Archive for the ‘★ English – 9th grade.’ Category

Twelfth Night Overview                                             Weeks 7-9  Q3

TwelfthNight Act I – II.   Act I + II open note quiz Wednesday February 26th. You need to have a dedicated notebook for these M/C, FITB, short answer, who said it, paraphrase. Journal  notes – gather evidence from the text to support these: 

  • Shakespeare’s characterization of Viola, Olivia and Orsino. Remember, this is not a retelling of what they do, but a discussion of who they are as reflected in their words and interactions with others.
  • The purpose of Sir Toby and Sir Andrew.

Quarter Four, Week One – Act III – V Act III-V open note quiz – using notebook only. PLEASE MAKE SURE NOTES ARE NOT ONLY IN YOUR COPY OF TWELFTH NIGHT. This will happen Tuesday March 25.  M/C, FITB, short answer, who said it, paraphrase. Journal  – gather evidence from the text to discuss these:

  • Love and romance as it is experienced through the eyes of any two characters. 
  • The impact of Shakespeare’s dramatic use of mistaken identity
  • Malvolio, Anderw and Antonio: their fates as Shakespeare’s commentary on the nature of love.

. . Continuing Quarter  4 = writing and completion of tasks (and film).


Task I  Part IFound poem for a character. This is a poem made only from lines or single words of the play (you “find” the lines) arranged in any format you choose. The goal is to assemble a work that sharply defines or illustrates the deeper nature of a particular character. The lines you choose need not necessarily be spoken by the character you’ve been assigned. The arrangement of words is up to you. That means you can switch words around and blend lines to fit your needs. The finished poem contains at least 15 and no more than 20 lines.  Q: How long can a line be? A: lines should be a reasonable length, fitting between conventional margins. RUBRIC:

9.0 -10 (to the greatest possible extent; lines paint an insightful, explicit picture of the character, consistent thought/strategy in choice and placement is obvious. Every line is vital)

To what extent does the poem,using the prescribed amount of strategically selected and cleverly arranged lines from the play, deeply explore the true nature of a chosen character?

8.0 – 8.9 (to a great extent; lines paint a clear, if not explicit, picture of the character, obvious thought/strategy in choice and placement is apparent, although not excellent)
7.0 – 7.9 (to an adequate extent; lines give sketchy picture of character, some though/strategy in choice and placement is apparent in a basic way. Some lines don’t seem to serve a purpose)
6.0 – 6.9 (to a minimum, possibly hints at character but lines seem random or incoherently arranged)
Less than 6.0 = minimal, incomplete, not submitted

Class/homework for 3/27: have lines collected (not necessarily arranged) by the end of class Friday 3/28. Put on a word doc. or handwrite in notebook.  FOR ONLINE TEXT, CLICK HERE. FOUND POETRY PART II Partners:  Use the poems you have each created individually and combine them into one. You are still limited to 15-20 lines but now must decide which will stay, which will go, and how they will be rearranged.  You will have one class session (Tuesday 1/1) to work on this.This will be collected Task II – Writing response. GREATNESS GROUPS.   starry_e0Heidi’s Greatness Essay  . FLASH CHARACTER MAP MADE EASY (click for it) Twelfth Night Study Guide

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crucibleThe Crucible is a 20th century drama from the pen of Arthur Miller, a master dramatist. It is set in Salem Massachusetts during the year 1692. This corresponds to the Salem witch trails.  These trials are discussed in this Newsweek article called “The Lessons of Salem”.   This play is widely considered to be an allegory concerning McCarthyism and the Communist scare of the 1950’s in the USA.

It is also a great piece of fiction based on real life events. It has characters you can really love, and others you can really hate. There is romance, conflict and even a bit of tragedy.


a scene from The Crucible

There are four acts in The Crucible. Each week (and each act of the play) consists of the following graded items:

  • A journal in analytical paragraph (AnaPara) form addressing  Miller’s characterization of a particular character (Different character each week, you choose).
  • A journal response in AnaPara form addressing a conflict as it arises in the act.
  • An journal response in AnaPara form addressing Miller’s use of irony as it arises in the act.
  • A straightforward reading/vocabulary quiz on the act.

Arthur Miller annotates with Marilyn at his side..

Annotated books will be collected when we finish the play. Annotate for characterization (words/actions indicating character traits), conflict between and within characters, irony in words and situations, and vocabulary. Needless to say, you will want to keep your book handy at all times. Hilighting and notes in the margins are expected. The more, the better.



Q3 Week ONE

 Monday 1/6

  • Introduction to The Crucible
  • Read “Lessons of Salem” Newsweek archive.
  • Task: complete article responses for discussion. Due before class, digitally through school website dropbox.

 Tuesday 1/7

  • Introduce characters and context.
  • Read P.2 “…Historical Accuracy of This Play” to P.16 “Enter Mercy Lewis
  • Task: Journal paragraph – Miller’s Characterization of Rev. Parris.  Due before class Wednesday, digitally through school website, blog section

Wednesday 1/8

  • Discuss/share characterization journals
  • Read P. 16 “Enter Mercy Lewis” to P. 30 “Enter Reverend John Hale of Beverly”
  • Task: Journal paragraph– Emerging conflict in in Act I. Due before class Thursday, digitally through school website, blog section

Thursday 1/9

  • Review/share conflict journals
  • Read P.30 “Enter Reverend John Hale of Beverly” to P. 46, end of Act I
  • Task: Journal Paragraph – Irony in act I.  Due before class Friday, digitally through school website, blog section

 Friday 1/10

  • Review/share irony journals
  • review vocabulary if necessary
  • Quiz on Act I (reading quiz and vocab words) MC/FITB

On concluding the play, there will be a formal essay using  journal responses as a basis. This will be elaborated on in week three.

The vocabulary words as well as the guide to paragraph writing are located in the Crucible resources area of our class/school website.

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Choose ONE of the following ideas for your response…

  • Make an arguable claim about Chris McCandless and support it with evidence from Into the Wild.
  • Make an arguable claim about Tim Treadwell and support it with evidence from Grizzly Man.

Your claims (which will serve as main ideas/thesis statements) should be based around the concept of tragedy. Your overall claim is your thesis and it must be something arguable about either Chris or Timothy, as opposed to something obvious from the plots.

Body paragraphs in these responses will follow the analytical paragraph style. Every word should work toward proving the topic sentence, and every topic sentence should work toward proving the thesis. The final product will be no more than three pages long. 1.5 or 2.0 spaced, 12 point. Times or Arial.

  • MONDAY – Talk about final tragedy essay response (dealing with ITW or Gman), isolate your thesis and start constructing topic sentences.
  • TUESDAY – Submit an outline with 1) complete introduction containing the thesis highlighted, bold or otherwise indicated clearly 2) topic sentences for at least three body paragraphs. Writing remainder of time.
  • WEDNESDAY – Day set aside for writing. Bring earbuds/ear goggles if needed.
  • THURSDAY – Peer edit day. Finished draft printed and ready to read. Show up empty handed or with anything less than a readable complete draft and it costs you 3 points.
  • FRIDAY – Submit writing response + your annotated copy of Into the Wild.

Remember how to start an essay? A quote, a bold attention getter, a rhetorical question, a definition, an observation or anecdote, or the thesis statement itself.

This is the rubric–> Essay rubric – ITW + Gman


Your analytical paragraphs have EIGHT (8) elements. This is the checklist used. All 8 elements = 8 points.

  1. Topic sentence (given above) _____
  2. Introducing the evidence and building context ______
  3.  First direct evidence ______
  4. Analysis/commentary on first evidence _____
  5. Transition and introduction of second evidence _____
  6. Second direct evidence _____
  7. Analysis/commentary on second evidence_____
  8. Concluding sentence_____

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Treadwell and his bears

Timothy Treadwell was a man with a complicated past and an obsession with bears. Treadwell devoted his life to educating people about bears, and he spent 13 summers living in Alaska. For the last few summers he filmed his experiences. Many people warned him that his actions were foolish, that he was taking too many risks and getting to involved with the bears, that he was becoming blind to his own situation.

Treadwell and his girlfriend Amy, in Alaska. In the end she met the same fate as her boyfriend.

Grizzly Man is a documentary by German director Werner Herzog.  He is also the narrator (the thick accent guy). He tells the story of Treadwell, his fascination (bordering on obsessive love) with bears, and his ultimate failure to understand the power of the world around him.

Wikipedia entry about the film—> HERE      IMDB (International Movie Database) page –> HERE

Our major goals are to understand the impetus for Treadwell’s behavior, to evaluate him as a potentially tragic figure



Three topics to take notes on as you watch. They all tie into the idea of Treadwell as a doomed person with tragic tendencies.

  1. Timothy Treadwell becomes so engrossed in his existence with the bears that he fails to acknowledge the true danger he faces.
  2. Timothy Treadwell is portrayed as someone striving to escape from the confines and realities of the human world
  3. Interviews with Treadwell’s friends and acquaintances, as well as his own footage, paint a picture of an individual who is complicated and unstable

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Grizzly Man

[object MouseEvent].

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Each student per section is responsible for a visual representation of a chapter from Into the Wild. This is a piece of work that blends both words and images, based on the particular chapter.  It demonstrates your ability to isolate specific literary elements from the book. You have a lot of freedom as to the appearance of your piece. However, There are specific criteria for the project.

Your piece will contain the following elements…

  1. The number and title of the chapter. Your name and class # on the front clearly.
  2. A chapter overview. This provides a synopsis (like a one sentence summary) and reveals the purpose of the chapter as it relates to the work as a whole. At least five complete sentences.
  3. At least three images relating to the chapter. These could be symbolic or literal images.
  4. At least three examples of Krakauer’s use of imagery or figurative language (metaphors, similes, sensory details and non-literal images).
  5. At least three unusual or striking vocabulary words, their meanings and the sentence from which they come.
  6. An essential quote from Krakauer’s text (not one of the non-Krakauer quotes at the start, but something from the body of the chapter) that encapsulates the spirit of the chapter, and your explanation of why it is essential.

You may use digital or non-digital media, or a combination. The paper will be LEDGER size: 11″x 17″.  Other sizes are not acceptable either larger or smaller.  Late work loses 3 points per day.

The rubric /15 points possible.

             Weak -1 Satisfactory -2        Strong – 3
Chapter overview Sketchy, vague. Poorly written or with obvious errors, careless. Incomplete sentences. Illegible or indecipherable, poorly sized. Chapter not named. Sloppy. Basic but not elaborate. Errors exist.  Not strong. Informative, elaborate and complete. Clear and appropriately sized. Legible/decipherable.
Visual images Poor connection to content, random, confusing, Too few, poorly sized, hastily created or of poor quality. Unrefined.Illogical layout OK, gets the job done, but not strong.somewhat logical layout Strong/explicit connection to story, accurate (or greater) number of examples. Well sized and clear, obvious care in creation. Refined.Logical layout
Metaphor/Imagery examples Missing or too few (less than three), inaccurate, misspellings, no direct text example. Illegible or indecipherable. Poorly sized. Sloppy.  ——->or—-> Accurate, ample, direct examples (3 or more) correct spelling/mechanics. Clear, appropriately sized. Neat, readable.
Vocabulary Missing or too few (less than three), Example sentence missing, definition missing or inaccurate, misspellings. Poorly sized. Sloppy.  ——->or—> Accurate, ample direct examples, authentic example sentence, correct definition, spelling/mechanics correct. Clear, appropriately sized. Neat, readable
Essential quote and explanation Missing, or present but very poorly explained. No justification as to why quote essential. Misspellings/mechanics inaccuracy.  Incomplete sentences. Sloppy Present but not adequately explained or justified. Some mistakes. Incomplete sentences. Present, accurate, well explained and strongly justified. Complete sentences with elaboration. Neat, readable.

Some examples from the Wall of Fame 2012

Chapters galore

Please record your NAME and the CHAPTER NUMBER YOU HAVE DRAWN in the comments section below. Lets make the due date Wednesday 11/20/13. That means you are finished, complete, ready to display the product on the start of that class day.

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 A Google earth lit trip is a virtual tour that takes a viewer on a tour of locations featured in a story, in this case Into the Wild.  A lit trip is saved as a .KMZ  file which can be opened in Google Earth.

 What you do:

Your job is to use Google Earth to map out Chris/Alex’s journey – the places visited by Chris M from his childhood home in Virginia to the bus in Alaska. Think about all the places mentioned by Krakauer when describing Chris’ journeymcan

With Google Earth you can draw lines between locations. Locations can by place-marked so that somebody following the path from place to place can click on things you add to each placemark, such as photos, links and a description of how the location plays into the story.

What to put in locations:

  • Your description of the significance of the place in Chris’ journey. It may have deep significance or it may just be a place he passes through or that Krakauer knows about. Regardless, how is it connected to Chris or Krakauer? This is a real description, not merely a sentence.
  • A photo or a YouTube (or any other) video relating to the place
  • A link to an article or text information about the place

Here are examples of places that could appear on a Google Earth lit trip:

Annandale, Emory U., Detrital Wash, Carthage SD, Seattle, Astoria, Anza-Borrego, the Colorado River, Bullhead City, Davis Gulch, Fairbanks, Stikine Ice Cap, The Stampede Trail, The 142 Bus

Want more extra credit? An extra 3 (three) points is all yours for recording a comprehensible, audience friendly video tutorial on how to do the basics: establishing two places, adding text, images and video, linking to an outside source, and drawing a path between the two places. On a Mac you would use something like QuickTime and make a new screen recording (becomes an AVI file). Something similar likely exists on a PC laptop. AVI, MOV, M4V files are OK. No WMV please.

When is this due?  Wednesday the 20th of November I will ask for the KMZ file. Friday the 22nd for the tutorial. Please don’t make a tutorial if you don’t also make a lit trip. If you need help with the lit trip, I can give you a little but not much, ask me. The internet is your friend for this. I can help more with the video (it is really easy).

Obviously you need to have Google Earth installed for this project.

THE resource is here —> LIT TRIP PAGE

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