9th Grade ELA (Period 2) Assignments
- Instructors
- Term
- Spring 2019
- Department
- English Department
- Description
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Welcome to 9th Grade English Language Arts!
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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Final Project The Odyssey Puppet Show (45% grade)
- Each group will be responsible for retelling their part of the epic poem. Read the Rubric!
- What is the conflict? Write a 1-2 RACE paragraphs with text evidence FROM THE TEXTBOOK to support your answer.
- Act out your part of the story with a Paper Bag Puppet Show
- You may update the dialogue or keep it classical from the poem
- Add music, sound effects, etc
- Make sure there are scenery and props
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1 |
RACE paragraph |
1-2 paragraphs that follows the RACE paragraph outline completely. |
1 paragraph that follows the RACE paragraph outline almost completely. |
1 paragraph that misses key parts of the RACE paragraph. |
Didn’t do much. |
Puppet Construction |
Paper Bag Puppets were original, creative, and constructed well. No pieces fell off during the performance. The audience could tell who the puppets were. |
Paper Bag Puppets were somewhat original, creative, and constructed well. No pieces fell off during the performance. The audience could tell pretty much who the puppets were. |
Paper Bag Puppets were constructed fairly well. No pieces fell off during the performance. The audience couldn’t tell who some of the puppets were. |
Didn’t do much |
Accuracy of Story |
All important parts of the story were included and were accurate. |
Almost all important parts of the story were included and were accurate. |
Some important parts of the story were included and were accurate. |
Much of the story was left out or was inaccurate. |
Creativity |
Both the Paper Bag puppets and the puppet show were creative and fun for the audience. |
Both the Paper Bag puppets and the puppet show were somewhat creative and fun for the audience. |
Not much creativity. Didn’t really capture the story. |
Crappy puppets and crappy show. Ugh. |
The show lasted between 3-5 minutes |
The show lasted between 2-3 or 6-7 minutes |
The show lasted under 2 minutes or over 7 minutes |
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Scenery |
Scenery was creative, added interest to the play and was an excellent representation of the story. |
Scenery was creative and did not get in the way of the puppets and was a good representation of the story. |
Scenery got in the way of the puppets and wasn't really a representation of the story |
Didn’t do much |
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Symbolism discussion - Find text evidence to support your answers. Each group picks 2 symbols. ***Honors pick 4.
- What does the symbol represent in the story and/or for specific characters?
- Connect them to conflicts in literature
- Use text evidence from the TEXTBOOK to support your answer.
- Discuss with your group and then present your ideas to the class.
- The sea
- Food
- Wine
- The Sirens, Scylla, Charybdis
- Calypso and Circe
- The Cyclops
- The herbs (lotus, moly, Circe’s evil potion, etc.)
- The suitors
- The Marriage Bed of Penelope and Odysseus
- Argos the dog
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- Odysseus wants to visit the land of the Cyclopes. Why?
- What does this show about him as an EPIC HERO?
- Why doesn’t Odysseus kill him in his sleep?
- What does ‘ponderous’ mean?
- At what part of the Hero’s journey is Odysseus? Who is his mentor? What is his quest?
- What does the Cyclops’s one eye represent and why?
- What is Odyssey’s big mistake that came from his own ‘hubris’?
- What is used to make the spike that Odysseus uses to blind the Cyclops?
- To whom does that relate? Which god or goddess and why?
- Who is the mentor in his Hero’s journey so far?
- Rivals?
- Do you see the connection?
- Now, look at p. 380, line 299-303
- What is the extended metaphor comparing?
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Final Project:
Prompt: The zombie apocalypse threat is imminent. The governor of California has asked your class to create posters or video PSA to help warn and prepare the communities of South Los Angeles. What do you tell the community to do?
Objective: Create a poster or video PSA with steps citizens should take in this emergency situation. **If you create a poster, please make sure it’s in color. To receive a four, explain your ‘survival tip’ to the class by acting it out. You may choose to put it into your video or if you're doing a poster, you will have it as part of your verbal presentation. These are survival skills you may need someday and it's important to explain them in detail by ACTING OUT the chapter from The Worse Case Scenario Survival Handbook.
Think about the following:
- Where do you tell people to go? Is there a good place in the community for shelter? Will they be protected there? Should they evacuate?
- What service would break down first and what would you do without them (police, fire, internet, phones, power)?
- Create your list for EMERGENCY KITS https://www.cdc.gov/cpr/zombie/educate-kit.htm OR https://www.cdc.gov/cpr/zombie/00_docs/Emergency_Checklist.pdf
- It’s time to use emergency kits, but how long would it take for the essentials to run out? What do you tell the community to do next?
- What is your plan for evacuating/sheltering the disabled?
- What about pets?
- How will the governor’s office communicate with the citizens without electricity?
- How will you transport people without vehicles?
- What to do when they encounter an infected individual? What is the best way to prevent infection?
***Extra Credit - https://www.cdc.gov/cpr/zombie/00_docs/zombie_pandemic.pdf
Read the graphic novel and write a 5 sentence summary and 5 sentence review.
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- Speculate (v)
- Predate (v)
- Profoundly (adv)
- Subsequent (adj)
- Harried (adj)
- Valor (n)
- Besieged (v)
- Consultation (n)
- Victuals (n)
- Firstlings (n)
- Earthenware (n)
- Rogues (n)
- Beholden (v)
- Entreat (v)
- Profusion (n)
- Loam (n)
- Cordial (adj)
- Twining (adj)
- Spuming (adj)
- Lob (v)
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The Worst-Case Survival Scenario Book - The Rules of Survival by Mel Deweese
https://www.pssurvival.com/PS/Disaster_Prep/The_Worst_Case_Scenario_Survival_Handbook_1999.PDF
READ THE FOREWARD ONLY
This is the exact same thing I gave you guys in class, but in case you lose it or can't find it or your dog eats it or your mom runs over it or the ghost in your house gets bored and wants to read something, well, here it is.
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Title |
“Truth at all Costs” |
Word Choice
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Tone |
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Author's Purpose |
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Title |
"An Ordinary Man" |
Word Choice
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Author's Purpose |
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- eloquent (adj)
- militia (n)
- refugees (n)
- illusion (n)
- prevail (v)
- irreplaceable (adj)
- Genocide in Rwanda - political genocide in which the majority Hutus murdered 800,000 of the minority Tutsis; US did not intervene due to recent attacks on US troops in Somalia
- torrents (n)
- extremism (n)
- dignitary (n)
- alliance (n)
- exhortations (n)
- arsenal (n)
- propaganda (n)
- bravado (n)
- humanitarian disaster- a singular event or a series of events that are threatening in terms of health, safety or well being of a community or large group of people.
- repatriate (v)
- render (v)
- incur (v )
- goaded (v)
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- scenes totally memorized
- group paper shared with me at [email protected]
- One paragraph detailed description (5 Ws) of your NEW SETTING
- What has changed and why?
- Costumes, props, sets or back drops
- 45% of your grade
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https://quizlet.com/356058606/rj-vocab-5-flash-cards/?new
- Defy (v)
- Apothecary (n)
- Tattered (adj)
- Remnant (n)
- Penury (n)
- Caitiff (adj)
- Ducat (n)
- Disperse (v)
- Aloof (adj)
- Obsequious (adj)
- Mattock (n)
- Inexorable (adj)
- Maw (v)
- Inter (v)
- Sunder (v)
- Paramour (n)
- Sepulcher (n)
- Churl (v)
- Scourge (n)
- privy (n)
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- Abate (v)
- Arbitrate (v)
- Array (n)
- Behest (n)
- Charnel (adj)
- Cull (v)
- Cunning (n)
- Detestable (adj)
- Dirge (n)
- Enjoin (v)
- Inconstant (adj)
- Orison (n)
- Pate (n)
- Peevish (adj)
- Pestilent (adj)
- Solace (n)
- Stifle (v)
- Sullen (adj)
- Surcease (v)
- Treacherous (adj)
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- Write your own sonnet. Sonnet of Love (romantic, parent, friendship, pets, etc.) https://www.dummies.com/education/language-arts/poetry/writing-a-sonnet/
- (Help with rhymes!!) https://www.rhymezone.com/r/rhyme.cgi?Word=kind&typeofrhyme=perfect&org1=syl&org2=l&org3=y
- Read Act II, scene 4 with sticky note annotation and answer the study questions.
- Find all of the puns and sexual innuendos. What are they talking about?
- What is the message that the Nurse must give to Juliet from Romeo?
- To what theme statement does this scene connect? Why?
- Quiz on Vocab #3 https://quizlet.com/356056928/rj-vocab-3-flash-cards/
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TWO ASSIGNMENTS!!!
1. RACE paragraph - What is the theme statement for Act II, scene 2? Explain with evidence from the play (Shakespeare side). Follow the checklist.
2. R&J vocab #3
Please make sure you know the definitions, spelling and parts of speech.
- apt (adj)
- consort (v)
- stout (adj)
- garish (adj)
- carrion (n)
- dote (v)
- woo (v)
- fickle (adj)
- beseech (v)
- banishment (n)
- gallant (adj)
- confines (n)
- appertaining (v)
- jocund (adj)
- usurer (n)
- tedious (adj)
- beguiled (adj)
- abhors (v)
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2 assignments!!!!!!!
Big quiz on RJ Vocab #1
(see previous homework assignment for Quizlet link)
Family Crest
- What is important to your family?
- Where did you come from?
- What symbols represent you and your family?
Create a Family Crest after researching https://www.fleurdelis.com/ and then present it to the class. Explain the symbols you chose.
The shield should be divided into 4 sections
Suggestions:
- A symbol /picture to represent where your family is from.
- A symbol /picture to represent a hobby, sport, activity or food that is important to you.
- An animal that represents you or your family.
- What is your cadence in your family? (Are you the youngest? Oldest? 3rd born?)
- Any other symbols or pictures that represent you or your family.
- Below the shield in the banner, add a personal motto (a phrase that represents you and/or your family). Spanish or English or any language.
- On the top of the crest write your last name.
- Color the design -- no black & white!