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Mr. Q Burns
Mr. Q Burns
qburns@cicvalencia.org
Novels we'll read in class- The Beansatlk by QKalique3; Animal Farm by George Orwell; Red Wall by Brian Jacques; Romeo and Juliet by Shakespeare;
Vocabulary Workshop Level D
Favorite Links
Favorite Links
Syllabus
Syllabus
1. Essential Questions: (What broad questions will students be able to answer?)READING· How do readers prepare for reading?· What can a reader do when they don’t understand?· Why are strategies important?· How might being able to recognize literary features help in appreciating literature?· How is information organized?· Why is information organized in different ways? WRITING· How does the audience influence the format of your writing?· How does the purpose influence the format of your writing?· Why do we write?· How can we use evaluation and reflection to improve our writing?· What is the purpose of applying grammar and mechanics skills? LISTENING, SPEAKING, VIEWING · How do you listen?· What impact does listening have?· How do you speak effectively? 1. Skills: By the end of the quarter, you will be able to… Define the key literary terms for plot and character. Identify key literary elements of plot and character.Recognize how those elements shape the work as a whole.Discuss the importance of plot and character choices to the work as a whole.Locate the most important elements communicating the text’s message.Practice diagramming plot.Write a brief literary analysis using plot and/or character elements.Compare texts and their use of plot and character elements. Defend a textual interpretation on final assessment.Interpret a variety of literary texts.Compose a short story employing tools of plot and/or characterization.Design a mask for Greek drama performance.Synthesize plot and character knowledge on final assessments. 2. Activities/assessments a. Plot testb. Greek drama mask projectc. Reading Journal entriesd. Response Paperse. Narrative writing assignmentf. Character test 3. Standards and BenchmarksREADINGCCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.WRITINGCCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.SPEAKING AND LISTENINGCCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.LANGUAGECCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
9th Grade English Reading
9th Grade English Reading
English 9 is the cornerstone of the high school literature sequence, providing a detailed study of the elements of literature. Students will master key areas, such as plot, character, theme, setting, and images, through extended reading and analysis of short fiction, poetry, drama, novels, and film. In addition to establishing a set of critical reading skills and acquiring a literary “toolbox” to serve them in the rest of the high school English sequence, students will also continue to develop writing skills, focusing on expository essays. The capstone project will be a literary analysis research paper requiring the student to integrate all of their skills.
Keeping Parents in the Loop
Keeping Parents in the Loop
By the end of November all 9th Grade students should have finished:
1. Vocabulary Workshop Unit 1-5.
2. Finished reading "Animal Farm."
3. "Animal Farm" quotation assignment.
4. A Powerful, Passionate Poem (inspired by Napoleon's Poem).
5. Little Worlds in Three's assignment.
Completed four spelling tests.
6. Started to read 1984
Summer Enrichment
Summer Enrichment
"Rabbit Boy Kicked that Blood Clot Around," and can be found on pages 19-28
https://www.gusd.net/cms/lib/CA01000648/Centricity/Domain/2027/AmericanIndianMythsAndLegends.pdf
Videos
Videos
9th Grade End of Semester English Exam
9th Grade End of Semester English Exam
9th Grade End of Semester English Exam December 2020
Friday December 19 2020
8.30 – 9.50 am
Study Guide
1. The English exam will be in three parts:
Part 1 – Vocabulary
Part 2 – Comprehension
Part 3 – Creative writing
Total marks available: 60
2. Part - 1 Vocabulary
· You will be asked about the meanings of words.
· There will be a total of twenty-five (25) words.
· You will be familiar with twenty (20) of these words that are taken from Vocabulary Workshop Units 1-4.
· The remaining five words are words you should have understood from work in the first semester.
· This will be a matching answers paper on a Google Quiz.
· All questions must be answered.
· Total marks: 25
3. Part 2 – Comprehension (Animal Farm)
This will be a multiple-choice paper on a Google Quiz
You should understand:
· The main events of the story.
· The roles played by the main characters
· The underlying themes of the story.
· Total marks: 20
4. Part 3 – Creative writing
This will be a typed response on a Google Doc.
· The topic for this will be given at the start of the exam.
· This piece of writing should consist of 3-5 paragraphs:
One paragraph for the Introduction
One to three paragraphs for the main content
One paragraph for the conclusion.
· The criteria for the marking scheme will be:
An interesting and imaginative title that reflects what you are writing about (maximum 3 marks).
Correct spelling and grammar (maximum 4 marks)
Use of descriptive language and literary devices (maximum 4 marks)
A clear and interesting style of writing that that is easy for the reader to understand (maximum 4 marks).
Total: 15 marks
kamkwamba william - the boy who harnessed the wind.pdfPage updated
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