Wednesday, August 19, 2026

Wednesday

Today we are going to write sentences with gaunt and futile, discuss the ending of "The Most Dangerous Game", fill out your short story outlines, and write the sequel.

HW: Finish writing the sequel.

Gaunt: extremely thin and bony; haggard and drawn, as from great hunger, weariness, or torture.

The gaunt boy ran sixty miles per week and this amount of running made him look like he was starving.

Futile: Incapable of producing any result; ineffective; useless; not sucessful.

Failure to do your homework is futile as I know where most of you live.

Journal Entry #1
Imagine that you are Sanger Rainsford and have escaped from Ship-Trap Island. You have been accused of murder—the murder of General Zaroff and his servant, Ivan. Using facts (evidence) from the text (this means you should summarize and quote from the text) you must write a defense speech that will prove your innocence. The speech must be at least ten sentences long. Remember, you are trying to prove your innocence so be as detailed as possible and use evidence (actual facts and occurrences from the story, the text) to clear your name. You may even call forth eyewitnesses if you so choose.

This needs to be at least ten sentences long and needs to continue the story in some way or fashion keeping truthful to the original.

According to "Cumming Study Guides":
Who Wins the Game?

It appears that Rainsford wins the game. However, close examination of the ending leaves the question open. The key sentence to consider is this one spoken by Rainsford: “I am still a beast at bay.” Referring to himself as a beast may suggest that he has corrupted himself, like Zaroff. After he kills Zaroff—apparently in a knife duel—he sleeps in Zaroff's bed, as if he is Zaroff. In losing his life, Zaroff may have won Rainsford's soul.

Tuesday, August 18, 2026

Tuesday

Today we will write sentences with Reciprocate and Indolent. We will then current to read "The Most Dangerous Game" and fill out short story outlines as we read.

Join the following site:https://www.vocabulary.com/join/C3JCDSQW

HOMEWORK: Fill out short story outlines and study vocabulary terms.

Indolent (adj): having or showing a disposition to avoid exertion; slothful.

The indolent boy told his parents that he was too tired to go to school and he slept all day until the truant lady came to get him.

Reciprocate (verb): to give, feel, in return.

After being given a ride home, the boy reciprocated the girl's kindness by asking her to stay for dinner.

Due Next Tueday:
Literary Terms - Video/Slide Presentation
Grading
1) Accurate and complete definition (5 pts)
2) Example of the definition (5 pts)
3) Visual that fits the definition or example (5 pts)
4) Accurate spelling and grammar (5 pts)

https://drive.google.com/file/d/0B5vavBjY1OrWcHRoOU9pR3J0MGc/view?usp=sharing&resourcekey=0-i_NJbQM4eDMM_BE2xq4Edw

https://docs.google.com/presentation/d/1AJ_eyYSuAlgYc07QJEBENirVuc9ngE1N718XwW16oRI/edit?usp=sharing

https://docs.google.com/presentation/d/1nIu9cpIqy8UIMQL4U7yLqH8spdLoGN2qCpUMrtkkzko/edit?usp=sharing

Here is a dramatic theater version of the story:

Sunday, August 16, 2026

Monday

Monday's Objective: Understanding the literary terms you took notes on. We will be applying these this coming week.

Today we will write sentences with Scruples and Nocturnal (post these on a google doc and label it VOCABULARY WORDS). We will begin reading "The Most Dangerous Game" in your textbook. You will need to fill out a short story outline as you read.

Scruples (NOUN): Moral or ethical considerations or standards that act as a restraining force or inhibit certain actions. Most people have scruples about killing someone.

If you hold scruples about doing homework in this class, you will fail and probably spend the rest of your life hanging out in libraries, whispering to people, "I failed English in high school and now must spend the rest of my life in libraries telling people about my English teacher."

Nocturnal (ADJECTIVE): Relating to the night; active at night. Teenagers are nocturnal.

Vampires are nocturnal creatures and therefore Jake did not come home until dawn each night; his mother worried about him, and his father read the Bible and called the priest.

If you would like to listen to a radio version of the story here is a link:

"The Most Dangerous Game"

"The Most Dangerous Game" - comic

Unit I

SHORT STORY

In this unit students will read short stories from various authors and look at literary devices employed in each story. The short story is the most compact prose form and therefore the best to look at as an introduction to literature. The devices the students discover in this unit will reappear throughout the semester when we discuss The Novel, DRAMA and POETRY. The ultimate goal for students to acquire the basic understanding of the working of literary at a root and elementary level. Students will be required to read and take quizzes on each story and at the end of the unit take a unit test and present a Short Story Project orally to class.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures.

Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations. The student is able to write a short story using these elements to create a text with complex themes.

3 – The student can analyze elements of a short story and come up with a valid theme for a text. The student is able to write a short story using these elements to create a text with a valid and justifiable theme.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text. With some direction/help from the teacher the student is able to write a short story using these elements to create a text with a theme.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text. Even with help from the teacher the student in unable to write a short story using elements covered during this unit.

OBJECTIVES:
At the end of this unit students will be able to
1)    Define tone, blues, metaphor, irony, foreshadow, dialect, conflict, character, plot, mood, theme, symbol, imagery, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
2)    Given a story be able to list its theme, plot, conflict, irony, point of view
3)    Given a story be able to discuss which characters are round and which are flat
4)    Given a story be able to pick out the protagonist and the antagonist
5)    Given a story be able to pick out the static characters and the dynamic characters and briefly in a paragraph discuss why.
6)    Given a story pick out examples of foreshadow and allusion
7)    List the three elements of characterization
8)    List the three conditions for believable change in a character
9)    Given a series of images discuss what they mean in relation to a story or a character in a story
10) Given a story identify the characters with descriptions—physical and emotional descriptions as well as whether the character fits as either an antagonist, protagonist, dynamic or static character
11) Given a story be able to describe the symbols used in the story and what they mean in relation to the characters and theme.
12) Given a story discuss in a paragraph or two what the story’s plot reveals about the main character
13) Recognize whether a story is told from a 1^st person, 2^nd person or 3^rd person limited, 3^rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) In an essay of a page or more (at least two paragraphs of five sentences each) compare and contrast how two authors use imagery, metaphor, and dialect to develop their characters.
16) Define various vocabulary words from each short story (these words will be given on Monday or Tuesday of the week)
17) Demonstrate an understanding of a story by developing a project
18) Given a story identify the different events that fall into different parts of the plot. Example: Be able to describe the exposition or climax of a story.
19) Write a script and act out a story or the sequel to a story keeping true to the characters and the plot
20) Incorporating devices of setting, character, plot, conflict, point of view, and believable characterization and change for the protagonist, write a short story of at least three pages.
20) Write various journal entries that correspond to the stories and various elements in those stories

STORIES TO BE READ INCLUDE:

“The Cask of Amontillado” by Poe
“The Most Dangerous Game” by Richard Connell
“A Christmas Memory” by Truman Capote
“Where Have You Gone Charming Billy” by Tim O’Brien
“Blues Ain’t No Mockin’ Bird” by Toni Cade Bambara
“The Lady or the Tiger?” by Frank Stockton
“The Split-Cherry Tree” by Jesse Stuart
“The Gift of the Magi” by O’Henry

ESSENTIAL CONCEPTS:
What are the different types of conflicts found within stories; What is an unreliable narrator and what does an unreliable narrator do for a text; What is an allusion? Why does an author use allusions? How is a complex character created? Why does an author use imagery? What does dialect do for a story? What is irony and what is the effect of irony when it is used in a story? Can you find irony in the real world? What happens when part of the plot is left out of a story? What is figurative language and how does an author effectively use it in a story?

Thursday, August 13, 2026

Friday - Taking Notes

Today we are going to take notes on Literary Terms. You will have a quiz on these terms next week.

Note Guide

https://quizlet.com/join/NTeeN6EKv?i=8nuol&x=1bqt

HW: Look up your vocabulary words below and post them on quizlet

https://quizlet.com/join/NTeeN6EKv?i=8nuol&x=1bqt

Vocabulary Words - to look up and post on quizlet

Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive

Unit I

Scale/Rubric relating to learning goal:

OBJECTIVES:
At the end of this unit students will be able to
1)    Define tone, blues, metaphor, verbal irony, situation irony, dramatic irony, foreshadow, dialect, conflict, character, plot, theme, symbol, imagery, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
2)    Given a story be able to list its theme, plot, conflict, irony, point of view
3)    Given a story be able to discuss which characters are round and which are flat
4)    Given a story be able to pick out the protagonist and the antagonist
5)    Given a story be able to pick out the static characters and the dynamic characters and briefly in a paragraph discuss why.
6)    Given a story pick out examples of foreshadow and allusion
7)    List the three elements of characterization
8)    List the three conditions for believable change in a character
9)    Given a series of images discuss what they mean in relation to a story or a character in a story
10) Given a story identify the characters with descriptions—physical and emotional descriptions as well as whether the character fits as either an antagonist, protagonist, dynamic or static character
11) Given a story be able to describe the symbols used in the story and what they mean in relation to the characters and theme.
12) Given a story discuss in a paragraph or two what the story’s plot reveals about the main character
13) Recognize whether a story is told from a 1^st person, 2^nd person or 3^rd person limited, 3^rd person omniscient point of view.
14) In a paragraph be able to summarize the events of a story.
15) In an essay of a page or more (at least two paragraphs of five sentences each) compare and contrast how two authors use imagery, metaphor, and dialect to develop their characters.
16) Define various vocabulary words from each short story (these words will be given on Monday or Tuesday of the week)
17) Demonstrate an understanding of a story by developing a project
18) Given a story identify the different events that fall into different parts of the plot. Example: Be able to describe the exposition or climax of a story.
19) Write a script and act out a story or the sequel to a story keeping true to the characters and the plot
20) Incorporating devices of setting, character, plot, conflict, point of view, and believable characterization and change for the protagonist, write a short story of at least three pages.
21) Write various journal entries that correspond to the stories and various elements in those stories

STORIES TO BE READ INCLUDE:

“The Cask of Amontillado” by Edgar Allen Poe
“The Most Dangerous Game” by Richard Connell
“A Christmas Memory” by Truman Capote
“Where Have You Gone Charming Billy” by Tim O’Brien
“Blues Ain’t No Mockin’ Bird” by Toni Cade Bambara
“The Lady or the Tiger?” by Frank Stockton
“The Split-Cherry Tree” by Jesse Stuart
“The Gift of the Magi” by O’Henry

Wednesday, August 5, 2026

Welcome to English 9

Today we will be introducing ourselves (or introducing yourself to Mr. F), going over the syllabus and the course, looking and discussing a couple of videos, and homework.

ENGLISH 9: Exploration of Literary and Nonfiction Genres

Course Description

Aligned to the Common Core Standards, English 9, a writing and reading-skills developmental course, integrates a variety of literary genres with various writing techniques and writing projects. It is designed to strengthen the student’s comprehension of a wide range of reading materials found in high school and the world beyond, and to give students the opportunity to develop as a writer by introducing and incorporating many different writing strategies into the student’s own work. The literary genres covered will include short stories, poetry, novels, as well as non-fiction memoirs, personal essays, and expository texts. Students will be required to write a personal essay, poetry, a short story or fable, short analysis essays, and an expository essay. The class will break each genre down by investigating the author’s use of literary devices. A list of these devices (found in Unit Objectives) will be given to the students at the beginning of each unit. Class discussions, group analysis, and teacher-directed explorations will be applied to the material read. In nonfiction selections students will explore audience, purpose, supporting details, and persuasive techniques in practical real world situations. In all units, the class will develop writing assignments using the six steps of the writing process.

Texts (some or all of the following): Holt McDougal: English 9 (an anthology), The Tragedy of Romeo and Juliet, Night, Dawn, Day, Fahrenheit 451, To Kill A Mockingbird, and selected poems from various authors.

Unit 1 - Short Stories

Unit 2 - The Novel - Fahrenheit 451 or Where The Crawdads Sing

Unit 3 - Non-fiction - Night

Unit 4 - Drama - Romeo and Juliet

Unit 5 - Expository Essay

Unit 6 - To Kill A Mockingbird

JOURNALS

Students will be required to keep a reading log/note log on google docs throughout the year. This log will be the student’s journal. In this 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: I read every journal/reading log and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

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 until it reaches 50%. Please note that this policy includes papers.

Students should expect homework 3-4 nights a week.

Required Materials:

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

Paper

Pencils and Pens

Highlighter

CLASSROOM RULES

General Guidelines:

Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings. If you are out in the hall when the bell rings you will be counted tardy.

Class discussions should be conducted in an orderly and respectful fashion. Students should not disrupt their classmates and should respect the opinions of others.

Do not talk when I am talking.

I dismiss you, not the bell!

Cell Phones - need to be placed in Cell phone jail at the front of the room at the beginning of class. If for some reason I have to take your cell phone from you, it will be tortured and turned into the office for your parents to retrieve.

Cell phones:

STUDENT CELLULAR PHONES
Students are prohibited from possessing cellular phones during instructional time in the classroom. Rather, cellular phones need to be either stored in lockers or placed in a drawer assigned for such purposes by classroom teachers. Teachers will make every effort to negate the need for cellular phones to be used in the classroom and will never require students to use a personal device. In the extremely rare case in which a cellular phone will enhance the delivery of instruction or aid students in demonstration of knowledge, a teacher may request a waiver of this policy for a specific period of time with a defined end date to be approved by the superintendent or his/her designee. Students will still be able to use cellular phones between classes and at lunch, as this restriction applies only to instructional time in classrooms. Should a student be found in violation of this policy, the phone will be confiscated and stored in the office until a parent/guardian is available to retrieve it or verbal permission is given by the parent/guardian to return the device at the end of the student’s school day, we will not release confiscated phones back to students without the approval of a parent/guardian. Students 18 years of age or older do not need parent/guardian approval, however the device will be held in the office until the end of the school day.

Behavioral Expectations

Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations.

Learning is the 1st priority.

Make Good Choices and Be Accountable for the bad ones.

Other Things:

1) Plagiarism - 1st time you can redo the assignment for 50% off; 2nd time - Zero for the assignment; 3rd time - "F" for the semester.
2) Blues sheets/Travel.
3) RASH

Academic Dishonesty~ Plagiarism Policy

When plagiarism is suspected (but not acknowledged by the student), the student
will be subject to a panel composed of the classroom teacher, one other teacher, and the superintendent.
By discussing both style and content with the student, this panel will determine whether or not the student’s
work was plagiarized.

If plagiarism is determined, whether by student’s admission (with or without the panel)
or by the panel’s judgment, the offending student will be subject to the following
consequences:

For each semester in each course:

First offense
~50% penalty on the retake

Second offense
~Score of zero with no retake

Third offense
~Zero in the course

REMIND - https://www.remind.com/join/skagwaye9

https://www.vocabulary.com/join/C3JCDSQW

https://edpuzzle.com/join/cifbalu

Vocabulary Words - to look up (make sure you have part of speech and a definition)

Scruples
Nocturnal
Reciprocate
Indolent
Gaunt
Futile
Furtive
Bland
Palpable
Gossamer
Naive