Class
Course Description
English I: Literary Genre Grade 9 Level 1:
Level 1 110100 This accelerated course will serve as the foundation for all college preparatory English study at Somerset-Berkley Regional High School. This introductory course will focus on the reading of traditional and contemporary literature. Particular emphasis will be placed upon the development of skills needed by students to become independent readers and writers. Students will begin their mastery of the following skills: analysis of literature, critical thinking and reading, understanding literature and the writing process. Students electing to take Honors are expected to be highly independent, self-motivated and organized learners. Time will be devoted to MCAS preparation. Students should have earned a score of ADVANCED on the ELA MCAS.
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English I: Literary Genre Grade 9 Level 1:
Level 1 110100 This accelerated course will serve as the foundation for all college preparatory English study at Somerset-Berkley Regional High School. This introductory course will focus on the reading of traditional and contemporary literature. Particular emphasis will be placed upon the development of skills needed by students to become independent readers and writers. Students will begin their mastery of the following skills: analysis of literature, critical thinking and reading, understanding literature and the writing process. Students electing to take Honors are expected to be highly independent, self-motivated and organized learners. Time will be devoted to MCAS preparation. Students should have earned a score of ADVANCED on the ELA MCAS.
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![Picture](/uploads/1/1/2/3/112321879/published/asoundofthunder.jpeg?1516933938)
Short Story Boot Camp
The first activity we did this year was called short story boot camp. For this activity we were assigned to read a story from our literature book each night, the next day in class we would analyze the story, pick out key vocabulary words, decide on the plot, rising action, falling action, climax, and conclusion. In groups we would build story maps then decide on tone and mood words to describe the short story with evidence. At the end of class we would collaborate with the rest of the class to share ideas.
Short Story Project
For our short story project each group was assigned a story, and we had to analyze it then make a PowerPoint. The PowerPoint included a story map, a quiz for the class and discussion questions to think about as you present. My group presented for the book, Pancakes.
The first activity we did this year was called short story boot camp. For this activity we were assigned to read a story from our literature book each night, the next day in class we would analyze the story, pick out key vocabulary words, decide on the plot, rising action, falling action, climax, and conclusion. In groups we would build story maps then decide on tone and mood words to describe the short story with evidence. At the end of class we would collaborate with the rest of the class to share ideas.
Short Story Project
For our short story project each group was assigned a story, and we had to analyze it then make a PowerPoint. The PowerPoint included a story map, a quiz for the class and discussion questions to think about as you present. My group presented for the book, Pancakes.
![Picture](/uploads/1/1/2/3/112321879/published/marigolds-2-728.jpeg?1516934449)
Short Stories
- Marigolds-Eugenia Collier
- Two Kinds-Amy Tan
- A Sound of Thunder-Ray Bradbury
- Pancakes-Joan Bauer
- American History-Judith Ortiz Coffer
- Through the Tunnel- Doris Lessing
- The Scarlet Ibis-James Hurst
- Possibility of Evil-Shirley Jackson
Visual learning Workshop
For the visual learning workshop we were shown a photo or painting and asked to analyze it. We described the features of the image and discussed the deeper meaning and symbolism behind it. In the end we wrote an essay describing our conclusions on each painting.
For the visual learning workshop we were shown a photo or painting and asked to analyze it. We described the features of the image and discussed the deeper meaning and symbolism behind it. In the end we wrote an essay describing our conclusions on each painting.
The Odyssey
At the start of term two we moved on to the epic poems unit. We read the poem, the Odyssey over the course of two months. Between each chapter we would stop as a class to interpret the symbolic meaning of what we read. We did several activities for the chapters in the Odyssey, such as answering analysis questions, making comic strips, and writing essays. We did research on mythological Greek beliefs to help better understand the relations between the characters in the story. This included a project on Greek myths and the history of the ancient city of Troy, as well as a web quest on the topic.
At the start of term two we moved on to the epic poems unit. We read the poem, the Odyssey over the course of two months. Between each chapter we would stop as a class to interpret the symbolic meaning of what we read. We did several activities for the chapters in the Odyssey, such as answering analysis questions, making comic strips, and writing essays. We did research on mythological Greek beliefs to help better understand the relations between the characters in the story. This included a project on Greek myths and the history of the ancient city of Troy, as well as a web quest on the topic.
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odysseygalarywalk | |
File Size: | 14 kb |
File Type: | docx |
Lord of the Flies
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In class we have begun reading the book Lord of the Flies. We read a chapter each day in our groups and analyzed what is happening in the book as a class. Everyday we discuss key vocabulary and what the unfamiliar words mean. We do several pallet project for the book as a class where each group is assigned a question and the questions come together as a class discussion at the end.
A the beginning of term three, our new student teacher, Mr. Feitas began teaching the class, instead of Mr.Chase. Mr. Feitas was responsible for making the presentations and lectures that went along with the books, Mr.Chase sat in the class and listened.
![Picture](/uploads/1/1/2/3/112321879/published/night-book.jpeg?1529628290)
Night by Elie Wiesel
At the beginning of the term we started reading the book, Night by Elie Wiesel. Each night we were responsible for reading one chapter in the book. The next day in class we would review the events of the chapter we recently read, and do a writing prompt that goes along with the theme of each chapter. Every few chapters we would have a pop quiz to make sure we were following along with the reading.
After we were done reading the book we did several analysis worksheets, and we did a final google slides presentation project on the book. For the project we needed to pick a theme for the book, and three quotes that go along with it.
At the beginning of the term we started reading the book, Night by Elie Wiesel. Each night we were responsible for reading one chapter in the book. The next day in class we would review the events of the chapter we recently read, and do a writing prompt that goes along with the theme of each chapter. Every few chapters we would have a pop quiz to make sure we were following along with the reading.
After we were done reading the book we did several analysis worksheets, and we did a final google slides presentation project on the book. For the project we needed to pick a theme for the book, and three quotes that go along with it.