English 9 – Wednesday
Quiz on chapters 1-3.
We will then begin chapter 4.
HW: Finish chapter 4 and write sentences with vocabulary words.
Tuesday, March 31, 2026
Saturday, March 28, 2026
Tuesday March 31st
Please read chapter2 2-3 if you have not do so and work on your journals. You may have a quiz on Wednesday. Look at the study questions below.
Reading journal – include character development, allusions, symbols, theme for chapter, and brief overview of what happened.
Study Questions:
Chapters 1-4 Questions
What is the background of the Finch family? Where did they come from?
List three allusions from Chapter 1.
Who is Dill? What is Dill like?
How does the book start with a foreshadow?
What happens at school during Scout's first day?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?
Go HERE
Audio: Chapter 1.1: https://drive.google.com/file/d/1T8bUgKe5AmEJkqDl0Tre5V-SHvHfOWPY/view?usp=sharing
Chapter 1.2: https://drive.google.com/file/d/1mAHwcSGaKXM3PPDc3koRcKaeAzNtcQpF/view?usp=sharing
Chapter 1.3: https://drive.google.com/file/d/19ND3yZBpYGn-hMoXHSQln35cQ9IWx385/view?usp=sharing
Unit Learning goal:
Students will demonstrate an understand of one the main concept of the novel by producing
a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains
how a main concept works in the novel and using specific examples to backs up the students ideas.
Main Concepts:
Does the American law guarantee justice for all?
How does personal experience contribute to prejudice?
How do our preconceptions influence our sense of justice?
Can a hero have both good and bad qualities?
Scale/Rubric relating to learning goal:
4 – The student can produce a project that explores and demonstrates in-depth understanding
of a main concept in the novel and/or connects two of more of these concepts together.
3 – The student can produce a project that demonstrates an understanding of a main concept
and how it works in the novel.
2 – With some direction/help from the teacher the student can produce a project that
demonstrates an understanding of a main concept and how it works in the novel.
1 – Even with help from the teacher the student is unable to produce a project that
demonstrates an understanding of a main concept and how it works in the novel.
TO KILL A MOCKINGBIRD
|
NEW VOCABULARY
1)
Subpoena
2)
Fey
3)
Venerable
4)
Uncouth
5)
Sundry
6)
Begrudge
7)
Elucidate
8)
Acquiescence
9)
Succinct
10)
Façade
Tuesday, March 17, 2026
Wednesday
Today I will take any volunteers who would like to present their essays and get them over wither, then we will look at chapter 1 of To Kill A Mockingbird. You will also have time to look up vocabulary words.
You will need to start a journal after we finish chapter one with the following information:
Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works
HW: Read chapter 2-3 over break
Study Questions:
Chapters 1-4 Questions
What is the background of the Finch family? Where did they come from?
List three allusions from Chapter 1.
Who is Dill? What is Dill like?
How does the book start with a foreshadow?
What happens at school during Scout's first day?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?
Go HERE
Audio: Chapter 1.1: https://drive.google.com/file/d/1T8bUgKe5AmEJkqDl0Tre5V-SHvHfOWPY/view?usp=sharing
Chapter 1.2: https://drive.google.com/file/d/1mAHwcSGaKXM3PPDc3koRcKaeAzNtcQpF/view?usp=sharing
Chapter 1.3: https://drive.google.com/file/d/19ND3yZBpYGn-hMoXHSQln35cQ9IWx385/view?usp=sharing
Unit Learning goal:
Students will demonstrate an understand of one the main concept of the novel by producing
a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains
how a main concept works in the novel and using specific examples to backs up the students ideas.
Main Concepts:
Does the American law guarantee justice for all?
How does personal experience contribute to prejudice?
How do our preconceptions influence our sense of justice?
Can a hero have both good and bad qualities?
Scale/Rubric relating to learning goal:
4 – The student can produce a project that explores and demonstrates in-depth understanding
of a main concept in the novel and/or connects two of more of these concepts together.
3 – The student can produce a project that demonstrates an understanding of a main concept
and how it works in the novel.
2 – With some direction/help from the teacher the student can produce a project that
demonstrates an understanding of a main concept and how it works in the novel.
1 – Even with help from the teacher the student is unable to produce a project that
demonstrates an understanding of a main concept and how it works in the novel.
TO KILL A MOCKINGBIRD
|
NEW VOCABULARY
1)
Subpoena
2)
Fey
3)
Venerable
4)
Uncouth
5)
Sundry
6)
Begrudge
7)
Elucidate
8)
Acquiescence
9)
Succinct
10)
Façade
Sunday, March 15, 2026
Monday
Today we are going to discuss To Kill A Mockingbird
Study Questions:
Chapters 1-4 Questions
What is the background of the Finch family? Where did they come from?
List three allusions from Chapter 1.
Who is Dill? What is Dill like?
How does the book start with a foreshadow?
What happens at school during Scout's first day?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?
Go HERE
Audio: Chapter 1.1: https://drive.google.com/file/d/1T8bUgKe5AmEJkqDl0Tre5V-SHvHfOWPY/view?usp=sharing
Chapter 1.2: https://drive.google.com/file/d/1mAHwcSGaKXM3PPDc3koRcKaeAzNtcQpF/view?usp=sharing
Chapter 1.3: https://drive.google.com/file/d/19ND3yZBpYGn-hMoXHSQln35cQ9IWx385/view?usp=sharing
Unit Learning goal:
Students will demonstrate an understand of one the main concept of the novel by producing
a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains
how a main concept works in the novel and using specific examples to backs up the students ideas.
Main Concepts:
Does the American law guarantee justice for all?
How does personal experience contribute to prejudice?
How do our preconceptions influence our sense of justice?
Can a hero have both good and bad qualities?
Scale/Rubric relating to learning goal:
4 – The student can produce a project that explores and demonstrates in-depth understanding
of a main concept in the novel and/or connects two of more of these concepts together.
3 – The student can produce a project that demonstrates an understanding of a main concept
and how it works in the novel.
2 – With some direction/help from the teacher the student can produce a project that
demonstrates an understanding of a main concept and how it works in the novel.
1 – Even with help from the teacher the student is unable to produce a project that
demonstrates an understanding of a main concept and how it works in the novel.
TO KILL A MOCKINGBIRD
|
Thursday, March 12, 2026
Friday
Work on essays.
On Monday we will discuss To Kill A Mockingbird.
https://youtu.be/sgzscjjMHKM?si=jSH6_scsh0oJbUyw
Wednesday, March 11, 2026
Tuesday, March 10, 2026
Tuesday
Today we are going to look at Jamaica Kincaid's "Upon Seeing England for the First Time" and discuss it both as a personal narrative and as a informative essay on Imperialism. Afterwards you will have some time to work on your essays.
Sunday, March 8, 2026
Monday
Today we will discuss hooks and conclusions.
Please note that you might have a quiz on hooks, conclusions, thesis statements, and MLA in-text citations this week. Also note that some of you still owe me an essay on Romeo and Juliet (it gets marked down 10% per day its late).
Wednesday, March 4, 2026
Wednesday
Today we will be talking a little about MLA format. We will also be reading, “The Truth About Lying” – Judith Viorst, and “Pain” – Diane Ackerman.
How to be a Successful Salesperson
There are two types of people in
this world: followers and leaders. As a salesperson it is your job to be a
leader. If you are a master at sales you should be able to read your customer
and weave a story about your product to fit their amusement so enticing that
they believe it was their personal idea and they cannot live without that
product. As Lau Tzu, an ancient Chinese philosopher of Taoism, stated “The best
leaders are those their people hardly know exist.”.
To bring
the sale to a close and have a enjoyable experience for both you and your
customer you must do five simple steps.
Dress Appropriately. This is common sense for most people,
but others will struggle with this idea. Here is some motivation: according to Business
Insider first impressions are formed within seven to seventeen seconds of
meeting someone and fifty five percent of a person’s opinion is determined by
physical appearance. The way you dress could well be the deal breaker between
the two thousand dollar sale and a walk out the door.
Have good body posture.
If you are slouching over a display case or slinking around the floor you will
not exude confidence. Customers will catch onto this and will be less likely to
follow you or trust you. During face to face meetings, 93% of people's judgments
of others are based on non-verbal input like body language. How you stand,
sit, and shake hands communicates a lot more than what you say. Eye
contact is included in this. To build a trusting relationship with another
person your eyes should connect about 70 to 80% of the time. This shows your
customer two things. First: that you are listening to their story and what they
wish. Second: that you like them. While you should make eye contact, do not
stare, or excessively blink. Too much blinking is suspicious. Adults normally
blink around 15 to 20 times per minute. When under pressure, or stressed,
blinking increases (Bill Clinton’s blink rate during his deposition was at 92
blinks per minute)
Greet and read the customer. In order to welcome the client a
general “Hello” or “Welcome to (enter store name here)” will suffice. This
instantly tells the purchaser that you are there to help them. You are
essentially their waiter/host while they are in the gallery. Next, figure out for
whom they are shopping for by asking leading questions such as “what brings you
to Kirmse’s?” or more directly “Who are you shopping for and how can I help?” By
asking questions such as these you learn what type of customer they are. There
are essentially four different types of purchasers.
The first, buys for others. If they
are shopping for their ten year old daughter who is likely to lose her bracelet
in a couple of weeks then gain their trust by steering them to a less expensive
item so that they are more willing to buy it. If a customer is shopping for
their significant other you can deliver your own expert advice about pricier
pieces: this added knowledge will often sway their opinions about the product.
There has been many a time that I have been forced to choose a necklace to
surprise someone’s fiancé.
The second, buys for themselves.
These people are some of the easiest to sell to because they know their taste
and they know their budget. All you have to do is wait it out, present all of
the pieces, listen, and be pleasant. Remember though that customers usually lie
about their budget and will typically spend a bit more than they state if they
are taken by the piece.
The third, waits for others who are
shopping. If you get stuck with the elderly gentleman that simply wants to know
your life story as his wife shops find him a stool and like an ex-couple
politely, but firmly, move on. You do not need to babysit him. In fact he will
probably be happier now that he can simply sit and wait rather than have to
maintain conversation. UNLESS you have no other customers to attend to….. then keep him happy so his wife is
comfortable shopping for a long time, knowing that he is engaged and content)
It’s a truly skilled saleswoman who manages to take coin from the waiting
husband.
The fourth, “just looking”. There
is no “just looking” person. They entered your store for a reason.
Subconsciously they are there to buy something. It is your job to continue to
ask leading questions until you find that one person they forgot to get a gift
for, or the birthday that they forgot.
Present the product. In
order to give off all of the superb qualities of your product you must truly
believe in it. Make sure that you believe
100% in your product. People either follow leaders or are leaders. Make
sure that they are following you. If there is any hesitancy or dishonesty in
your sales pitch customers will sniff it out like a dog to meat and will
instantly jump off your bandwagon. Furthermore, The customer is NOT always
right. Often times customers will tell you that they know everything there is
to know about your product and that you are selling something fake or too
expensive. Although they may be an expert on that type of thing; you are an expert on your merchandise.
One time I was taking care of a lady who was trying on a pair of Amber
earrings. She clearly adored them, and also clearly wished for a discount.
After several hours of requesting for a cut in the price I finally gave her the
last NO. She went on to say that, as an avid Amber collector, she recognized
these earrings as pseudo-Amber and again demanded a discount. I remained calm
and professional, and held my ground that they were true Amber, and eventually
she bought them at full price.
Take it to the cash register.
Once your client has found a couple of items that they like begin to lead them
to a “close”. You might say “would you like me to set these over by the counter
as you continue to look around?” or “Will you be paying cash or using a credit
card?” this brings up the idea that they will actually be making the purchase
rather than just ogling and drooling over the items.
If done correctly,
you and the customer should have an enjoyable experience. No one should have to
feel bullied or bullied into a sale. In the end customers will be appreciative of your expert guidance
and the knowledge they’ve gained. They will then leave your store with
their purchase, and good words on their lips to spread your excellent
reputation
Tuesday, March 3, 2026
Tuesday
Today we are going to begin informative essays. We will be looking at a national informative speech and reading the essay "Campus Racism 101". I will also be giving you a handout on “The Elements of Effective Expository Writing”.
Unit
Learning goal: Students will be able to research, write and perform an
original expository essay that informs or explains some idea, task, or problem
of the student’s choice.
Scale/Rubric
relating to learning goal:
4 – The student can write and perform an original
expository speech that both informs/explains and persuades some idea or problem
of that the student is interested in.
The writing and performance are both exemplarily effective.
3 – The student is able to write an original expository
speech that informs or explains something that the student is interested in.
2 – With some direction/help from the teacher the student
is able to write an original expository speech that informs or explains
something that the student is interested in.
1 – Even with help from the teacher the student is unable
to write an original expository speech that informs or explains something that
the student is interested in.
Students will be able to
1) Write a hook, thesis statement, and order of development
2) Organize an essay according to introductory paragraph, body paragraphs and conclusion
3) Write a proper conclusion
4) Use specifics to back up ideas
5) Use the order of development as a map for the essay
6) Cite sources according to proper MLA format
7) Deliver
a speech by making eye contact, using proper pronunciation and
effective enunciation, and avoiding the use of “uhms” or other filler
words or sounds.
Anchor Text(s)/Additional Instructional Resources:
Handout – “The elements of effective expository writing”
Sample Essays: “Campus Racism 101” – Nikki Giovanni; “The Truth About Lying” – Judith Viorst; “Pain” – Diane Ackerman.
ESSENTIAL CONCEPTS:
How do you inform someone about an issue, or explain to someone how to do something? What makes a speech effective? What are you passionate about? How can you show that to someone?
Essential Questions:
What makes a good hook? What makes a strong thesis statement or conclusion? What makes a memorable essay or speech?
MLA
1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.
go here for sample MLA Citation pages or in-text citations.
Here are two short - but decent - videos are in-text citations and works cited page
Go HERE and Also go here for an additional video on WORKS CITED PAGE
The best place to go for help with MLA structure or any other essay question is Purdue OWL online.
For Parallel Structure go HERE
Intro:
*Immediately engage reader (attention getter)
·
get the reader “in the
ballpark”
*Establish
context
(topic of essay)
·
usually 2-3 sentences narrowing
down to the point of the paper
·
cite your source with title and
author (if using one source)
*Strong &
complete thesis statement
Body:
*Begin paragraphs with a clear, concise topic
sentence
·
*Use
concrete details (CD)
·
these include facts or quotes
·
cite sources when necessary
(simplified: such as author’s last name & pg #)
·
*Create insightful
commentary to support concrete details (2-3
comments per CD)
·
shoot for at least 2 CD per
paragraph (+ commentary)
Conclusion:
*Transition into summary of key points
*Transition into summary of key points
*Restate thesis (say it another way!)
*Refer
back to the attention getter and tie things up
*Answer “So what?”
·
Leave reader feeling persuaded or
at least challenged
·
This personal comment can include
a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)
Suggested sentence
starter for commentary:
“This shows that…” (eventually teach kids
to eliminate it)
“This proves that…”
“This demonstrates that…”
Suggested sentence
starters for conclusion:
“We need to…”
“It’s our
responsibility to …”
“It’s important
to…”
“In order to______,
we must…”
“It would be to our
benefit to…”
Encourage:
Incorporate transitions
Use high-level vocab
Incorporate transitions
Use high-level vocab
Vary sentence patterns
Create a strong “voice”
Create a strong “voice”
*The number of paragraphs
and the organization of the essay will vary.
Expository Essay Rubric
|
|
Thesis |
Organization |
Evidence (Concrete Details) |
Analysis (Commentary) |
Style/Audience |
Conventions |
|
4 |
The thesis statement is clear, well-developed and relevant to the topic. It is engaging. |
Transitions within and between paragraphs flow smoothly |
There are three well chosen, concrete details/evidence from the text in each paragraph. ** The concrete details support the thesis |
All commentary synthesizes and supports the thesis statement. ** |
The style is engaging and effective |
The essay contains few if any errors in the conventions* of the English language |
|
3 |
The thesis statement is clear and relevant to the topic |
There structure within paragraphs is easy to follow |
There are two to three details from the text. The details support the thesis. |
Some or most of the commentary explains concrete details and supports the thesis |
The style is appropriate for an academic paper |
The essay contains some errors in the conventions of the English language. Errors do not interfere with the reader’s understanding of the essay. |
|
2 |
The thesis is not relevant to topic or is not clear |
The essay is missing an introduction, body or concluding paragraph |
There are some concrete details. |
Commentary is either unclear or irrelevant and does not support the thesis |
They style is sometimes appropriate for an academic paper. |
The essay contains several errors in the conventions of the English language. |
|
1 |
No Thesis |
Little organization. |
No concrete details |
No commentary |
Style is not appropriate for an academic paper. |
|
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