10th ELA

10th Grade World Literature

Tuesday, August 2

  • About Mrs. Patty  (PPT)
  • Classroom rules, procedures and expectations
  • Class code : Google Classroom 
  • Syllabus overview (take home and get it signed)
  • What I wish My Teacher Knew
  • All about me number assignment (1-10)

Wednesday, Aug. 3

  • Turn in Syllabus
  • Classroom rules, procuedures, expecations reminder
  • Anyone need to sign into the Google Classroom?
  • 9th and 10th Pre-Test
  • Nametag Challenge
  • Write down your goals (hang them up)

Thursday, Aug. 4

  • Bellringer
  • Flowers for Algernon - Inkblot part
  • Create your own Inkblot and tomorrow we will write a narrative around what we see

Friday, Aug. 5

  • Bellringer
  • Inkblot Narrative 

 

Monday, Aug. 8

  • Warm Up
  • Ethos, Pathos, Logos review - video, warm up, handout
  • Introduce Julius Caesar
  • Vocabulary - SAT Power words list 1
  • Discuss Gilgamesh and friends/relationships.
  • Read Epic of Gilgamesh (our class textbook, pages 14-16)

 

Tuesday, Aug. 9

 

Monday, Aug. 8

  • Warm Up
  • Ethos, Pathos, Logos review - video, warm up, handout
  • Introduce Julius Caesar
  • Vocabulary - SAT Power words list 1
  • Discuss Gilgamesh and friends/relationships.
  • Read Epic of Gilgamesh (our class textbook, pages 14-16)

 

Tuesday, Aug. 9

  • Warm Up
  • Review Vocab - SAT power words list 1
  • Julius Caesar Prezi
  • Videos: Shakespeare Bio, Julius Caesar Shmoop
  • Class notes/discussion

 

Wednesday, Aug. 10

  • Warm Up - Mini Lesson on Figurative Language Figurative Language VideoJulius Caesar Shmoop video and anticipation guide (handout)Assign JC books & start reading Julius Caesar (Act I, Scene 1)Vocabulary : SAT Power Words (20 words per week) - BlooketNoRedInk grammar practice : Commonly Confused Words: Their Vs. There Vs. They'reNRI Class Code - 3rd period: polite giraffe 73

 

Thursday, Aug. 11

  • Warm Up
  • Review Vocab - SAT power words list 1
  • Continue reading Julius Caesar (Act 1, Scenes 2)
  • Answer questions on handout
  • Class notes/discussion

 

Friday, Aug. 12

  • Warm Up
  • Turn in warm ups - on paper, in your notebook, or on Google Doc/Schoology
  • Vocab Quiz - SAT power words lists 1-2 (in Schoology)
  • Continue reading Julius Caesar (Act I, Scene 3)
  • Answer questions on handout
  • Class discussion/questions

Monday, Aug. 15

  • Warm Up
  • ELA Department Pre-Test - Schoology
  • Continue reading JC - Act I
  • If time: Act I, Scene II video
  • Act I, Scene III Course Hero Video

Tuesday, Aug. 16

  • Warm Up
  • NoRedInk Quick Write - What’s Going On?
  • Storyboardthat Website https://www.storyboardthat.com/code/oqvt9g
  • Watch JC Movie - Act I
  • Review Vocabulary: SAT Power Words List 2 (quiz is Friday) 

 

Wednesday, Aug. 17

  • Warm Up 

    Vocab Review - SAT Power Words List 2 Blooket

    Continue reading Julius Caesar - Act II - page 57

    Course Hero video - Act II, Scene 1 

    Work on your Storyboard  

Thursday, Aug. 18

  • Warm Up
  • Continue reading Julius Caesar - Act II
  • Answer questions on your JC notes handout and discuss

Friday, Aug. 19

  • Warm Up
  • Continue reading Julius Caesar - Act II
  • Answer questions on your JC notes handout and discuss

Monday, Aug. 22

Warm Up

  • Introduce Vocab - (SAT Power Words List 3)
  • NoRedInk - Diagnostic
  • If time: Work on Julius Caesar Quotes

 

Tuesday, Aug. 23

  • Warm Up
  • Review vocab - (SAT Power Words List 3)
  • Start reading Julius Caesar Act III
  • Fill in notes

 

Weds, Aug 24

  • Warm Up
  • Review vocab - (SAT Power Words List 3)
  • Continue reading Julius Caesar Act III
    • Fill in notes

 

Thurs., Aug. 25

  • Warm Up
  • Review vocab - (SAT Power Words List 3)
  • Continue reading JC, ACT III
  • Fill in notes

Friday, Aug. 26

  • Warm Up
  • Vocab Quiz - Schoology (SAT Power Words List 3)
  • JC Act IV

 

Animal Farm pdf

Animal Farm packet

Macbeth unit plan

Night digital pdf and audio link

 

https://www.troup.k12.ga.us/612resources/Content2/10th-literature

World Literature GA Standards - https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-World-Literature-Guidance.pdf

World LIterature - https://www.polk.k12.ga.us/olc/906/class/177755

https://www.dekalbschoolsga.org/documents/curriculum/print/ela-world-literature-unit-1.pdf

http://www.gavirtuallearning.org/Resources/Shared10thLitComp.aspx

https://sites.google.com/site/ahsritaflowers/10th-grade-literature-composition

 

Julius Caesar

worksheet - http://www.mpsaz.org/rmhs/staff/clandreadis/pertinent_documents/files/julius_caesar_worksheet_act_1_1.pdf

Unit packet - https://www.ntschools.org/cms/lib/NY19000908/Centricity/Domain/684/Julius%20Caesar.pdf

Teacher's pack http://www.bbc.co.uk/arts/shakespeare/pdfs/ShakespeareJuliusCaesar.pdf

https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/6149/Julius%20Caesar%202014.pdf

https://sites.google.com/a/salem.k12.va.us/amoore/english-10/julius-caesar

 

 

Final Writing Assignment: Letter to an Author

Objective: Students will write a persuasive letter containing all three rhetorical appeals. Considering elements like purpose and audience, students will evaluate methods of storytelling and determine which method would be most effective for the text with the modern audience. 

 

Overview: Over the course of the semester, we have read short stories, plays, poetry, and novels, all of which were written by different authors with unique purposes. We have also discussed elements of persuasion and what makes writing effective. This assignment is where you will bring all of that knowledge together, although the piece of writing itself will be brief. 

 

Using proper grammar and business letter formatting, you will write a letter in which you recommend that one of the 3 major authors that we have read in this class adapts their story into a new format. You may pick any method of storytelling that you would like (poetry, song, movie, painting, play, graphic novel, etc.), as long as you can argue that it would be the most effective way for them to communicate that same story to a modern audience. 

  • Consider how the current audience may be similar or different from the original audience

  • Consider the author’s purpose- what are they trying to say or do through their writing? Which method of storytelling would be most effective for helping them achieve that same purpose with today’s audience?

After you have selected the author and the new storytelling method that you believe would be most effective, you will write a persuasive letter in which you try to convince the author to adapt their story into this new storytelling method. In your persuasive letter, you must incorporate all 3 rhetorical appeals (ethos, pathos, logos).

 

Steps:

  1. Format- Set up a document to proper MLA business letter format. Mrs. Allee will help you do this.

  2. Select- Choose a story/author that we have read in this class, and decide which storytelling format you think would be best for a modern adaptation.

  3. Plan- Complete Mrs. Allee’s planning guide to help you organize your letter.

  4. Write- Begin writing your persuasive letter to your author. Make sure to clearly state the purpose of your letter and use all 3 rhetorical appeals to persuade your reader. You must be convincing, but maintain a professional tone.

  5. Edit & Revise- Re-read your work. Correct any grammatical errors, make sure that you have met all of the requirements, and change any wording that doesn’t make sense. 


Rubric: Letter to an Author

Category

Possible

Earned

Formatting: The letter follows closely with the MLA formatting guide for professional business letters.

10

  

Content: The letter contains all 3 rhetorical appeals. The writer’s argument is sound and the reasoning provided aligns well with the overall argument. 

60

  

Grammar: The letter contains few to no grammatical errors. 

20

  

Style: The letter maintains a professional tone. Ideas are presented clearly, and there are smooth transitions between ideas. 

10

  

 

Rubric: Letter to an Author

Category

Possible

Earned

Formatting: The letter follows closely with the MLA formatting guide for professional business letters.

10

  

Content: The letter contains all 3 rhetorical appeals. The writer’s argument is sound and the reasoning provided aligns well with the overall argument. 

60

  

Grammar: The letter contains few to no grammatical errors. 

20

  

Style: The letter maintains a professional tone. Ideas are presented clearly, and there are smooth transitions between ideas. 

10

  


 

 

10th Shakespeare Research Project

Objective: Students will be introduced to the research process. They will be able to develop their own research question, gather relevant, credible sources, compile that information into a well-organized presentation, and share that presentation with their peers. (W6-8, SL2 & 4, L1-2)

Instructions:

  1. Students may work in groups no larger than 3 people. Decide whether you would like to work on your research alone or with a group. If you choose to work with a group, decide who your group members will be. (Choose wisely; all members of your group will receive the same grade. This means you will only want to select group members that will work well together and will actively contribute to the project. If this is too difficult of a decision, it might be best to work independently.)

  2. Select a topic from the following list to research:

Topic

Student(s)

Queen Elizabeth and Elizabethan England

    

Men v. Women in Shakespeare’s Plays

    

The Globe Theatre

    

Words that Shakespeare Invented

    

The Curse of Macbeth

    

Witchcraft in Macbeth

    

 

  1. After you have selected a topic, you (and your group members) should develop a specific research question  (or a few research questions). Please have this question approved by your teacher before you begin the research process. 

  2. Begin gathering sources as you seek to answer your research question. You will need at least 5 credible sources (books, ebooks, or peer reviewed articles from Galileo, websites, YouTube videos, Podcasts, articles, etc.). Please feel free to use more if needed. 

  3. As you begin gathering relevant information, you may begin putting together your presentation through Google Slides. Here are a few presentation requirements to keep in mind:

  • Your presentation title slide should contain your research question.

  • Any direct quotations or paraphrasing from one of your sources should be cited, both with an in-text citation and an MLA Citation on a final Works Cited slide. 

  • Your presentation should be informational; this means that you will not be attempting to argue a claim. You are simply trying to convey information objectively (not allowing your thoughts or opinions to interfere). We will use an argumentative tone in your argumentative essay after fall break, so save your arguing energy for that assignment :-)

  • You should include color, images, and relevant videos to make your presentation interesting and engaging for your audience. Consider things like font size and color to make sure that everyone can enjoy your presentation.

  • All group members are required to speak at some point during the presentation. Feel free to bring notes to the front if you need reminders while you are presenting.

  • Please make sure your presentation is submitted to the Google Classroom, and make sure that it has all of your group members’ names on the title slide.

  • Be considerate while others are presenting. Do not put your head down, fall asleep, listen to music, or talk to your neighbor while another group is sharing. If you allow yourself to become distracted during another group’s presentation, points can be deducted from your own presentation grade. 

 

 

 

The Pearl Discussion Q's

The Pearl Discussion Qs

  1. Why can neither Kino nor Juana protect their baby from the scorpion?

    2. Why could Kino kill the doctor more easily than talk to him?

    3. Why is it important to Juana that Kino be the one to throw the pearl back into the sea?

    4. Why does Kino think the killing of a man is not as evil as the killing of a boat?

    5. What does the narrator mean when he says, "A town is a thing like a colonial animal" (p. 21)?

    6. Why does the music of the pearl change?

    7. Why does Kino come to feel that he will lose his soul if he gives up the pearl?

    8. Why does Tomás help Kino?

    9. Why does Juana feel the events following the pearl's discovery may all have been an illusion?

    10. What is the significance of Juana and Kino's walking side by side when they return to the town?

 

11. Did Kino do the right thing in demanding a fair price for the pearl, even if it meant leaving his community?

12. Why does Steinbeck choose the parable as the form for this story?

The Pearl Vocab

  • Ceaseless - (adjective) without stop or pause; unending; incessant.
  • Covey
  • Chittered
  • Dank
  • Blustered
  • Interval
  • Pulque
  • Crevices
  • lymphatic
  • strenuous
  • alms
  • indigent
  • scurrying
  • estuary
  • mirage
  • vagueness
  • bulwark
  • poultice
  • undulating
  • obscured
  • scuttling
  • perceptible
  • deliberately
  • speculatively
  • reluctant
  • illusion
  • deftly
  • writhed
  • incandescence
  • instinctively
  • shrilly
  • semblance
  • patron
  • distillate
  • disparagement
  • marvel
  • transfigured
  • reluctant
  • solemnly
  • suspiciously
  • curtly
  • pitting
  • gelatine
  • clamored
  • taut
  • consecrated
  • crooning
  • brooding
  • cozened
  • Lucene
  • Tithe
  • countenanced
  • Raggedness
  • Crevices
  • Self-consciousness
  • Ramparts
  • Stalwart
  • Procession
  • Inferior
  • Benign
  • Ceremonious
  • Clambered
  • Perplexed
  • Contrary
  • Collusion
  • Comparative
  • Coagulating
  • Monstrosity
  • Lethargy
  • Exhilaration
  • Edifice
  • Monolithic
  • Foliage
  • Petulant
  • cicada

The Pearl

 

The Pearl Essay Topics

Have you ever received or accomplished something you thought would be great but turned out not so good? Write a narrative explaining what happened.

Write about an experience that taught you something about money.

What family or cultural traditions have shaped your attitudes or beliefs about money, family, and education?

End of Chapter 1: Have you ever been angry enough to punch a steel gate? Describe what made you so mad. (narrative or cause and effect essay)

End of Chapter 2: What is the role of money in your life? Does/would it solve your problems? Can it bring happiness? What negatives and positives come with instant wealth? (persuasive essay)

End of Chapter 3: What are your plans for the future? How do you plan to accomplish them? (informative essay)

End of Chapter 4: Have you ever felt everyone and everything was against you. How did you overcome it? (narrative essay)

 

The Pearl – Literary Devices

  • Personification - The town itself takes on a life of its own. Instruct students to describe their home town, giving it human characteristics.
  • Plot - Make a chronology chart and analyze cause and effect as a chain of events. Discuss if and how the tragedy could have been avoided.

The Pearl Study Guide

 

The Pearl Study Guide

Chapter One

  • What is the song of the family?
  • What is the Song of Evil?
  • What does Kino kill?
  • How does Juana help baby Coyotito when he is stung?
  • Why won’t the doctor come to them?
  • Why is Kino timid in approaching the doctors house?
  • Why wouldn’t the doctor see him?

 

Chapter Two

  • What is the one thing of value Kino owned in the world?
  • “She had not prayed directly for the recovery of the baby – she had prayed that they might find a pearl with which to hire the doctor to cure the baby.”
  • Kino finds the pearl! He can’t contain his excitement!

 

Chapter Three

  • News spreads all over town that Kino had found the “Pearl of the World!”
  • When everyone knew, including the doctor, the doctor started saying, ‘He is a client of mine. I am treating his child for a scorpion sting.”
  • Then, all of a sudden, people referred to Juana as a beautiful kind girl even though she was a hard-faced woman.
  • Now, jealousy and envy reared its head throughout town. People started hating Kino and Juana. They had no idea. They thought “everyone share their joy.”
  • Kino’s brother asks him what he wants to do know that he’s found the pearl and he’s a rich man. He says he wants to properly marry Juana (now that he can pay). He envisions their clothing (even shoes)!
  • “Kino’s future was real, but having set it up, other forces were set up to destroy it, and this he knew, so that he had to prepare to meet the attack.” How is this similar to Jesus?
  • The doctor comes to see the baby (once he hears word that they will be rich) and says the poison will strike within the hour. He gives the baby some medicine and basically scares Kino and Juana to death.
  • The doctor wants to be paid and acts surprised when Kino says he’s found a pearl.
  • He hides the pearl and re-hides it. Juana asks who Kino fears and he says, “everyone.”
  • Someone is in the house! Or so Kino thinks
  • Juana says “This thing is evil! This pearl is like a sin! It will destroy us

 

Chapter Four

He’s walking through town to sell the pearl. A procession forms. He feels cheated by the low offers made by the buyers.

His brother, Juan Tomas says, “Go with God.”

 

That night, Kino hears something outside. He goes outside with his knife and Juana finds him barely conscious with a large cut from ear to chin. He doesn’t know who cut him.

 

Chapter Five

Kino awakens to see Juana sneaking out of the house to throw the pearl into the sea. He is furious and catches her mid-throw.

Men are attacking Kino and rummaging through his pockets. He kills a man. Juana finds the pearl that was thrown from Kino’s pocket during the struggle.

He tries to escape with his canoe but someone has cut a hole in it.

Someone has destroyed their home. How?

His brother agrees to hide them. Kino doesn’t want to bring danger to his brother and his family.

His brother reminds him once again to Go with God.

 

Chapter Six

Trackers are on their trail. They wander through the woods, along the trail and water and rest in a cave. The trackers come back that night. Two are sleeping and one is on watch when Kino spots them.

What happened to baby Coyotito?

Kino and Juana returned to the town, tattered, worn out and emotionally unattached

What did Kino do with the pearl?

 

Vocabulary Words (10 total on test) - Matching

Ceaseless                                            Covey                                                   Chittered

Dank                                                      Blustered                                            Interval

Pulque                                                  Crevices                                               lymphatic           

Strenuous                                           alms                                                       indigent

Scurrying                                             estuary                                                 mirage

Vagueness                                          bulwark                                                poultice

Undulating                                          obscured                                             Scuttling                              

Perceptible                                         deliberately

 

Setting

Plot

Author/date

Theme

Main characters