Thursday/Friday

Review coordinating conjunctions and compound sentences on page 135.

Prompt: Can technology save us?  Does it allow us to do the impossible?  Does it make us more or less human?  Write a short 2-3 paragraph response.  You might also look up NASA's current mission on MARS before writing this.  Make sure you use detailed examples to back up your ideas and refer to at least two of the following texts: HARRISON BERGERON, THERE WILL COME SOFT RAINS, THE HOUSE OF THE FUTURE, THE RACE TO SAVE APOLLO 13

Friday: You must take a vocabulary quiz.

Tuesday August 28th

I'll be looking and commenting on your blog posts sometime today.

Meanwhile - I want you to practice with your vocabulary.  Do all of page 335 in your textbook or online.  You should also watch the online trailer to "There Will Come Soft Rains" and practice your vocabulary with the online vocabulary game.

HW: Study Vocabulary.

Classwork - Thursday/Friday

Thursday - take test on literary terms.

Friday - read, "Inside the Home of the Future" on page 336.  Do the "READ FOR INFORMATION: SUPPORT AN OPINION" - on page 339.

Harrison Bergeron and There Will Be Soft Rains

Today:

Take the on-line test.  NOTE: This is just practice to see how the system works, but do you best.  It will count as a daily assignment grade.

Finish your outlines for "Harrison Bergeron".

Begin reading, "There Will Be Soft Rains".  Make sure you make comparisons between the two stories.

HW: Study for Lit Term quiz.  Write sentences with each of your regular vocabulary words.

Harrison Bergeron and There Will Be Soft Rains

Today:

Complete a short story outline for "Harrison Bergeron".

Then read, together, the story, "There Will Be Soft Rains."  As you read compare this story with "Harrison Bergeron."  Is there something similar about themes, characters, setting.  What is different?

HW: Study lit terms.  Quiz is on Thursday.

Harrison Bergeron

Today - I'm going to try and get you access to the on-line textbook.

Besides that, here are your assignments:

New Vocabulary List

Consternation
Cower
Neutralize
Synchronize
Vigilance
Wince
Manipulate
Oblivious
Paranoia
Silhouette
Sublime
Tremulous

Look up the words above post a definition and part of speech on your blog.

Do page 46 in your textbook.  If I get you on-line explore the on-line textbook and the Harrison Bergeron links.

HW: Write a sequel to Harrison Bergeron.  The choice of the sequel is up to you, but you can discuss the parents' reaction when they are informed of Harrison's death, or take the point of view of one of the ballerinas or either write a sequel from the point of view of the Diana Moon Glampers, the Handicapper General.  Remember this world is a negative-utopia.

Thursday - 8/16

Harrison Bergeron:

Answer questions on page 45 1-10.

1) What's your initial response to the story?  Do you believe that everyone should be made equal?

Look up the definition of Satire.  Post it on your blogs.  How does Harrison Bergeron fit the description of Satire.

2) Television plays a key role in the story.  What kind of comment do you think Vonnegut is making about mass media?

3) Harrison was originally jailed "on suspicion of plotting to overthrow the government" (lines 105-106).  Was the government correct in its assumption?

4) Why did the Handicapper General shoot both Harrison and the ballerina, instead of just shooting Harrison?

5) What if everyone were THE SAME?  How would this look or feel?

6) Some schools try to minimize competition, believing that it demoralizes those who do not excel.  Other schools encourage competition through academic and athletic competitions.  Both sides have good reasons for their beliefs.  With a partner discuss you ideas about this topic and make a list of arguments that support each side.

Homework:  Students are magazine writers who have an opportunity to interview any story character from "Harrison Bergeron".  Students need to create a list of 8 to 10 questions they would like to ask their characters.  They then need to answer the questions and post this on the blog.

Begin to review the following terms: Allusion, tone, theme, foreshadow, setting, protagonist, antagonist, static character, dynamic character, exposition, inciting event, rising action, climax, falling action, resolution, conflict: person vs. person, person vs. self, person vs. society, person vs. nature, person vs. fate, symbol, personification, metaphors: direct, implied, extended, simile, verbal irony, situational irony, dramatic irony.

  English 10

Course Syllabus: 2012-2013

Instructor: Mr. Fielding

fieldingkent@hotmail.com

English 10: Literature of the World

Align to the Common Core Standards English 10 is a thematic exploration of literary and informative texts of world literature.  While English 9 is an exploration of genre, English 10 is an exploration of ideas (themes, arguments, thesis statements).  Students will a variety of literature and literary genres from Ancient Greek classics to contemporary works, and cite textual evidence to analyze characters, figurative language, and cultural themes.  In informative reading students will analyze how claims and central ideas are developed and shaped by specific details. 

In writing students will build on the foundation established in 9th grade for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

Students this year will learn strategies for writing successful persuasive essays and compose one using proper MLA citations.

Texts (students will read some or all of the following): Holt McDougal: English 10, A Brave New World, The Tragedy of Macbeth, The Tragedy of Julius Caesar, Oedipus Rex, The Odyssey, All Quiet of the Western Front, Catcher in the Rye. 

BLOGS/JOURNALS

Students will be required to keep a blog throughout the year.  This blog will be the student’s journal.  In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytical writing. 

NOTE: Blogs will count as your journal grade.  I read every journal entry and you will lose points for skipping entries or not following directions.  If you do not understand an assignment please ask. 

Blogs can be made private if students and/or parents do not wish work to be viewed by the public. 

GRADES:

Tests – 25% of overall grade

Papers—25% of overall grade

Projects—20% of overall grade

Quizzes, class work, homework—20% of overall grade

Journals—10% of overall grade

Scale:

100- 93 = A

92.49- 90 = A-

89.49- 87 = B+

86.49-83.00 = B

82.49- 80.00 = B-

79.49-77.00 = C+

76.49- 73 = C

72.49-70.00 = C-

69.49-67.00 = D+

66.49- 63.00 = D

62.49- 60 = D-

Below 60 = F

Late Work: Late work is marked down 10% every day it is overdue and will not be accepted after 4 days.  Please note that this policy includes papers.  Some projects (such as oral presentations) will receive zeros if not done on the day assigned. 

Required Materials:

1 Pocket Folders (to keep handouts, note guides, returned work)

1 Binder with loose paper

Something to write with

General Guidelines:

1. Be prepared when class begins.  It is imperative that all pencils are sharpened and materials are ready when the bell rings. 
2. Class discussions should be conducted in an orderly and respectful fashion.  Students should not disrupt their classmates and should respect the opinions of others.
3. Do not talk when I am talking. 
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.

Behavioral Expectations

1. Respect others and their property.  This respect extends to remaining quiet during announcements, directions, lectures, and presentations. 
2. Learning is the 1^st priority.
3. Make Good Choices and Be Accountable for the bad ones.

Welcome Students!!!!