9th Lit – ONLINE LEARNING ACTIVITIES – 3/30 – 4/3

UPDATE – 3/30 12:28 PM

Weekly Kahoot! Challenge is live! Check it out by using the link and game pin below!

https://bit.ly/3apscp3

0845877


The following assignments are to be completed by March 28th, 2020. Please email Mr. Rossi or Ms. Mapp for help if needed.

Students will be completing an essay writing project focused on a topic of their choosing. Please follow the flowchart below in order to complete your projects!

Copy of Online Learning FlowChart with Links

Copy of Online Learning FlowChart (1)

 


STEP 3: REVIEW OF ETHOS, PATHOS, & LOGOS

Use this video below to build your understanding of ethos, pathos, and logos.

9th Lit – ONLINE LEARNING ACTIVITIES – 3/22 – 3/28

UPDATE 3/26 –  12:38 PM

COURSE UPDATES – CHECK US OUT ON YOUTUBE!


UPDATE 3/24 – 10:05 AM

Resending out new links to the Kahoot Party, which is extended throughout today, to complete at your leisure. Use this new link to access the challenge!

https://bit.ly/3air46q

Game Pin: 0927377


UPDATE 3/23 – 11:58 AM

Once you have chosen a topic from either “Can Money Buy Happiness?” or “Is Social Media Helpful or Harmful?”, please send me your choice via the class Remind or via email to michael.rossi@cobbk12.org!

choices GIF


The following assignments are to be completed by March 28th, 2020. Please email Mr. Rossi or Ms. Mapp for help if needed.

Students will be completing an essay writing project focused on a topic of their choosing. Please follow the flowchart below in order to complete your projects!

Online Learning FlowChart (1)

 

9th Lit – ONLINE LEARNING ACTIVITIES – 3/16-3/20

UPDATE 3/19 – 9:36 AM

Good morning everyone! Just a few course updates, which I’ll be emailing to parents later in the afternoon. As always, please continue to email me if you have any questions about assignments. Some general updates are below:

  • Feel free to join the new class remind using this code: @228d43a
  • Weekly assignments will be posted on Saturday mornings to both the blog and other platforms.
  • Weekly Kahoot! Parties will take place on Tuesdays @ 10 am. Game pins will appear here on the blog!
  • Be prepared to use your Microsoft 365 account next week!

I hope everyone is staying safe and cozy at home. Miss you guys!


UPDATE 3/18 – 9:43 AM

Below are videos of some of the stories to help aid your understanding. Feel free to use them if you need extra help!

The Cask of Amontillado

Lamb to the Slaughter

The Sniper (film begins at 2:00)

The Stolen Party


UPDATE – 3/16 – 12:26 PM

Commonlit’s Server has momentarily crashed. Below, I’ve linked copies to the short stories to allow students to read the texts independently. When the service responds, please login and answer the guiding questions and constructed responses in the platform:

The Sniper

The Cask of Amontillado

Lamb to the Slaughter

The Stolen Party


The following assignments are to be completed by March 20th, 2020. Please email Mr. Rossi or Ms. Mapp for help if needed.

Students will complete the following reading and writing assignments through Commonlit.org .

  • The Stolen Party
  • The Cask of Amontillado
  • Lamb to the Slaughter
  • The Sniper

Please continue to check in for further updates!

 

9th Lit: Hobnail Writing Task

Hobnail Holistic Rubric – 100 points

Prompt: Using sensory details, write an alternate ending for the narrative. Be sure to use imagery to illustrate the story’s primary theme. 

  • A theme is obvious to the reader.
  • My narrative’s plot includes a climax and a denouement.
  • My story is at least three paragraphs in length.
  • I use imagery and figurative language to construct my narrative.
  • I have proofread my story and it has less than 5 grammatical errors.
  • My story opens with a compound or complex sentences that uses an adverb to describe action.

Writing Assignments is due typed and shared to Mr. Rossi by the end of class on 3/11!

The Most Dangerous Game PPT

The Most Dangerous Game Guiding Questions

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9th Lit: Media Monday #6 – Romeo and Juliet Summary Analysis

Choose one of the prompts below and use the animate summary to inform your writing.

Option 1
Romeo and Juliet are protagonists who change over the course of the play. Choose either Romeo or Juliet and write a well-developed constructed response that explains the character’s development, noting the change between their behavior at the beginning of the play in contrast to his or her behavior at the end of the play.

Option 2
Dramatic irony is a constant motif (pattern) in Romeo and Juliet. In a well-written constructed-response explain an example of dramatic irony from the play.

Option 3
In the Prologue, Shakespeare calls Romeo and Juliet “star-crossed lovers” (lovers destined for an unhappy ending). In a well-written constructed-response explain how Fate could be blamed for the unhappy ending of Romeo and Juliet.

Option 4
Traditionally adults are supposed to be responsible and reliable forces that can help guide young people into making sound and rational choices. In a well-developed constructed response explain how one or more of the adults in this play fails to meet this responsibility.

9th Lit: Who is to Blame?

Sad Crying GIF - Sad Crying Tragedy GIFs

Prompt: Using lines of dialogue from the drama, please develop an argument that demonstrates which character is to blame for the deaths of Romeo and Juliet. Use details to support your claims and include a counterclaim within your conclusion paragraph.

Construct an argumentative essay that uses an introduction, body, and conclusion structure. Be sure to consider the use of counterclaim, thesis statement, and cited text evidence to build a complete essay.

Who is to blame LBQ evidence

WHO IS TO BLAME FOR THE DEATHS OF ROMEO & JULIET?

Planning Sheet

9th Lit: Unit 2 Vocabulary Concept Cubes

Using the list of vocabulary you just gathered, grab a cube pattern from the front of room and follow the directions below:

  • Before folding, students write clearly in each square following directions below.
  • Choose one challenging vocabulary word from the list and complete the following task on a desired side of the cube:
    • Write your name and class period.
    • Write a synonym and antonym (word or phrase) in one square.
    • Write the definition in another square.
    • Write a category or categories it could belong to.
    • Draw a visual word association.
    • Use the word in a sentence.
  •  Cut, fold, and tape the cube!

9th Lit – Writing Project: Coming of Age Poetry & Narrative Project

Coming of Age Poem

During this unit we have discussed many examples of Coming of Age narratives.  You will now have an opportunity to create your own work. Your assignment is to write a free verse poem and prose narrative about the same Coming of Age moment. Your poem should:

  • Consider carefully how you create line breaks and punctuation in your free verse poem (syntax).
  • Choose precise words (especially verbs) to convey this moment (diction).
  • Use specific diction and imagery to create an image in the mind of your reader.
  • Ensure that the theme which you learned in this moment is obvious to the reader.

Final poem should be 10-15 lines long written in free verse with at least two examples of imagery.

Your prose narrative should:

  • Consider carefully how you use punctuation in your narrative (syntax).
  • Choose precise words (especially verbs) to convey this moment (diction).
  • Use specific diction and imagery to create an image in the mind of your reader.
  • Ensure that the theme which you learned in this moment is obvious to the reader.

Final narrative should be roughly one page and use first person perspective and detailed imagery.

Please remember that this is a school assignment, and that while you will not be required to share your writing with peers, please be mindful of your subject matter!

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