.