HONORS ENGLISH IV
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Welcome to Honors English IV and your senior year. 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 read Frankenstein by Mary Shelley, Macbeth by William Shakespeare and Address Unknown by Katherine Kressman Taylor.
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, on the stage or behind the scenes?
Always look for the current 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; see syllabus (Remind, Quia Roster, Free Dictionary.com).
***Introduction to Writing Journals. (https://www.quia.com/pages/abee/page3) (thisibelieve.org)
***Introduction to Quia and Quizlet.
Frankenstein will be individually read within one month (December) (Reading assignments given in class.)
Address Uknown (January)
Macbeth by William Shakespeare will be the play read in class. (Feb.-March)
Monday - Tuesday, November 25-26, 2019: Students will be able to understand the course requirements.
Agenda: Introduction; Extra Journal: Answer Questions: What skills you want to work on during the class, what support (if any) you need, and what you hope to know by the end of the trimester. Set up Quia roster (Dec. 1). Remind (Monday); Vocabulary through Quizlet (Tuesday); Journal (Monday); Free Dictionary.com.
SAT Vocabulary and novel vocabulary are also on Quia. Peruse these activities.
Monday classwork: 1. Complete "First Assignment" about personal information re email to Ms. Bee. (by Tuesday.)
Monday-Tuesday, December 2-3, 2019: Students will create an IceBreaker assignment to introduce themselves to the class.
Agenda: Icebreaker: use this to introduce your "identity" to the class.
Explain the timeline and assignments for Frankenstein. Journal explanation in depth. .
Icebreaker: Please do the following:
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.
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).
Using the Identity information create a "Getting to Know You" document. 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.
If finished, play vocabulary activity.
Present.
Wednesday-Thursday, December 4-5, 2019: Students will be able to take a pre-test for Eng. IV H 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 Wednesday, Online MC on Thursday).
Listen to: https://www.youtube.com/watch?v=y8xbnlmIqks if done early.
Friday, December 6, 2019: Students will work on their Journal and begin Frankenstein.
Agenda: 15 minutes of Journaling.
Introduction to Frankenstein with Google notes.
https://www.gutenberg.org/files/84/84-h/84-h.htm
Monday, Dec. 9 - Friday, Dec. 13: Students will work on Frankenstein.
Agenda: 15 minutes of Journaling twice during the week.
Independent work on reading Frankenstein, answering the questions on a Google page (NOTES will be used for final essay.)
Class discussions.
https://www.gutenberg.org/files/84/84-h/84-h.htm
HmWk: Be sure to have read through chapter 13 by Monday. The questions can wait until class time on Monday to complete.
Essential questions for Frankenstein.
• What does it mean to be human?
• Where do the benefits of education and technology end? Where should that line in the sand be drawn? Or should it?
• What role does society and/or family play in the creation and development/upbringing of a human?
DO: Look at the book from the perspective of the Creature and then of Victor Frankenstein himself. Keep a quick thought journal of what you think their feelings/emotions are as the novel continues.
DATES & GUIDING QUESTIONS
Pages 1-14 All Letters by Dec. 9
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 15-39 Chapters 1-5 by Dec. 11
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?
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 40-86 Chapters 6-13 by Dec. 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?
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 86-127 Chapters 14-20 by Dec. 16. 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?
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 128-166 Chapters 21-23 by Dec. 18. (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 Dec. 20.
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?
Monday, Dec. 16 - Friday, Dec. 20: Students will continue working on Frankenstein. (Pages 89-166 Chapters 14-23)
Agenda: 15 minutes of Journaling twice during the week.
Independent work on reading Frankenstein, answering the questions on a Google page (NOTES will be used for final essay.)
Class discussions.
https://www.gutenberg.org/files/84/84-h/84-h.htm
HmWk: Be sure to have read through chapter 23 by Friday. Whatever questions are not answered in class can wait until the break to complete.
Thursday-Friday, Jan. 2-3, 2020: Students will finish the questions dealing with the novel Frankenstein being sure to answer questions fully as these notes will be used for the online final.
Agenda: Students will complete their notes for the novel. If finished, they may work on January Journal entries.
HmWk: Test on Monday.
Monday-Tuesday, Jan. 6-7, 2020: Students will complete an online test on Frankenstein using their notes only.
Agenda: Go to Frankenstein Final #2 below. Sign in using your user name and password. User name is your first name last name 737 (adelinebee737) or if in this class before, the number could be 490 or 410 (Kaleigh, Will and Lorraine). Your last name is your password. It is NOT case sensitive. If you have trouble text me immediately.
Use your notes to answer the questions. Be sure to complete ALL parts of each question. You may not work together. Pay attention to the point count. This is an independent test. Due by the end of class on Tuesday at the latest. Only use class time to take it.
Monday HmWk: Go to www.attleboroseniorenglish.weebly.com and decide which essay you will write on the Frankenstein Blog. You will need to choose and cite at least six pieces of evidence (www.attleboroseniorenglish.weebly.com) to support your thesis.
Quote example if talking about Victor and Elizabeth's relationship: "Everyone loved Elizabeth. The passionate and almost reverential attachment with which all regarded her became, while I shared it, my pride and my delight. On the evening previous to her being brought to my home, my mother had said playfully, “I have a pretty present for my Victor—tomorrow he shall have it.” And when, on the morrow, she presented Elizabeth to me as her promised gift, I, with childish seriousness, interpreted her words literally and looked upon Elizabeth as mine—mine to protect, love, and cherish (Shelley Chapter 1) or if using a book (Shelley 21). There should be either an introduction to the quote or an explanation of the quote used. A paraphrase would be the same thing, except without the quotation marks. Citing of shorter pieces of evidence are also very appropriate.
we will start the essay in class on Monday, so be prepared to begin by knowing which question you will be answering and collecting your supporting evidence ahead of time.
Directions to access the Blog: Go to the website, then look right and click on "More." Then click on" Blog" at the bottom of the list to go to the page OR click on https://attleboroseniorenglish.weebly.com/blog/frankenstein-by-mary-shelley#comments and read the directions and questions. Choose one question. Find at least six pieces of evidence to support that question. Be prepared to begin this essay in class on Monday using this evidence and appropriate citation format to support your answer.
Wednesday, Jan. 8, 2020: Students will finalize their evidence for their essay and discuss any questions on the novel.
Agenda: Evidence research for the Blog essay.
Class discussion of the novel.
Thursday-Friday, Jan. 9-10, 2020: Students will complete an essay on Frankenstein using only their notes and the text at the Blog site (www.attleboroseniorenglish.weebly.com).
Agenda: Write a final essay responding to one of the essay questions using appropriate citing. Notes and the text may be used. Write it in a Google document first, then copy and paste the question responded to and the essay to the Blog. Go back and check to see if the entire essay posted, as there is a word limit. If all of it didn't post, then copy and paste to a second blog with the following words: 2nd part of (your name) essay.
"BEE" sure you do this. Everyone should have posted by Friday at the end of class.
Respond to two of your classmates' essays in Blogs, preferably essay prompts that you did not respond to. Each Blog MUST have at least two pieces of new cited evidence that either agrees with the essay or disagrees with the essay. Complete for homework over the weekend if you did not finish in class. Each Blog should be approximately a long paragraph each.
Monday-Friday, Jan. 13-29, 2020: Students will read Address Unknown by Katherine Kressman Taylor and create a set of letters on a topic they are passionate about.
Agenda: READ EVERYTHING BELOW!!! Introduction to novella. Begin reading about author and historical era. Gather ten political facts about Europe in the 1920s.
PROJECT Students will in pairs create their own letters on a topic of current interest.
Agenda: Read the novella. In pairs talk about what important topic you are most passionate about today.
(http://www.acobas.net/teaching/textbook/address/addressunknown.pdf). See handout.
Watch the movie from 1944 (popcorn night!)
Watch the YouTube videos at https://www.youtube.com/watch?v=y8xbnlmIqks (5 parts - 10-12 minutes each).
Working with a partner, decide which current topic that you are both passionate about. You will then write your own pairs of letters to inform readers about a particular topic. This "message" can be humorous, well-intentioned, political, sarcastic, aimed at a segment of the population, angry, sad, informative, etc.
Make sure your research into that "passionate topic" is accurate and diverse (lots of sources). Facts are integral in this assignment.
Before turning the letters in, they should be proofed for grammatical and content errors by another pair of students (swap off), then shared through Google docs with me. Be sure to include actual facts in your letters as evidence to support your "message." You can even include pictures/images like in the novella, if it enhances your project. Information can be cited, referred to if well-known, or the actual magazine/newspaper article could be included as part of your own "novella."
Present your letters to the class or a small group when finished.
Think about the appropriate audience for this presentation. You may dress up to reflect the part you are playing.
Let me know through a text if there is a problem.
Read your letters to a different group of people: students/church group/elementary/middle school/high school.
Create a short questionnaire that could be given out to your audience about your project. Questions could include: "What do you think the main message of the letters was? What did you learn from listening to the letters? What emotions did the letters evoke in you? Why?" OR, any other question that could give you some feedback into the effect of your letters.
Online final on Monday, Jan. 27.
Students will turn in their paired letters by Friday, Jan. 31.
Students will present Feb. 3-5 in class, and schedule and present an outside presentation by February 14.
Journals: Eight (8) due by Feb. 14. Please write these and share on the Google document that you used for the Nov/Dec entries. Just draw a line and write Jan/Feb Journals. Remember, each entry is approximately a half page long, single spaced. Choose prompts that speak to you!
Extra credit of +20 each for two extra entries and +10 for early submission. Assignment worth 160 points + possible extra credit = 210 points! :-)
Tuesday-Friday, February 11-14, 2020: 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:
In pairs, 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:,/b>
Individually, 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 (2 male groups) and one female. The males go first and reply to Raleigh's poem following the rules. Then the females will respond to either of the male's poems or both, as desired or dependent on time. 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)
SHARE with me through a Google document with everyone's names at the top. Please only have one person in each group send to me. I don't want 25 emails instead of 3. LOL
Share with the entire class before Feb. break. Send me the poems, so I can share in the fun!.
Journal, Address Unknown presentations to other classes (ask the teacher for a pass before leaving class), or vocabulary time when not responding to the poems.
Monday-Tuesday, February 24-25, 2020: Students will be introduced to William Shakespeare through a Webquest and begin to think about who wrote Shakespeare.
Agenda: Introduction to Shakespeare. Take notes through a Google document. Begin working on Webquest. Finish on Tuesday.
Wednesday-Friday, Feb. 26-28, 2020: Students will begin reading Macbeth by William Shakespeare.
Agenda: Oral reading of the play. Act I-Act II
https://www.enotes.com/topics/macbeth/etext/act-i
DO NOT GO BEYOND THIS POINT. STOP. ARRETE. HALIWISTA. HALT. DETENER. אָפּשטעל.
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.
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