There Will Come Soft Rains

We will write sentences will the last words on your vocabulary list and then we will move onto "THERE WILL COME  SOFT RAINS".  First - TURN IN STORYBOARDS!

Essential Question: Can Technology Save US?  


Objective: Be able to pick out 3 allusions and explain how they reinforce the main idea (theme)?  Also note, or mark the times that are used in the story.  You will eventually (tomorrow) have to outline the story on your blogs by a timeline.  
 



You will also fill out a short story outline as we read.

HW: Finish short story outline.

NOTE: How could you use allusions in a personal narrative?  

Monday

 Today, we are going to see where everyone is with their storyboards. We are going to review vocabulary (remember there is a quiz on Friday) and write sentences with Oblivious, Paranoia, Silhouette.

If there is time we will begin "There Will Come Soft Rains". 

 

There Will Come Soft Rains

"There Will Come Soft Rains" is a short story from the Ray Bradbury collection The Martian Chronicles (Bradbury's most famous work after Fahrenheit 451).  "There Will Come Soft Rains" is about the failure of technology and machines, and mankind's destructive nature.  The key to the story is the poem by Sara Teasdale.  If you like this story you should read the entire book.  Part of the book is about colonizing Mars.  Things to look for or think about?: Allusions (and how allusions add to central meaning of the story); symbols (again how symbols add meaning to the central theme); protagonist and antagonist; use of time in the story (what is the purpose here?).  Assignments: Short Story Outlines; Blog writing assignments on the use of time in "There Will Come Soft Rains". Resources: Online Text of the Story The Martian Chronicles on Shmoop There Will Come Soft Rains (side by side analysis - lit charts)

FRIDAY

 Today we need to write sentences with the following words: Vigilance and Wince. Then, you need to work on your Story Boards. Remember this are due on Tuesday.

Good Luck!

Thursday

 Today we are going to take a quiz on Literary Elements and then continue to work on your storyboards.

Good Luck!

Wednesday

Note - tomorrow might be your quiz? Today we will start the project below. 

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 next Tuesday.

Tuesday

 Today I'm going to ask you about your stories - what did you write. We will also write sentences for the following words: Neutralize and Synchronize. We will also review Literary Terms and do the following questions:

As a group we will do questions 1-9 on page 45.

Harrison Bergeron is a dystopian short story about the fallacy of making everyone equal in society.  This equality is then used to control all its citizens.  With this satire, Kurt Vonnegut raised questions about "the irrational fears of socialism".  

Themes: Rules and Order; Technology (think about television in this one); Competition; Appearances: Equality.

 

 

OARD 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 next Tuesday.

Monday

 Today, we will continue to read "Harrison Bergeron" and fill out short story outlines. But first you need to write sentences with consternation and cower and place them on your blog.

HW:

 Vocabulary List #1

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

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.

Friday

  Today, we are going to make sure everyone is set up in REMIND.  We are going to put words of the day on the board, go over homework, continue to take notes on Lit Elements, and begin reading "Harrison Bergeron".

Good LUCK! 

How to Mark a Book

Vocabulary List #1

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

    

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.

14) List and describe five different types of conflict.  This question is worth 8 points.

15) List the two different third-person points of view and briefly discuss how they are different (4 points).

Other things to know:

Imagery

Metaphor

Simile

Dialect

Flat Character

Character

1^st person point of view

Short Story Unit

 Today, we are going to create blogs, take notes (review notes on literary elements), and discuss Unit 1 (which can be found in the post on August 16).

Note: You will have a test on literary elements next week! 

Homework: Look up your vocabulary.

Skagway School Policy

 

Unit 1: Short Stories

 

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: The Meaning of Freedom, The Meaning of Home, The Idea of Duty, 

Appearance vs. Reality, Can Technology Save Us? (and potentially others)

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? 

English 10 Syllabus

 Vocabulary List #1

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

  World Literature

Course Syllabus: 2021-2022

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.  

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

Pens and Pencils

Highlighters (at least two)

CLASSROOM RULES FOR 2020-2021

You will need to have a mask to enter and leave the room. This mask needs to be worn when social distancing is not possible and when you need to leave because the period is over or you need to use the restroom. 

Please no jokes about COVID. Pretending to cough on someone will get you sent to the office as will refusing to wear a mask when asked. You will also need to clean your desk and sanitize your hands when you enter and leave the room.

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.
   NO CELL PHONES IN CLASS. Cell phones will be taken and tortured if seen!

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.
   
   Skagway Rules:
    
   

   Derogatory Marks to Individuals

   Inappropriate Comments and Gestures 

   Inappropriate Use of Technology 

   Inappropriate Physical Interaction