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This document provides an overview of the 9th and 10th grade literature courses at Saipan International School. In 9th grade, students have been learning about beauty ideals and conflicts around the world through readings and activities. They are now studying the novel The Kite Runner by Khaled Hosseini. In 10th grade American Literature, students have studied Native American myths and explorer narratives. They are currently reading and analyzing The Scarlet Letter by Nathaniel Hawthorne, participating in debates related to characters and themes in the novel.
This document provides an overview of the 9th and 10th grade literature courses at Saipan International School. In 9th grade, students have been learning about beauty ideals and conflicts around the world through readings and activities. They are now studying the novel The Kite Runner by Khaled Hosseini. In 10th grade American Literature, students have studied Native American myths and explorer narratives. They are currently reading and analyzing The Scarlet Letter by Nathaniel Hawthorne, participating in debates related to characters and themes in the novel.
This document provides an overview of the 9th and 10th grade literature courses at Saipan International School. In 9th grade, students have been learning about beauty ideals and conflicts around the world through readings and activities. They are now studying the novel The Kite Runner by Khaled Hosseini. In 10th grade American Literature, students have studied Native American myths and explorer narratives. They are currently reading and analyzing The Scarlet Letter by Nathaniel Hawthorne, participating in debates related to characters and themes in the novel.
Our overall class goals are to enhance our analytical and critical thinking skills in addition to creatively expressing ourselves through discussing, reading, and writing various forms of literature. We have learned about annotations and started delving deeper into figurative language. We will continue to engage in discussions and activities to further explore themes and other devices in literature. This will help us to gain a deeper understanding of and learn to connect with literature in a new way.
Ninth graders have learned about beauty ideals around the world through reading a narrative by Fatema Mernissi, and various articles related to the topic. They have written reflections and essays making connections to the standards set around the world. We have also covered various conflicts and crises around the world. In literature circles, we read stories dealing with crises such as Johnstown Flood by David McCullough, and The Race to Save Apollo 13 by Michael Useem. We analyzed these stories by identifying themes, author's purpose, and figurative language. We then extended these lessons by not only writing our own fictional stories dealing with crisis but also creating games based on these stories. The students are now learning about conflict in Afghanistan, researching famed Afghani author Khaled Hosseini, and reading his novel, The Kite Runner.
Students have created literary blogs exhibiting opinions of, and connections to literature they read both in and out of class. G10: American Literature:
This course is broken into units based on time period. We started with Native American myths and narratives and Explorer narratives. After reading and research on what it was like to live in the precolonial and early colonial periods, we wrote short stories (historical fiction) from the perspective of someone alive in that era. Students worked in literature circles as they analyzed stories, worked on various activities and gave presentations. After that, we moved on to Puritanism. We delved into studies on the lifestyle and beliefs of Puritans and read poetry and biographical articles on famous Puritan writers.
We used our annotations to help guide us through the connotations and figurative language found in Puritan literature. We created archaic language and inverted syntax charts to help us understand the language used. We are currently reading The Scarlet Letter by Nathaniel Hawthorne, which is part of American Romanticism. We have divided our notebooks into vocabulary, journal, and note taking sections in order to help stay organized. All students are learning to not only analyze stories, but also to make inferences, draw conclusions, identify purpose, use context clues, and make predictions. We answer journal prompts every day, which helps us gain further insight and think critically as we read this classic novel. We are currently holding two Scarlet Letter related debates. One debate is focused on the characters' actions and inferences we make based on those actions. Students refute or support that Chillingworth's sin is worse than Dimmesdale's (two characters).The second debate topic is based on the public humiliation the main character, Hester, faces throughout the novel. Students must debate whether public Shirice Bevas humiliation is appropriate. English