English 9:
Foundations of Critical Reading and Expression (Purple)
"All happy families resemble one another, but each unhappy family is unhappy in its own way."
What does this quotation from Leo Tolstoy say about the nature of fiction?
Course Overview
English 9 aims to develop sound reading, writing, speaking, and listening skills so that students may realize success throughout their tenure in the LFA English program and beyond. To that end, students investigate and practice a broad range of literacies, read and annotate a variety of literary genres, compose analytical and creative pieces of writing, learn fundamental research methods, present material to their colleagues with the help of traditional and leading-edge media, engage in and coordinate classroom discussions, give formal and informal speeches and performances, and bolster their command of vocabulary, grammar, and literary terms. In addition, students learn to use technology as a complement to their literary endeavors.
Students write something every day, in and/or out of class. They compose formal, analytical essays, imaginative pieces, short personal narratives and memoirs, and a research project. In-class brainstorming exercises generate much of the material for these compositions, and the processes of pre-writing and revising are emphasized. The ancillary topics of grammar and vocabulary development assist this process. Students learn to read the texts closely and develop their abilities to annotate effectively.
LFA's Course Catalog describes English 9 this way: "This course introduces the foundational skills of close reading, critical writing, and public speaking. The course explores literature in a variety of genres (short stories, poetry, novels, nonfiction essays, drama, etc.) and emphasizes skills in reading, writing, speaking, and performing as well as research and study skills. Students are taught to think with precision, specificity, and clarity in order to engage in sophisticated analysis. Writing assignments range from short analytical papers to a variety of personal and creative pieces. This course helps students build an understanding of how to construct and logically develop a formal argument in a sustained essay of three to five pages in length. Students will study literary terms and devices and varied genres/poetic forms in order to develop voice and authority in their own writing. Special attention is paid to grammar, punctuation, and sentence structure. Students will also be introduced to basic public speaking skills that culminate in the presentations of an expository speech."
Course Expectations
1. Students should arrive to class on time in dress code with all necessary books and
utensils.
2. Participation in class is expected. Each student has valuable insights to offer.
3. Assignments are to be submitted at the start of class on the due
date.
4. All reading selections must be carefully annotated.
5. Integrity and honesty must be maintained at all times. Dishonesty in any form will
result in a disciplinary response.
6. All assignments, due dates, schedule changes, handouts, etc., will be posted on the
class website--students must check the website daily—and on Canvas. A link to this site
is posted on Veracross and on Canvas.
7. Students will use only the appropriate copies of texts as listed on the LFA website.
8. The use of electronic devices in class is prohibited unless approved by the teacher. Cell
phones are never allowed and must be turned off and kept in a backpack during class.
Earbuds and headphones are prohibited.
9. Students who qualify for extended time must contact the instructor privately to discuss
accommodations.
10. Students are encouraged to communicate with me ahead of time about
anticipated absences due to religious observances/holidays.
11. Students are expected to live up to the values described in LFA's Four Pillars: Character,
Scholarship, Citizenship, Responsibility.
Academic Honesty
Academic integrity is more than just obeying the rules. How you conduct yourself at LFA says a lot about the type of person you are, which speaks to your personal integrity and moral courage. At Lake Forest Academy, students and faculty alike commit themselves to the honest pursuit and use of knowledge. Students are, therefore, expected to avoid placing themselves in any position that would call into question their integrity or sense of academic honesty.
Some of the more obvious forms of academic dishonesty are cheating on a test and plagiarism of a written assignment. Plagiarism is the use of another person’s words, thoughts, or ideas without appropriately crediting the source. Students are especially cautioned that using or copying material from Internet sites and presenting it as one’s own work is entirely dishonest and easily distinguished by one’s teachers as the work of another writer. Your acknowledgment of and respect for the academic principles and behaviors that support the school's mission regarding character, scholarship, citizenship, and responsibility. This includes: Completing your own work (collaboration when permitted is fine; copying is not) Documenting your research (citing the work of others whether quoting, summarizing, or paraphrasing using MLA style for in-text citations, a Works Cited, and–if relevant–a Works Consulted. Ensuring that others do not use a student’s work in appropriately Following published examination rules and protocols
Students enrolled in this course are expected to maintain school policies on academic honesty and integrity. All work that you turn in should be yours. Proper credit must be given to the ideas and work borrowed from or influenced by others. Failure to do so may result in disciplinary actions according to school policy. The use of Artificial Intelligence (AI) is prohibited.
Other forms of academic dishonesty include collaborating on work without the teacher’s knowledge or consent, receiving unauthorized assistance on work, and providing others with the opportunity to benefit from one’s work. (The definition of “work” extends beyond tests and papers to class notes, lab reports, projects, daily homework, and any other class materials.)
Any act of academic dishonesty on a minor assignment will result in the student earning a zero for that assignment. An act of academic dishonesty on any major assignment will result in the student earning half credit upon completion of a rewrite of the paper or retake of the assessment. When a student takes credit for work that is not his or her own, the teacher will inform the Department Chair of the concern. The Dean of Students Office will then initiate full disciplinary proceedings through the DC, with dismissal as a possible consequence.
Curriculum Queries
Issues that might--from particular social, historical, or cultural viewpoints--be considered controversial (including references to ethnicities, nationalities, religions, races, dialects, sexualities, gender, or class) may be addressed in texts that have been deemed appropriate for LFA English courses. Fair representation of issues and peoples may occasionally include controversial material. Since LFA students have chosen a school that emphasizes citizenship, scholarship, responsibility, and character, participation in this course depends on a level of maturity consistent with students who have engaged in thoughtful analyses of a variety of texts (Adapted from the AP College Board).
Course Objectives
This course aims to impart at minimum the following skills and outcomes:
1. The ability to compose effective, properly formatted (MLA) analytical paragraphs and
full-length essays.
2. The ability to compose compelling, properly formatted creative pieces of writing.
3. The ability to read closely and annotate effectively texts under discussion.
4. Knowledge of grammar, mechanics, and syntax.
5. Knowledge of literary terminology.
6. The development of an extensive vocabulary.
7. Familiarity with technology as it applies to the study of English.
8. The ability to present material publicly in a clear and efficient manner.
9. The ability to work cooperatively with colleagues.
10. The ability to conduct fundamental research and present findings orally and in writing.
11. The ability to maintain academic integrity in all endeavors.
Assessments
Student progress will be assessed through quizzes, tests, graded homework exercises, oral presentations, projects, and papers of varying length. These assessments fall into the WRITING (includes critical and creative writing and grammar), READING (includes the study of literature and vocabulary), and CLASSROOM ENGAGEMENT (includes attentiveness and participation during class and oral presentations, etc.) category. READING assessments make up 35% of the semester grade, WRITING assessments 35%, CLASSROOM ENGAGEMENT 10%, and the FINAL EXAM or FINAL PAPER 20%. These percentages are subject to change based on the progress of the class.
Grading Scale
97-100 A+ 87-89 B+ 77-79 C+ 67-69 D+
93-96 A 83-86 B 73-76 C 63-66 D
90-92 A- 80-82 B- 70-72 C- 60-62 D-
Course Sequence in Brief
First Semester
Cycles 1-4: We begin with students writing a brief, creative vignette based on their experiences, a review of annotation skills, and a close look at the pitfalls of plagiarism. We will then undertake the study of short stories, including plot structure, character, theme, and symbol and other important literary concepts, in addition to composing analytical paragraphs. Cycles 5-8: A close reading and discussion of Ethan Frome, and composing a five-paragraph critical essay on that novel will be the focus of those four cycles. General review an preparation for the final exam will consume Cycles 9 and 10. Grammar and vocabulary will be studied throughout the semester.
Second Semester
We will devote the first five cycles to a research project and oral presentation and our study of Homer’s The Odyssey, followed by a study of various genres of poetry. We finish the year with a close reading of Shakespeare’s Romeo and Juliet. Vocabulary and grammar lessons will continue through the term.
Texts, ISBN, and Abbreviations
The Odyssey ISBN: 978-0143039952 Penguin Classics (OD)
Romeo and Juliet ISBN: 9780300104530 Yale University Press (RJ)
Ethan Frome ISBN: 9780142437803 Penguin Classics (EF)
NB: You are expected to have and use only the editions listed above in hard copies--electronic versions are not acceptable.
The English Department has standardized the following elements of the syllabus for all sections of English 9:
Absence/Late Work Policy
Missed Classes
If you anticipate an absence due to a medical appointment or another school commitment like an athletic competition or a field trip, you should notify your teacher ahead of time and submit work before you leave or at a time agreed on by your teacher.
If you miss a class due to an unanticipated absence (e.g., illness or family emergency), you must contact your teacher promptly to discuss any material covered in class and to schedule time to make up any work that was completed during the class itself (e.g., a quiz, test, presentation, in-class activity).
Typically, you can expect X + 1 days to make up all required missed work for full credit. “X” reflects the number of days absent, so a 2-day absence would allow you 3 days to make up work (2+1).
Late Work
Cycle sheets are posted on the course Canvas page at the start of every cycle. Any time you are unable to meet a deadline, YOU are responsible for reaching out to your teacher promptly in person or via email to explain the situation. Work is considered late when handed in after it was collected in class or after the submission time has passed for electronic submissions unless prior arrangements have been made.
Miscellaneous
Class meets in Corbin 214. F-day is our drop day.
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Fall Semester
Due Dates/Assignments
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Cycle 1
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NB: The assignments listed are due at the start of class on the day indicated above each assignment!
1. A-day, 8/22
HW: Jot down your earliest memories.
CLASS: Review Policies--See syllabus on Canvas or Quia
Read selection from The House on Mango Street (Handout)
2. B-day, 8/23
HW: Read/Annotate remainder of The House on Mango Street (Handout)
CLASS: Discuss remainder of selection from The House on Mango Street (Handout)
3. C-day, 8/24
HW: Review selection from The House on Mango Street (Handout)
CLASS: Brainstorming.
4. D-day, 8/25
HW: Brainstorm for more early memories
CLASS: Writing your image (1-2 pages typed, double-spaced)
5. E-day, 8/28
HW: Work on writing your image (1-2 pages typed, double-spaced)
CLASS: Discussion of (plot structure, characterization, symbolism)
6. G-day, 8/30
HW: Your finished image due in class!
CLASS: Submit your image--Hard Copies Only!
Discussion of (plot structure, characterization, symbolism)
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Cycle 2
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7. A-day, 8/31
HW: Learn Vocab List #1: https://www.vocabulary.com/lists/910156
Create a free account at Vocabulary.com with this link: http://vocab.com/join/SEKAMT
CLASS: Reading story in class
8. B-day, 9/1
HW: Read/annotate "The Handsomest Drowned Man in the World" (handout)
CLASS: QUIZ on Vocab! Discuss story.
9. C-day, 9/5
HW: None
CLASS: Grammar Lesson #1 (Sentences, fragments)
10. D-day, 9/6
HW: Complete grammar exercises assigned in class (handouts)
CLASS: Check grammar exercises
11. E-day, 9/7
HW: Complete grammar exercises assigned in class (handouts)
CLASS: Check grammar exercises
12. G-day, 9/11
HW: Study for Grammar Test #1
CLASS: Grammar Test #1!
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Cycle 3
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13. A-day, 9/12
HW: Finish reading "A Good Man is Hard to Find" (Reading quiz!)
CLASS: Discuss story
What's wrong with this picture?
14. B-day, 9/14
HW: Learn Vocab List: https://www.vocabulary.com/lists/7692018
CLASS: Discuss story
15. C-day, 9/15
HW: Learn Vocab List: https://www.vocabulary.com/lists/7692018
CLASS: Discuss story
16. D-day, 9/18
HW: Learn Vocab List: https://www.vocabulary.com/lists/7692018
CLASS: Discuss end of story and literary terms (handout)
17. E-day, 9/19
HW: Learn Vocab List: https://www.vocabulary.com/lists/7692018
CLASS: What is the theme of "A Good Man...?"
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Cycle 4
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18. A-day, 9/21
NO CLASS!!! English Department Day!
HW: Read "Gimpel the Fool"
19. G-day, 9/22
HW: Finish reading "Gimpel the Fool"
CLASS: Discuss "Gimpel the Fool"
20. B-day, 9/25
HW: Study for Vocab Quiz on Latin terms
CLASS: Vocab Quiz on Latin terms!
Finish discussing "Gimpel the Fool"
21. C-day, 9/26
HW: Prepare for TEST on short stories
CLASS: Review for TEST; Begin Analytical Paragraph
22. D-day, 9/27
HW: Prepare for TEST on short stories
CLASS: Review for TEST
23. E-day, 9/28
HW: Prepare for TEST on short stories (terms andSay Yes)
CLASS: TEST on short stories!!
24. G-day, 10/2
HW: Prepare for TEST on short stories
Begin working on analytical paragraph
CLASS: TEST on short stories!!
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Cycle 5
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25. A-day, 10/3
HW: None
Class: Introduce analytical paragraph.
26. B-day, 10/4
HW: Start reading Ethan Frome
Plan your paper
Class: Read EF together
Discuss paper
27. C-day, 10/5
HW: Read Ethan Frome to p. 20 (end of Chap. I)
Study vocab list for Ethan Frome on Vocabulary.com
(https://www.vocabulary.com/lists/779759)
Class: Discuss EF
28. D-day, 10/6
HW: Work on Paper Outline
Study vocab list for Ethan Frome on Vocabulary.com
(https://www.vocabulary.com/lists/779759)
Class: Discuss EF
29. E-day, 10/10
HW: Work on Paper Outline
Study vocab list for Ethan Frome on Vocabulary.com
(https://www.vocabulary.com/lists/779759)
CLASS: OUTLINE DUE!!! Hard Copies only!!
30. G-day, 10/13
HW: Read Ethan Frome to p. 35 (end of Chap. IV)
Work on Rough Draft of Paper
Class: Discuss EF
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Cycle 6
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31. A-day, 10/16
HW: Read Ethan Frome to p. 35 (end of Chap. IV)
Work on Rough Draft of Paper
Class: Discuss EF
30. B-day, 10/17
HW: Read Ethan Frome to p. 54 (end of Chap. VI)
Study vocab list for Ethan Frome on Vocabulary.com (1-15)
(https://www.vocabulary.com/lists/779759)
CLASS: Discuss EF
31. C-day, 10/18
HW: Complete Rough Draft of Analytical Paragraph
Study vocab list for Ethan Frome on Vocabulary.com (1-15)
(https://www.vocabulary.com/lists/779759)
CLASS: Discuss EF
32. D-day, 10/19
HW: Rough Draft Due!
Study vocab list for Ethan Frome on Vocabulary.com (1-15)
(https://www.vocabulary.com/lists/779759)
CLASS: Discuss EF
33. E-day, 10/20
HW: Study vocab list for Ethan Frome on Vocabulary.com (1-15)
(https://www.vocabulary.com/lists/779759)
CLASS: VOCAB QUIZ!!!
Discuss EF
34. G-day, 10/24
HW: Prepare FINAL DRAFT of Paragraph
CLASS: Submit FINAL DRAFT of Paragraph
Discuss EF
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Cycle 7
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35. A-day, 10/25
HW: Work on Final Draft of Analytical Paragraph
CLASS: Study vocab list for Ethan Frome on Vocabulary.com (16-30)!
(https://www.vocabulary.com/lists/779759)
Discuss Ethan Frome to p. 47
36. B-day, 10/26
HW: Work on Final Draft of Analytical Paragraph
CLASS: Study vocab list for Ethan Frome on Vocabulary.com (16-30)!
(https://www.vocabulary.com/lists/779759)
Read Ethan Frome to p. 54 (end of Chap. VI)
37. C-day, 10/27
HW: Study for vocab list for Ethan Frome on Vocabulary.com (16-30)
(https://www.vocabulary.com/lists/779759)
Read Ethan Frome to p. 70 (end of Chap. VII)
CLASS: Final Draft of Analytical Paragraph Due (Hard Copies Only!)
Discuss Ethan Frome
38. D-day, 10/30
HW: Study for QUIZ on vocab list for Ethan Frome on Vocabulary.com (16-30)
Read Ethan Frome to p. 78 (end of Chap. XIX
CLASS: QUIZ on vocab list for Ethan Frome on Vocabulary.com (16-30)
Discuss Ethan Frome
39. E-day, 10/31
HW: Read Ethan Frome to p. 85 (middle of Chap. IX)
CLASS: Discuss Ethan Frome
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Cycle 8
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40. A-day, 11/2
HW: Read Ethan Frome to end
CLASS: Discuss Ethan Frome
41. G-day, 11/3
HW: Read Ethan Frome to end
CLASS: Discuss Ethan Frome
42. B-day 11/6
HW: Study for Ethan Frome Test (plot/characters)
CLASS: Finish Discussion of Ethan Frome
43. C-day, 11/7
HW: Study for Ethan Frome Test (plot/characters)
CLASS: TEST!
44. D-day, 11/8
HW: None
CLASS: Begin Ethan Frome paper!
Discuss five-paragraph structure
45. E-day, 11/9
HW: Develop Thesis statement
CLASS: Work on paper
46. G-day, 11/13
HW: Develop Thesis statement and Rough Draft
CLASS: Work on paper
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Cycle 9
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47. B-day, 11/14
HW: Work on Rough Draft
CLASS: Grammar
48. C-day, 11/15
HW: Work on Rough Draft
CLASS: Grammar
49. D-day, 11/16
HW: Rough Draft DUE!!!
CLASS: Grammar
50. E-day, 11/17 NO CLASS!!!!
I will not be in school this day. I will return your rough drafts to you by email!
FINAL DRAFT IS DUE 11/21!
52. G-day, 11/21
HW: Finish Final Draft
CLASS: Final Draft DUE!!!
NO HOMEWORK OVER THANKSGIVING BREAK PER LFA POLICY!!!!
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Cycle 10
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53. A-day, 11/28
Final Draft of Ethan Frome paper DUE!!!!
54. B-day, 11/29
Grammar
55. C-day, 11/30
Grammar
Review for Final Exam
56. D-day, 12/1
Grammar
Review for Final Exam
57. E-day, 12/4
Grammar
Review for Final Exam
58. G-day, 12/6
Review for Final Exam
FINAL EXAM: Tuesday, Dec. 12, 1-2:30 p.m. in Corbin 214!
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Spring Semester
Due Dates/Assignments
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Cycle 1
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1. A-day, 1/8
CLASS: Discuss Final Exam
Intro to Research Project and The Odyssey
2. B-day, 1/9
HW: Intro to Homer's The Odyssey
CLASS: Visit from Ms. Kolovitz: Research Project Resources
3. C-day, 1/10
HW: Study Greek Gods/Goddesses (use Greek Mythology Terms List on Quia; link on
Canvas)
CLASS: Discuss Greek Gods/Goddesses
4. D-day, 1/11
HW: Read The Odyssey, Book 1 (pp. 77-82)
Complete study questions
Work on Research Project
CLASS: Discuss reading
5. A-day, 1/12 (Snow Day!)
HW: Read The Odyssey, Book 1 (pp. 83-92)
Complete study questions
Work on Research Project
6. G-day, 1/17
HW: Work on Research Project
CLASS: Discussion of Snow Day (1/12) homework
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Cycle 2
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7. E-day, 1/18
HW: Read The Odyssey, Book 5 (pp. 152-161)
Work on Research Project
CLASS: Discuss HW
8. B-day, 1/19
HW: Read The Odyssey, Book 5 (pp. 161-167)
Work on Research Project
CLASS: PLOT QUIZ ON BOOK 5!
9. C-day, 1/22
HW: Work on Research Projects/Presentations
CLASS: Catch up with discussion
10. D-day, 1/23
CLASS: Work Period
11. E-day, 1/24
HW: Research Projects/Presentations DUE!
CLASS: Research Projects/Presentations DUE!
12. G-day, 1/26
HW: Research Projects/Presentations DUE!
CLASS: Research Projects/Presentations DUE!
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Cycle 3
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13. A-day, 1/29
HW: Begin The Odyssey, Book 9 (pp. 211-229)
Consider Odysseus' leadership in Book 9
CLASS: Discuss reading
14. B-day, 1/30
HW: Finish The Odyssey, Book 9 (to p. 239)
Consider Odysseus' leadership in Book 9
CLASS: Discuss reading
15. C-day, 1/31
HW: Read The Odyssey, Book 10 (pp. 240-248)
CLASS: Quiz on plot of Book 9
16. D-day, 2/1
HW: Read The Odyssey, Book 10 (to p. 258)
CLASS: Discuss reading
17. E-day, 2/2
HW: Catch up with reading
CLASS: In-class writing
18. G-day, 2/6
HW: Read The Odyssey, Book 11 (pp. 259-270)
CLASS: Reading Quiz on Book 11
Discuss Reading
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Cycle 4
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19. A-day, 2/7
NO CLASS!! Language Dept. Day!
HW: Read The Odyssey, Book 11 (pp. 259-270)
20. B-day, 2/8
HW: Read The Odyssey, Book 11 (pp. 259-270)
CLASS: QUIZ on plot of BOOK 11!!!
21. C-day, 2/9
HW: Read The Odyssey, Book 12 (pp. 271-277)
CLASS: Discuss Reading
22. D-day, 2/12
HW: Read The Odyssey, Book 12 (pp. 278-285)
CLASS:
23. E-day, 2/13
HW: Catch up with reading
CLASS: In-class writing!
24. G-day, 2/15
HW: Read The Odyssey, Book 16
CLASS: Discuss reading
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Cycle 5
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25. A-day, 2/16
HW: None
CLASS: Read The Odyssey, Book 16
26. B-day, 2/20
HW: Read The Odyssey, Book 17
CLASS: Discuss reading
27. C-day, 2/21
HW: Read The Odyssey, Book 22
CLASS: Visit from Ms. Krause
Discuss reading
28. D-day, 2/22
HW: Read The Odyssey, Book 23
CLASS: Discuss reading
29. E-day, 2/23
HW: Read The Odyssey, Book 24
CLASS: Discuss reading
30. G-day, 2/27
HW: Finish The Odyssey
Work on final paper!
CLASS: Discuss The Odyssey to end
Discuss Epic conventions
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Cycle 6
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31. F-day, 2/28
HW: Work on final paper!
Complete online graded HW on epic conventions.
Read/annotate poems on handout (imagism)
CLASS: Discuss poems
32. B-day, 2/29
HW: Work on final paper!
Online graded HW on epic conventions DUE!!!!
Read/annotate poems on handout (imagism)
CLASS: Discuss poems
33. C-day, 3/1
HW: Work on final paper!
Read/annotate poems on handout (sonnets)
CLASS: Discuss poems
34. D-day, 3/4
HW: Work on final paper!
Read/annotate poems on handout (sonnets)
CLASS: Final Paper DUE!!!
Discuss poems
Visitor in class
35. E-day, 3/5
HW: Read/annotate poems on handout (sonnets)
CLASS: Discuss poems
36. G-day, 3/7
HW: Read/annotate poems on handout (sonnets)
CLASS: Discuss poems
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Cycle 7
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37. A-day, 3/8
HW: Read/annotate poems on handout (sonnets)
Complete online poetry exercise by 1:30
p.m. on G-day, 3/15/24!
https://www.quia.com/quiz/8353212.html
The exercise shuts down at 1:30 p.m. on G-day, 3/15/24. You have two attempts to
complete it.
CLASS: Discuss poems
38. B-day, 3/11
HW: Read/annotate poems on handout (sonnets)
Complete online poetry exercise by 1:30
p.m. on G-day, 3/15/24!
https://www.quia.com/quiz/8353212.html
The exercise shuts down at 1:30 p.m. on G-day, 3/15/24. You have two attempts to
complete it.
CLASS: Discuss poems
39. C-day, 3/12
HW: Review for test on sonnets and imagism
CLASS: Review
Discuss poems
40. D-day, 3/14
HW: Review for test on sonnets and imagism
CLASS: Review
Discuss poems
41. G-day, 3/15
HW: Review for test on sonnets and imagism
CLASS: TEST on Sonnets and imagism!!
SPRING BREAK!!!!!!
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Cycle 8
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42. A-day, 4/2
HW: None
CLASS: Poetry writing
43. E-day, 4/3
HW: Work on your poem
CLASS: Poetry writing
44. B-day, 4/5
HW: Finish Your Poem!
CLASS: Submit your Poem (at least twelve lines)!
45. C-day, 4/8
HW: Read poems on handout (Plath)
CLASS: Discuss poems
46. D-day, 4/9
HW: Read poems on handout (Plath)
CLASS: Discuss poems
47. E-day, 4/10
HW: Read poems on handout
CLASS: Discuss poems
48. G-day, 4/12
HW: Read poems on handout
Prepare for Poetry Test#2
CLASS: Discuss poems
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Cycle 9
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49. A-day, 4/15
HW: Your Poem (at least twelve lines of poetry)!
CLASS: Prepare for Poetry Test #2
Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
50. B-day, 4/16
HW: Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
CLASS: Make sure you have R&J text!
Intro to Shakespeare (film)
51. C-day, 4/17
HW: POETRY TEST #2
CLASS: POETRY TEST #2
52. D-day, 4/19
HW: Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
CLASS: Begin Romeo and Juliet
53. E-day, 4/22
HW: Read Romeo and Juliet, Act 1, Scenes 1 and 2
Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
CLASS: Check HW
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Cycle 10
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54. A-day, 4/24
HW: Read Romeo and Juliet, Act 1, Scenes Scenes 3 and 4
Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
CLASS: Check HW
55. B-day, 4/25
HW: Read Romeo and Juliet, Act 1, Scene 5
Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
CLASS: Check HW
56. G-day, 4/26
HW: Read Romeo and Juliet, Act 2, Scene 1
Study Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
CLASS: QUIZ on Vocab List for Act I (https://www.vocabulary.com/lists/7802811)
57. C-day, 4/29
HW: Study Vocab List for Act 2 (https://www.vocabulary.com/lists/6107384) 1-10 only
Read Romeo and Juliet, Act 2, Scenes 3 and 4 (QUIZ?)
CLASS: Check HW
58. D-day, 4/30
HW: Read Romeo and Juliet, Act 2, Scenes 5 and 6 (QUIZ?)
Study Vocab List for Act 2 (https://www.vocabulary.com/lists/6107384) 1-10 only
CLASS: Check HW
59. E-day, 5/1
HW: Read Romeo and Juliet, Act 3, Scene 1
Study Vocab List for Act 2 (https://www.vocabulary.com/lists/6107384) 1-10 only
CLASS: QUIZ on Vocab List for Act 2 (https://www.vocabulary.com/lists/6107384)!!
60. G-day, 5/3
HW: Read Romeo and Juliet, Act 3, Scenes 2 and 3
Study vocab list for Act 3 (1-10 only) (https://www.vocabulary.com/lists/6107448)
CLASS: Check HW
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Cycle 11
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61. A-day, 5/6
HW: None
CLASS: Read Romeo and Juliet, Act 3, Scenes 3-5
Study vocab list for Act 3 (1-10 only) (https://www.vocabulary.com/lists/6107448)
62. B-day, 5/7
HW: Read Romeo and Juliet, Act 3, Scenes 3-5
Study vocab list for Act 3 (1-10 only) (https://www.vocabulary.com/lists/6107448)
CLASS: Discuss reading
63. C-day, 5/8
HW: Read Romeo and Juliet, Act 4, Scenes 1-2
Study vocab list for Act 3 (https://www.vocabulary.com/lists/6107448)
CLASS: Discuss reading
64. D-day, 5/9
HW: Read Romeo and Juliet, Act 4, Scenes 3, 4, 5
Study vocab list for Act 3 (https://www.vocabulary.com/lists/6107448)
CLASS: Discuss Reading
65. E-day, 5/10
HW: Study for vocab list for Act 3 (https://www.vocabulary.com/lists/6107448)
CLASS: QUIZ on vocab list for Act 3 (https://www.vocabulary.com/lists/6107448) !
Read
66. G-day, 5/14
HW: QUIZ on vocab list for Act 3 (https://www.vocabulary.com/lists/6107448)
CLASS: Read Romeo and Juliet, Act 5, Scenes 1, 2, 3
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Cycle 12
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67. B-day, 5/15
HW: Review for Plot Quest on R&J (Acts 1-5)
CLASS: Plot Quest!!
Work on Final Paper!!!
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Final Paper on Romeo and Juliet
The final paper will be your ninth-grade masterpiece, in which you will demonstrate the excellent composition and analytical skills you have developed over the year. Choose one of the topics below to discuss in a five-paragraph essay. All the usual requirements apply (please see attached guidelines). Remember to provide quotations and textual references to support your thesis. See Quia and/or Canvas for due dates. This paper counts for 20% of your final semester grade.
Prompts:
1. Is Juliet a feminist? Does she demonstrate qualities or make decisions that you would consider feminist?
2. What functions do Friar Laurence and/or the Nurse perform? How important are these characters in terms of plot development and/or impact on the main characters?
3. Romeo and Juliet are described as “star-crossed lovers.” What does Shakespeare mean by this? Explain how this concept drives the plot and/or character development. (If you choose this topic, you may wish to find examples in the play of words that reflect this idea. Use this link to a concordance of the works of Shakespeare where you can search for locations of any word in the play: http://www.opensourceshakespeare.org/views/plays/plays.php .
4. Choose one important scene and analyze its significance for the play.
5. Choose one important theme and discuss its development throughout the play.
6. Who is the protagonist? Romeo or Juliet? Defend your choice.
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68. C-day, 5/16
HW: Work on Final Paper!!!
CLASS: View Film
69. C-day, 5/16
HW: Work on Final Paper!!!
CLASS: Work on Final Paper!!!
70. D-day, 5/17
HW: Work on Final Paper!!!
CLASS: Work on Final Paper!!!
71. E-day, 5/20
HW: Work on Final Paper!!!
CLASS: Work on Final Paper!!!
72. G-day, 5/22
HW: Work on Final Paper!!!
CLASS: Work on Final Paper!!!
FINAL PAPER DUE: Thursday, May 23, 1:00 pm! Corbin 214. Submit hard copy in person!
ENJOY YOUR SUMMER BREAK!!!
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Inscribed in ancient Greek on the temple at Delphi was the phrase, “Know thyself.” Choose at least THREE CHARACTERS from THREE DIFFERENT WORKS we’ve read this year,* and analyze the process of their coming to know themselves. In other words, how do the characters we’ve encountered this year realize their true identities?
You may wish to consider the following questions:
1. Does the character remain true to his/her initial identity, or does the character change that identity during the course of the story?
2. What forces (conflicts, environment, societal pressures, etc.) cause the character to come to know his/her true self or to change identities?
3. Does the character change identities by choice? If so, why? Is the change in identity simply the evolution of that identity into its true form, or does it signify the character’s adoption of a completely new identity due to circumstances, personal goals, conflicts, etc.?
4. Does the character’s evolution or change of identity parallel his/her moral growth or moral decline?
5. What have the experiences of these characters taught us about our own identities?
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