Follow the steps below. Please read carefully.
Purpose: to refresh/memorize character trees in Romeo/Juliet and identify foils for 3 tiers.
1. Select a partner
2. List on your paper (each student has his/her own) the members of the Capulet, Montague, and Non-Feud/Royal families from memory. Consult other groups if you are having difficulty generating your memory.
3. Identify each member (kinsman of the Prince, cousin of Juliet, head of the family, Romeo's protector, etc.)
4. Select 3 members of the families and list a foil for each. Write a one-sentence explanation as to how you have seen this demonstrated so far.
5. Write a 5-sentence paragraph answering the following question: What are the differences between the true love and bus theories? Think about the following: Which does Romeo subscribe to? Which do his friends subscribe to?
Monday, April 19, 2010
Monday, March 22, 2010
Finally, back up and running
After a week of "catching up," here is the map for success this week. Assignment Due Dates are included.
Goals for the week:
1. Finish the Odyssey Books and Movie
2. Finish the 8 basic parts of speech(noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection)
3. Finish Vocabulary Week 8
Grammar assignments:
1. p. 27, 28 (1-10 each set) on Tuesday
2. p. 29-32 (1-5 each set) on Wed
3. p. 33-36 (1-5 each set) on Thurs
4. p. 37-40 (1-5 each set) on Fri.
none of this will be on the quiz...but it will be next week!
Odyssey assignments:
1. p. 939 1, 3, 4 due on Tuesday
2. p. 956 1, 3, 4 due on Thursday
3. "final exam" on Friday
Vocabulary Week 8
1. worksheet due on Friday
2. Quiz on Friday
Goals for the week:
1. Finish the Odyssey Books and Movie
2. Finish the 8 basic parts of speech(noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection)
3. Finish Vocabulary Week 8
Grammar assignments:
1. p. 27, 28 (1-10 each set) on Tuesday
2. p. 29-32 (1-5 each set) on Wed
3. p. 33-36 (1-5 each set) on Thurs
4. p. 37-40 (1-5 each set) on Fri.
none of this will be on the quiz...but it will be next week!
Odyssey assignments:
1. p. 939 1, 3, 4 due on Tuesday
2. p. 956 1, 3, 4 due on Thursday
3. "final exam" on Friday
Vocabulary Week 8
1. worksheet due on Friday
2. Quiz on Friday
Friday, March 5, 2010
Sub Plans for Week of 3.8.10 - 3.12.10
Sub Plans for Tim Stark, English 9
From: Lance Roark
Dates: March 8-12
English 9: room C103: students will be working from their assigned seats according to the seating chart on grammar, vocabulary, writing, and literature.
1. Textbooks – in the room
2. Seating Chart – on the teacher podium
3. Blog – english9mrroarkstyle.blogspot.com
4. Helpful Students: 2nd: Brandi Plite, Danielle Patterson
5. Vocabulary books (white and blue) and grammar books (turquoise and white) in back cabinet.
Monday – Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. Work on vocab lesson 6 for first 20-30 minutes (terms written down and worksheet started)
2. Work on grammar assignment (verbs) second 30 minutes – verbs pgs. 17-20 1-10 on all exercises, read all material on page, use boxes, definitions for “cheat” sheets
3. Work on Odyssey Intro. handout third 30 minutes (this is homework)
Tuesday – no school for freshman
Wednesday- – Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. finish vocab lesson 6 for first 10-20 minutes (terms written down and worksheet started)
2. check vocab, record, pass back
3. Work on grammar assignment (adjectives p. 21, 22)
4. Work on Odyssey chapter questions (p. 914, 1,3,4) after reading book I& IX quietly
Thursday – Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. Work on grammar assignment (adjectives p. 23-26)
2. Work on Odyssey chapter work (finish reading books I and IX, complete questions 1,3,4…submit)
3. Study for quiz independently (vocab 6, Odyssey Intro., writing essentials, lit. terms, adjectives)
Friday– Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. Quiz on vocab lesson 6, grammar, lit terms, writing essentials
2. Complete Odyssey worksheet as part II of quiz grade
From: Lance Roark
Dates: March 8-12
English 9: room C103: students will be working from their assigned seats according to the seating chart on grammar, vocabulary, writing, and literature.
1. Textbooks – in the room
2. Seating Chart – on the teacher podium
3. Blog – english9mrroarkstyle.blogspot.com
4. Helpful Students: 2nd: Brandi Plite, Danielle Patterson
5. Vocabulary books (white and blue) and grammar books (turquoise and white) in back cabinet.
Monday – Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. Work on vocab lesson 6 for first 20-30 minutes (terms written down and worksheet started)
2. Work on grammar assignment (verbs) second 30 minutes – verbs pgs. 17-20 1-10 on all exercises, read all material on page, use boxes, definitions for “cheat” sheets
3. Work on Odyssey Intro. handout third 30 minutes (this is homework)
Tuesday – no school for freshman
Wednesday- – Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. finish vocab lesson 6 for first 10-20 minutes (terms written down and worksheet started)
2. check vocab, record, pass back
3. Work on grammar assignment (adjectives p. 21, 22)
4. Work on Odyssey chapter questions (p. 914, 1,3,4) after reading book I& IX quietly
Thursday – Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. Work on grammar assignment (adjectives p. 23-26)
2. Work on Odyssey chapter work (finish reading books I and IX, complete questions 1,3,4…submit)
3. Study for quiz independently (vocab 6, Odyssey Intro., writing essentials, lit. terms, adjectives)
Friday– Students should watch Spartan News some time after 9:40. Reading time is at 11:00.
1. Quiz on vocab lesson 6, grammar, lit terms, writing essentials
2. Complete Odyssey worksheet as part II of quiz grade
Wednesday, February 24, 2010
Week Four: February 23, 2010
Focus Points for the week:
1. Possibility of Evil (p.172) - questions 1, 3, 4 (p. 182)
2. Pronouns p. 131-138
3. Writing Essentials Packet
4. Vocabulary Lesson 4 (and 3)
1. Possibility of Evil (p.172) - questions 1, 3, 4 (p. 182)
2. Pronouns p. 131-138
3. Writing Essentials Packet
4. Vocabulary Lesson 4 (and 3)
Friday, February 12, 2010
Week of February 15: Literature and Grammar
Cask of Amontillado questions 1, 3, and 4. Please use at least 3 sentences and conventional English in your responses.
Grammar assignments: Nouns p. 1-4, Pronouns 5-11, Verbs p. 13-20
Vocabulary Lesson 3
Grammar assignments: Nouns p. 1-4, Pronouns 5-11, Verbs p. 13-20
Vocabulary Lesson 3
Monday, February 8, 2010
Grammarfest Begins, Literature Assignments Continue
Grammar Assignments:
Tuesday: p. 1,2 nouns; p. 35 in Lit. Book - questions 1-3 due (3 sentences minimum for each question - do your best! Explain!)
Wednesday: p. 3,4 nouns; p. 5,6 pronouns
Thursday: p. 7,8
Friday: p. 9-12
Tuesday: p. 1,2 nouns; p. 35 in Lit. Book - questions 1-3 due (3 sentences minimum for each question - do your best! Explain!)
Wednesday: p. 3,4 nouns; p. 5,6 pronouns
Thursday: p. 7,8
Friday: p. 9-12
Friday, February 5, 2010
Lit. Questions & Vocabulary Words: Week One, Week Two
The Most Dangerous Game, p. 58 1,3,5,6 (3-5 sentences)
week one: adjunct, admonish, advocate, affiliate, affliction, aghast, alacrity, alienate, allude, aloof
week two: amalgamate, ambidextrous, anachronism, animate, anthropomorphic, antiquated, aphorism, aplomb, bandy, bane
week one: adjunct, admonish, advocate, affiliate, affliction, aghast, alacrity, alienate, allude, aloof
week two: amalgamate, ambidextrous, anachronism, animate, anthropomorphic, antiquated, aphorism, aplomb, bandy, bane
Thursday, February 4, 2010
Quiz 1 Preparation
The first major quiz of the year will be a vocabulary intensive quiz. Along with the 10 vocabulary words, the quiz will entail the 24 literary terms posted earlier on the blog. Please prepare accordingly. There will also be a plot line exercise on the quiz. Students will be asked to read a short story and apply the plot line terms and a line of text to represent each part (exposition, rising action, climax, falling action, resolution, conflict). If you have questions, ask Mr. Roark today.
Tuesday, February 2, 2010
Major Assignments for the Week:
1. vocab/literary terms quiz 1 on Friday
2. vocab lesson 1 (graded in class on tues.)
3. "Most Dangerous Game" questions 1, 3, 5, 6 due Wednesday
4. Literary Terms List passed out on Tuesday
2. vocab lesson 1 (graded in class on tues.)
3. "Most Dangerous Game" questions 1, 3, 5, 6 due Wednesday
4. Literary Terms List passed out on Tuesday
Monday, February 1, 2010
English 9 Literary terms to know for Friday, February 5th
English 9 Literary Terms
1) Plot— The sequence of events in a story. It’s like a blueprint of what happens, when it happens, and to whom it happens.
2) Exposition— Introduces characters and setting by supplying background information. This also establishes the tone of the work.
3) Rising Action— Introduces complications and builds suspense (i.e. when the plot “thickens”).
4) Climax— The moment in a play, novel, short story, or narrative poem at which the crisis reaches its point of greatest intensity and is thereafter resolved. It is also the peak of emotional response from a reader and usually the turning point in the action.
5) Falling Action— Occurs after the climax of the story. Resolves the conflict and ties up loose ends of the story.
6) Resolution— The outcome of a complex situation or sequence of events (i.e. an aftermath that usually occurs near the final stages of the plot).
7) Setting— The general locale, historical time, and social circumstances in which the story unfolds.
8) Conflict— The opposition between two characters (such as a protagonist and an antagonist), between two large groups of people, or between the protagonist and a larger problem such as forces of nature, ideas, public mores, and so on.
Conflict may also be completely internal, such as the protagonist struggling with his psychological tendencies (e.g. drug addiction, self-destructive behavior, and so on).
9) Infer— To determine by reasoning; conclude from premises or evidence. For example: They inferred his displeasure from his cool tone of voice.
10) Inference— Something that is inferred
11) Omit— To remove.
12) Theme— A central idea or statement that unifies an entire literary work. The theme can take the form of a brief and meaningful insight (e.g. progress) or a comprehensive vision of life (e.g. making mistakes is one of the most important methods through which we learn).
13) Characterization— An author's use of description, dialogue, dialect, and action to create in the reader an emotional or intellectual reaction to a character or to make the character more vivid and realistic.
14) Point of View— The way a story gets told and who tells it. Point of view governs the reader's access to the story.
First-person: The narrator speaks as "I" and the narrator is a character in the story who may or may not influence events within it.
Third-person: The narrator seems to be someone standing outside the story who refers to all the characters by name or as he, she, they, and so on.
Omniscient: A narrator who knows everything that needs to be known about the agents and events in the story and is free to move at will in time and place.
Unreliable: A narrator who describes events in the story, but seems to make obvious mistakes. Unreliable narration often serves to characterize the narrator as someone foolish or untrustworthy.
15) Iambic Pentameter— A metrical line of five feet/units, each of which is made up of two syllables, with the first unstressed and the second stressed. For example:
Let two more summers wither in their pride
Ere we may think her ripe to be a bride.
16) Blank Verse— Unrhymed poetry written in iambic pentameter.
17) Tragedy— A serious play in which the chief character, by some peculiarity of psychology, passes through a series of misfortunes leading to a final, devastating catastrophe or death (i.e. the character rises, falls, and is ultimately destroyed).
18) Monologue— A prolonged talk by a single speaker.
19) Interior Monologue— The internal or emotional thoughts/feelings of an individual (not usually spoken).
20) Soliloquy— A monologue spoken by an actor at a point in the play when the character believes himself to be alone. The technique frequently reveals a character's innermost thoughts, including his feelings, state of mind, motives or intentions.
21) Aside— In drama, a few words or a short passage spoken by one character to the audience while the other actors on stage pretend their characters cannot hear the speaker's words. It is a theatrical convention that the aside is not audible to other characters on stage.
22) Allusion/Allude— A casual reference in literature to a person, place, event, or another passage of literature, often without explicit identification. Allusions can originate in mythology, biblical references, historical events, legends, geography, or earlier literary works.
23) Protagonist— The main character in a work of a fiction.
24) Antagonist— The character against whom the protagonist struggles or contends.
1) Plot— The sequence of events in a story. It’s like a blueprint of what happens, when it happens, and to whom it happens.
2) Exposition— Introduces characters and setting by supplying background information. This also establishes the tone of the work.
3) Rising Action— Introduces complications and builds suspense (i.e. when the plot “thickens”).
4) Climax— The moment in a play, novel, short story, or narrative poem at which the crisis reaches its point of greatest intensity and is thereafter resolved. It is also the peak of emotional response from a reader and usually the turning point in the action.
5) Falling Action— Occurs after the climax of the story. Resolves the conflict and ties up loose ends of the story.
6) Resolution— The outcome of a complex situation or sequence of events (i.e. an aftermath that usually occurs near the final stages of the plot).
7) Setting— The general locale, historical time, and social circumstances in which the story unfolds.
8) Conflict— The opposition between two characters (such as a protagonist and an antagonist), between two large groups of people, or between the protagonist and a larger problem such as forces of nature, ideas, public mores, and so on.
Conflict may also be completely internal, such as the protagonist struggling with his psychological tendencies (e.g. drug addiction, self-destructive behavior, and so on).
9) Infer— To determine by reasoning; conclude from premises or evidence. For example: They inferred his displeasure from his cool tone of voice.
10) Inference— Something that is inferred
11) Omit— To remove.
12) Theme— A central idea or statement that unifies an entire literary work. The theme can take the form of a brief and meaningful insight (e.g. progress) or a comprehensive vision of life (e.g. making mistakes is one of the most important methods through which we learn).
13) Characterization— An author's use of description, dialogue, dialect, and action to create in the reader an emotional or intellectual reaction to a character or to make the character more vivid and realistic.
14) Point of View— The way a story gets told and who tells it. Point of view governs the reader's access to the story.
First-person: The narrator speaks as "I" and the narrator is a character in the story who may or may not influence events within it.
Third-person: The narrator seems to be someone standing outside the story who refers to all the characters by name or as he, she, they, and so on.
Omniscient: A narrator who knows everything that needs to be known about the agents and events in the story and is free to move at will in time and place.
Unreliable: A narrator who describes events in the story, but seems to make obvious mistakes. Unreliable narration often serves to characterize the narrator as someone foolish or untrustworthy.
15) Iambic Pentameter— A metrical line of five feet/units, each of which is made up of two syllables, with the first unstressed and the second stressed. For example:
Let two more summers wither in their pride
Ere we may think her ripe to be a bride.
16) Blank Verse— Unrhymed poetry written in iambic pentameter.
17) Tragedy— A serious play in which the chief character, by some peculiarity of psychology, passes through a series of misfortunes leading to a final, devastating catastrophe or death (i.e. the character rises, falls, and is ultimately destroyed).
18) Monologue— A prolonged talk by a single speaker.
19) Interior Monologue— The internal or emotional thoughts/feelings of an individual (not usually spoken).
20) Soliloquy— A monologue spoken by an actor at a point in the play when the character believes himself to be alone. The technique frequently reveals a character's innermost thoughts, including his feelings, state of mind, motives or intentions.
21) Aside— In drama, a few words or a short passage spoken by one character to the audience while the other actors on stage pretend their characters cannot hear the speaker's words. It is a theatrical convention that the aside is not audible to other characters on stage.
22) Allusion/Allude— A casual reference in literature to a person, place, event, or another passage of literature, often without explicit identification. Allusions can originate in mythology, biblical references, historical events, legends, geography, or earlier literary works.
23) Protagonist— The main character in a work of a fiction.
24) Antagonist— The character against whom the protagonist struggles or contends.
Most Dangerous Game: questions due Wednesday, February 3rd
p. 58 1 (2-4 sentences), 3 (3-5 sentences), 5 (3-5), 6(3-5)
English 9 Classroom Rules
1. No...you can not go in the pod (unless you have been asked to do so).
2. NO ipods except during reading time (or any other electronic device per the SHS handbook)
3. Yes...you have an assigned seat. Be in it.
4. Please respect each other in regard to your actions, attitudes, and language.
5. Do what is right. Do your best.
2. NO ipods except during reading time (or any other electronic device per the SHS handbook)
3. Yes...you have an assigned seat. Be in it.
4. Please respect each other in regard to your actions, attitudes, and language.
5. Do what is right. Do your best.
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