HONORS ENGLISH IV
2019-2020
REMIND: Send 81010 the following message: @hgc7d9
Quizzlet join link: https://quizlet.com/join/5mZAeayKn (for Vocabulary and Literary Lists)
Pre-Test: https://forms.gle/wsaHQ69ZDQQhmStcA
Welcome to Honors English IV Honors. This will be an extremely fast paced class with an extended amount of independent outside reading and writing. It is imperative that you keep up with the assignments. Nothing will be accepted late without a really legitimate excuse. If there is a problem ... you need to notify me immediately either in person or by e-mail. Excuses after the fact are, as you can expect, unacceptable. Check this site often for additional assignments or to keep up with dates. I suggest you download this information periodically and place it in your notebook for reference. From time to time, with input from you, the assignment order may change.
We will use the internet to access books and plays during this course. If you have an eyesight problem and need a copy of the text, please notify me. We will discuss different types of essays, critical theory, literary terms and techniques, and grammar.
One other suggestion - check out the Extra Credit options throughout this web site and through email. Have fun and be adventurous! Remember playwright William Shakespeare said, "All the world's a stage." It's now up to you which part you want to play! Are you going to be a driver or a passenger? Always find the date and read down to the STOP. You are NOT responsible for anything below the STOP!
Assignments
(see below for real details)
***Introduction to course: Remind, Quia Roster, Free Dictionary.com.
***Introduction to department essays.
***Introduction to Writing Journals. Use www.quia.com/pages/abee/page3 or thisibelieve.org
JOURNALS:
You will be required to keep a Journal, which should be saved to a Google document that you will share with me two or three times during the trimester (usually the last day of the month.) Mark these dates in your calendar now.
Journal prompts may be chosen from my Journal website (www.quia.com/pages/abee/page3), from "This I Believe" website of essays, or from a Podcast. Each entry must be at least half a typed page (Times New Roman/Ariel font, size 12). The Podcasts, because they are usually longer to listen to, can equal two entries, as long as the written part is about one full page, again typed and single spaced.
Date every Journal entry and include the prompt or the web address at the top of the entry. (NOTE: I give extra credit for any prompt you bring to me that I like enough to add to my website. No more than one per set of entries.) :-)
Any Journal assignment not completed in class is homework. There are two Journal entries expected per week, with the total months' entries sent to me through a Google email link at the end of each month. NOTEs will be given on your Journal entries. Fix the problems and pay attention to these as you write your essays/assignments. Copy/paste ALL of the NOTEs to another Google document.
The first set of Journals are due Sept. 30 (8), the second set are due Oct. 31 (8), and the third set are due Dec. 1 (6). I give extra credit for early submissions. :-) Please mark the one entry you really want me to read thoroughly. Choose wisely.
Begin Journal entries the first four or five day week of the trimester.
This is your first Journal entry: Journal Entry #1: List what you expect to learn in this English class, list what you want to learn, and list what you think you should know when you finish the class to prepare you for your next year. Don't forget to date this. Please share with a friend once you've completed it. Compare your "to learn" lists. We will discuss in class.
NOTE: #2 and #3 are interchangeable.
Journal item #2: Your choice of prompts found on my Writing Journal site: www.quia.com/pages/abee/page3.
Journal item #3: Response to Muhammad Ali's essay for "This I Believe" or another one if you have already read this one.
(https://thisibelieve.org/essay/62638/) If you already know this one, choose another essay.
Remember to write two journal entries a week! Pay attention to your grammatical and mechanical writing.
SUMMER READING
First Trimester Only: Summer Reading discussion. We will complete in small groups. AP students had to read Exit West by Mohsin Hamid from the Recommended Reading List. Go to: https://sites.google.com/attleborops.net/ahssummerreading.
Select the AP/Honors pathway and be sure to have completed all of the requirements listed. Submit projects to your advisor on September 9, 2019. *** Students taking Honors English MUST select the AP/Honors pathway.***
Read the REQUIRED book for the appropriate level of AP/Honors English or Humanities.
- Pair your required reading with another book of your choice related to the theme.
- Complete ONE project from the Summer Literacy Project List. There are 16 choices. Choose wisely. Many of the project titles are linked to further explain them. (See the website)
- In addition to completing one of the projects, students enrolled in AP/Honors English will be
participate in a discussion about their required reading book. This discussion will center around the
theme of exploration and take place during the third week of their core English class. Please come
prepared with 8-10 quotes, questions, and/or reflections related to the development of the
theme of exploration in your required reading.
*NOTE: To receive EXCEEDS STANDARDS on the summer literacy rubric, projects must relate in some way to the theme of exploration and incorporate your chosen text(s).
NOVEL
Frankenstein by Mary Shelley is the first book we will read. Frankenstein will be individually read by the end of September. (Reading assignments given in class.)
Macbeth, a play by William Shakespeare will be read when we return from Spring Break.
A final "personal literary read" will be due by the end of the trimester to include an interesting project to be presented.
Wednesday, Aug. 28- Thursday, 29, 2019: Students will be introduced to the class including Quia, Remind (Text: 81010, message = @hgc7d9), and the Writing Journal.
Agenda: Introduction to class expectations. Send email to teacher with name, your contact number and email, parent/guardian's name and contact information, where you work, how many hours, one cool fact about yourself and a picture of yourself.
Become familiar with Frankenstein reading schedule.
Frankenstein by Mary Shelley
Online version: https://www.gutenberg.org/files/84/84-h/84-h.htm
Directions: First, and most importantly, I expect there to be thoughtful, pertinent conversation about the readings daily with a different partner each day. In order to help this process, I am listing several questions to think about as you read the selections. If you think about the topics as you
read, then you will be prepared to contribute to the conversation.
After every reading section, record your questions, observations, and ruminations in a Google dual-entry journal. Using a two-column table, create the dual-entry journal entry: the left column in for the text (copy and paste); the right column should respond to the passage.
Read the questions before reading the chapter. This will help focus your reading and help you
find good quotes for your journal. You do not have to answer each of the questions, they are there to guide you. Feel free to use them as prompts for your journal if you like.
Keep an ongoing list of characters and their descriptions (physical/mental, personal characteristics/attributes)
Here are the Essential Overall Questions:
• What does it mean to be human?
• Where do the benefits of education and technology end?
• What role does society and/or family play in the creation of a human?
• Where do the lines of science overlap with morality?
*********************
DATES
Pages 1-14 All Letters by Wednesday, Sept. 4
Letters 1-4
What is the setting of Frankenstein? geographical, occupational, time period, mental and emotional conditions.
How do you feel the setting effects the tone?
Who is telling this story? Why is this important?
Pages 15-29 Chapters 1-3 by Sept. 6
Chapters 1-3
Even though Victor is narrating the story, keep in mind that this entire story is being told in letters by Walton to his sister.
How does Walton view Victor?
How might Walton’s view of Victor influence his “remembering” of what Victor says?
At this point, what do you think of Victor? Why?
How does Victor describe his family?
What is the effect of his mother’s death?
How does Victor view learning and education?
How does Walton, who is at the beginning of his quest, view the quest for knowledge/technology?
How does Victor view his quest for knowledge/technology at the beginning of his quest? Are they similar? How does Victor view his quest at the end?
Pages 29-39 Chapters 4-5 by Sept. 11
As you read the account of the creation, look for words or ideas that are repeated, emphasized, contrasted, etc.
Consider labor to mean not only “work” but also childbirth.
Are there any similarities between what Victor is doing and what occurs at childbirth? Are there any differences?
What do you make of Victor’s dream?
Pages 40-54 Chapters 6-7 by Sept. 13
In Elizabeth’s letter there is a discussion of Republics verses Monarchies. Why? What does it say about the two, how does she compare them.
What effect does Elizabeth’s letter have on Victor? Why?
How does the setting reflect Victor’s mood? (Pay attention to the setting throughout the novel.)
Victor knows the truth about his brother’s murderer. Who does everyone else think murdered William? Why?
Victor knows the truth; why doesn’t he explain and clear Justine’s name?
Consider what Elizabeth said about Justine in her letter and Justine’s relationship to the family. Why is it so easy for the family to believe she is guilty?
Pages 54-86 Chapters 8-13 by Sept. 18. Read and/or do Frankenstein Vocab in class
What is the Creature’s demeanor when he approaches Victor? What did you expect?
How does the Creature describe himself and his situation?
How does this description relate to the themes of isolation and justice?
Victor calls the Creature his enemy. Why?
Why does the Creature say Victor should have compassion and listen to his story?
Does he deserve Victor’s compassion?
Who does Victor represent to the Creature?
Do you have compassion for the Creature? Why or why not?
What are the Creature’s first experiences? What do they remind you of?
Is Victor even mentioned? Why not?
How do people react to the Creature when they see him? Can you blame them? Are they right?
Why does the Creature steal? He has broken the law, does he deserve to be punished?
How does the Creature view the people? Is he right? Can you blame him?
What are some of the things he experiences?
Judging from the text, what do you think Shelley believes is the cause of the crime?
Pages 86-108 Chapters 14-17 by Sept. 20. Read and/or do Frankenstein Vocab in class
How does the Creature feel towards the cottagers? Why?
How does the Creature learn to read? Is this similar to your education?
How does he learn about human society?
What is the Creature’s reaction to the rejection of the De Laceys?
How does he feel toward all humanity now?
Is the Creature evil?
What is his reward when he attempts good?
When he meets William, what happens?
Did he intend to kill William? How does he feel after William is dead? Why?
Is the Creature justified?
Why does the Creature plant the evidence on Justine?
What do you think Shelley is trying to say is the root of the Creature’s evil?
What does the Creature ask for and why?
What is Victor’s response?
What are the Creature’s arguments and what does Victor finally say? Why?
Pages 108-127 Chapters 18-20 by Sept. 25. Read and/or do Frankenstein Vocab in class
What are Victor’s fears if he creates a female companion for the Creature?
Do you think Victor did the right thing? Do you think Shelley thinks Victor did the right thing?
The enraged Creature murders Clerval and Victor is accused of the murder. Consider the evidence
stacked against Victor and the evidence used against Justine. Using your expertise in these two cases, and presuming you had to find one guilty based only on the evidence presented to the court, which one would you as a member of the jury find guilty? Why is Victor acquitted?
Do you think Victor’s status had anything to do with his acquittal? What further comment on justice does Shelley make here? (Think gender and economical status)?
Pages 128-149 Chapters 21-23 by Sept. 27. (Discussion in class + Lit Circles)
Find Victor’s descriptions of himself throughout these last chapters. Based on this list, what is Shelley comparing Victor to? Why? Who is the real monster?
Throughout the novel, Victor has been evolving into the monster. Consider the language used when he reaches the Irish shore describing how the villagers greet him.
Why do you think Shelley links Victor and the Creature so closely?
Since Victor is the man of science and technology, do you think Shelley is commenting on technology? If so, what?
Pages 149-166 Chapter 24 (the end ) by Oct. 2.
Why does Victor spend the rest of his life chasing the Creature? What effect does this quest have on Victor?
How does Victor die? Is he happy or at peace? How does he see himself?
Why does the Creature allow Victor to follow him and protect him when it is very clear that he could easily escape Victor at any time?
How does the Creature die? Is he happy or at peace? How does he see himself?
The novel ends as it begins: with Walton writing letters to his sister. How far can we trust the story, how accurate is it?
By comparing the Creature at the end of the novel—seen only through the eyes of Walton—and the
Creature throughout the rest of the novel—seen through Victor’s eyes who is in turn viewed through
Walton’s eyes—the reader can get an idea of the narrator(s) reliability. Do the two depictions match up?
Who do you think the hero of the novel is? Why do you feel that way?
Do you feel the frame narrative has shaped your opinion of the characters? How so?
Tuesday- Sept. 3-Wednesday, Sept. 4, 2019: Students will begin Frankenstein and create an IceBreaker assignment, then use it to introduce their "identity" to the class.
Agenda: Explain the timeline and assignments for Frankenstein. Journal explanation in depth. Continue Frankenstein.
Icebreaker from first week. Please keep your answers or do with a friend if you were absent.
Answer the following questions individually.
1. List at least 5 adjectives that a police officer who has pulled you over might use to describe you. This is someone you've never met before.
2. List at least 5 adjectives that your best friend would use to describe you.
3. Using a dictionary, define "identity" and "identification." What is the difference between these two words?
4. Which is which referring to your two adjective lists?
5a. Which list do you prefer? Why?
5b. Which is your favorite adjective about yourself? Why?
6. Join a small group of 3-4 and share your answers and thoughts.
7. Appoint a scribe and have that person write down one important statement from each group member about identity/identification. Appoint a spokesman who will report out to the class.
Thursday, Sept. 5- Friday, Sept. 6, 2019: Students will read Frankenstein and begin answering the question.
Agenda: Journal: Take 15 minutes and write your second Journal if you haven't already.
Frankenstein. Independent reading and paired work.
Friday: Class discussion about the novel.
Monday, Sept. 9- Tuesday, Sept. 10, 2019: Students will take a pre-test for Eng. IVH in order to compare their growth at the beginning of the trimester to their growth at the end of the trimester.
Agenda: Pre-test (Essay on Monday, MC on Tuesday).
Wednesday, Sept. 11, 2019: Students will discuss the college essay, research the Common App essay prompts, and research the colleges/universities essay question where they are planning to submit applications.
Agenda: Explanation of the Common App process. Research into the colleges/universities of interest and their essay question/s. Choose one prompt from the Common App or respond to a different college/university prompt.
Thursday, Sept. 12-Friday, Sept. 13, 2019: Students will work on Frankenstein with a discussion during the last 15 minutes of each class.
Agenda: Frankenstein
Read silently taking notes for a chapter summary. Class discussion of letters and chapters 1-7 and characters introduced on Thursday and Friday.
Vocabulary at https://quizlet.com/384671348/frankenstein-by-mary-shelley-flash-cards/.
Monday, Sept. 16- Tuesday, Sept. 17, 2019: Students will write their introduction/thesis to their college application essay.
Agenda: Mini-Lesson re thesis/introductions.
Independent work with teacher feedback.
Wednesday, Sept. 18- Friday, Sept. 20, 2019: Students will discuss Frankenstein based on their readings and create a Google map of where Victor and the Monster travel. Keep this updated every few chapters.
Agenda: Learn how to create a Google map: In the top left corner of Google maps, next to the search box, click the menu icon to expand the menu. Click "Your Places," "Maps," and then click "Create Map" at the bottom of the page to edit your map. A new window will pop up. Give your map a title and description, then click "Save."
Monday, Sept. 23- Tuesday, Sept. 24, 2019: Students will write their second and third paragraphs for their college application essay.
Agenda: Mini-Lesson re content paragraphs.
Independent work with teacher feedback.
Wednesday, Sept. 25- Friday, Sept. 27, 2019: Students will discuss Frankenstein based on their readings and play Frankenstein By Mary Shelley at Quizlet.com (be sure to have signed in.)
Agenda: Practice vocabulary at Quizlet. Play with teams. Work on the Google maps.
HmWk: Continue reading the novel according to the timeline. Use the questions as guides.
Monday, Sept. 30- Tuesday, Oct. 1, 2019: Students will edit their second and third paragraphs for their college application essay and write their fourth content paragraph.
Agenda: Mini-Lesson re additional content paragraphs.
Independent work with teacher feedback.
Wednesday, Oct. 2-, Friday, Oct. 4, 2019: Following the timeline above, students will continue discussing Frankenstein based on their readings and the above guiding questions, then work on their Google map of where Victor and the Creature travel. Keep this updated every few chapters.
Agenda: Talk to your neighbor about the previous night's reading and answer the guiding questions with each other. Class discussion.
(Google Map Directions: In the top left corner of Google maps, next to the search box, click the menu icon to expand the menu. Click "Your Places," "Maps," and then click "Create Map" at the bottom of the page to edit your map. A new window will pop up. Give your map a title and description, then click "Save.")
Monday, Oct. 7- Tuesday, Oct. 8, 2019: Students will turn in their finalized version of their college application essays and begin writing an essay to Frankenstein.
Agenda: Mini-Lesson re "conclusions."
Independent work with teacher feedback.
Wednesday, Oct. 9-Friday, Oct. 11, 2019: Following the timeline above, students will finalize their discussions of Frankenstein based on their readings and the above guiding questions, update their chapter summaries and the Google map of where Victor, Walton and the Creature traveled, write an essay and blog to their peers.
Agenda:
Follow the timeline. Discuss the prompt questions with your neighbor for 10 minutes.
Frankenstein final to be a Take-home test.
Study vocabulary at https://quizlet.com/384671348/frankenstein-by-mary-shelley-flash-cards/.
Monday-Tuesday: write essay and answer the first two question.
Wednesday-Thursday: Blog to your peers.
Friday: Make sure everything is done and share notes, essay, and map with the teacher.
Essay Questions: Complete the first two as no more than half page paragraphs. Use your own words please!
Then choose one more question from https://attleboroseniorenglish.weebly.com/blog (also see below), research it thoroughly, using the novel, your notes and the sources given, then write a typed essay of approximately 650 words responding to the question and citing sources. You may use sources other than your own notes and the test, if listed on the Weebly page. Consider paragraph structure, content, appropriate citation, vocabulary, and "flow" as you write the essay. You should have at least six citations either using direct quotations or paraphrasing. Due Oct. 9 before class begins.
Additional questions on the Weebly page.
EVERYONE DOES 1. When did Mary Shelley write "Frankenstein"? What were the circumstances?
EVERYONE DOES 2. "Frankenstein" is often described as a Gothic novel. What does that mean? How does the novel fit into the atmosphere of terror and the grotesque?
Choose one from the following prompts for your detailed essay:
3. How do epistles/letters figure into the plot of the novel? How are they effective as a frame? What other way could this novel have begun and ended?
4. How is suspense created in the novel? How is it effective? Be sure to cite and explain at least five different areas where this technique is utilized.
5. How effective is foreshadowing in the novel? How does the reader figure out what will happen next? Give examples of foreshadowing and explain their circumstances.
6. Who are the major characters of "Frankenstein"? Building upon your answer, how do female characters figure into the plot of the novel? Are they important? Could the novel have been written without them? Why or why not? Which of the female characters survive? How did a female author treat her female characters?
7. How does conflict figure into the plot? Is the conflict primarily intellectual, moral or emotional? Explain your answer with detailed examples.
8. What are the three story-lines in the novel? How do they develop? Which characters are involved in each story-line? Show how they parallel each other.
9. How does Mary Shelley reveal character in the novel? Do the characters change/evolve/grow? Is the character development believable? Can the characters follow any other path, other than the one the story-line takes them on?
10. Why does Mary Shelley write about Victor's childhood? Why is his early life important to the plot? Is it?
11. How does the concept of hubris figure into the plot? Are the characters propelled by Fate, or something much more psychological? Why?
12. Does the saying "like father, like son" apply to the relationship between Victor Frankenstein and The Monster? How are they similar/different? How do they each develop? How does their relationship change? Then, take a look at the relationship between Victor and his father?
13. What symbols does Mary Shelley employ most effectively throughout the novel? How does darkness play a part in the novel? When (and how) does the moon appear?
14. What do you see as the primary theme of the novel? Is it implicit or explicit?
Which character is the most sympathetic? What characteristics makes him/her sympathetic? Why?
15. How does the idea of nature versus nurture figure into the plot? Why is nature important to the novel? Why is nurture?
16. Does "setting" play an important role in the novel? How is the final setting significant?
17. How are the characters alienated from each other? What fits of sickness and madness affect them?
Tuesday, Oct. 14-Friday, Oct. 18, 2019:Students will be introduced to William Shakespeare and begin his play Macbeth.
Agenda:
Tuesday:Students will be able to understand the basic structure of Shakespeare's vocabulary and his verse style.
Teacher-led discussion of Shakespeare's vocabulary and verse style (iambic pentameter ... jump to remember the "stress" ... LOL).
Go to http://www.bardweb.net/grammar/grammar.html and read through syntax, usage shifts and rhetorical devices. Rewrite your notes in pairs from the Shakespeare presentation. Be sure you have as much as possible.
Tomorrow, we begin the play. Go to https://www.sparknotes.com/nofear/shakespeare/macbeth/ for the original and the translated version. Look at the character list and be familiar with the names, especially the difference between Macbeth and Macduff.
Before tomorrow, read the history of the "real" Macbeth at http://www.bbc.co.uk/history/historic_figures/macbeth.shtml.
Wednesday: Students will be introduced to the Globe Theatre and begin reading Macbeth https://www.sparknotes.com/nofear/shakespeare/macbeth/
Agenda: Background of the Globe and the two main reasons why Shakespeare included witches and Scotland in Macbeth. What were the sumptuary laws?
Choose a partner and a group of 4.
Read Act I, scenes i-iii in class. Finish Act I for homework.
Look up 1) the events that occurred throughout history that make actors/actresses/directors NEVER say the name Macbeth in the playhouse and why it's considered bad luck, and 2) the origins of the word "thane."
Thursday: Students will work in small groups (3-4) to pull out important quotes, write a short summary, discuss vocabulary used in an unusual manner, and character description for those characters introduced in Act I of Macbeth.
Agenda:
10 minutes of vocabulary, then student group work.
Small group work (3-4): 1)Character Describer Aficionado, 2) Summarizer Extraordinaire, 3) Inspired Quoter, and 4) Vocabulary Pundit (if only 3 members, one person should do both #1 and #3)
HmWk: 1. Choose a piece of famous art work dealing with the play and share it and an explanation of it with the class.
2. Read page 1093 in textbook. List the 8 steps in the Writing Process. Due Wednesday.
Friday: Mastery Objective: Students will read/act out Act II during class, then write a short summary, and add to their paired character descriptions in Macbeth.
Agenda:
Read Act II in class (Parts assigned). Once Act II is read, individually add details to paired character descriptions and then talk about the summary in groups of no more than four. Then in that group (no more than 3-4), rewrite Act II scene ii into modern-day English. If there are four people in the group, split into two groups.
If any time is left over, work on the Shakespeare Vocabulary re Macbeth Java activity or Quizlet or the Journal (six entries due April 30).
HmWk: Rewrite Act II Scene ii as if it was a television scene today. Include the setting and clothing of the actors as a description.
Monday, Oct. 21-Friday, Oct. 25, 2019:Students will continue Macbeth.
Agenda:
Monday: Students will present their rewrites (II.ii) in small groups, then choose the best to share with the class; then they will begin Act III.
Agenda:
Presentations of rewrites.
Read Act III, scenes i-iii. Reread Act III, i, lines 11-40. Define "dramatic irony." Find four examples of dramatic irony in these lines. Explain the irony.
HmWk: finish reading Act III.
Tuesday: Students will share their examples of dramatic irony and find two other examples in literature through online research.
Agenda: Discuss and share dramatic irony examples (Friday).
Act III: Students will act out Act III, iv.
If time in class, read Act III. v-vi.
HmWk: Finish Act III.
Wednesday: Students will discuss the first three acts, then read Act IV Scene i, then rewrite the scene in pairs.
Agenda: Tableau Vivante!
Discuss Acts I-III. Read Act IV.i. Then in pairs, rewrite the witches' scene in modern-day language (IV.i. lines 35-134). Use a Google doc and your phones to share this assignment to get it done. Use your funny bones!
HmWk: 1. Finish reading Act IV, ii-iii.
Depending on timeline: Go to http://www.eastoftheweb.com/short-stories/UBooks/GifMag.shtml and read the short story, "The Gift of the Magi" by O'Henry. Do: Explain the dramatic irony in O’Henry’s delightful story in no more than a paragraph (you may bullet it). Share with a peer on Friday when you come into class, then turn it in.
**NOTE: iambic pentameter uses 10 syllable lines of unrhymed poetry that sounds like a normal heartbeat. The witches break these norms - they generally speak in Trochaic Tetrameter - 8 syllable lines with the off beat emphasized. The witches are literally offbeat, and that’s why their speeches are unsettling.
Thursday: Students will discuss Act IV in its entirety and begin Act V.
Agenda: Read orally Act V, scenes 1 and 2 in class.
HmWk: Read Act V, scenes 3-4.
Friday: Students will read orally/act out Act V, scenes v-viii (5-8) and then discuss the ramifications of the play.
Agenda: Choose a scene, then create a tableau vivant for one of these scenes 1 (3 people), 3 (4 people), 5 (3 people), 7 (3 people), 8 (5 people), or one overall with four main characters (4).If you don't know what a tableau vivant is, look it up! :-)
Discuss play and the tableau vivants.
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Monday, Oct. 28-Friday, Nov. 1, 2019:Students will finish Macbeth.
Agenda:
Monday-Tuesday: Students will discuss Act V in its entirety and review for a final.
Agenda: Discussion for any remaining questions, especially quotes. Review for online final to be taken on Wednesday. In pairs, choose one of the following questions and discuss thoroughly. Be ready to share on Wednesday.
1. Sometimes a person's actions are determined largely by some aspect of his character, sometimes by some external force or forces exerting pressure on him, and sometimes by a combination of both. Using the character of Macbeth, illustrate whether the motivations for the actions of the character are internal, external, or both. Refer to specific incidents in the play and support your answer.
2. Themes or messages are very important to Shakespeare's plays. Discuss fully the development of one major theme or message the play has for its audience.
3. The idea of deception—that is, things are not always as they seen—is presented in Macbeth. Using specific references, trace the theme of deception as it is presented in the play.
4. To what extent is Lady Macbeth responsible for Macbeth becoming king of Scotland? Use specific evidence from the play to support your answer.
5. One of the themes of Macbeth is that wrongdoing has serious consequences. Discuss this statement with careful reference to the play and to the decline of both Lady Macbeth and Macbeth.
6. The misfortunes that befall us are sometimes due to our own acts and sometimes due to fate or ill luck. By referring to Macbeth explain the situation the character finds himself in and the extent to which the character is responsible.
7. By referring to Lady Macbeth's actions, thoughts and words and the things that are said about her, develop a character sketch of her.
8. One of the themes of Macbeth is that our actions have certain consequences, and that some of these consequences can be terrible and unexpected. Discuss this statement with reference to both Macbeth and Lady Macbeth.
9. A writer such as Shakespeare was able to create in the reader a feeling (such as respect, sympathy, love, hate, admiration, or several of these together towards one or more characters. Choose a character in the play and write your feelings towards that character and explain how the author managed to make you feel as you do.
10. Macbeth has not been a scoundrel all of his life. Instead he is a good man who has gone wrong. This is a real tragedy. Discuss this statement by focusing on Macbeth's good qualities some of which are used for the wrong purposes.
11. Shakespeare not only presents the actions of characters but also helps us to understand what motivates characters to act in the way that they do. Discuss the factors that motivate Macbeth's own ambitions.
12. Using your own knowledge of television and movie plots, compare Macbeth to a character, who has the same characteristics. Explain the character's ambition and need of power and subsequent violence then possible revenge.
Wednesday:Present information.
HmWk:Study for the Macbeth final and prepare for the Weebly Shakespeare essay Blog. https://attleboroseniorenglish.weebly.com/blog
Thursday-Friday: Write the essay from Weebly, then respond to two peers who did NOT answer the same question you did through the Blog. Essay must be posted by Friday at the latest. Blogging can continue over the weekend.
Monday, Nov. 4, 2019: Students will take an online final for Macbeth.
Agenda: Online Final
Go to Quia and open the Macbeth final quiz, which is actually a final, but they won't let me use that word! LOL This is a one class final, so focus please.
Tuesday, Nov. 12, 2019: Students will begin reading the novella Address Unknown.
Agenda: Go to http://www.acobas.net/teaching/textbook/address/addressunknown.pdf for Kathrine Kressman's novella Address Unknown.
Read in class the first set of letters.
HmWk: Read the second set of letters
Wednesday, Nov. 13 - Nov. - Friday, Nov. 15, 2019: Students will continue reading the novella Address Unknown.
Agenda: Daily readings and discussions.
Monday, Nov. 18, 2019: Students will review for their English final on Tuesday.
Agenda: Review
****STOP****Arrêtez!****Halt!****Stad!****¡Para!****STOP****
Monday, April 22, 2019: Students will critique their peers' essay questions 1 and 2, then read the essays and include three comments per essay.
Agenda: Essays - peer critiquing.
Turn in maps and summaries.
Take final on Tuesday.
Tuesday, April 23, 2019: Students will take a Frankenstein final.
Agenda: Online final.
Wednesday-Friday, April 24-26, 2019: Students will share their favorite poem, then respond in verse to Christopher Marlowe (https://www.poetryfoundation.org/poems/44675/the-passionate-shepherd-to-his-love) and Sir Walter Raleigh's (https://www.poetryfoundation.org/poems/44939/the-nymphs-reply-to-the-shepherd) "Shepherd" poems.
Agenda:
1. Share favorite poems. Class picks favorite.
2. Paired work: Research the internet and find out 10 interesting facts each about Marlowe (1564-1593) and Raleigh (1552-1618). Be sure to include how Marlowe supposedly died.
With a partner, read the poems, analyze what each is saying, then answer the following questions.
Once the work in complete, with another pair of students, share the facts and compare the answers. Add anything interesting.
1. What words/phrases/offerings in Marlowe's poem to the nymph make his world sound attractive?
2. How does the repetition of the refrain affect the message?
3. What is the overall tone of the nymph's reply? What evidence is there to prove this? Why does she feel this way?
4. Explain the effect of the first word in the last stanza on the entire conversation. How is this a change in attitude?
Whole class discussion of the two poems by Marlowe and Raleigh.
3. Assignment:
Go to http://www2.latech.edu/~bmagee/201/marlowe/shepherd_&_notes.htm and read the notes under the two poems. Divide into two gender specific groups. The males go first and reply to Raleigh's poem in the same style of verse. Once finished, they will elect a spokesman to read the poem to the ladies, then the ladies will respond to their poem. Have fun, be creative, stay professional. The ladies will read theirs once finished.
If the groups wish to continue, they may. The longest number of responses has been two for each group.
The poem must have the following: five stanzas, the use of effective tone, each stanza should have the same rhyme scheme as both Marlowe and Raleigh. (aa/bb/cc/dd/etc)
Rhymezone.com is a great rhyming website.
Journal and vocabulary time to be utilized when not creating or responding to the poems.
Share out once finished. This must be complete by Friday, so guys ... pick up the pace please.
Monday, April 29, 2019:Students will be able to understand the basic structure of Shakespeare's vocabulary and his verse style.
Agenda: Teacher-led discussion of Shakespeare's vocabulary and verse style (iambic pentameter ... jump to remember the "stress" ... LOL).
Go to http://www.bardweb.net/grammar/grammar.html and read through syntax, usage shifts and rhetorical devices. Rewrite your notes in pairs from the Shakespeare presentation. Be sure you have as much as possible.
Tomorrow, we begin the play. Go to https://www.sparknotes.com/nofear/shakespeare/macbeth/ for the original and the translated version. Look at the character list and be familiar with the names, especially the difference between Macbeth and Macduff.
Before tomorrow, read the history of the "real" Macbeth at http://www.bbc.co.uk/history/historic_figures/macbeth.shtml.
Tuesday, April 30, 2019: Students will be introduced to the Globe Theatre and begin reading Macbeth https://www.sparknotes.com/nofear/shakespeare/macbeth/
Agenda: Background of the Globe and the two main reasons why Shakespeare included witches and Scotland in Macbeth. What were the sumptuary laws?
Choose a partner and a group of 4.
Read Act I, scenes i-iii in class. Finish Act I for homework.
Look up 1) the events that occurred throughout history that make actors/actresses/directors NEVER say the name Macbeth in the playhouse and why it's considered bad luck, and 2) the origins of the word "thane."
Wednesday, May 1, 2019: Students will work in small groups (3-4) to pull out important quotes, write a short summary, discuss vocabulary used in an unusual manner, and character description for those characters introduced in Act I of Macbeth.
Agenda:
10 minutes of vocabulary, then student group work.
Small group work (3-4): 1)Character Describer Aficionado, 2) Summarizer Extraordinaire, 3) Inspired Quoter, and 4) Vocabulary Pundit (if only 3 members, one person should do both #1 and #3)
HmWk: 1. Choose a piece of famous art work dealing with the play and share it and an explanation of it with the class.
2. Read page 1093 in textbook. List the 8 steps in the Writing Process. Due Wednesday.
Thursday, May 2, 2019: Mastery Objective: Students will read/act out Act II during class, then write a short summary, and add to their paired character descriptions in Macbeth.
Agenda:
Read Act II in class (Parts assigned). Once Act II is read, individually add details to paired character descriptions and then talk about the summary in groups of no more than four. Then in that group (no more than 3-4), rewrite Act II scene ii into modern-day English. If there are four people in the group, split into two groups.
If any time is left over, work on the Shakespeare Vocabulary re Macbeth Java activity or Quizlet or the Journal (six entries due April 30).
HmWk: Rewrite Act II Scene ii as if it was a television scene today. Include the setting and clothing of the actors as a description.
Friday, May 3, 2019 : Students will present their rewrites (II.ii) in small groups, then choose the best to share with the class; then they will begin Act III.
Agenda:
Presentations of rewrites.
Read Act III, scenes i-iii. Reread Act III, i, lines 11-40. Define "dramatic irony." Find four examples of dramatic irony in these lines. Explain the irony.
HmWk: finish reading Act III.
Monday, May 6, 2019: Students will share their examples of dramatic irony and find two other examples in literature through online research.
Agenda: Discuss and share dramatic irony examples (Friday).
Act III: Students will act out Act III, iv.
If time in class, read Act III. v-vi.
HmWk: Finish Act III.
Tuesday, May 7, 2019: Students will discuss the first three acts, then read Act IV Scene i, then rewrite the scene in pairs.
Agenda: Tableau Vivante!
Discuss Acts I-III. Read Act IV.i. Then in pairs, rewrite the witches' scene in modern-day language (IV.i. lines 35-134). Use a Google doc and your phones to share this assignment to get it done. Use your funny bones!
HmWk: 1. Finish reading Act IV, ii-iii.
2. Go to http://www.eastoftheweb.com/short-stories/UBooks/GifMag.shtml and read the short story, "The Gift of the Magi" by O'Henry. Do: Explain the dramatic irony in O’Henry’s delightful story in no more than a paragraph (you may bullet it). Share with a peer on Friday when you come into class, then turn it in.
**NOTE: iambic pentameter uses 10 syllable lines of unrhymed poetry that sounds like a normal heartbeat. The witches break these norms - they generally speak in Trochaic Tetrameter - 8 syllable lines with the off beat emphasized. The witches are literally offbeat, and that’s why their speeches are unsettling.
Wednesday, May 8, 2019: Students will discuss Act IV in its entirety and begin Act V.
Agenda: Read orally Act V, scenes 1 and 2 in class.
HmWk: Read Act V, scenes 3-4.
Thursday, May 9, 2019: Students will read orally/act out Act V, scenes v-viii (5-8) and then discuss the ramifications of the play.
Agenda: Choose a scene, then create a tableau vivant for one of these scenes 1 (3 people), 3 (4 people), 5 (3 people), 7 (3 people), 8 (5 people), or one overall with four main characters (4).If you don't know what a tableau vivant is, look it up! :-)
Discuss play and the tableau vivants.
Friday, May 10, 2019: Students will discuss Act V in its entirety and review for a final.
Agenda: Discussion for any remaining questions, especially quotes. Review for online final to be taken on Wednesday, May 15. In pairs, choose one of the following questions and discuss thoroughly. Be ready to share next week.
1. Sometimes a person's actions are determined largely by some aspect of his character, sometimes by some external force or forces exerting pressure on him, and sometimes by a combination of both. Using the character of Macbeth, illustrate whether the motivations for the actions of the character are internal, external, or both. Refer to specific incidents in the play and support your answer.
2. Themes or messages are very important to Shakespeare's plays. Discuss fully the development of one major theme or message the play has for its audience.
3. The idea of deception—that is, things are not always as they seen—is presented in Macbeth. Using specific references, trace the theme of deception as it is presented in the play.
4. To what extent is Lady Macbeth responsible for Macbeth becoming king of Scotland? Use specific evidence from the play to support your answer.
5. One of the themes of Macbeth is that wrongdoing has serious consequences. Discuss this statement with careful reference to the play and to the decline of both Lady Macbeth and Macbeth.
6. The misfortunes that befall us are sometimes due to our own acts and sometimes due to fate or ill luck. By referring to Macbeth explain the situation the character finds himself in and the extent to which the character is responsible.
7. By referring to Lady Macbeth's actions, thoughts and words and the things that are said about her, develop a character sketch of her.
8. One of the themes of Macbeth is that our actions have certain consequences, and that some of these consequences can be terrible and unexpected. Discuss this statement with reference to both Macbeth and Lady Macbeth.
9. A writer such as Shakespeare was able to create in the reader a feeling (such as respect, sympathy, love, hate, admiration, or several of these together towards one or more characters. Choose a character in the play and write your feelings towards that character and explain how the author managed to make you feel as you do.
10. Macbeth has not been a scoundrel all of his life. Instead he is a good man who has gone wrong. This is a real tragedy. Discuss this statement by focusing on Macbeth's good qualities some of which are used for the wrong purposes.
11. Shakespeare not only presents the actions of characters but also helps us to understand what motivates characters to act in the way that they do. Discuss the factors that motivate Macbeth's own ambitions.
12. Using your own knowledge of television and movie plots, compare Macbeth to a character, who has the same characteristics. Explain the character's ambition and need of power and subsequent violence then possible revenge.
HmWk:Study for the Macbeth final and prepare for the Weebly Shakespeare essay Blog. https://attleboroseniorenglish.weebly.com/blog
Monday, May 13, 2019: Students will respond to their peers on the Weebly Macbeth blog.
Agenda: Online Final
Go to: https://attleboroseniorenglish.weebly.com/blog and respond to two peers who did NOT answer the same question you did.
HmWk: Complete the Blog by midnight if you didn't finish in class.
****STOP****Arrêtez!****Halt!****Stad!****¡Para!****STOP****
Tuesday-Wednesday, December 5-6, 2017: Students will
Agenda: You will be expected to spend at least 15 minutes plus a week playing vocabulary activities. You must sign in for the time to be tracked. Online quizzes are possible. Check out Java game "The Princeton Review Hit Parade" for next week (see link below).
IceBreaker Assignment - Getting to Know You time: Using Word or PhotoShop, insert a picture of you today and one that shows where you want to be in five years on a document. Copy/paste/draw three things/people that you love, list four secondary schools you might consider attending and include their logos, add five adjectives that describe you (use WordArt to change these up through fonts, styles and color), and include a favorite saying (this can be something you like or a family favorite). Make this self-introduction attractive and be ready to present on Wednesday.
If finished, play vocabulary activity.
Wednesday:Present.
Listen to: https://www.youtube.com/watch?v=y8xbnlmIqks
Thursday- Sept. 8, 2016: Students will be able to create a project from their summer reading choice book (Jane Eyre or Great Expectations.
Agenda: Turn in introductions from college essays Thursday/Friday. Questions/discussion/read one Harvard college essay.
Paired work re summer choice reading. Projects due Friday.
Wed. Hmwk: 1. Frankenstein: Refer to class generated timeline.
Friday- Sept. 9- Monday, Sept. 12, 2016: Students will present their summer reading choice project. (Jane Eyre or Great Expectations.
Agenda: Presentations.
HmWk: Search the Internet for information on Mary Shelly's unorthodox life. On a Word document list at least ten interesting facts. Be ready to share in class (Be sure to have the sources! Use MLA and at least three different sources). Due Monday. A great site for MLA information is Purdue University. Go to https://owl.english.purdue.edu/owl/section/2/. It shows you how to cite and gives examples. The left bar directs you to specific information. Read through "Research and Citation," "Conducting Research," and "MLA Style." Then go in depth into MLA Style under MLA Formatting and Style Guide. You can find everything there!
Tuesday- Sept. 13, 2016: Students will discuss Mary Shelley's life and create multiple choice questions about the novel.
Agenda: 10 minutes of Frankenstein Vocabulary.
Discussion of Mary Shelley's life continued from Monday (if time on Monday).
Ccreation of five multiple choice questions and a Key based on the letters and chapters 1-3.
Homework: Reading timeline for novel.
Next step re college essays. See above for step process.
Wednesday- Sept. 14, 2016: Students will take the multiple choice questions created by their peers and have a mastery of at least 60%.
Agenda: MC student created quiz.
Focus on the imagery of the novel. As you read chapters 1-24, begin listing passages (description/dialogue) that would support the following (be sure to include page numbers from the novel) HINT: find the novel passage online and copy and paste. I suggest a Word document divided into sections for this assignment.
1. Particularly in Frankenstein's narration, the description of scenery often reflects his mental state at the time of the scene. Choose the scenes that depict this and explain why they are an important part of the Shelley's imagery.
2. Imagery techniques are used to focalize the passage of time. Choose passages that depict time and explain how Shelley shows this in her description/dialogue.
3. Bodily manifestations of emotions are created through imagery and rich descriptive language that bring the inner states of Frankenstein to life. Choose passages that depict these bodily emotions and explain how they are effective.
4.The backdrop of nature is epitomized throughout the novel. Choose exemplary passages that help the reader understand the tone and mood of the novel.
*Wednesday-Thursday, Aug. 30-31, 2017: Students will be able to understand the syllabus and speak knowledgeably about the course requirements.
Agenda: Introduction; Syllabus; Answer Questions: What student wants out of the course, what support student needs; Quia roster; Remind; Vocabulary**; Journal; Free Dictionary.com; Ice-breaker, 3 college essay topics.
IceBreaker Assignment - Getting to Know You time: Using Word or PhotoShop, insert a picture of you today and one that shows where you want to be in five years on a document. Copy/paste/draw three things/people that you love, list four secondary schools you might consider attending and include their logos, add five adjectives that describe you (use WordArt to change these up through fonts, styles and color), and include a favorite saying (this can be something you like or a family favorite). Make this self-introduction attractive and be ready to present.
Writing Journal #1 (WJ#1): List the top five things you want out of life. Put them in the order of priority.
SAT Vocabulary and novel vocabulary are on Quia. Peruse these activities. Add your email to Ms. Bee's website rosters. You will be expected to spend at least 15-30 minutes plus a week studying by playing the activities. You must sign in for the time to be tracked. Online quizzes are possible. Check out Java game "The Princeton Review Hit Parade" for next week (see link below).
Wednesday HMWK: 1. Complete "First Assignment" from syllabus re email to Ms. Bee. (by Thursday.) 2. Bring in three college essay topics for Thursday.
Discussion of topics.
Thursday HMWK: Choose which topic you will write your college essay on and write a thesis statement for Tuesday.
Tuesday-Wednesday, Sept. 5-6, 2017: Students will be able to review the Eng. Lit textbook (Lit terms & techniques (page 1118); Persuasive essay (1136); Expository Essay (1144); Sentence Structure (1152) - Mechanics (1173); and choose 2 short stories they would like to read and discuss what makes a good college essay thesis.
Agenda: Give out textbooks.
Peruse the different sections.
In small groups, choose 2 short stories that look interesting. List them on a piece of easel paper.
Frankenstein given out or can be accessed online. Assignments explained. Partners chosen.
College essay topic finalized with thesis to be turned in on Tuesday. Teacher feedback on Wednesday.
Present your self-introduction to the class.
Tues. HmWk: Begin Frankenstein based on timeline (see below), online version at https://www.gutenberg.org/files/84/84-h/84-h.htm.
Hmwk: Pretest on Thursday (MC) and Friday (essay).
Thursday-Friday, Sept. 7-8, 2017: Students will be able to take a pre-test for Eng. IVH in order to compare their growth at the beginning of the trimester to their growth at the end of the trimester.
Agenda: Pre-test (MC on Thursday, Essay on Friday).
Read Frankenstein, when finished with pre-test (https://www.gutenberg.org/files/84/84-h/84-h.htm).
HmWk: Continue Frankenstein based on timeline.
Pages 1-14 All Letters by Sept. 7
Pages 15-29 Chapters 1-3 by Sept. 8
Pages 29-39 Chapters 4-5 by Sept. 11
Pages 40-54 Chapters 6-7 by Sept. 13
Pages 54-86 Chapters 8-13 by Sept. 15. Read and/or do Frankenstein Vocab in class
Pages 86-108 Chapters 14-17 by Sept. 18. Read and/or do Frankenstein Vocab in class
*Pages 108-127 Chapters 18-20 by Sept. 20. Read and/or do Frankenstein Vocab in class
*Pages 128-149 Chapters 21-23 by Sept. 22. (Discussion in class next day + Lit Circles)
*Read and/or do Frankenstein Vocab in class
Pages 149-166 Chapter 24 (the end ) by Sept. 25
Monday-Friday, Sept. 11-15, 2017: Students will be able to read and work in pairs on Frankenstein as per the timeline.
Agenda: Journaling twice a week in the first 15 minutes and then Frankenstein.
(https://www.gutenberg.org/files/84/84-h/84-h.htm).
Read Frankenstein, when finished work with your partner to write the letters and create the map as you go. If having trouble understanding the novel, check out a Sparknotes/CliffNotes/Pink Monkey website for additional explanations.
College Essay: Write thesis and first few paragraphs after researching the application requirement from the colleges you are interested in attending. Go to the Common App website and consider writing an essay to one of their seven (7) prompts.
HmWk: Continue Frankenstein based on timeline.
Monday-Friday, Sept. 18-22 2017: Students will be able to read and work in pairs on Frankenstein as per the timeline.
Agenda: Monday and Friday ... Journaling during the first 15 minutes.
Monday, Tuesday, Thursday and Friday = Frankenstein; working in pairs.
Wednesday - Work on college essay. Should complete the body paragraphs by the end of Wednesday.
Turn these in ... typed. Don't share.
HmWk: Continue Frankenstein based on timeline.
Monday-Tuesday, Sept. 25-26 2017: Students will be able to revise their college essays based on student and teacher feedback.
Agenda: Teacher/student one-on-ones for feedback. Independent revision.
Paragraph structure, title, punctuation, vocabulary, answering the prompt fully!
College essay rough drafts due at the end of the week.
Wednesday-Friday, Sept. 27-29 2017: Students will be able to read and work in pairs on Frankenstein as per the timeline, analyzing their maps, writing a thesis and finishing their letters.
Agenda: Work in pairs, then double your group for map feedback and to share "best" letters. Revise anything incorrect. Finalize packets. Due Monday, Oct. 2.
8 Journals entries due today!
HmWk: Frankenstein vocabulary.
Frankenstein Take-home test. Due Tuesday at the end of school, October 3.
Decide which essay you will write on the Frankenstein Blog. You and your partner can NOT write to the same essay (www.attleboroseniorenglish.weebly.com). Go to the right and click on "More." Then click on" Blog" at the bottom of the list and read through the five possible questions. Choose one. Be prepared to begin this essay in class on Monday using citations to support your evidence.
Monday, Oct. 2 2017: Students will be able to write an essay with citations answering one of the prompts on the Frankenstein blog.
Agenda: Due: Frankenstein maps, thesis and letters
Independent essay writing.
HmWk: Finish Frankenstein take home test independently. You may use the Internet or the novel. Due Tuesday by 2 p.m.
Tuesday-Wednesday, Oct. 3-4 2017: Students will be able to finalize their college essays .
Agenda: Independent work on college essays.
Vocabulary or Journal work
Thursday-Friday, Oct. 5-6 2017: Students will be able to respond in verse to Christopher Marlowe (https://www.poetryfoundation.org/poems/44675/the-passionate-shepherd-to-his-love) and Sir Walter Raleigh's (https://www.poetryfoundation.org/poems/44939/the-nymphs-reply-to-the-shepherd) "Shepherd" poems.
Agenda:
Research the internet and find out 10 interesting facts about Marlowe (1564-1593) and Raleigh (1552-1618) each. Be sure to include how Marlowe supposedly died.
With a partner, read the poems and analyze what each is saying.
Get in groups of 4-5 and share the facts and answer the following questions:
1. What words/phrases/offerings in Marlowe's poem to the nymph make his world sound attractive?
2. How does the repetition of the refrain affect the message?
3. What is the overall tone of the nymph's reply? What evidence is there to prove this? Why does she feel this way?
4. Explain the effect of the first word in the last stanza on the entire conversation. How is this a change in attitude?
Whole class discussion of the two poems by Marlowe and Raleigh.
Assignment:
Go to http://www2.latech.edu/~bmagee/201/marlowe/shepherd_&_notes.htm and read the notes under the two poems. Divide into two groups, one male and one female. The males go first and reply to Raleigh's poem. Then the females will respond to class males' poem. Have fun, be creative, stay professional.
The poem must have the following: five stanzas, the use of effective tone, each stanza should have the same rhyme scheme as both Marlowe and Raleigh. (aa/bb/cc/dd/etc)
Journal and vocabulary time when not responding to the poems.
Share out at the end of class.
Thursday, December 21 2017: Students will turn in their paired letters and their first Journal check.
Agenda: Finish paired letters. Share with teacher on Google.
The first six (6) Journal Entires are due. Please share on google docs with teacher. Be sure that each entry is approximately a half page long.
Extra credit of +20 for an extra entry. +10 for early submission. Assignment worth 120 points + possible extra credit = 150 points! :-)
HAPPY HOLIDAYS
Stop***Arret***Stop***Stoppen***Stop***Stop***
DO NOT READ BEYOND THIS POINT***
Stop***Stop***Parar***Stop***Alto***Stop***
Monday-Tuesday, Sept. 11-12, 2017: Students will be able to discuss the Eng. Lit textbook (Lit terms & techniques(page 1118); Persuasive essay (1136); Expository Essay (1144); and Sentence Structure (1152) - Mechanics (1173) in small groups creating a bulleted master list of GoTos.
Agenda: Two short stories confirmation.
Small group work re textbook.
Reprt out!
Read Frankenstein independently.
Wednesday, Dec. 14, 2016: Students will be able to read Frankenstein independently and work in pairs to create multiple choice questions and a key.
Agenda: Review, Q&A
Independent reading/vocabulary - 15 minutes.
Paired work re multiple choice questions.
Thursday, Dec. 15, 2016: Students will be able to read a short story and discuss its plot, theme, setting, and characters.
Agenda: Read short story "Rapunzel, Rapunzel" (page 869-872) independently.
In small groups do assigned questions. Groups 1-5: Group 1 Question #1; Group 2 Question #2; Group 3 Question #3; Group 4 Question #4; Group 5 "Writing About Literature." (Questions on page 873).
Report out to whole group.
Friday, Dec. 16, 2016: Students will be able to read Frankenstein independently and work in pairs to create multiple choice questions and a key.
Agenda: Review, Q&A
Independent reading/vocabulary - 15 minutes.
Paired work re multiple choice questions.
Monday, Dec. 19, 2016: Students will be able to read Frankenstein independently and work in pairs to create multiple choice questions and a key.
Agenda: Review, Q&A
Independent reading/vocabulary - 15 minutes.
Paired work re multiple choice questions.
Tuesday, Dec. 20, 2016: Students will be able to read a short story and discuss its plot, theme, setting, and characters.
Agenda: Read excerpt from Gulliver's Travels (page 373-380) independently.
In small groups do assigned questions. Groups 1-5: Group 4 Question #1; Group 2 Question #3; Group 3 Question #2; Group 4 Question #1; Group 2 "Literary Elements." (Questions on page 873).
Report out to whole group.
Wednesday-Thursday, Dec. 21-22, 2016: Students will be able to read Frankenstein independently and work in pairs to create multiple choice questions and a key.
Agenda: Review, Q&A
Independent reading/vocabulary - 15 minutes.
Paired work re multiple choice questions.
HmWk: Either finish Frankenstein or read a book of literary merit you have received permission to read.
HAPPY HOLIDAYS
*Pages 108-127 Chapters 18-20 by Jan. 3 Read and/or do Frankenstein Vocab in class
*Pages 128-149 Chapters 21-23 by Jan. 3 (Discussion in class next day + Lit Circles)
*Read and/or do Frankenstein Vocab in class
Pages 149-166 Chapter 24 (the end ) by Jan. 6
Tuesday, Jan. 3, 2017 Students will be able to take a multiple choice quiz based on their reading of the novel Frankenstein, then repeat the quiz for homework if the score is less than 70.
Agenda: Discussion of the week's activities.
Quiz on Frankenstein. If the score is less than 70 then the student will retake it for homework, receiving the difference between the two grades.
HmWk:Create 10 multiple choice questions from chapters 14-24. Spread them out, but it does not have to be one from each chapter. Create a "matching" question for the characters in the novel.
Wednesday-Thursday, Jan. 4-5, 2017 Students will be able to discuss the last ten chapters of the novel Frankenstein, by using their own multiple choice questions and matching questions, then creating two prompts per group for an essay question.
Agenda: In groups of four, students will share their multiple choice and matching questions with their peers. Take their peer's quiz and then grade it with their group, discussing any wrong answers. The group will then choose the best five questions and the best matching set question and submit to the teacher. There must be at least one question from each student in the group.
Then the group will create two prompt questions for an essay after doing research into Frankenstein essay questions and sharing the best one found. One of the the final prompts must involve Mary Shelley in some way.
Discussion of prompts as a whole class.
HmWk: Work on "Random Frankenstein" vocabulary on Quia.
Friday, Jan. 6, 2017 Students will be able to take a final on the novel Frankenstein, and blog over the weekend to one of the essay questions.
Agenda: Final in class. Frankenstein essay blog for homework. Be sure to give plenty of evidence and cite your work.
BLOG: www.attleboroseniorenglish.weebly.com.
Monday, Jan. 9, 2017 Students will be able to respond to two of their peers on the Weebly Frankenstein blog in class.
Agenda: Log on to the attleboroseniorenglish.weebly.com website and respond to two of your peers. Be sure to support your own comments with evidence (at least two facts cited). Comments such as "I really agree with her" just doesn't get it. That is not an acceptable blog response. Think about the person's essay and write an intelligent and thoughtful response. PROOFREAD! :-)
HmWk: Journal writing. Six are due on Feb. 10 (Ask me and I'll explain the change.)
Tuesday, Jan. 10, 2017 Students will be able to create a rubric for the Weebly blog based on their experience with the Frankenstein essay/blog.
Agenda: Discussion of categories students believe are important in any essay rubric.
Research into what rubrics look like
Group discussion and creation of a rubric for the Blog.
Presentation on Wednesday.
HmWK: Read page 161 re Marlowe (1564-1593) and Raleigh (1552-1618). Read page 163 re "The Mystery of Marlowe's Death."
Wednesday, Jan. 11, 2017:Students will be able to respond in verse to Marlowe and Raleigh's Shepherd poems.
Agenda: Presentation of rubrics. Students choose the best one/ones/partial ones.
Whole class discussion of the two poems by Marlowe and Raleigh. (page 162)
Questions to consider: 1. What words/phrases/offerings in Marlowe's poem to the nymph make his world sound attractive?
2. How does the repetition of the refrain affect the message?
3. What is the overall tone of the nymph's reply? What evidence is there to prove this? Why does she feel this way?
4. Explain the effect of the first word in the last stanza on the entire conversation. How is this a change in attitude?
Assignment:
Go to http://www2.latech.edu/~bmagee/201/marlowe/shepherd_&_notes.htm and read the notes under the two poems. Then create at least a five stanza reply using tone effectively. Stay professional! Each stanza should have the same rhyme scheme as both Marlowe and Raleigh. (aa/bb/cc/dd/etc)
Gentlemen respond to the Raleigh poem, then the ladies will respond to their male peers "Professionally."
Journal and vocabulary time when not responding to the poems.
Thursday-Friday, Jan. 12-13, 2017:In groups of three, students will be able to research one of the following literary questions and present on Tuesday.
Agenda: Discussion of question options
Small group work on questions.
1. Explain the literary term metonymy (pronounced meh-tawn-uh-mee), and how it is used in the Nymph's poem (Raleigh). Research the term's history and why it is so popular. Find at least six other examples and be prepared to share in class, so that everyone understands this literary term absolutely cold! Create your own short poem using lots of "metonymy." (Consider a theme for the poem. You are welcome to use tongue-in-cheek humor.) Design a Google document that your classmates can access during your presentation to answer any questions they may have. Create an interactive presentation.
2. Explain how the literary term "allusion" is used in the pair of Marlowe/Raleigh poems. Then find at least three other paired examples and share with the class to the point where everyone will totally understand the term and how it can be used. Create your own short poem using lots of "allusion." Design a Google document that your classmates can access during your representation to answer any questions they may have. Create an interactive presentation.
3. "Pastoral" (from pastor, Latin for "shepherd") refers to a literary work dealing with shepherds and rustic life. Pastoral poetry is highly conventionalized; it presents an idealized rather than realistic view of rustic life. Find at least six examples of pastoral poetry. Create your own short pastoral poem. Make a Google document that your classmates can access as you read the poems. Share with the class and explain how these literary works affect the reader. Create an interactive presentation.
4. Imagery is the name given to the elements in a poem that spark off the senses. Despite "image" being a synonym for "picture", images need not be only visual; any of the five senses (sight, hearing, touch, taste, smell) can respond to what a poet writes. Find the imagery in the pair of Marlowe/Raleigh poems and be able to share with the class. Then find three other fascinating poems with unbelievable imagery to share with the class and be able to explain how the author uses imagery to create a mood/tone/picture/message. Create your own short poem using lots of "imagery." Design a Google document that your classmates can access during your presentation, so they can read the poems with you. Create an interactive presentation.
5. Explain who Christopher Marlowe was and talk a little about his "mysterious" death. Choose at least three of his works that you like (other than the Shepherd), and share with the class, explaining at least one of them line by line. Design a Google document that your classmates can access during your presentation, so they can read the poems with you. Create an interactive presentation.
6. Explain who Sir Walter Raleigh was and talk about his works. Choose at least three of his works that you like (other than the Shepherd), and share with the class, explaining at least one of them line by line. Design a Google document that your classmates can access during your presentation, so they can read the poems with you. Create an interactive presentation.
7. Explain the connection among Christopher Marlowe, Sir Walter Raleigh and William Shakespeare. Cite evidence of the theories surrounding these hypothetical conclusions by professional literary experts. Share with the class and create a Google document that includes your evidence and links that your classmates can access during your presentation. Create an interactive presentation.
8. Research the Globe Theatre. Teach the class what it is, its history, where it is today, and its importance. Design a Google document that your classmates can access during your presentation, that has pictures of the timeline for the theatre, along with links to your research. Create an interactive presentation. (Why is this spelled "theatre"?
9. Go to the website http://www.digitalartsonline.co.uk/news/illustration/1000s-of-historic-shakespeare-illustrations-are-now-free-download-use/#1 and search through it, so you understand what the site actually offers. Be able to explain to the class how this site could benefit them in their studies and share six of your favorite illustrations, including an explanation of each. Design a Google document that your classmates can access during your presentation, to include the six illustrations and your thoughts about each. Create an interactive presentation.
10. Research Shakespeare's 154 sonnets and the story behind them. Choose your top four favorites and be able to explain to the class what they mean. Consider choosing four that tell the tale of the story particularly well. Design a Google document that your classmates can access during your presentation, that has a link to all the sonnets and copies of your chosen four with your explanations. Create an interactive presentation.
Tuesday-Thursday, Jan. 17-19, 2017:In groups of three, students will be able to present to the class using an interactive piece in their presentation on one of the literary questions above.
Agenda: Tuesday: 15 minutes to confirm roles within the presentation.
Presentations
Friday, Jan. 20, 2017:Students will be able to understand the basic structure of Shakespeare's vocabulary and his verse style.
Agenda: Teacher -led discussion of Shakespeare's vocabulary and verse style (iambic pentameter).
Go to http://www.bardweb.net/grammar/grammar.html and read through syntax, usage shifts and rhetorical devices. Rewrite your notes from the presentations about Shakespeare using a small group to be sure you have as much as possible.
We begin Macbeth on Monday. Please bring your textbook! Look at the character list and be familiar with the names, especially the difference between Macbeth and Macduff.
Monday, Jan. 23. 17: Students will be reintroduced to the Globe Theatre and begin reading Macbeth.
Agenda: Background of the Globe and the two main reasons why Shakespeare included witches and Scotland in Macbeth. Include input from the group who had the theatre as a topic.
Read Act I, scenes i-iii in class. Finish Act I for homework.
Look up 1) the events that occurred throughout history that make actors/actresses/directors NEVER say the name Macbeth in the playhouse and why it's considered bad luck, and 2) the origins of the word "thane." Pop quiz on Tuesday re lecture on Monday and the homework.
Tuesday, Jan. 24: Students will work in small groups to pull out important quotes, write a short summary, discuss vocabulary used in an unusual manner, and character description for those characters introduced in Act I of Macbeth.
Agenda: Pop quiz
10 minutes of vocabulary, then students read the Commentary on pages 196-197 and the Literary elements information.
Small group work (3): Character Describer Aficionado, Summarizer Extraordinaire, Inspired Quoter, and Vocabulary Pundit if four people in the group
HmWk: 1. Choose a piece of famous art work dealing with the play and share it and an explanation of it with the class.2. Read page 1093 in textbook. List the 8 steps in the Writing Process. Due Wednesday.
Wednesday, Jan. 25: Mastery Objective: Students will read/act out Act II during class, then write a short summary, and add to their character descriptions in Macbeth.
Agenda:
Read Act II in class (Parts assigned). Once Act II is read, individually add details to own character descriptions and then talk about the summary in groups of no more than four. Then in that group (no more than 3-4), rewrite Act II scene ii into modern-day English. If there are four people in the group, split into two groups.
If any time is left over, work on the Shakespeare Vocabulary re Macbeth Java activity or the Journal (six entries due on Feb. 9).
HmWk: Answer questions 1-6 (all parts) under For Study and Discussion on page 208 about Act II. Turn them in on Thursday.
Thursday, Jan. 26: Students will present their interpretations from Tuesday (II.ii) to the class and answer any questions their peers may have, then begin Act III.
Agenda: Presentations of group work from Tuesday.
Turn in Wednesday's homework.
Read Act III, scenes i-iii. Reread Act III, i, lines 11-40. Find four examples of dramatic irony in these lines. Explain the irony. See page 1124 for a definition if you don't remember what dramatic irony is. :-)
HmWk: finish reading Act III.
Friday, Jan. 27: Students will share their examples of dramatic irony and find other examples in literature through online research.
Agenda: Discuss and share dramatic irony examples (Tuesday).
Reread Act III i lines 11-40 to find the examples of dramatic irony. Then find at least 2 more from the newspaper/television/online.
Act III: Students will act out Act III, iv.
If time in class, read Act III. v-vi.
HmWk: Begin Monday's class work.
Monday, Jan. 30: Students will rewrite the Witches' scene** in pairs and begin quietly reading Act IV.
Agenda: questions re Act III due Tuesday. Read Act IV.i. Then in pairs (if possible in B3) rewrite the witches' scene in modern-day language (IV.i. 35-134). Use a Google doc and your phones to share this assignment to get it done. Use your funny bones!
HmWk: 1. Finish reading Act IV, ii-iii. Answer Questions 1-3 under "For Study and Discussion."
2. Go to http://www.eastoftheweb.com/short-stories/UBooks/GifMag.shtml and read the short story, "The Gift of the Magi" by O'Henry. Do: Explain the dramatic irony in O’Henry’s delightful story in no more than a paragraph (you may bullet it). Share with a peer on Tuesday when you come into class, then turn it in.
**NOTE: iambic pentameter uses 10 syllable lines of unrhymed poetry that sounds like a normal heartbeat. The witches break these norms - they generally speak in Trochaic Tetrameter - 8 syllable lines with the off beat emphasized. The witches are literally offbeat, and that’s why their speeches are unsettling.
Tuesday, Jan. 31: Students will discuss Act IV in its entirety and begin Act V.
Agenda: Teacher response to remaining questions re Act IV. Read orally Act V, scenes 1 and 2 in class.
HmWk: Read Act V, scenes 3-4.
Wednesday, Feb. 1: Students will read orally/act out Act V, scenes 5-8 and then discuss the ramifications of the play.
Agenda: Create a tableau vivant for scenes 1 (3), 3 (4), 5 (3), 7 (3), 8 (5), and one overall with four main characters (4).
Discuss play, then in small groups answer question 1 under "The Play as a Whole" on page 250.
Thursday, Feb. 2: Students will discuss Act V in its entirety and review for a final.
Agenda: Discussion for any remaining questions, especially quotes. Review for online final to be taken on Friday, Feb. 3.
HmWk:Study for the Macbeth final and prepare for the Weebly Shakespeare essay Blog, due on Monday, Feb. 6
Brainstorm Final Project, an interactive Weebly website that includes lots of information/pages on an academic topic you are fascinated with (NOT kitties!).
Friday, Feb. 3: Students will take an online final for the play Macbeth and earn at least a 70%.
Agenda: Online Final
Scroll down and it is the last activity. It states: Quiz: (they don't let me say final) Macbeth (Senior English).
HmWk: Complete Blog essay by Sunday at midnight.
http://attleboroseniorenglish.weebly.com/blog/hamlet-by-william-shakespeare-the-bard
Brainstorm with a peer a possible Final Project, an interactive Weebly website that includes lots of information/pages on an academic topic you are fascinated with (NOT kitties!).
Monday, Feb. 6: Students will respond to two of their peers on the Weebly Shakespeare Blog.
Agenda: Read through the essays and choose two to respond to. Be sure to add additional information to your response and include citations.
If there is time left, discuss with the teacher your proposed project and/or work on your Journals, which are due on Feb. 9.
Independent work on Final Project gathering.
HmWk: Read "The Shawl" by Cynthia Ozick (http://www.newyorker.com/magazine/1980/05/26/the-shawl). Immediately after reading it, write down your impressions/feelings, etc. Share on Thursday.
Brainstorm with a peer a possible Final Project, an interactive Weebly website that includes lots of information/pages on an academic topic you are fascinated with (NOT kitties!). This is an individual project.
HmWk:Begin defining your Final project.
Tuesday, Feb. 7: Patriots' Parade :-)
Students will work on their Journal entries, which are due Friday or their final project, or Address Unknown. See this week's assignments for details.
Agenda: Independent work.
HmWk: Flesh out your Final Project. Two sentence synopsis due Thursday.
Wednesday, Feb. 8: Students will work on their Journal entries, which are due Friday.
Agenda: Independent work on Journal entries either from my website or from a "This I Believe" online website. Be sure to include the website if responding to one of the "This I Believe" oral essays.
Students can also work on their Final Project.
HmWk: 2-sentence synopsis due Tuesday (Feb. 14) about Final Project
Feb. 9, 10, 13 = Snow Days
Tuesday, Feb. 14: Students will write an essay for the department Writing Assessment within 50 minutes.
Agenda: Happy Valentine's Day!
Turn in synopsis. Handwrite the essay.
Last ten mintes: Continue discussing with a peer your Final Project, an interactive Weebly website that includes lots of information/pages on an academic topic you are fascinated with (NOT kitties!); share your synopsis. Add to the details. This is an individual project.
HmWk: Begin outline of Final Project
Wednesday, Feb. 15: Students will share with teacher their final project thesis and research question/s for OK.
Agenda: Independent discussions with students re their final project.
Independent work.
Thursday-Friday, Feb. 16-17: Students will begin reading Address Unknown.
Agenda: Take notes on your emotions for each letter toward the two friends.
How does this story relate to today's political scene?
Go to http://www.acobas.net/teaching/textbook/address/addressunknown.pdf for Kathrine Kressman's novella Address Unknown.
Create your own letters with a partner dealing with one of the many issues affecting society today. These could include: immigration, Muslim registry, women's rights, ban on immigration/travel from certain primarily Muslim countries, National Security Council, Gag order on government scientists, Freedom of the Press, the hiring of unqualified (according to their own resume or major leaders of the past) individuals to fill government secretary posts, etc. Be sure the letters are based in fact regarding any issues, other than that, let your creativity flow.
HmWk: Work on your Final Project for Feb. 27. It does not have to be finished during vacation, but you should have a good start on it.
Monday-Friday, Feb. 27-March 3: Students will work on their projects including Address Unknown and Final Weebly Project.
Agenda: Independent work all week. Student choice as to day.
Final Weebly Project on a topic you are passionate about
Kathrine Kressman Taylor's Paired Letters (with a partner)
Personal Choice Book Project
Monday, March 6: Students will work on their Final Weebly Project.
Agenda: Independent work.
Tuesday, Wed., Thursday, Monday March 7-9 and 13: Students will present their creative book reports.
Agenda: Presentations.
Friday, March 10: Students will present their Weebly projects.
Agenda: Presentations.
Monday, March 13: Students will present book reports.
Agenda: Journals are due today.
Presentations.
Tuesday, March 14: Students will review for their Final and finish any presentations.
Agenda: Presentations. Review for final.
Wednesday, March 15: Students will take their department final.
Agenda: Final
Friday, March 17: Students will go over their finals.
Agenda: Final return and review.
Stop***Arret***Stop***Stoppen***Stop***Stop***
DO NOT READ BEYOND THIS POINT***
Stop***Stop***Parar***Stop***Alto***Stop***
Frankenstein by Mary Shelley
Online version: https://www.gutenberg.org/files/84/84-h/84-h.htm
Pages 1-14 All Letters by Sept. 9
Pages 15-29 Chapters 1-3 by Sept. 12
Pages 29-39 Chapters 4-5 by Sept. 14
Pages 40-54 Chapters 6-7 by Sept. 16
Pages 54-86 Chapters 8-13 by Sept. 19 Read and/or do Frankenstein Vocab in class
Pages 86-108 Chapters 14-17 by Sept. 20 Read and/or do Frankenstein Vocab in class
Pages 108-127 Chapters 18-20 by Sept. 21 Read and/or do Frankenstein Vocab in class
Pages 128-149 Chapters 21-23 by Sept. 22 (Discussion in class on Sept. 22 + Lit Circles)
Sept. 23 - Read and/or do Frankenstein Vocab in class
Pages 149-166 Chapter 24 (the end ) by Sept. 26
Thursday- Sept. 8, 2016: Students will be able to create a project from their summer reading choice book (Jane Eyre or Great Expectations.
Agenda: Turn in introductions from college essays Thursday/Friday. Questions/discussion/read one Harvard college essay.
Paired work re summer choice reading. Projects due Friday.
Wed. Hmwk: 1. Frankenstein: Refer to class generated timeline.
Friday- Sept. 9- Monday, Sept. 12, 2016: Students will present their summer reading choice project. (Jane Eyre or Great Expectations.
Agenda: Presentations.
HmWk: Search the Internet for information on Mary Shelly's unorthodox life. On a Word document list at least ten interesting facts. Be ready to share in class (Be sure to have the sources! Use MLA and at least three different sources). Due Monday. A great site for MLA information is Purdue University. Go to https://owl.english.purdue.edu/owl/section/2/. It shows you how to cite and gives examples. The left bar directs you to specific information. Read through "Research and Citation," "Conducting Research," and "MLA Style." Then go in depth into MLA Style under MLA Formatting and Style Guide. You can find everything there!
Tuesday- Sept. 13, 2016: Students will discuss Mary Shelley's life and create multiple choice questions about the novel.
Agenda: 10 minutes of Frankenstein Vocabulary.
Discussion of Mary Shelley's life continued from Monday (if time on Monday).
Ccreation of five multiple choice questions and a Key based on the letters and chapters 1-3.
Homework: Reading timeline for novel.
Next step re college essays. See above for step process.
Wednesday- Sept. 14, 2016: Students will take the multiple choice questions created by their peers and have a mastery of at least 60%.
Agenda: MC student created quiz.
Focus on the imagery of the novel. As you read chapters 1-24, begin listing passages (description/dialogue) that would support the following (be sure to include page numbers from the novel) HINT: find the novel passage online and copy and paste. I suggest a Word document divided into sections for this assignment.
1. Particularly in Frankenstein's narration, the description of scenery often reflects his mental state at the time of the scene. Choose the scenes that depict this and explain why they are an important part of the Shelley's imagery.
2. Imagery techniques are used to focalize the passage of time. Choose passages that depict time and explain how Shelley shows this in her description/dialogue.
3. Bodily manifestations of emotions are created through imagery and rich descriptive language that bring the inner states of Frankenstein to life. Choose passages that depict these bodily emotions and explain how they are effective.
4.The backdrop of nature is epitomized throughout the novel. Choose exemplary passages that help the reader understand the tone and mood of the novel.
Thursday, Sept. 15 - Friday, Sept. 16, 2016: Students will work on their college essay, either writing or editing.
Agenda: Individual teacher feedback. Time to dedicate to that all-consuming college essay.
Monday, Sept. 19: Students will read Frankenstein or continue editing their college essays, and complete vocabulary and/or Journaling.
Agenda: Novel or essay work. Teacher interviews with students re college essays.
Independent work re Frankenstein vocabulary/journaling.
HmWk: continue editing college essays. Rough drafts must be finished by Friday.
Tuesday - Wednesday, Sept. 20-21: Students will read Frankenstein quietly, then in pairs create ten multiple choice questions from Chapters 4-17.
Agenda: 10-15 minutes either completing vocabulary activities or Journaling at the beginning of each day.
Quietly read the novel and complete with a partner 10 multiple choice questions, no more than one from each chapter. Type and include KEY.
HmWk: Continue editing college essays. Rough drafts must be finished by Friday.
Thursday, Sept. 22: Students will create a writing prompt in pairs for the novel Frankenstein, then individually write an introductory paragraph for that prompt.
Agenda: 10 min of vocab or journaling
Paired prompt creation
Independent writing: Type the first paragraph to the prompt you were given, as if you were writing the entire essay. Don't use I, get, got, getting, good or bad.
Friday, Sept. 23: Students will answer peer multiple choice questions re Frankenstein, then read quietly or complete unfinished work from the week.
Agenda: Swap off multiple choice questions. Complete, then grade. Return to peer and then put in the InBox.
Continue reading the novel. It should be finished by Monday. If finished, students may work on Frankenstein vocabulary or complete their Journal prompt.
ALL work must be put in the InBox by the end of class Friday.
Monday, Sept. 26: Students will share their first paragraph from the prompt re Frankenstein, with each other and critique it based on a class rubric.
Agenda: Create class rubric re first paragraph.
Critique peer's introductory paragraph. Return and revise.
Tuesday, Sept. 27: Students will read Frankenstein, and finalize college essays.
Agenda: independent work and independent teacher meetings/review.
Wednesday, Sept. 28: Students will research in pairs Frankenstein topics for presentation.
Agenda: Project discussion
Paired research. See handout.
HmWk: Finish final college essay.
Thursday, Sept. 29: Students will research in pairs Frankenstein topics for presentation.
Agenda: Project check-in
Paired research. See handout.
Early presentations if groups are ready.
HmWk: Finish final college essay. Last day to turn it in is tomorrow, Friday!
Friday, Sept. 30: Students will present with flaire in pairs the Frankenstein topics.
Agenda: Project presentations.
HmWk: Presentation feedback and analysis.
Monday, Oct. 3 - Tuesday, October 4: Students will work independently on college applications, including submitting their college essays.
Agenda: Independent work on college submissions.
Students may also work on vocabulary for Java Game: Shakespeare’s Vocabulary re Macbeth and/or their journal.
HmWk: Be sure to have finished reading Frankenstein.
Wednesday, Oct. 5: In small groups, students will create a final test for the novel Frankenstein and the presentations.
Agenda: Finish presentations from Friday.
Final creation including: multiple choice, fill-in-the-blank, vocabulary, and short answer on the novel and the presentations. (Focus on your own presentations.)
HmWk: Work on test.
Thursday, Oct. 6: Students will finalize their student-created final on Frankenstein for a test next Tuesday.
Agenda: In-class final.
HmWk: Relax. College admissions.
Friday, Oct. 7: Students will review for the final on Frankenstein next Tuesday.
Agenda: Review.
HmWk: Relax.
Tuesday, Oct. 11: Students will take the student-created final for Frankenstein.
Agenda: Final.
HmWk: Weebly Blog re Frankenstein
Go to: http://attleboroseniorenglish.weebly.com/blog and read through the three Frankenstein questions. Choose one to answer in a Word document. click on Comments at the top, fill in your name and email and copy and paste your essay to the comment box. Be sure to say which question you are answering.
Wednesday, Oct. 12: Students will self-grade the final for Frankenstein, other than the essay.
Agenda: Grade the final and discuss. Work out any question problems.
HmWk: Read through your peers' essays on whichever questions you did NOT do.
Thursday, Oct. 13: Students will respond to two of their peers on the Blog.
Agenda: Read through your peer's essays on the question you wrote. Choose two essays from any of them, as long as they are different questions from each other, and respond to the essay with three comments (1: Something you learned from the essay; 2: Something you think could have used more details for a better explanation - explain why; 3. suggestion for a title of the essay.)
HmWk: Finish for homework.
Friday, Oct. 14: Students will read their peers' comments about their essays on the Blog.
Agenda: Vocabulary from Shakespeare - 15 minutes
Read peer's comments and give me some feedback in writing about this assignment. Please don't complain about being given one night to respond to one of the questions. :-) I already heard that one! LOL
HmWk: Go to http://www.bardweb.net/grammar/grammar.html and read through syntax, usage shifts and rhetorical devices. We begin Macbeth on Monday. Please bring your textbook!
Monday, Oct. 17: Students will be introduced to the Globe Theatre and begin reading Macbeth.
Agenda: Background of the Globe and the two main reasons why Shakespeare included witches and Scotland in Macbeth.
Read Act I, scenes i-iii in class. Finish Act I for homework.
Look up the events that occured throughout history that make actors/actresses/directors NEVER say the name Macbeth in the playhouse and why it's considered bad luck. Pop quiz on tuesday re lecture on Monday and the homework.
Tuesday, Oct. 18: Students will work in small groups to pull out important quotes, write a short summary, discuss vocabulary used in an unusual manner, and character description for those characters introduced in Act I of Macbeth.
Agenda: Pop quiz
10 minutes of vocabulary, then students read the Commentary on pages196-197 and the Literary elements information.
Small group work (3): Character Describer Aficionado, Summarizer Extraordinaire, Inspired Quoter, and Vocabulary Pundit if four people in the group
HmWk: Read page 1093 in textbook. List the 8 steps in the Writing Process. Due Friday.
Wednesday, Oct. 19: PSAT Day.
Thursday, Oct. 20: Mastery Objective: Students will read/act out Act II during class (Substitute Note: Parts are already assigned! If someone is absent, please substitute someone else) then write a short summary, and add to their character descriptions in Macbeth.
Agenda:
Read Act II in class (Parts assigned). Once Act II is read, individually add details to own character descriptions and then talk about the summary in groups of no more than four. Then in that group (no more than 3-4), rewrite Act II scene ii into modern-day English. If there are four people in the group, split into two groups.
If any time is left over, work on the Shakespeare Vocabulary re Macbeth Java activity or their Journal (due next week).
HmWk: Answer questions 1-6 (all parts) under For Study and Discussion on page 208 about Act II. Turn them in on Friday.
Friday, Oct. 21: Students will present their interpretations from Tuesday (II.ii) to the class and answer any questions their peers may have, then begin Act III.
Agenda: Presentations of group work from Tuesday.
Turn in Thursday's homework.
Read Act III, scenes i-iii. Reread Act III, i, lines 11-40. find four examples of dramatic irony in these lines. Explain the irony. See page 1124 for a defintion if you don't remember what drmatic irony is. :-)
HmWk: finish reading Act III.
Monday, Oct. 24: Students will share their examples of dramatic irony and find other examples in literature through online research.
Agenda: Discuss and share dramatic irony examples.
Act III: Students will act out Act III, iv.
If time in class, read Act III. v-vi.
HmWk: Answer questions 1, 3, and 6 on page 223 under "For Study and Discussion."
Tuesday, Oct. 25: Students will rewrite the Witches' scene in pairs and begin Act IV.
Agenda: questions re Act III. Read orally Act IV.i. Then in pairs rewrite the witches' scene in modern-day language (IV.i.1-155).
HmWk: 1. Read Act IV, ii-iii. Answer Questions 1-3 under "For Study and Discussion."
2. Go to https://www.teachervision.com/short-stories/resource/3427.html?for_printing=1 and read the short story, "The Gift of the Magi" by O'Henry. Do: Explain the dramatic irony in O’Henry’s delightful story in no more than a paragraph (you may bullet it). Share with a peer on Wednesday when you come into class, then turn it in.
Wednesday, Oct. 26: Students will discuss Act IV in its entirety and begin Act V.
Agenda: Teacher response to remaining questions re Act IV. Read orally Act V, scenes 1 and 2 in class.
HmWk: Read Act V, scenes 3-4.
Thursday, Oct. 27: Students will read orally/act out Act V, scenes 5-8 and then discuss the ramifications of the play.
Agenda: Create a tableau vivant for scenes 1 (3), 3 (4), 5 (3), 7 (3), 8 (5), and one overall with four main characters (4).
Discuss play, then in small groups answer question 1 under "The Play as a Whole" on page 250.
the assigned question. Presentations of the questions will follow. Students should take notes.
HmWk: Decide which final project you will complete.
Friday, Oct. 28: Students will discuss Act V in its entirety and review for a final.
Agenda: Discussion for any remaining questions. Review for take-home final due on Monday. Scroll down and it is the last activity. It states: Quiz: (they don't let me say final) Macbeth (do at home). You may save for later return.
Work on Final Project for Macbeth Character Handout due Monday.
Monday, Oct. 31: Students will work on their Macbeth Final Project. This is will be presented on November 4, 2016.
Agenda: Independent work on Final Project.
Tuesday, Nov. 1: Students will read "A Modest Proposal" by Jonathan Swift.
Agenda: Read the information on the website http://crab.rutgers.edu/~wfitz/swift-questions.htm. Do not worry about the questions. Then read the short story silently. Use your text (page 382) or online at https://andromeda.rutgers.edu/~jlynch/Texts/modest.html.
Individually define "satire." How does "tone" affect satire? List at least ten tone words. In pairs, complete questions 1, 2, 3 or 4 under Study for Discussion, the Literary Elements, or Language and Vocabulary (groups will be assigned). Present to class.
HmWk: Macbeth final project presentations on Friday.
Wednesday, Nov. 2: Students will be able to write an essay in Swift style on a topic of their own choosing.
Agenda: Write an essay in Swift’s style about a political or social issue, preferably something relevant to today. If you choose school uniforms, for example, the next step is to come up with your idea of the problem that is supposedly being solved. Then, decide where you stand on the issue: do school uniforms solve the problem or not? Next, think of a way of expressing this solution that would be extreme (like eating babies in “A Modest Proposal”). For example, if the idea of uniforms is uniformity and you do not think this is a good enough reason for school uniforms, then you could make fun of it by arguing that the students should go to school naked. Have fun with your essay. Use satire to make your point. Remember that exaggeration can be a huge part of satire. Due Monday, Nov. 7.
HmWk: Macbeth final project presentations on Friday.
Thursday, Nov. 3: Students will put the finishing touches on their final Macbeth projects in preparation for Friday and Monday's presentations.
Agenda: Independent work on projects.
HmWk: Macbeth final project presentations on Friday.
Friday, Nov. 4: Students will present their final Macbeth projects explaining the project and why they chose to complete that particular one.
Agenda: Presentations
Monday, Nov. 7: Students will present their final Macbeth projects explaining the project and why they chose to complete that particular one.
Agenda: Final Presentations.
Students will read "The Shawl" by Cynthia Ozick and answer the questions at its end.
HmWk: Finish the questions for "The Shawl." Be ready to briefly discuss in class on Tuesday.
Tuesday, Nov. 8: Students will work independently on their final satire project.
Agenda: Briefly discuss "The Shawl." List every aspect of the setting garnered from the reading.
Independent work on the satire project.
HmWk: Complete the first part of the "Setting" assignment in the Journalism Z Drive.
Wednesday, Nov. 9: Students will present their final satire project.
Agenda: Share for five minutes the "Setting" assignment and what was underlined. Complete the second part with a partner. (10 minutes). Presentations.
Thursday, Nov. 10: Students will finish presenting their final satire project.
Agenda: Share for five minutes the second part of the "Setting" assignment with someone who was not your partner. (10 minutes). Questions on Setting.
Presentations.
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Friday, Nov. 11: Veteran's Day. Enjoy!
Monday, Nov. 14: Students will read "The School" by Donald Barthelme and focusing on tone/mood/diction, will analyze the short story.
Agenda: Students choice in final reading book due. Put on easel paper.
Diction handout. Do the first assignment with a partner. Do the second assignment for homework or at the end of class if time.
Students read the short story individually.
Answer the following questions:
1. Underline all tone words. What is the author's overall tone?
2. Explain the mood of the short story. Include evidence to prove your answer.
3. What point of view is the short story written in and how does it affect the reader's understanding?
4. What is the purpose of the short story?
5. What theme/s does the short story espouse?
6. In what way is Kim's death a little different from the other deaths?
7. Explain the "absurd" element at the end of the story and why you think the author incorporated it?
8. How does the opening of the door and the finding of the gerbil affect the children? Affect the end of the story? Affect the reader?
HmWk: Read "The Door in the Wall" by H.G. Wells on page 804 in the textbook. Be prepared to discuss in class.
Tuesday, Nov. 15: Students will analyze "The Door in the Wall" by H. G. Wells through the characterization of Lionel Wallace and creating an essay about what is on the other side of the "door" in an ideal world.
Agenda: Share the homework assignment re diction (short essay/letter to the editor) with a partner. Write down what your aprtner thinks about the tone. Turn in the assignment.
In small groups read the Commentary on page 816 aloud. Discuss. Then discuss the four questions on page 816 (one per member of the group).
1. Analyze Wallace's character using supportive evidence from the short story. (All)
2. List examples of imagery used throughout the story. How does this imagery affect the reader? (in pairs)
3. Explain the conflict in the short story and find examples to support your thesis. (in pairs)
4. There are two pictures attached to this short story. What is their connection to the story? What do they represent? Why would these two pictures be chosen to emphasize the story? (in pairs)
Write an essay that describes in an ideal world what is on the other side of the door on page 805. Include specific details showing what the "paradise" is like and what activities are taking place. Add an author's note at the end of the essay explaining how this might or might not be feasible in our world today
HmWk: Finish the essay for homework.
Wednesday, Nov. 16: Students will read their essays about what is on the other side of the "door" in an ideal world.
Agenda: In small groups read the essays and then discuss the authors' notes. Choose the best essay and the best note (might not be the same person) and share with the entire class.
Thursday-Friday, Nov. 17-18: Students will read their book choice and share with a partner what their novel is about so far.
Agenda: Quiet reading for 15 minutes.
Share with a partner what your story is about. Be sure to include the answers to the following questions:
1. Who is the main character? Additional supportive characters? Describe them.
2. Is the main character the protagonist? If not, who is? Why?
3. What is the setting? (time, place, private, public, outdoors, culture, historical significance, how does the setting accentuate the main characters?)
4. What is the tone of the novel/book? How does the author set the mood?
Continue reading. At the end of class, do this assignment again with the same partner.
HmWk: Continue reading your chosen novel/book.
Monday-Tuesday- Nov. 21-22: Students will present their book in a unique and inspiring way to their classmates.
Agenda: Presentations.
Stop***Arret***Stop***Stoppen***Stop***Stop***
DO NOT READ BEYOND THIS POINT***
Stop***Stop***Parar***Stop***Alto***Stop***
College Essay stuff:
3. Think of 3 topics for a college essay for Tuesday.
Process for essays: Choose a prompt, decide on your topic, write the introduction, feedback, edit the intro and write the next three paragraphs, feedback, edit, write your conclusion, feedback, edit, review, finalize.
REMEMBER, everyone will be on a different timeline!
4. By Thursday, choose three of the following books to read during the semester after researching (Google or Amazon, etc.) what each one is about: Ethan Frome by Edith Wharton, either Tis or Teacher Man by Frank McCourt (only one can be read for this project), The Little Prince by Antoine De Saint-Exupery, either Dubliners or A Portrait of the Artist as a Young Man by James Joyce, The Brothers Karamazov by Fyodor Dostoevsky, The mayor of Casterbridge by Thomas Hardy, Wuthering Hheights by Emily Bronte, Snow Falling on Cedars by David Guterson, Silas Marner by George Eliot, Madame Bovary by Gustave Flaubert, A Room With a View by E.M. Forster, either Hard Times or A Tale of Two Cities by Charles Dickens, and Persuasion by Jane Austen.
5. Email Ms. Bee with your preferred email address.
6. First Essay: College application essay three ideas due Friday, Sept. 9 with the final chosen topic due Monday, Sept. 12. Rough draft due Wednesday, Sept. 14.
Friday, Sept. 9, 2011:Students will be able to share their goals and descriptions of themselves to the class using poster board or construction paper.
Agenda: College essays choice, Frankenstein quiz, turn in Shelley facts, presentations.
Hmwk: 1. Frankenstein: read pages 40 - 86.
2. WJ #2: What do you expect to learn from this class? What do you WANT to learn in this class?
*Monday, Sept. 12, 2011:Students will be able to share their goals and descriptions of themselves to the class using poster board or construction paper.
Agenda: Final college essay topic, presentations, book list.
Hmwk: 1. Frankenstein: read pages 88 - 97.
2. WJ #3: Writing Journal
Tuesday, Sept. 13, 2011:Students will be able to understand how to use Quia to study for vocabulary quzzes.
Agenda: SSR, Harvard essays, Quia/Vocabulary (quiz on Friday), RD for college essay.
Hmwk: 1. Frankenstein: read pages 97 - 108.
Wednesday, Sept. 14, 2011:Students will be able to complete Literary Circles for Frankenstein.
Agenda: SSR, Harvard essays, Vocab, Lit Circles, finalize RD for college essay.
Hmwk: 1. Frankenstein: read pages 108 - 120.
Thursday, Sept. 15, 2011:Students will be able to peer edit their college essays using a class rubric.
Agenda: SSR, Vocab, Lit Circles, peer edit RD for college essay.
Hmwk: 1. Frankenstein: read pages 120 - 136. Study for vocab. quiz.
Friday, Sept. 16, 2011:Students will be able to take a vocabulary quiz with at least 70% accuracy.
Agenda: SSR, Vocab quiz, orally read Frankenstein pg. 136-143.
Hmwk: 1. Frankenstein: read pages 143 - 166.
*Monday, Sept. 19, 2011:Students will be able to complete a second peer edit using the class rubric, one constructive comment, and one compliment, and then using this peer edit, they will revise their own essay.
Agenda: SSR, Vocab, college essay peer edit and revision, including two peer edits and two revisions.
Hmwk: Study for Vocab quiz on Thursday.
Tuesday/Wednesday, Sept. 20-21, 2011:Students will be able to research analysis questions re Frankenstein, then in small groups present their information in preparation for a test.
Agenda: SSR, Quia/Vocabulary, (quiz on Thursday) Frankenstein research through questions, then discussion, RD for college essay due including two peer edits and three rough drafts.
Questions: Complete the first two, then choose one more and research it using both the novel and the Internet. Be ready to share your information.
1. When did Mary Shelley write "Frankenstein"? What were the circumstances?
2. "Frankenstein" is often described as a Gothic novel. What does that mean? How does the novel fit into the atmosphere of terror and the grotesque?
3. How do epistles/letters figure into the plot of the novel?
4. How is suspense created in the novel? Is the suspense effective?
5. How effective is foreshadowing in the novel? Are you able to figure out what will happen next?
6. Who are the major characters of "Frankenstein"? How do female characters figure into the plot of the novel? Are they important? Which of the characters survive?
7. How does conflict figure into the plot? Is the conflict primarily intellectual, moral or emotional?
8. What are the three storylines in the novel? How do they develop? Which characters are involved in each storyline?
9. How does Mary Shelley reveal character in the novel? Do the characters change/evolve/grow? Is the character development believable? Can the characters follow any other path, other than the one the storyline takes them on?
10. Why does Mary Shelley write about Victor's childhood? Why is his early life important to the plot? Is it?
11. How does the concept of hubris figure into the plot? Are the characters propelled by Fate, or something much more psychological? Why?
12. Does the saying "like father, like son" apply to the relationship between Victor Frankenstein and The Monster? How are they similar/different? How do they each develop? How does their relationship change? Then, take a look at the relationship between Victor and his father?
13. What symbols does Mary Shelley employ most effectively through the novel? How does darkness play a part in the novel? When (and how) does the moon appear?
14. What do you see as the primary theme of the novel? Is it implicit or explicit?
Which character is the most sympathetic? What characteristics makes him/her sympathetic? Why?
15. How does the idea of nature versus nurture figure into the plot? Why is nature important to the novel?
16. Does "setting" play an important role in the novel? How is the final setting significant?
17. How are the characters alienated from each other? What fits of sickness and madness affect them?
Hmwk: 1. Complete the Frankenstein work ; 2. Study for vocab. quiz.
Thursday, Sept. 22, 2011:Students will be able to take a vocabulary quiz with at least 70% accuracy.
.
Agenda: SSR, Vocab. quiz, Edit college essay for final, study for Frankenstein test. Use discussion notes, Quia games, and vocabulary.
Hmwk: Frankenstein test on Friday .
Friday, Sept. 23, 2011:Students will be able to take a test on Frankenstein with at least 70% accuracy.
Agenda: SSR, Journal, test.
Hmwk: Read book choice
*Monday, Sept. 26, 2011:Students will be able to finalize their college essays using teacher feedback.
Agenda: SSR, SAT Vocab III, college essay final revision, independent work.
Hmwk: Study for Vocab quiz on Thursday. Final essay due Wednesday.
Ballads (fifteenth century)
*From traditions and everyday life of common people
*Most popular themes: disappointed love, jealousy,
revenge, sudden disaster, and daring deeds
*Simple and direct narrative
*Storyline developed largely through dialogue
*Hinted narrative: little detail
*"Refrain" or "incremental repetition" often used
*Musical in nature; meant to be sung
*Passed on by word of mouth
*Impossible to trace original authors
*Not printed until eighteenth century
Tuesday/Wednesday, Sept. 27-28, 2011:Students will be able to research and list the elements of a ballad using both "early" ballads and contemporary ones.
Agenda: SSR, SAT Vocabulary III, (quiz on Thursday) Independent assignment.
Independent Assignments:
Tuesday: 1. Read page 105 about early English and Scottish ballads.
List all the elements of a ballad.
Tuesday: 2. Read "Sir Patrick Spens" (pg 106),"Bonnie George Campbell" (pg 107), "Bonny Barbara Allen" (pg 108), and "Get Up and Bar the Door" (pg 109). In groups of five or so, analyze the ballad, including the plot, characters, moral. Talk about the "early" definitions of any word group members are not sure of in context.
Tuesday: 3. Answer all the questions on page 110 under "For Study and Discussion." Finish for homework if incomplete in class.
HMWK for Tuesday night: 1. Read the "Literary Elements" and 2. find one contemporary example of a ballad (try online or look to contemporary music). Bring the ballad to class (online link so we can hear the ballad, CD, print out of words, bring an instrument and play one for Wednesday) and be ready to discuss its form (stanza, rhyme, meter). You may work in pairs at home on this assignment, but it is not mandatory.
3. Read pages 1093 and pages 1105-1106. Summarize in bullets.
College essay due with rough drafts: no excuses please.
5. Wednesday: Write a short dialogue of a quarrel you heard recently. This can be from a personal experience, or from a fictional one (television, movie) Be sure to include appropriate quotation marks. Remember a) the period goes inside the quotation marks and b) whenever a speaker changes, a new paragraph begins.
6. Share contemporary ballads through paired or individual presentations. (Do you know Maria Sangiolo's "25 Missions"?)
Hmwk: 1. Study for vocab. quiz.
Thursday, Sept. 29, 2011:Students will be able to take a vocabulary quiz with at least 70% accuracy.
.
Agenda: SSR, SAT Vocab. quiz III, finish presentations re ballads.
Friday, Sept. 30, 2011:Students will be able to write a rough draft for the Lions Essay contest on "How a Teacher Changed My Life."
Agenda: SSR, Journal, rough draft.
Hmwk: Read book choice, finalize rough draft for peer edit on Monday. Have a great weekend.
*Monday, Oct. 3, 2011:Students will be able to write a dialogue using appropriate punctuation and paragraph structure.
Agenda: SSR, SAT Vocab IV, argument dialogue, Lion's Essay explanation/peer edit, intro to Marlowe. (Read page 161 re Marlowe (1564-1593) and Raleigh (1552-1618). Read page 163 re "The Mystery of Marlowe's Death.")
.
Hmwk: Study for Vocab quiz on Thursday. Final Lion's essay due Thursday. Finish reading material.
*Tuesday, Oct. 4, 2011:Students will be able to respond in verse to Marlowe and Raleigh's Shepherd poems.
Agenda: SSR, SAT Vocab IV, finish ballad presentations, textbook
From homework: Read page 161 re Marlowe (1564-1593) and Raleigh (1552-1618). Read page 163 re "The Mystery of Marlowe's Death."
Do: 1. Read "The Passionate Shepherd to His Love" (pg 162) by Christopher Marlowe and "The Nymph's Reply to the Shepherd" (pg 162) by Sir Walter Raleigh.
2. Group Work: Class divides into males vs females. All males will answer "The Passionate Shepherd to His Love" questions on page 163, while the females answer "The Nymph's Reply to the Shepherd" questions. The male group will then write a four+ stanza love poem to a "fantasy" love. A reply will then be formulated by the females.
While one group is working, the other should be completing one of the following four (individual student choice)
Choose one of the following four and complete. If the web address has changed, please try to find the new one and let me know. I will either change the assignment or the web address.
1. Go to http://www.bartleby.com/100/137.html and read through Marlowe's famous quotations. Choose three and explain them in detail. What connections do you see among his quotations and his work? Read at least three more of his poems before answering this question.
2. Go to http://www.pbs.org/wgbh/pages/frontline/shakespeare/ and read through "The Debate Continues" and "Updates," then present your conclusions to the class.
(Don't do: Read the first three parts of "The Paper Trail," "The Rationale," and "New Inquest Evidence" re The Case for the Christopher Marlowe's Authorship of the Works attributed to William Shakespeare at http://www2.localaccess.com/marlowe/pamphlet/pamphlet.htm. Briefly analyze the three readings and then compare to what you actually know, or thought you knew, about William Shakespeare. Be ready to present your findings to the class.)
3. Google "The Nymph's Reply to the Shepherd." Find fascinating facts/responses about the two poems to share with the class. Be sure to complete enough research to equal at least a five minute presentation. Try to find current information on what other people said about the two poems. Do NOT use Wikipedia. Check out http://www.enotes.com/nymphs-reply/q-and-a/what-would-modern-girls-response-shepherds-144425. Scroll down for the responses. Or check out http://www.templejc.edu/student_info/StudentPub/Stones/pdf/Stones_Spr11.pdf pages 14-17 for responses. Print some and share them. (Don't do: Go to http://www.stthomasu.ca/~hunt/10060001/nymph.htm and read student responses to "The Nymph's Reply to the Shepherd." Pay particular attention to the answers to the questions at the bottom of the site. Make copies of the top ten. Be ready to share and discuss the responses in class.)
4. Go to http://www.luminarium.org/renlit/ralegadd.htm and read one of the biographies on Sir Walter Raleigh. Compile a bulleted list of the most important dates/accomplishments in his life. Make them into an informative presentation. Include at least two of his more interesting works. Be reay to present these in class.
Wednesday, Oct. 5, 2011:Students will be able to peer edit the Lion's Essay using the class rubric.
Agenda: SSR, Vocab IV, 2 peer edits using the rubric due Thursday, independent work on the essay.
Hmwk: 1. Vocab quiz, final RD of Lion's essay, read individual novel.
Thursday, Oct. 6, 2011:Students will be able to compile their research into a five minute presentation.
Agenda: SSR, Vocab. Quiz, turn in Lion's essay, present research from Tuesday.
Hmwk: 1. Vocab quiz V, catch-up, read individual novel. .
Friday, Oct. 7, 2011: Students will be able to present their research in a five minute presentation.
SSR, presentations
Hmwk: 1. novel, 2. Read pgs 2-12 in textbook
*Tuesday, Oct. 11, 2011:Students will be able to answers questions pertaining to their final Lion's essay.
Agenda: College speaker (Mr. Janicki), SAT Vocab V, independent work; vocabulary in essay conversation
.
Hmwk: Study for Vocab quiz on Thursday. Read novel. Prepare for presentations on Thursday.
*Wednesday, Oct. 12, 2011:Students will be able to work on whichever current assignment they need to in order to present their research on Thursday.
Agenda: SSR (20 minutes), Vocabulary (20 minutes ... test yourselves against each other ... who will be the winner?), Independent work, small group research coordination for presentations.
Hmwk: Study for Vocab quiz on Thursday. Read novel. Prepare for presentations on Thursday.
Thursday - Friday, Oct. 13-14, 2011:Students will be able to present their research in a five minute presentation using handouts, poster board, Power Point, or any other materials to highlight their main points.
Agenda: College Fair, SSR; Vocab. Quiz V (Thursday), Quiz V Study on Friday; ).
Hmwk: Read individual novel.
*Monday, Oct. 17, 2011:Students will be able to complete presentations and ballads.
Agenda: SSR, SAT Vocab VI (quiz on Friday), Presentations (ballad, Marlowe/Raleigh research).
*Tuesday and Wednesday, Oct. 18-19, 2011:Students will be able to recite their essay in a five -10 minute span, after revising.
Agenda: SSR, SAT Vocab VI, Orally read Lion's Essay.
Hmwk: A) Choose either #1 or #2 of the following and complete by Friday.
1. Carpe diem. Read Andrew Marvell's (1621-1678) bio information and his "To His Coy Mistress." (pg 276). Define carpe diem then read about it on http://sunoasis.ning.com/profiles/blogs/what-is-carpe-diem-in. Find examples of "carpe diem" in modern literature including the movie, Dead Poet's Society, in music, or in television programming. Be prepared to describe at least three examples in class. Write a bulleted comparison of "To his Coy Mistress" and "The Passionate Shepherd to his Love" (page 162) including these points: speakers in each poem, the use of comedy and irony, main idea/s, literary techniques used, and tone (this can be done in Powerpoint).
2. Read William Wordsworth's (1770-1850) bio information and "Lines Composed a Few Miles Above Tintern Abbey." (pg 475) Define a "meditative poem." Design a PowerPoint presentation (at least 15 slides) about your own life OR write a meditative reflection about your own life in verse using the same number of syllables in each line (8-10) and lots of imagery. The poem should be at least 50 lines and no more than 100. It does NOT have to rhyme.
B) Study for Vocab quiz on Friday. Read novel.
Thursday, Oct. 20, 2011:Students will be able to attend a presentation on the Invisible Children and write a one-page narrative about their experience, including additional facts learned at the website.
Agenda: Invisible Children presentation,
Hmwk: Read individual novel. Quiz VI on Friday.
Friday, Oct. 21, 2011:Students will be able to write a response to the department essay.
Agenda: Quiz VI, Department essay, Haiku, Catch-up.
Hmwk: Write a haiku that answers the question "What adventures does your future hold?" Read individual novel.
*Monday, Oct. 24, 2011:Students will be able to share their haiku poems, revise them and then enter a poetry contest.
Agenda: SSR, SAT Vocab VII (quiz on Thursday), Haiku sharing, revision, and submission. Go to www.scholastic.com/dellhaiku and enter your haiku poem after revision. Be sure to spell everything correctly. Introduction to I-Search.
Tuesday, Oct. 25, 2011:Students will be able to write a narrative of their first memories.
Agenda: SSR, SAT Vocab VII (quiz on Thursday)
Senior Memory Album: Introduce and write narrative.
First chapter due Monday, Oct. 31. Each chapter is due one week after the previous; these are usually either a Monday or a Friday.
Hmwk: Think of ten (10) questions that you don't know the answers to regarding your family and write them down. Do not yet ask those questions. The class will see if all the questions were answered during the project. Study for Vocab quiz and read individual novel. Deadline is the week of Oct. 31 for book reports.
Wednesday, Oct. 26, 2011:Students will be able to research their families' heritage using online sources and begin a Family Tree.
Agenda: SSR, SAT Vocab VII (quiz on Thursday)
Share questions. Heritage research. Collect information for first chapter.
Thursday, Oct. 27, 2011:Students will be able to begin writing their first draft of Chapter 1 of the I-Search.
Agenda: SSR, SAT Vocab VII (quiz today). Independent work on Lions essay and I-Search/Family Tree.
Friday, Oct. 28, 2011:Students will be able to help their peers with their Lions essay by critiquing them using a class rubric.
Agenda: Advisory, SAT Vocab VIII (quiz next Thursday). Oral reading of final Lions' essays. Class critique.
Hmwk:
Read Beowulf Group presentations with music next week. Be thinking about possibilities.
Anglo-Saxon Period (449-1066) Read pages 2-9.
Read excerpts from Beowulf (pg 11-29).
*Monday, Oct. 31, 2011:Students will be able to finish peer editing Chapter 1 of their I-Search paper.
Agenda: SSR, vocab., rubric discussion, peer editing, revision.
Tuesday, Nov. 1, 2011:Students will be able to read Beowulf and understand the background by discussing its tone, plot, and characters.
Agenda: SSR, Vocab VIII, Beowulf, discussion.
Wednesday, Nov 2, 2011:Students will be able to begin writing Chapter 2 of their I-Search after interviewing two individulas for background material.
Agenda: SSR, Vocab VIII, Independent writing.
Thursday-Friday, Nov 3-4, 2011:Students will be able to peer edit Chapter 2 and then revise their work to meet the rubric's specifics.
Agenda: SSR, SAT Quiz VIII (Thursday), discussion of rubric, peer editing, revision process. Discussion of Cnhapter 1: the pros and cons.
HMWK: Begin Chapter 3 of I-Search, no vocab quiz next week, prepare book reports.
*Monday, Nov 7, 2011:Students will be able to work in small groups to set Beowulf to music.
Agenda: SSR, Journal, Textbook!
Read pages 32-34 re Bede (673-735) and Caedmon.
Read pages 39-40 re Old English riddles.
Independent Assignments:
1. Answer Review Questions (pg 9).
2. In groups summarize individually assigned parts. Draw a picture to describe the action in that section.
3. In pairs, set each section (7) to music. You may burn a CD, play separate pieces using separate CD's, use your I-Pod, or download the music from the Internet. Be sure the music sets the tone for each section. After the music is selected, decide who would play the main characters if you were the director of the movie Beowulf. You may use anyone, dead or alive, create your own animated characters, or use cartoon characters. Creativity is the name of the game here! Be prepared to "show and tell."
4. Write one long, descriptive (operative word here) sentence or paragraph that describes the main character in your section: Beowulf, Unferth, Herot, Hrothgar, Grendel, Grendel's Mother, or the Fire Dragon. You may use direct quotes.
5. In an epic poem, a hero's exploits are described in glorious detail. In a short fictional essay describe a hero/leader of today. It can be based on someone real or imaginary. Be sure to include appropriate character traits and examples of those traits that would exemplify a hero.
6. Answer questions 1-3 on page 34 under "For Study and Discussion."
7. Extra Credit: Find a really good riddle and share it with the class. If no one gets it, you get five extra points added to your homework/classwork grade!
Tuesday-Thursday, Nov. 8-10, 2011:Students will be able to present creative book reports that encourage students to read their choice of book.
Agenda: SSR, Journal, Group work to coordinate presentations. Begin presentations.
HMWK: Chapter 3 due Thursday.
*Monday, Nov 14, 2011:Students will be able to rewrite their memoirs and up date their annotated bibliography using appropriate details and MLA format.
Agenda: SSR, Journal, rubric discussion, independent work, peer edit and revision.
HMWK: Chapter 4 due Friday.
Tuesday, Nov 15, 2011:Students will be able to take notes, including characters, plot, and moral, on "The Miller's Tale" from Geoffrey Chaucer's Canterbury Tales as it is read aloud.
Agenda: SSR, completion of book reports, Chaucer discussion, note taking, pair-ups (compare notes and moral).
HMWK: Chapter 4 due Friday.
Wednesday, Nov 15, 2011:Students will be able to describe castles, in their journal, from wood to stone to brick after listening to a lecture on English castles and viewing a story.
Agenda: SSR, book swap, castle discussion, Prologue to Canterbury Tales read in both Middle and translated English, Journal, sharing in pairs.
HMWK: Chapter 4 due Friday. Read pages about Geoffrey Chaucer in textbook, bring in canned goods for Leo Drive.
Thursday, Nov 16, 2011:Students will be able to take notes on two more of Chaucer's tales.
Agenda: SSR, Journal (castles/Middle English; five facts about Chaucer), Chapter 4 overview of rubric, Canterbury Tales, independent work re descriptions of Pilgrims; sharing.
*Friday, Nov 17, 2011:Students will be able to peer edit Chapter 4 and revise, making sure the rubric is followed and the annotated bibliography has been updated.
Agenda: SSR, In-line citation explanation, peer edit, independent revision work. Turn in Chapter 4. Begin Pilgrim sharing. .
HMWK: Chapter 5 due Tuesday. Find, read, and print one translated tale from Canterbury Tales. There is a variety of lengths, so be careful.
*Monday, Nov 20, 2011: Students will be able to analyze the structure of Canterbury Tales, by sharing one additional tale with a small group.
Agenda: SSR, Pilgrim analysis and sharing, small group sharing, peer edit and revision if time.
HMWK: Chapter 5 due Tuesday.
Tuesday, Nov 21, 2011: Students will be able to peer edit Chapter 5 and revise using the rubric and peer edits to imporove the final product.
Agenda: SSR, Journal, rubric discussion, independent work, peer edit and revision.
HMWK: Chapter 6 due Monday for peer edit in class.
*Monday, Nov 28, 2011: Students will be able to peer edit Chapter 6 of the I-Search using the rubric.
Agenda: SSR, Chaucer Vocab. (Chaucer test on Thursday), Peer edit/revision; Pilgrim analysis completion and small group tale sharing.
HMWK: Chapter 6 due Tuesday, Chapter 7 due Friday, Dec. 2, chapter 8 due Dec. 9, Chapter 9 due Dec. 16. Early chapters receive extra credit!
Tuesday, Nov. 29, 2011: Students will be able to review for Chaucer test using notes, small group questions, text, and Internet.
Agenda: SSR, "Wife of Bath's Tale," "Best Tales" from students, Chaucer Vocab., Chapter 7 rubric discussion, independent work, peer edit and revision.
HMWK: Make up five questions that you believe might be asked on the Chaucer test (include short answer, matching style, one essay, and one fill in the blank), Chapter 6 due, chapter 7 due Wednesday for peer edit in class, final due Friday. Chaucer test on Thursday.
Wednesday, Nov. 30, 2011: Students will be able to discuss Chaucer's England including Saint Thomas Becket, Canterbury Cathedral, pilgrimages (social vs religious), the window into the lives of people in the Middle Ages chaucer gives through his characters, tone, mood, and the underlying themes including the role of women, virtue and chivalry, inherent corruptness of human nature, and the decline of moral values by responding to questions posed from each other and the teacher.
Agenda: SSR, Vocab., Peer edit, teams for Chaucer questions.
HMWK: Chapter 7 due Wednesday for peer edit in class, final due Friday. Chaucer test on Thursday.
Thursday, Dec. 1, 2011: Students will be able to take a test on Chaucer's Canterbury Tales and the time of the Middle Ages.
Agenda: SSR, test, Canterbury Tales, independent work re descriptions of Pilgrims; sharing.
HMWK: Chapter 7 due Friday as you walk into class.
Friday, Dec. 2, 2011:Students will be able to revise Chapters 1-6 of their I-Search using teacher corrections and suggestions from both teacher and peers.
Agenda: SSR, Chapters 1-7 revision.
HMWK: Read pages 174-177 in the textbook re Shakespeare's theater, pages 254-255 re the International Shakespeare, and pages 258-260 re Francis Bacon and complete the following questions:
1. What was Bacon's major contribution to modern science and how has it made a difference?
2. Find two Golden Nuggest in Bacon's essay and explain them. Summarize in no more than two sentences what you believe the essay to mean.
3. Answer Question #1 under "For Study and Discussion."
4. We begin Hamlet on Monday.
Extra Credit (You must answer all to receive the credit.): 1. How did movable type in approximately fifteenth century (1475-1640) England spread ideas? 2. Show two examples of parallelism in "Of Studies" by Francis Bacon. Explain your choices. 3. Who was Laurence Olivier and why would I ask this question at this point in the class?
*Monday, Nov 20, 2011: Students will be able to analyze the structure of Canterbury Tales, by sharing one additional tale with a small group.
Agenda: SSR, Pilgrim analysis and sharing, small group sharing, peer edit and revision if time.
HMWK: Chapter 5 due Tuesday.
Tuesday, Nov 21, 2011: Students will be able to peer edit Chapter 5 and revise using the rubric and peer edits to imporove the final product.
Agenda: SSR, Journal, rubric discussion, independent work, peer edit and revision.
HMWK: Chapter 6 due Monday for peer edit in class.
*Monday, Dec. 5, 2011: Students will be able to research Hamlet online and find unusual/interesting facts about the history of the play.
Agenda: SSR, Homework turned in re textbook. Intro to Hamlet. Independent research.
HMWK: 1/2 of chapters 8-9 due Tuesday (extra credit if all turned in at one time), second 1/2 of chapters 8-9 due Dec. 16. Read Act I, scene i of Hamlet for homework.
Tuesday, Dec. 6, 2011: Students will be able to read Hamlet orally in class to understand the iambic pentatmeter beat of the lines.
Agenda: SSR, Homework discussion in small groups, Orally read Hamlet.
HMWK: 1/2 of chapters 8-9 due Tuesday (extra credit if all turned in at one time), second 1/2 of chapters 8-9 due Dec. 16. Read Hamlet Act I, ii.
Wednesday, Dec. 7, 2011: Students will be able to work independently on chapters 8-9 of their I-Search, including a peer edit from the class rubric.
Agenda: 1/2 Day: SSR, Independent work on I-Search; peer edits using class rubric for anyone who is finished.
HMWK: Read Hamlet Act I, iii; Go to http://www.enotes.com/hamlet-text and read the main page, then go to the scene/s you need to read and read the translation after attempting to read Shakespeare's lines.
Thursday, Dec. 8, 2011: Students will be able to peer edit the first half of Chapters 8-9 using the class rubric.
Agenda: SSR, peer edit, continue reading Hamlet orally.
HMWK: 1/2 of chapter 8-9 due Friday as you walk into class, Read Hamlet next assigned part.
Friday, Dec. 9, 2011:Students will be able to read Hamlet orally and discuss "tone" and "irony."
Agenda: SSR, 1/2 of chapters 8-9 due as you walk into class. Orally read Hamlet
HMWK: I-Search and Hamlet
*Monday, Dec. 12-Friday Dec. 16: Students will be able to finish reading Hamlet and understand the play's plot, characters, and action. >br>
Agenda: Hamlet reading assignments, textbook questions, online research, oral book reports, Hamlet vocabulary.
I-Search Chapter 8 due Friday and Chapter 9 due Dec. 19.
Wednesday: I-Search independent work
*Monday, Dec. 19, 2011-Dec. 20: Students will be able to watch most of Hamlet and be able to compare the written word to the play's action through notes and classroom discussion.
Agenda: SSR, Hamlet, class discussion.
HMWK:
*Tuesday, Jan. 3, 2012: Students will be able to review Hamlet through class notes, small group discussion, and research to prepare for a test on the play.
Agenda: SSR, Hamlet review. Final on Wednesday.
HMWK: Study for Hamlet final. Finalize I-Search. Due Thursday for peer review. Finished copy due Friday.
Shakespeare Study Guide for Hamlet Final
Iambic Pentameter Sonnets:
*14 lines: last two often are conclusion/summary
*Rhyme Scheme: Browning: abbaabbacdcdcd
Shakespeare:ababcdcdefefgg (Note the differences)
*Iambic Pentameter: five verse feet
with an unstressed syllable followed by a stressed syallable
*Themes: love, beauty, death, moral integrity, life, poetry
Queen Elizabeth, Mary, Queen of Scots, Tudors, Sonnet 18, and The Globe Theatre
Hamlet: Which acts and scenes did the Ghost appear in?
Literary terms: allusion, metaphor, personification, pun, simile, soliloquy, aside, poetic justice, and pathos
Major quotes: who said, to whom and significance. (Hint: "To be or not to be ...")
Who are these people? Fontinbras, Queen Gertrude, Ophelia, Laertes, King Claudius, Polonius, Horatio, Rosencrantz and Guildenstern.
Who died in Hamlet? How did each die?
*Wednesday, Jan. 4, 2012: Students will be able to take a final for Hamlet online and complete it with 70% accuracy.
Agenda: SSR, Hamlet final.
HMWK: I-Search due for peer review on Thursday.
*Thursday, Jan. 5, 2012: Students will peer review two I-Search projects using the rubric.
Agenda: SSR, I-Search double Peer Review, Epilogue written and proofed.
HMWK: Perfect the I-Search due on Friday, Dec. 6. Epilogue corrected.
*Friday, Jan. 6, 2012: Students will be able to turn in the final I-Search project including the Epilogue and enjoy their peers' projects.
Agenda: SSR, I-Search Sharing.
HMWK: Bring textbook on Monday.
*Monday, Jan. 9, 2012: Students will be able to read "The Modern Age" prose and share an analysis and interpretation, golden nuggets, symbolism, and opinions with the class.
Agenda: SSR, short story assignment, class reading
HMWK: Read "The Kiss" and complete the handout.
List (each student will read at least four of the following, including "The Kiss":
"The Kiss" by Anton Chekhov (handout)
"The Door in the Wall?" by H. G. Wells (804)
"The Open Window" by Saki (817)
"The Verger" by Somerset Maugham (821)
"The Celestial Omnibus" by E.M. forster (827)
"A Room of One's Own" by Virginia Woolf (838)
"Araby" and the Excerpt from A Portrait of the Artist as a Young Manby James Joyce (844 and 849)
"The Rocking Horse Winner" by D.H. lawrence (852)
"Miss Brill" by Katherine Mansfield (864)
"Rapunzel, Rapunzel" by Jean Rhys (869)
"Shooting and Elephant" by George Orwell (884)
"Across the Bridge" by Graham Greene (891)
"The Train from Rhodesia" by Nadine Gordimer (909)
"In the Castle of My Skin" by George Lamming (914)
"Dead Men"s Path" by Chinua Achebe (920)
Tuesday, Jan. 10, 2012: Students will be able to analyze "The Kiss" by Anton Chekhov and share their interpretations through group discussion.
Agenda: SSR, Go over handout, discussion, independent reading and research re the other stories chosen.
HMWK: Read the second story in your list and be ready to share the analysis and interpretation, golden nuggets, symbolism, and opinions with the class.
Wednesday, Jan. 11, 2012: Students will be able to share their analysis and interpretation, golden nuggets, symbolism, author information, and opinions with the class by presenting either independently or in small groups.
Agenda: SSR, Class explanation, grouping, independent/group preparation and research re the second story.
HMWK: Read the third story and be prepared to share your analysis and interpretation, golden nuggets, symbolism, author information, and opinions with the class.
Thursday, Jan. 12, 2012: Students will be able to read their fourth story and prepare for independent "visual" presentations on Friday.
Agenda: SSR, Read fourth story (list on table on large chart paper), answer questions individually. Be ready to turn this in on Friday after the presentations. Go to website and play the "Literary Vocabulary for English IV" activity. See how much you know! There will be a quiz on this, so play it as many times as it takes to become familliar with those terms you don't already know.
HMWK: Prepare for presentations for the short stories by completing any written answers for the analysis and interpretation, golden nuggets, symbolism, author information, and opinions. If scheduled to give a book report today (Sarah?), please be prepared on Friday.
Friday, Jan. 13, 2012: Students will be able to present their independent "visual" presentations for their peers.
Agenda: SSR, 10 minutes to finalize preparations if working with someone else, book report presentation, short story presentations.
HMWK: Do the "Literary Vocabulary for English IV" activity online. Practice!
Pare!***** ¡Alto! ***** HALT ***** Arrêtez! ***** STOP ***** Stad! ***** หยุด! ***** Ma! ***** रुको! ***** Στόπ
Inroduce Author Database on computers. Keep updated throughout the semester. Friday "essay days" can be used to update.
Read Beowulf Assign group presentations with music
Anglo-Saxon Period (449-1066)
Read pages 2-9.
Read excerpts from Beowulf (pg 11-29).
Read pages 32-34 re Bede (673-735) and Caedmon.
Read pages 39-40 re Old English riddles.
Independent Assignments:
1. Answer Review Questions (pg 9).
2. In groups summarize individually assigned parts. Draw a picture to describe the action in that section.
3. In pairs, set each section (7) to music. You may burn a CD, play separate pieces using separate CD's, or download the music from the Internet. Be sure the music sets the tone for each section. After the music is selected, decide who would play the main characters if you were the director of the movie Beowulf. You may use anyone, dead or alive, create your own animated characters, or use cartoon characters. Creativity is the name of the game here! Be prepared to "show and tell."
4. Write one long, descriptive (operative word here) sentence or paragraph that describes the main character in your section: Beowulf, Unferth, Herot, Hrothgar, Grendel, Grendel's Mother, or the Fire Dragon. You may use direct quotes.
5. In an epic poem, a hero's exploits are described in glorious detail. In a short fictional essay describe a hero/leader of today. It can be based on someone real or imaginary. Be sure to include appropriate character traits and examples of those traits that would exemplify a hero.
6. Answer questions 1-3 on page 34 under "For Study and Discussion."
7. Extra Credit: Find a really good riddle and share it with the class. If no one gets it, you get five extra points added to your homework/classwork grade!
Sonnets
(pg 152-253)
Elizabeth Barrett Browning (1806-1861). "#43" (pg 668-669)
William Shakespeare (1564-1616). "#18" "#29" "#73" "#116" (pg. 164-169)
Edmund Spenser (1552-1599). "#67" "#75" (pg 155-156)
Sir Philip Sidney (1554-1586) "Sonnet 39" (pg 158-159)
Independent Assignments:
1. Write a humorous sonnet using one particular rhyme scheme.
2. Find an iambic pentameter poem (preferably a sonnet: not Shakespeare's) online or in a book to share with the class. Be sure to keep the rules in mind.
3. Compare and contrast two different styles of sonnets in a 300 word essay.
Iambic Pentameter Sonnets
*14 lines: last two often are conclusion/summary
*Rhyme Scheme: Browning: abbaabbacdcdcd
Shakespeare:ababcdcdefefgg (Note the differences)
*Iambic Pentameter: five verse feet
with an unstressed syllable followed by a stressed syallable
*Themes: love, beauty, death, moral integrity, life, poetry
Read "Araby" by James Joyce (pg 844)
Independent Assignment:
Trace the images of light and shadow through a poster or a PowerPoint presentation.
Read the following poems:
"Elegy Written in a Country Churchyard" by Thomas Gray (pg 433)
"Requiem" by Robert Louis Stevenson (pg 673)
"Not Waving but Drowning" by Stevie Smith (pg 961)
"The Hollow Men" by T.S. Eliot (pg 952)
"Dulce et Decorum Est" by Wilfred Owen (pg 956-7)
"DX" by Joe Haldeman (handout) Check out Haldeman at http://home.earthlink.net/~haldeman/
"A Million Young Workmen" at http://www.aol.bartleby.com/134/100.html and "Grass" at http://www.americanpoems.com/poets/carlsandburg/grass.shtml by Carl Sandburg. Go to http://www.english.uiuc.edu/maps/poets/s_z/sandburg/sandburg_life.htm to read Sandburg's biography.
"I Didn't Mom" by anonymous (handout)
Independent Assignment:
Choose one of the following.
1. Write a persuasive essay (250-400 words) dealing with a profession that does not receive its share of accolades.
2. Compare and contrast, in a fully cited essay (250-400 words), two of the poems you read from the list above.The two poems may NOT be by the same author.
3. Write a personal reaction of at least a half-page (typed) for each of the poems. Be sure to quote the line/s or phrase/s you refer to.
4. Write your own poem comparing love to loss.
Unit I test.
Unit II
Essays:
Continue working on the Lion's Essay. VFW Essay next. The theme for that one is: " "
Essay Contest (optional)
The Picture of Dorian Gray by Oscar Wilde essay. See http://www.penguinputnam.com/static/html/us/academic/essayhome.html for more information. This must be between two and three typed pages double spaced.
Choice of the following questions:
1. Lord Henry Wotton is attractive to almost everyone in the novel from Dorian Gray, who becomes evil, to Basil Hallward, who remains principled throughout. What kind of person is Lord Henry? Why is he so appealing to the other characters? Support your answer with specific references to the novel.
2. How does the novel portray the British upper class of the late nineteenth century? What are its dominant characteristics? Do you believe Oscar Wilde admires this group? Support your answer with specific references to the novel.
3. What is Oscar Wilde's view of women, love, and marriage as depicted in The Picture of Dorian Gray? Support your answer with specific references to the novel.
4. In the Foreword of the Signet Classic edition of The Picture of Dorian Gray, Gary Schmidgall states: "Dorian Gray, a fable writ large in which the presence of a moral is overwhelmingly apparent. But just what is that moral? This question was the focus of much controversy when the novel first appeared, and it remains the most crucial question for each reader to attempt to answer." (p. xix). What do you think the moral is? Cite examples from the book to support your answer.
William Shakespeare's Macbeth.
Read orally in class. Assigned parts.
Introduce the WebQuest
Week 7
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NEW POSTING: PLEASE READ AND COMPLETE
Go to http://www.quia.com/pages/writingjournal.html and choose 12 journal entries from those listed. Date each and write your feelings/comments on each quote. This is due Jan. 5. Please type the final copy.
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Unit III
Generations
What are one generation's responsibilities to another?
How do the actions of one generation affect future generations?
What responsibilities does one have towards oneself?
"Rocking Horse Winner" by D. H. Lawrence (1885-1930) (p. 852)
"Dead Man's Path" by Chinua Achebe (1930-?) (p. 920)
Pretend you are the judge. How would you resolve this conflict? Be ready to defend your position in class.
"Shooting an Elephant" by George Orwell(1903-1950) (p. 883)
"The Duke's Children" by Frank O'Connor (1903-1966) (p. 874)
"Spring and Fall: To a Young Child" by Gerard Manley Hopkins (1844-1889) (p. 661)
"Ulysses" by Alfred, Lord Tennyson (1809-1892) (p. 626)
Independent Assignments:
1. Chart the cause and effect chain in "Rocking Horse Winner."
2. Choose a favorite childhood fairy tale and plot the cause and effect chain. Be ready to read the fairy tale and explain your chain to the class.
4. Choose one sentence from "Shooting an Elephant" that epitomizes the entire short story (the Golden Nugget!). Explain it in a well-thought out paragraph. Use quotes from the story to back up your choice.
5. In an essay compare and contrast "The Duke's Children" with Joyce's "Araby."
6. Read "Literary Elements" on page 662. Afterwards reread "Spring and Fall" and place the stresses (stressed and unstressed) where you believe they fall.
7. Write a one page typed monolgue expressing the thoughts and feelings of a heroic figure (dead or alive), who looks back on their own life. Remember: this must be from the first person's point-of-view: "I."
8. Do "Focus on Exploratory Writing" on page 628.
Extra Credit: Write a poem about a current politician/athlete.
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May 2003
DiYanni Literature
POETRY
Writing About Poetry: pages 617-628
Elements of Poetry
Voice: Speaker and Situation
Diction and Imagery
Figures of Speech
Symbolism and Allegory
Syntax and Structure
Sound, Rhythm, and Meter
Theme
Critical Perspectives
I. In small groups (2-3) read:
1. Sir Philip Sidney's (1554-1586) "An Apology for Poetry" (page 1962). Discuss and then write an independent reflection.
2. Samuel Johnson's (1709-1784) "The Metaphysical Poets" (page 1963). Discuss and then write an independent reflection.
3. William Blake's (1757-1827) "Art and Imagination" (page 1964). Discuss and then write an independent reflection.
4. William Wordsworth's (1770-1850) "Poetry and Feeling" (page 1964). Discuss and then write an independent reflection.
5. John Keats (1795-1821) "The Authenticity of the Imagination" (page 1965-66). Discuss and then write an independent reflection.
6. Percy Bysshe Shelley's (1792-1822) "Poets and Language" (page 1967). Discuss and then write an independent reflection.
7.Edgar Allan Poe's (1809-1849) "True Poetry" (page 1968). Discuss and then write an independent reflection.
8. Gerard Manley Hopkins (1844-1889) "Sprung Rhythm" (page 1972). Discuss and then write an independent reflection.
9. Robert Frost's (1874-1963) "Poetry, Delight, and Wisdom" (page 1974-75). Discuss and then write an independent reflection.
10. Wallace Stevens' (1879-1955) "Observations on Poetry" (page 1975-76). Discuss and then write an independent reflection.
11. T. S. Eliot's (1888-1965) "The Poet and the Tradition" (page1976-77). Discuss and then write an independent reflection.
12. Pablo Neruda"s (1904- ) "The Word" (page 1980-81). Discuss and then write an independent reflection.
Due May 6, 2003
Final: Review the reflections for the twelve essays discussing poetry. Choose the one that fits your ideal of poetry and explain with examples from your favorite poems why the author's explanation is perfect.
II. Read the following poems and really look at the painting that matches each one. Check out the dates of both the piece of artwork and the poem. Do some research if you need to. Then in a well structured short essay explain why the poet/s chose the painting to describe. Use details from both the painting and the poem in your essay.
1. Anne Sexton's (1928-1975) "The Starry Night" (page 584) and Robert Fagles (1933- ) "The Starry Night" (page 585).
2. T. S. Eliot's (1888-1965) "Journey of the Magi" (page 592) and William Butler Yeats' (1865-1939) "The Magi" (page 593).
3. Natalie Safir's (1935- ) "Matisse's Dance" (page 594).
4. Vinnie-Marie D'Ambrosio's (1928) "If I Were a Maker I'd" (page 595-96).
5. Lawrence Ferlinghetti's (1919- )"Short Story on a Painting of Gustav Klimt" (page 597-98).
A. For thousands of years poetry has been closely allied with songs. Read the following poems and their modern day interpretations. Try to find at least one online and download to share. Write a short reflection about each one.
1. From Ecclesiastes: 3.1-8. and Pete Seeger's (1919- ) "Turn! Turn! Turn!" (page 599-600).
2. Edwin Arlington Robinson"s (1869-1935) "Richard Cory" and Paul Simon's (1942- ) "Richard Cory" (page 601-02).
3. Langston Hughes' (1902-1967) "Dream Deferred" and the "Same in Blues" (page602-02).
B. Read for your own enjoyment:
1. Woody Guthrie's (1912-1967) "This Land is Your Land" (page 604-05).
2. Don Maclean's (1945- ) "Vincent" (page 605-06).
3. John Lennon (1940-1980) and Paul Mccartney's (1942- ) "Yesterday" (page 607).
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Unit IV: NATURE
Guiding Questions:
How does nature affect man?
How does man affect nature?
What part does nature play in an inner journey?
Read:
* "My Heart Leaps Up" (page 485), and "Composed upon Westminster Bridge, September 3, 1802" (page 486) by William Wordsworth (1770-1850);
* "Kubla Khan" by Samuel Taylor Coleridge(1772-1834); (page 513)
* To a Mouse" by Robert Burns (1759-1796); (page 440)
* "The Force that Through the Green Fuse Drives the Flower" by Dylan Thomas (1914-1953); (page 976)
* The Windhover" by Gerard Manley Hopkins (1844-1889); (page 658)
Independent Assignments:
1. After reading the above poems, choose one to enact in front of the class. Use limited props.
2. Then choose another one and set it to music. Be ready to explain why your choice of music emphasizes the message the poet is conveying.
Unit V SATIRE/HUMOR
Guiding Questions:
What can be learnt about a culture from its humor?
How is satire used as a social commentary?
Canterbury Tales by Geoffrey Chaucer (1340?-1400); (pages 55-87)
Independent Assignments:
1a. Go online and find a site that translates Chaucer's tales. Download one in both middle English and modern English (not one done in the classroom). Read it and be prepared to tell the class the plot and moral/values of the tale. 1b. Describe the pilgrim telling the tale. (Found in the Prologue)
2. Design a PowerPoint slide around your tale.
EXTRAS - Winter Semester
February Vacation. Begin Research Paper. Perfect thesis and find at least five sources for your paper (need minimum of 10).
Introduction to Research Paper: 12-15 page fully researched research paper on a British author or your non-fiction subject re summer reading. Subject/author due by February 12. Rough draft of thesis to be written in class on same day. Inspiration on Feb 12/13.
Table of contents, inline citations, bibliography, and addendum all part of paper. Notecards, outline using Inspiration, and rough draft are part of the total grade. More information to be given in class.
Rough Outline re Inspiration for research paper. Notecards and notes for all sources.
Research Paper
Research paper topics (12-15 page minimum) will be assigned. Final choice made by March 28, 2003. This is a fully researched and cited paper with an extensive bibliography. Full details will be given in class. If you completed your summer reading, you may do it on your non-fiction choice. If you didn't, the topic must be a British/Irish/ Scottish/Welsh author.
Thesis due March 28, 2003.
Notecards due April 9.
Outline to be completed in class during the week of Aprl 14, 2003.
Rough Draft due the week after spring break (Friday).
Final paper due May 8.
Rough draft of the 2003 National Volunteer Week Essay Contest due first week in March.
Topic: Write an essay of not more than 500 words on some aspect of volunteering in the community, using the theme "Volunteering Is Sharing Your Gift."
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