Storyboards

Storyboard Projects

Learning Goals: Students will be able to use specifics to back up interpretations of the story

What we'll be doing: Drawing scenes that correspond to parts of the plot, given descriptions to the scenes (perhaps including direct quotes).

Short Story Outline

If anyone wants to copy and paste this outline so that they can just type in the answers - here it is:


                                                             Short Story Outline

Title of Story: _______________________________Author:_______________________________

Setting:  Time: ________________
  Place(s): ________________

Point of View: ____________________

List of Characters: _________________________________________________

Protagonist: _______________ Dynamic character: _______________

Briefly explain how the dynamic character changes:



Antagonist: _______________ Static character: _________________

Round character(s): _______________ Flat character(s): ___________________

Briefly discuss the different aspects of the round characters life that we see:



Briefly explain the conflict: ___________________________________________


What type of conflict is this: __________________________________________


Give an example of foreshadow: ________________

Briefly discuss the theme (this should be in your own words and should be a statement):



Plot: Exposition: ______________________

Inciting Event: ___________________

Rising Action (list at least three events):







Climax: _________________________

Falling Action: (list as many events as you can)




Resolution: ______________________

Summary:  Write a brief summary of the story.

























Allusions:

Short Story Outlines and Storyboards

Today - after vocabulary, we will review your journal/blog writing.  Finish the short story outlines and discuss your first project: creating a storyboard of the plot.


STORYBOARD PROJECT:

By yourself, you will create a storyboard for “The Most Dangerous Game”.  I want you to use your notes on the list of events in the plot.  Things you will need to include in your storyboard:

1) At least twelve events from the story.  Make sure you have at least one scene dedicated to each part of the part.
2) Above the scene write the part of plot in which the scene happens.  Example: Ivan getting killed by the Uganda Knife Trap would be listed as Rising Action.
3) Below the scene write a brief description of the scene.


GRADING:

Your will be graded in the following ways:

1) Drawing of each scene – 24 points
2) Labeling of plot for each scene – 12 points
3) Explanation or description of each scene – 12 points
4) Neatness and following directions – 5 points


TOTAL POINTS POSSIBLE: 53 pts.  This project will be due on Wednesday and will be put on the walls for everyone to see – including future students.

Vocabulary/Blog Writing/The Most Dangerous Game

Learning Goal: Cite textual evidence to support analysis

Today we will discuss your vocabulary.  Everyday you will put two words on the board and write sentences with them.

After vocabulary, we will work - in groups - on filling out the short story outlines for "The Most Dangerous Game".

For homework:



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.

Remember to reference the text and to be creative - think of strange twists that you can add.  Example: think about Whitney or the sailors in the basement (or - what other areas of Zaroff's life could be revealed or investigated?)

The Most Dangerous Game

Learning Goal: Cite textual evidence to support analysis of the text

We are going to do a carousel activity where from memory (and then from notes) we are going to list important things from the story, "The Most Dangerous Game", on poster boards.  I'll explain the activity before we begin.

After the activity, we'll fill out story outline guides in groups and discuss the story.  These outline guides should be study guides.  I'll collect them tomorrow and discuss what I see.

Below is your first vocabulary list.  Tonight you should look up the words - write down the definition and part of speech.

Amenity
Condone
Cultivated
Disarming
Droll
Imperative
Quarry
Scruple
Futile
Solicitously
Tangible
Uncanny
Zealous

The Most Dangerous Game

Today, we will go over your plot outlines of the story "The Most Dangerous Game" and reading in class.

Some of you will be finishing the short story "The Most Dangerous Game" at home.


If you are interested in radio shows here are links to two versions of "The Most Dangerous Game":

Suspense - starring Orson Welles

Escape - starring Paul Frees

or a audio version of the story by William Coon

and here is a comic strip version

The Most Dangerous Game

Learning Goal: Analyze how an author's choices concerning how to structure a text, order events within it, create such effects as mystery, tension, or surprise.

Today, we will read Richard Connell's "The Most Dangerous Game" and apply some of the notes we took.  To meet the learning goal above you will want to reflect on literary elements such as foreshadow,
conflict (or type of conflict), plot (think about outlining the plot), and characters.   We will begin reading as a class and then move into our reading groups.  As we reading log - a two column notes.  Take a piece of paper and fold it in half.  One the left side put, as a heading, DETAILS FROM STORY and on the right side, as a heading, put MY NOTES/THOUGHTS - example

DETAILS FROM STORY                                MY NOTES

Ship-Trap Island                                                 Sailors have a curious dread of it.  I wonder why.
                                                                            What's the deeper meaning here.  Is this a foreshadow


Note - it might be good to keep a list of characters (with descriptions), settings, possible things that you think are foreshadows, and events that you might think are important to the plot (like list - this is the inciting event).  You'll need to have at least twelve items on your list by the time we finish reading.

You'll eventually be filling out a short story outline for this story and developing a storyboard project based on it, so take good notes.  Also, remember, you can mark in your books.  Don't be afraid.

If you have time, below is a classic movie version of this short story:

And here a list of things you should be able to do by the end of the short story unit:


1) Define tone, 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 1st person, 2nd person or 3rd person limited, 3rd 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

CLASS ACTIVITIES:

1) In-class reading: Everyone in class must read. It is 10 points of the daily grade.

2) Quizzes

3) Jeopardy Review

4) Group Work/ reading and writing Activities

5) Worksheets (for every story)

6) Note Guides for each story (sometimes to be filled out in yr. group)

7) Vocabulary

8) Oral presentations 

9) Short Story Project

10) Journal Entries

11) Simulations/ Acting

12) Listening to music that corresponds with stories

13) Watching videos (if any) that correspond with stories

STORIES TO BE READ MIGHT INCLUDE:

1. “The Cask of Amontillado” by Poe

2. “Blue’s Ain’t No Mockin’ Bird” by Toni Bambara 

3. “Where Have You Gone Charming Billy”

4. “The Lady or the Tiger?”

5. “The Split Cherry Tree” by Jesse Stuart

6. “The Most Dangerous Game” by Richard Connell

7. “To Build A Fire” by Jack London 

Friday 8/16

Today we will be taking notes on literary terms.  I will be giving you a note guide and expect you to fill it out and answer the personal questions included on the guide.

LEARNING GOALS:  STUDENTS WILL BE ABLE TO DISCUSS KEY ELEMENTS THAT CREATE MEANING IN FICTION.

How you will be assessed (tested):  1) quiz in two weeks  2) checks on your ability to break down the structure of short stories (as we read) by plot (the six parts of plot).  Discuss/define/analysis different types of conflict in a story 3) discuss character change, protagonist, antagonist and allusion and how they work in a story.

These things will help us to eventually cover Common Core Standards RL1, RL2, RL3, RL4, RL5 and RL9.


Go here for a great painting of Zaroff's chateau.  If you need a definition of chateau go here.

Course Overview

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 and a short story or fable.  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, Fahrenheit 451, To Kill A Mockingbird.

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 1st priority.
3. Make Good Choices and Be Accountable for the bad ones.