Student Learning Activities
Feb 13-17
English I
Essential Questions: In what way does the Holocaust exemplify ethnic discrimination and
governmental abuse of power?
Why did Hitler kill millions of people? What aspects of the Holocaust help define it as a human
tragedy? What can we learn from the survivors of the Holocaust? What were the forms of resistance to
Nazi repression and killing? What is figurative language and what makes it effective? What makes
poetry a valid form of expression?
Resources/Materials: Diary of Anne Frank, Dictionaries, Computers, News Articles
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H2) (ELA 1 H3) (ELA 6 H1) (ELA 6 H2) (ELA 6
H3)
(ELA 7 H1) (ELA 7 H2) (ELA 7 H4) (ELA 2 H1) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 3 H3) (ELA 4 H1) (ELA 4 H2) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Short story: from Kaffir Boy (S. Africa, ye1.1365, ethnic prejudice, autobiography)
Complete Kaffir Boy and compare its theme to diary theme(s).
Monday----Daily Journal. Reading Romeo & Juliet. Prepare for the Renaissance Ball (use Publisher
and Inspiration).
*invitations *menu *costume/fashion *music *art *dance
Tues---------Daily Journal. Reading Romeo & Juliet.
Wed---------Daily Journal. Reading Romeo & Juliet.
Thurs--------Daily Journal. Reading Romeo & Juliet.
Fri.-----------Daily Journal. Reading Romeo & Juliet. Staging the Ball.
Homework:
Awake in the dark: stories (304 pages)
Shira Nayman
“A collection of tales about the contemporary lives of the children of Holocaust victims and
perpetrators features protagonists who in turn struggle with questions about their Jewish identities
and embark on journeys of self-discovery to uncover their parents’ dark secrets.” Complete reading
by 2/17
1) “I Never Saw Another Butterfly” poem selection. Choose one of the poems and write a four
paragraph essay
2) evaluating the poetry in terms of meaning, theme, and literary devices. Incorporate at least five
vocabulary words.
3) Due 2/27
4) Conflict Journal
Read stories and take notes on conflict involving characters.
Assigned a particular character for analysis and evaluation of internal conflict. Two typed pages.
Includes presentation.
Due 3/2
English II
Enduring Understandings (Antigone):
Unit Description Students will explore the connection between loyalty and betrayal. Unit instruction
will focus on literary analysis, which includes reading and responding to dramatic literature. Students
will also recognize elements of tragedy and analyze connections between historical contexts and the
works of Shakespeare. This unit focuses on applying a variety of reading and comprehension
strategies to the study of drama. Students will compose written responses to analyze plays and their
relationships to real-life experiences. Regular vocabulary study will include defining words within the
context of the literature and using words appropriately in original writings. Grammar, usage, and
mechanics instruction also occurs within the context of the selections.
Enduring Understandings
· Flaws are part of the human condition.
· Personal ambition can undermine the goals of a leader, as well as the progress of that society.
· Heroes and heroines can be a reflection of human potential.
· Heroes, heroines and leaders embody similar traits Essential Questions
· What impact do flaws have on leadership?
· How can personal flaws undermine or destroy the success of a leader?
· How can the personal ambition of a leader interfere with his success?
· Why do heroes and heroines personify the values of a culture?
· Why is there a distinction between heroes?
GLEs: 01b, 01d, 02a, 02b, 02c, 02d, 03a, 03b, 03g, 03h, 03i, 04b, 04c, 7, 8, 09b, 09c, 11a, 11c,
11d, 11e, 11f, 12a, 13, 15a, 15b, 15d, 16b, 17a, 17b, 17c, 17d, 19c, 19d, 19e, 19f, 19g, 19h, 20,
21a, 21b, 24d, 25a, 25b, 25c, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 31a, 31c, 32a,
32b, 32c, 34a, 35b, 35c, 38a, 38b, 38c, 39a, 39b, 40a, 40b, 42b, 42c, 45b, 45c
Literacy Strategies: SQPL, learning logs, split-page note-taking, GISTing, graphic organizer, QtA
Content Questions
· In what ways can students identify ways a dramatist’s work reflects his or her experiences and
view of life?
· How can students compare and contrast the dramatist’s use of a selected literary element,
technique, or device with a similar one in other literary forms?
· How can students compare the development of theme in a play and a prose work?
· When can students compare the dramatist’s perception of life to their own personal
perceptions?
· In what ways can students effectively integrate quotations into text and document sources in
correct bibliographic format?
Monday---Reading: A Wreath for Emmett Till (discussion, allusion to “Strange Fruit” recorded by
Billie Holiday in 1939, compare and contrast, extended homework and class activity)
Reading: Antigone
Tues---------Reading: Antigone
Homework: Developing an outline and rough draft (writing about poetry, allusion, poetry conventions,
literary devices).
Wed------- Reading: Antigone
Work on poetry draft.
Thurs-------Reading: Antigone
Homework: Rough draft (essay, poetry explication, allusion, poetry conventions, literary devices).
Friday-------In class, timed essay (poetry).
English III H
Resources/Materials: Internet databases, dictionaries, Wagner audio
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6 H2) (ELA 6
H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA
4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5
H5)
Listening to play A Wagner Matinee (28) http://www.scribblingwomen.org/wcwagner.htm (online
audible version of the play). (To read, listen, take notes, and analyze a work about a woman who
rediscovers her love of music after giving up the refinement of European culture for a life on the
American frontier; To identify and analyze the point of view). After listening to an excerpt of Wagner’s
opera Tristan and Isolde in class (or absent students may go to amazon.com and access samples by
searching Tristan and Isolde and Wagner) and the musical pieces Clark and his aunt hears at the
matinee, discuss in a one page composition the emotions that this music might have stirred in the
two main characters of the story. Use at least 3 examples from the story to support your opinion
(underline and number them Do Not Use I or you).
Mon--Tues
• Read short story The Celebrated Jumping Frog of Calaveras County identifying colloquial
language http://en.wikipedia.org/wiki/Colloquial and writing a description of a setting. Read article
on frogs and compile (can be taken from internet) information on a particular type of frog (peeper,
tree, bull, chorus, clawed, coqui, cricket, green, marsupial, or toad) and its environment. Bring in
information to work on writing assignment for tomorrow. Any student who does not have access to a
computer may come to my class at before school, during lunch, or after school to obtain information
from the classroom computer). Read CNNs article Disappearance of frogs may signal the planet is out
of whack http://archives.cnn.com/2000/fyi/news/09/08/disappearring.frogs/index.html and
consider the global effects that environmental stresses cause. Write a two page description of the
setting for a particular type of frog. In your imaginary ecosystem, alter the perfect habitat to include
at least two environmental issues that the article on frogs raises. Also in the settings (consider the
definition of the literary element of setting and all it includes) description, include a dialogue between
a frog and another member of the habitat using colloquialisms (expressions not used in formal
speech or writing, usually used primarily within a limited geographical area) from southeast
Louisiana. Due Tues. 3/02
The paper needs to address the following: (1) thorough description of setting (2) what has changed
(what you’ve altered--use info from article on frogs) in the what you’ve altered--use info from
article on frogs) in the habitat to make it stressed (you don’t have to state specifically, you may infer
but underline and mark with an asterisk and explain as a footnote (3) dialogue between two members
of the habitat (4) use of at least six regional colloquialisms (underlined and number them) Due 3/02
English III G
Resources/Materials: = Podcast, Internet databases, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6 H2) (ELA 6
H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA
4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5
H5)
Mon—Daily Journal. Reading The Open Boat, character annotation chart. Identify point of view of 3rd
person, take note of the depth of emotions evoked by Crane especially at the end when he uses a
mixture of relief and tragedy. Questions to answer: Does Crane see nature as arbitrary, malicious, or
something else? How does the ending mock the idea of
survival of the fittest? Watch film clip of The Perfect Storm (130)
Gisting Assignment due. Read Harvard article on weather modification in the 21st century
http://www.hcs.harvard.edu/~hsr/pdfswinter2003/sepah37-39.pdf
Tues------Daily Journal. Continue writing “The Open Boat”
Wed—Fri. Daily Journal. Review PBS documentary The Elegant Universe (3) (Note taking; proposes
string theory or superstring theory that the fundamental aspects of nature are tiny strands of energy
a universe of hidden dimensions hosted by a Columbia University physics professor). After viewing
the films and documentaries and reading the article on weather modification, write a composition of
at least 5 paragraphs that explores how the new theories regarding the universe and nature would
affect Stephen Cranes views of man vs. nature and what implications these new theories propose for
the future of mankind. In your composition include the following: (1) mention of Naturalism and
Cranes ties to it (2) at least 2 examples from The Open Boat (3) at least 2 examples from The Perfect
Storm (4) at least 3 quotations from the article on weather modification (4) at least 4 examples from
The Elegant Universe. Students who are absent or who miss any parts of The Elegant Universe can go
to PBS at http://www.pbs.org/wgbh/nova/elegant/ and use QuickTime or RealVideo to view any
segment missed. This writing assignment extends into next week.
English IV G
Essential Questions: How can we express ourselves in writing? What methods do writers use to
persuade others? What is the importance of personal writing and expression? How does the theme of
responsibility run throughout several time periods? Questions of identity. Universal and consistent
themes.
Resources/Materials: To the Lighthouse, British Literature, Internet databases
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6 H3) (ELA 6 H4) (ELA 7
H2)(ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2)(ELA 3 H2)
(ELA 3 H2) (ELA 3 H3)(ELA 4 H1) (ELA 4 H1)(ELA 4 H2) (ELA 4 H4) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2) (ELA
5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Monday—Novel Test.
View classic television show for satire of “beatnick”
Discussion of archetype
Tuesday--Thurs---Poetry Readings and Research page 1—poet intro (biographical info, explanation
of how works reflect life, fascinating facts) 2. Explicate three poems line by line, one page each—
evaluate: literary devices, theme, tone, compare poems, discuss/explain how work reflects Romantic
period 3. Select one for dramatic interpretation. Due exam week.
Fri--Rime of the Ancient Mariner. Discussion of the theme of responsibility.
* Discuss the idea of “responsibility” as it appears beginning in the Old English period
through the Romantic period
......................
...........................
Feb 6-10 (6)
English I
Essential Questions: In what way does the Holocaust exemplify ethnic discrimination and
governmental abuse of power?
Why did Hitler kill millions of people? What aspects of the Holocaust help define it as a human
tragedy? What can we learn from the survivors of the Holocaust? What were the forms of resistance to
Nazi repression and killing? What is figurative language and what makes it effective? What makes
poetry a valid form of expression?
Resources/Materials: Diary of Anne Frank, Dictionaries, Computers, News Articles
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H2) (ELA 1 H3) (ELA 6 H1) (ELA 6 H2) (ELA 6
H3)
(ELA 7 H1) (ELA 7 H2) (ELA 7 H4) (ELA 2 H1) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 3 H3) (ELA 4 H1) (ELA 4 H2) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Monday----Daily Journal. Poetry: “The Guitarist Tunes Up” (786); “The Hound” (787); “Bereft” (787);
“It sifts from leaden sieves” (788); “I taste a liquor never brewed” (797); “Metaphors” (798); “Toads”
(800). Complete Explications.
Reading: Romeo and Juliet.
Tues---------Daily Journal. Evaluations/Presentations. Reading Romeo & Juliet.
Wed---------Daily Journal. Homework: begin reading stories from Awake in the dark: stories and
working on “Conflict Journal”—due 3/2. Poem selection from “I Never Saw Another Butterfly”—essay
due 2/27.
Thurs--------Daily Journal. Research Paper Due. Short story: from Kaffir Boy (S. Africa, ye1.1365,
ethnic prejudice, autobiography)
Fri.-----------Daily Journal. Complete Kaffir Boy and compare its theme to diary theme(s).
Homework:
Reading
Awake in the dark: stories (304 pages)
Shira Nayman
“A collection of tales about the contemporary lives of the children of Holocaust victims and
perpetrators features
protagonists who in turn struggle with questions about their Jewish identities and embark on
journeys of self-discovery
to uncover their parents’ dark secrets.” Complete reading by 2/17
1) “I Never Saw Another Butterfly” poem selection. Choose one of the poems and write a four
paragraph essay
2) evaluating the poetry in terms of meaning, theme, and literary devices. Incorporate at least five
vocabulary words.
3) Due 2/27
4) Conflict Journal
Read stories and take notes on conflict involving characters.
Assigned a particular character for analysis and evaluation of internal conflict. Two typed pages.
Includes presentation.
Due 3/2
English II
Enduring Understandings (Antigone):
Unit Description Students will explore the connection between loyalty and betrayal. Unit instruction
will focus on literary analysis, which includes reading and responding to dramatic literature. Students
will also recognize elements of tragedy and analyze connections between historical contexts and the
works of Shakespeare. This unit focuses on applying a variety of reading and comprehension
strategies to the study of drama. Students will compose written responses to analyze plays and their
relationships to real-life experiences. Regular vocabulary study will include defining words within the
context of the literature and using words appropriately in original writings. Grammar, usage, and
mechanics instruction also occurs within the context of the selections.
Enduring Understandings
· Flaws are part of the human condition.
· Personal ambition can undermine the goals of a leader, as well as the progress of that society.
· Heroes and heroines can be a reflection of human potential.
· Heroes, heroines and leaders embody similar traits Essential Questions
· What impact do flaws have on leadership?
· How can personal flaws undermine or destroy the success of a leader?
· How can the personal ambition of a leader interfere with his success?
· Why do heroes and heroines personify the values of a culture?
· Why is there a distinction between heroes?
GLEs: 01b, 01d, 02a, 02b, 02c, 02d, 03a, 03b, 03g, 03h, 03i, 04b, 04c, 7, 8, 09b, 09c, 11a, 11c,
11d, 11e, 11f, 12a, 13, 15a, 15b, 15d, 16b, 17a, 17b, 17c, 17d, 19c, 19d, 19e, 19f, 19g, 19h, 20,
21a, 21b, 24d, 25a, 25b, 25c, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 31a, 31c, 32a,
32b, 32c, 34a, 35b, 35c, 38a, 38b, 38c, 39a, 39b, 40a, 40b, 42b, 42c, 45b, 45c
Literacy Strategies: SQPL, learning logs, split-page note-taking, GISTing, graphic organizer, QtA
Content Questions
· In what ways can students identify ways a dramatist’s work reflects his or her experiences and
view of life?
· How can students compare and contrast the dramatist’s use of a selected literary element,
technique, or device with a similar one in other literary forms?
· How can students compare the development of theme in a play and a prose work?
· When can students compare the dramatist’s perception of life to their own personal
perceptions?
· In what ways can students effectively integrate quotations into text and document sources in
correct bibliographic format?
Monday-----Complete writing assignment from last week (Shakespeare history play, applying
character behavior/motivation to modern figure and Aristotle’s philosophy).
Tues—Thurs: Reading, Antigone
Fri--Philosophy vs. poetry. Poetry—Figurative language: “A Hummingbird,” Dickinson (writing—
identifying literary elements). “Nature” (writing—in an 8—12 sentence response, explain the
organization or structure of the poem—sequence? contrast? comparison?)
2/06-10 (6)
English III H
Resources/Materials: Internet databases, dictionaries, Wagner audio
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6 H2) (ELA 6
H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA
4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5
H5)
Monday—Complete writing from last week (using a modern article as support)
Tuesday—Wed: Story of an Hour”
Compare the endings of Story… and To Build… in terms of readers’ expectations. What makes these
story endings unique? How do the ending reflect the theme(s) of the literary time period?
Thurs—Fri: Daily Journal. Listening to play A Wagner Matinee (28)
http://www.scribblingwomen.org/wcwagner.htm (online audible version of the play). (To read, listen,
take notes, and analyze a work about a woman who rediscovers her love of music after giving up the
refinement of European culture for a life on the American frontier; To identify and analyze the point
of view). After listening to an excerpt of Wagner’s opera Tristan and Isolde in class (or absent
students may go to amazon.com and access samples by searching Tristan and Isolde and Wagner)
and the musical pieces Clark and his aunt hears at the matinee, discuss in a one page composition
the emotions that this music might have stirred in the two main characters of the story. Use at least
3 examples from the story to support your opinion (underline and number them Do Not Use I or you).
English III G
2/06-10 (6)
Resources/Materials: = Podcast, Internet databases, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6 H2) (ELA 6
H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA
4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5
H5)
Monday—Complete writing: Comparing cultures in the following selections:
The Outcasts of Poker Flat and Chief Sekoto Holds Court. Comparison based on and considering
*accepted rules of social behavior, *accepted ideas about law and justice, * time and place in which
events occur.
Tuesday—--Daily Journal. Novel Test.
Wed-Thurs: Daily Journal. A Wagner Matinee (28)
Friday: Read Harvard article on weather modification in the 21st century
http://www.hcs.harvard.edu/~hsr/pdfswinter2003/sepah37-39.pdf
(Gisting)
Feb. 6-10 (6)
English IV G
Essential Questions: How can we express ourselves in writing? What methods do writers use to
persuade others? What is the importance of personal writing and expression? How does the theme of
responsibility run throughout several time periods? Questions of identity. Universal and consistent
themes.
Resources/Materials: To the Lighthouse, British Literature, Internet databases
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6 H3) (ELA 6 H4) (ELA 7
H2)(ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2)(ELA 3 H2)
(ELA 3 H2) (ELA 3 H3)(ELA 4 H1) (ELA 4 H1)(ELA 4 H2) (ELA 4 H4) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2) (ELA
5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Monday—Friday
Reading essays dealing with gender roles and identity:
Judy Brady, Why I Want a Wife 380
Glenn Sacks, Stay-at-Home Dads 382
Rosalind C. Barnett and Caryl Rivers Men Are
From Earth, and So Are Women. 408
Friday—Test: To the Lighthouse (essay)
=============================
Week of Jan. 30
English I
Essential Questions: In what way does the Holocaust exemplify ethnic
discrimination and governmental abuse of power?
Why did Hitler kill millions of people? What aspects of the Holocaust help
define it as a human tragedy? What can we learn from the survivors of the
Holocaust? What were the forms of resistance to Nazi repression and killing?
What is figurative language and what makes it effective? What makes poetry a
valid form of expression?
Resources/Materials: Diary of Anne Frank, Dictionaries, Computers, News Articles
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H2) (ELA 1 H3) (ELA 6
H1) (ELA 6 H2) (ELA 6 H3)
(ELA 7 H1) (ELA 7 H2) (ELA 7 H4) (ELA 2 H1) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 3 H3) (ELA 4 H1) (ELA 4 H2) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
(Completed Metamorphosis)
Monday----Daily Journal. Poetry: “The Guitarist Tunes Up” (786); “The Hound”
(787); “Bereft” (787); “It sifts from leaden sieves” (788); “I taste a liquor
never brewed” (797); “Metaphors” (798); “Toads” (800). Read and discuss.
Select one for further explication and evaluation (includes presentation).
Reading Romeo & Juliet.
Tues---------Daily Journal. Clip: What is a Youth? Reading Romeo & Juliet.
Notetaking: Action and Consequence
Wed---------Daily Journal. Poetry Explication. Reading Romeo & Juliet.
Thurs--------Daily Journal. Poetry Explication. Reading Romeo & Juliet.
Evaluate one of the major choices that Romeo and Juliet make.
Discuss how this choice will change the consequence.
Fri.-----------Daily Journal. Poetry Explication. Parallel Diary due. Reading
Romeo & Juliet.
Homework:
• The diary of a young girl: the definitive edition (340 pages)
Anne Frank (edited by Otto Frank)
“An uncut edition of Frank’s diary includes entries originally
omitted by her father and provides insight
into Anne’s relationship with her mother.” Complete reading by 2/01
• Parallel Diary Due 2/03
• Mini Research: Technology During the Holocaust . Due 2/10
English II
Enduring Understandings (Antigone):
Unit Description Students will explore the connection between loyalty and
betrayal. Unit instruction will focus on literary analysis, which includes
reading and responding to dramatic literature. Students will also recognize
elements of tragedy and analyze connections between historical contexts and
the works of Shakespeare. This unit focuses on applying a variety of reading
and comprehension strategies to the study of drama. Students will compose
written responses to analyze plays and their relationships to real-life
experiences. Regular vocabulary study will include defining words within the
context of the literature and using words appropriately in original writings.
Grammar, usage, and mechanics instruction also occurs within the context of
the selections.
Enduring Understandings
· Flaws are part of the human condition.
· Personal ambition can undermine the goals of a leader, as well as
the progress of that society.
· Heroes and heroines can be a reflection of human potential.
· Heroes, heroines and leaders embody similar traits Essential Questions
· What impact do flaws have on leadership?
· How can personal flaws undermine or destroy the success of a leader?
· How can the personal ambition of a leader interfere with his success?
· Why do heroes and heroines personify the values of a culture?
· Why is there a distinction between heroes?
GLEs: 01b, 01d, 02a, 02b, 02c, 02d, 03a, 03b, 03g, 03h, 03i, 04b, 04c, 7, 8,
09b, 09c, 11a, 11c, 11d, 11e, 11f, 12a, 13, 15a, 15b, 15d, 16b, 17a, 17b, 17c,
17d, 19c, 19d, 19e, 19f, 19g, 19h, 20, 21a, 21b, 24d, 25a, 25b, 25c, 26a, 26b,
26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 31a, 31c, 32a, 32b, 32c, 34a, 35b,
35c, 38a, 38b, 38c, 39a, 39b, 40a, 40b, 42b, 42c, 45b, 45c
Literacy Strategies: SQPL, learning logs, split-page note-taking, GISTing,
graphic organizer, QtA
Content Questions
· In what ways can students identify ways a dramatist’s work reflects
his or her experiences and view of life?
· How can students compare and contrast the dramatist’s use of a
selected literary element, technique, or device with a similar one in other
literary forms?
· How can students compare the development of theme in a play and a
prose work?
· When can students compare the dramatist’s perception of life to
their own personal perceptions?
· In what ways can students effectively integrate quotations into text
and document sources in correct bibliographic format?
Mon----- Present summaries to class.
Read poem “Ballad of Birmingham” (summarizing , identifying literary elements,
understanding tone). Write an eight sentence expressive response to the
subjects in the photo. Use the following sentence structure (from vocabulary)
to formulate one of your sentences: Dependent clause, independent clause, (or
;) connector independent clause. Underline or highlight this sentence.
Reading: Henry V.
Tues------ Critical thinking activity (hasty generalization). (Word Term Grid,
Character relationships). Complete Henry V.
Wed------- Writing: Apply Aristotle’s definition to Henry, Pistol, or Nym
(Henry V, behavior). How would the character selected compare to Aristotle’s
definition of this virtue? Also select one of the following modern day
persons--Colin Powell, Theodore Roosevelt, Ben Bernake, Opra Winfrey, Mark
Zuckerberg, Martin Luther King, Jr., John F. Kennedy—and compare them to
Aristotle’s standards as well. What conclusions do you reach? (Nicomachean
Ethics, III)
Thurs------ Complete writing.
Fri----------Reading: Antigone
Read “The Adopted Son”--Prompt: The definition what constitutes a family has
changed in the past fifty years. Today, some people consider a family to
include anyone who lives in the same house or apartment, while others believe
that a family means strictly blood relatives. What does it mean to be a
family? (standardized formats, central idea, supporting details, expository).
Use the following sentence structure (from vocabulary) to formulate one of
your sentences: Independent clause connector subordinate clause, connector
independent clause. Underline or highlight this sentence.
English III G
Essential Questions: What does the concept of “reality” suggest? What is
consciousness? What is a psychological thriller? What are mental health
disorders? What can we learn about human nature through film? What can we
learn about ourselves from the challenges (mental and physical) facing others?
How are the past and present alike? Different?
Resources/Materials: Turn of the Screw, Internet databases, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2) (ELA 6 H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7
H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2
H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA 4
H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5
H3) (ELA 5 H4) (ELA 5 H5)
Monday-----Daily Journal. Complete in class essay from last week.
Tuesday—--Daily Journal. Reading: Chief Sekoto Holds Court (read and analyze a
short story about justice)
Wednesday—Daily Journal. In class reading and discussing. Chief Sekoto Holds
Court.
Thursday-----Daily Journal. Reading: Let Us Examine the Facts (read and
analyze a speech explaining his reaction to a peace treaty; recognize and
evaluate the elements of an expository speech; identifying supporting details).
Friday--------Daily Journal. The Outcasts of Poker Flat and Chief Sekoto
Holds Court. Comparison based on and considering *accepted rules of social
behavior, *accepted ideas about law and justice, * time and place in which
events occur. Comparison of Gettyburg and Inaugural Speech due.
English III H
Essential Questions: Essential Questions: What can we learn about human
nature through fiction and non-fiction? What can we learn about ourselves from
the challenges (mental and physical) facing others? How can we relate fiction
to real-life? What is local color and realism? What are recurrent themes in
American literature?
Resources/Materials: When I Was A Slave, Internet databases, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2) (ELA 6 H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7
H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2
H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA 4
H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5
H3) (ELA 5 H4) (ELA 5 H5)
Monday—Wednesday--To Build a Fire--Using the information located in the
articles Lost in the Woods and "Hypothermia" http://www.sarbc.org/hypo1.html
explain how the miner could have avoided the final outcome by using common
sense precautions (however, keep in mind the time period). Use at least 5
examples from the story and three quotations from each article (underline and
number them). Must be a response of at least 15 sentences and cover at least a
page in length.
Thursday—Friday—“Story of an Hour”
Compare the endings of Story… and To Build… in terms of readers’ expectations.
What makes these story endings unique? How do the ending reflect the theme(s)
of the literary time period?
English IV
Essential Questions: How can we express ourselves in writing? What methods do
writers use to persuade others? What is the importance of personal writing and
expression? How does the theme of responsibility run throughout several time
periods?
Resources/Materials: To the Lighthouse, British Literature, Internet databases
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6
H3) (ELA 6 H4) (ELA 7 H2)(ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H3) (ELA 2
H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2)(ELA 3 H2) (ELA 3 H2) (ELA 3 H3)(ELA 4 H1)
(ELA 4 H1)(ELA 4 H2) (ELA 4 H4) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2)
(ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Mon—Tues: A Vindication of the Rights of Women.
Wed—Thursday: Reading: “Between the Sexes, a Great Divide” (263, Nor)
“On Power” (333, Bl)
“The Good News Is: These Are Not the Best Years of Your Life” (349, Bl)
Decide whether or not Quindlen is correct in thinking that men and women are
fundamentally different. Use this abstraction as a basis to argue if this
admission should prevent women from taking on male dominated careers and roles.
Friday—Complete essay in class.
College 1010
Comparison/Contrast
Notes (163, Themes)
“My Father’s Life” (Bl 69)
Write an essay comparing the poem in paragraph 29 of Carver’s essay to “Those
Winter Sundays” (Bl , 78).
----------------------
.............................
Week of January 17, 2012
English I
Essential Questions: In what way does the Holocaust exemplify ethnic
discrimination and governmental abuse of power?
Why did Hitler kill millions of people? What aspects of the Holocaust help
define it as a human tragedy?
What can we learn from the survivors of the Holocaust? What were the forms of
resistance to Nazi repression and killing?
What are the major tenets of the philosophy of existentialism?
What are the major aspects of the modernist movement? How do these aspects
mark a change in literature?
In what ways are the influences of existentialism and modernism evident in
The Metamorphosis?
What are the major themes and societal concepts introduced in The Metamorphosis?
What are the various allegorical interpretations that can be suggested for the
character’s metamorphosis?
What are the major symbols present in The Metamorphosis?
Resources/Materials: Diary of Anne Frank, Dictionaries, Computers, News Articles
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H2) (ELA 1 H3) (ELA 6
H1) (ELA 6 H2) (ELA 6 H3)
(ELA 7 H1) (ELA 7 H2) (ELA 7 H4) (ELA 2 H1) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 3 H3) (ELA 4 H1) (ELA 4 H2) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Monday----- MLK
Tues---------Daily Journal. News Article 2 due, presentations. Discussion
topics: isolation, outcast
Reading: The Metamorphosis and responding in reading log: What did you first
think Gregor was as you began reading? Why?
Wed---------Daily Journal. Discussion of symbolism in story. Reading and
responding: Have you ever felt isolated from a person or group? Why? How did
you feel?
Thurs--------Daily Journal. Reading and responding: As Gregor loses his
humanity, do you think Kafka is really saying something about society and the
effects is has on others?
Fri.-----------Daily Journal.
Reading and responding: What are your thoughts about Gregor’s family? How do
you expect them to react? Discuss the “motivation” of each.
Comparing “real” metamorphosis to figurative one: viewing butterfly metamorphosis
Homework:
• The diary of a young girl: the definitive edition (340 pages)
Anne Frank (edited by Otto Frank)
“An uncut edition of Frank’s diary includes entries originally
omitted by her father and provides insight
into Anne’s relationship with her mother.” Complete reading by 2/01
• Weekly News Journal
Insert news articles from paper, magazine, internet, or
television news dealing with hate crimes,
terrorism, or acts of violence.
Record: Feelings about story, how it affects you, how it
affects world, forecast and evaluate how
the event will be viewed in a year from now (each 1 page in
length). Create a documentation
reference for each article at the end of your composition. Due
1/17 and 1/23
• A Statistician’s Report chart. Due 1/30
• Parallel Diary Due 2/03
• Mini Research: Technology During the Holocaust . Due 2/09
English II G
Monday-----Martin Luther King, Jr. Holiday
Tues----------Reading Leader Activity: Henry V
Wed----------Reading: Henry V, evaluation of “Saint Crispin’s Day” speech
(group activity).
Thurs---------(modern allusion to speech, critical thinking activity, arguing
by association, using an outline to complete writing assignments)
Friday--------Complete writing activity.
English III G
1/16-1/20 (3)
Essential Questions: What can we learn from literature about the Civil War and
the people of that time? How has the past shaped the present? What does the
concept of “reality” suggest? What is consciousness? What is historical
fiction? What is a psychological thriller? What are mental health disorders?
What can we learn about human nature through film?
Resources/Materials: Turn of the Screw, PBS The Civil War, Red Badge of
Courage, American Literature text, Internet databases, scientific articles,
dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2) (ELA 6 H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7
H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2
H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA 4
H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5
H3) (ELA 5 H4) (ELA 5 H5)
• Monday-----MLK Observance.
• Tuesday-----Daily Journal. Discuss Turn of… and theories surrounding
meaning. Review opening chapter.
• Wed---------Daily Journal. Intro to Red Badge of Courage.
(discussion of conscience, guilt, psychology, internal conflict, imagery)
• Th-----------Daily Journal. Red Badge of Courage.
(discussion of conscience, guilt, psychology, internal conflict, imagery)
• Fri.----------Daily Journal. Red Badge of Courage (Psychological Profile).
Homework Assignments (we will be viewing episodes in class from the PBS series
by Ken Burns, The Civil War):
1) Research the technology of the Civil War (weapons, transportation and
medical practice) and how it affected the number of casualties. Locate at
least 3 sources, using quotations from each source in a two page mini research
composition. Complete a Works Cited page using MLA format. Due 1/15.
2) Consider the meaning of Frederick Douglass’ quote, "Any attempt now to
separate the freedom of the slave from the victory of Government; any attempt
to secure peace to the whites while leaving the blacks in chains will be labor
lost." Discuss its meaning along with a discussion of the significance of the
freeing of the slaves. Two pages, double spaced, due 1/23.
3) Compare and contrast the theme(s) of Lincoln’s Gettysburg Address with the
Second Inaugural Speech.
At least 5 paragraphs, 5 quotations (no blind), double spaced. Due 2/03.
English III H
Essential Questions: What can we learn from literature about the Civil War and
the people of that time? How has the past shaped the present? What is
historical fiction?
Resources/Materials: PBS—The Civil War, American Literature text, Internet
databases, scientific articles, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2) (ELA 6 H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7
H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2
H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3) (ELA 4 H1) (ELA 4 H1) (ELA 4
H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5
H3) (ELA 5 H4) (ELA 5 H5)
Outside Reading: When I Was a Slave.
Tues.--Read Chapter from Uncle Tom’s Cabin.
Vocabulary Due.
Wed—Thurs.--Reading Chapter From Uncle Tom’s Cabin.
Questioning human behavior in relation to cultural expectations.
Fri., Writing: comparing character in historical fiction to one in primary
document.
Homework Assignments (we will be viewing episodes in class from the PBS series
by Ken Burns, The Civil War):
1) Read narratives from When I was a Slave
Select narrative for further research *location *personal characteristics
*life experiences among slaves, essay of at least 6 paragraphs, minimum of 3
quotations, Works Cited. Due 1/26
2) Answer each of the following questions in a paragraph of at least 5
sentences (topic sentence, supporting details, conclusion)
• What is the value of the interviews and life histories for people today?
• Why might people who idealize America be upset by some of these accounts?
What would they object to? What might
be comparable situations now to those described in the narratives?
• Questions may exist about whether the interviewers were able to elicit
candid responses from the interviewees and whether what the informants said
was accurately recorded. What is the result of possible discrepancies?
• How are people different today than they were in the 1800s?
• Do you identify with the people being interviewed? How are they similar to
or different from you?
What did it mean to be an American in the 1800s? What does it mean now?
Due 2/03
English IV
Essential Questions: How can we express ourselves in writing? What methods do
writers use to persuade others? What is the importance of personal writing and
expression? Identifying philosophical, political, religious, ethical, and
social influences
Tuesday----Daily Journal. from An Essay on Man (Pope). Rewrite poem in prose
(with main idea, supporting details, and conclusion). Use quotations from the
poem.
Wednesday--- Daily Journal. Gulliver’s Travels
from A Voyage to Lilliput (5-74) and Voyage to Brobingnag (77-151) (half class
reads section)
Thursday----Daily Journal. Reading from Gulliver’s Travels (identifying
purpose, evidence)
Friday-- Daily Journal. Reading from Gulliver’s Travels (discussion, reporting)
Week 3…Exemplification (using examples)
“Getting Away With Murder” (bl 492)
Do you believe the “dysfunctional family,” “black rage,” or disadvantaged
background” defense is ever a valid one? Under what circumstances if any,
should a murderer’s background absolve him or her of guilt?
........................................
English I
Jan. 9-13 (2)
English I
Essential Questions: In what way does the Holocaust exemplify ethnic
discrimination and
governmental abuse of power?
Why did Hitler kill millions of people? What aspects of the Holocaust help
define it as a human
tragedy?
What can we learn from the survivors of the Holocaust? What were the forms of
resistance to Nazi
repression and killing?
Resources/Materials: Diary of Anne Frank, Dictionaries, Computers, Holocaust
video, News Articles
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H2) (ELA 1 H3) (ELA 6
H1) (ELA 6 H2) (ELA 6
H3)
(ELA 7 H1) (ELA 7 H2) (ELA 7 H4) (ELA 2 H1) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 3 H3) (ELA 4 H1) (ELA 4 H2) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Monday-----Daily Journal. Vocabulary due Friday. News Article due,
presentations. Review
propaganda techniques. MLA Activity. RESISTANCE--Mock escapes (Holocaust,
practical thinking,
problem solving, categorizing, evaluating): create farewell note; choose 5
possessions; hide an item;
make an escape plan). Excerpt LIB.
Tues---------Daily Journal. Photo of Little Polish Boy. Read poem “To the
Little Polish Boy…” Read
biographical Info about author. Write original narrative based on info
provided using at least six
vocabulary words. (Grammar 12 U12.510) Phrases.
Wed---------Daily Journal. Examine gas chamber photo. Creative writing.
Thurs--------Daily Journal. Forced association #1 Which is stronger,
propaganda or curiosity? #2
How is a swastika like a robot?
Friday-------Daily Journal. Vocabulary due on cards (word, ant, syn, def,
sentence, connotation).
Excerpt LIB. News Journal 2 due Monday.
Homework:
• The diary of a young girl: the definitive edition (340 pages) Anne Frank
(edited by Otto Frank)
“An uncut edition of Frank’s diary includes entries originally omitted by her
father and provides
insight into Anne’s relationship with her mother.” Complete reading by 2/01
• Weekly News Journal
Insert news articles from paper, magazine, internet, or television news
dealing with hate crimes,
terrorism, or acts of violence. Record: Feelings about story, how it affects
you, how it affects world,
forecast and evaluate how the event will be viewed in a year from now (each 1
page in length). Create
a documentation reference for each article at the end of your composition. Due
1/09 1/17 and 1/23
• A Statistician’s Report chart. Due 1/30
• Parallel Diary Due 2/03
• Mini Research: Technology During the Holocaust . Due 2/09
Jan. 9-13 (2)
English II G
Monday----- Reading: Henry V (Shakespeare, motivational speeches, allusion,
drama, figurative
language, emotion, elements of speech delivery, rhetorical devices, charting
action and applying
concept of ethical behavior to characters).
Tues---------Film excerpt and reading: Henry V
Wed---------Reading: Henry V
Thurs--------Film excerpt and reading: Henry V
Friday------- Poetry terms/literary elements vocabulary due and Test.
Critical thinking activity
(emotional appeals). “I Have a Dream” speech by Martin Luther King, Jr.
(speech writing, oral
presentations, evaluation of emotional appeal, idea web organizer and
outline). Choose from list of
speech topics (delivery TH, 2/09). Formal writing assignment (research, works
cited, quotations).
English III H
Essential Questions: What can we learn from literature about the Civil War and
the people of that
time? How has the past shaped the present? What is historical fiction?
Resources/Materials: PBS—The Civil War, American Literature text, Internet
databases, scientific
articles, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2) (ELA 6
H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4) (ELA 2
H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 4 H1) (ELA 4 H1) (ELA
4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5
H3) (ELA 5 H4) (ELA 5
H5)
Monday--KWL Activity--PBS segment “Slavery and the Making of America” (will
complete the “L”
section later). My Bondage and My Freedom.
Outside Reading: When I Was a Slave.
Tues.--Read Chapter from Uncle Tom’s Cabin.
Wed—Thurs.--Reading Chapter From Uncle Tom’s Cabin.
Questioning human behavior in relation to cultural expectations.
Fri., Vocabulary due. Writing: comparing character in historical fiction to
one in primary document.
Homework Assignments (we will be viewing episodes in class from the PBS series
by Ken Burns, The
Civil War):
2) Read narratives from When I was a Slave
Select narrative for further research *location *personal characteristics
*life experiences among
slaves, essay of at least 6 paragraphs, minimum of 3 quotations, Works Cited.
Due 1/26
2) Answer each of the following questions in a paragraph of at least 5
sentences (topic sentence,
supporting details, conclusion)
• What is the value of the interviews and life histories for people today?
• Why might people who idealize America be upset by some of these accounts?
What would they
object to? What might be comparable situations now to those described in the
narratives?
• Questions may exist about whether the interviewers were able to elicit
candid responses from
the interviewees and whether what the informants said was accurately recorded.
What is the result of
possible discrepancies?
• How are people different today than they were in the 1800s?
• Do you identify with the people being interviewed? How are they similar to
or different from you?
What did it mean to be an American in the 1800s? What does it mean now?
English III G
Essential Questions: What can we learn from literature about the Civil War and
the people of that
time? How has the past shaped the present? What does the concept of “reality”
suggest? What is
consciousness? What is historical fiction? What is a psychological thriller?
What are mental health
disorders? What can we learn about human nature through film?
Resources/Materials: PBS—The Civil War, American Literature text, Internet
databases, scientific
articles, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2) (ELA 6
H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4) (ELA 2
H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 4 H1) (ELA 4 H1) (ELA
4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5
H3) (ELA 5 H4) (ELA 5
H5)
Monday—from last week: Discuss Waking Up and Is There Room for the Soul (8-15
sentence response
explaining what this excerpt says of reality questions about consciousness and
the self. What is the
real argument or question raised from the article? 8-15 sentence response.
Reading My Bondage and My Freedom My Bondage and My Freedom.
Outside Reading: Turn of the Screw.
Tues.--Read and Evaluate Four Hundred Thousand Men, one page.
Wed—Thurs.--Reading Horrible Occurrence and Do You Take the Oath? Comparisons
of “cultural”
situations. Questioning human behavior in relation to cultural expectations.
Fri., Vocabulary due. Short Story Test “Occurrence at Owl Creek Bridge” and
from My Bondage and my
Freedom.
Homework Assignments (we will be viewing episodes in class from the PBS series
by Ken Burns, The
Civil War):
1) Research the technology of the Civil War (weapons, transportation and
medical practice) and how
it affected the number of casualties. Locate at least 3 sources, using
quotations from each source in
a two page mini research composition. Complete a Works Cited page using MLA
format. Due 1/16.
2) Consider the meaning of Frederick Douglass’ quote, "Any attempt now to
separate the freedom
of the slave from the victory of Government; any attempt to secure peace to
the whites while leaving
the blacks in chains will be labor lost." Discuss its meaning along with a
discussion of the
significance of the freeing of the slaves. Two pages, double spaced, due 1/23.
3) Compare and contrast the theme(s) of Lincoln’s Gettysburg Address with the
Second Inaugural
Speech.
At least 5 paragraphs, 5 quotations (no blind), double spaced. Due 2/03.
English IV G
Resources/Materials: To The Lighthouse, British Literature
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6
H3) (ELA 6 H4) (ELA 7
H2)(ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2
H6) (ELA 3 H2)(ELA 3 H2)
(ELA 3 H2) (ELA 3 H3)(ELA 4 H1) (ELA 4 H1)(ELA 4 H2) (ELA 4 H4) (ELA 4 H5)
(ELA 5 H1) (ELA 5 H2) (ELA
5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Monday—Daily Journal
*Reading: To the Lighthouse
*Reading A Modest Proposal
*Reviewing Dr. Strangelove/use of satire
*Writing: Write a composition expressing your displeasure with something
(harmful to the
environment) that the majority of society seems to embrace.
Tuesday—Daily Journal. A Modest Proposal
Wednesday—Daily Journal. A Modest Proposal.
Thursday---Daily Journal. *Creating an awareness campaign through the use of
satire.
Friday—Daily Journal
Vocabulary due.
Satire in modern television.
College 1010
Week 2…Descriptive Essay
“The Way to Rainy Mountain” (Bl 57)
“Beauty: When the Other Dancer Is The Self” (bl 62)
============
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English I
7 Nov. 28-Dec. 2
Weekly Overview: Unit Description: Examining Change
Essential Questions: How does literature relate to real life experiences? What
is a tragic flaw? What is
a tragic hero? How do we identify internal conflict?
Resources/Materials: Literature Anthology, Of Mice and Men, The Odyssey
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
To analyze character conflict.
Essential Questions:
• Why are experiences often catalysts for change? How can I be a
catalyst for
change?
• Why is change often considered unpredictable?
• Why is there change? How can I influence change?
• Why is there resistance to change?
• Why would I want to influence thoughts and actions of others?
Enduring Understandings:
• My past and present experiences drive my decision making regarding
change.
• Present changes can affect the future in unpredictable ways.
• Change is constant. The effects can be either good or bad.
• Communities, organizations and individuals often resist change even
if the
changes promise
improvement.
• Language can be used to influence thought and act as a catalyst for
change.
Student Learning Activities Monday—Friday
Reading: The Odyssey
------------------------------------
Turn in Article: “Journey Home”
Tuesday:
Nonfiction Article Evaluation #1 “Are You Prepared for a Seven-Hour Swim in
59-Degree Water?”
Title of Article________________________________
Author_______________________________________
Published by___________________________________
Date of Publication______________________________
Summary (8 to 15 sentences)
Vocabulary. List unfamiliar words and write your own sentence using each (must
include at least four
words). Sentences must pertain to plot or theme of The Odyssey.
Interpretation.
What is the author’s main point or argument? (5 to 8 sentences—do not
summarize)
Evaluation.
Do you agree with the author? Is his or her argument or point valid? Why or
why not? (Use at least
one quotation from the article, cite the source using MLA documentation
format, and create a Works
Cited entry at the bottom of the sheet that you turn in)
Reflection. How does this writing influence your thinking? Has reading it
enhanced your knowledge or
provided new insight? Explain (5 to 8 sentences).
------------------------------------
Literary Element Log
Find examples of the following literary elements and record while reading.
Include an explanation of
why Shakespeare may have used the element in your example:
1. Allusion
2. Antagonist
3. Archetypal hero
4. Archetype
5. Characterization
6. Epic
7. Epic simile
8. Epithet
9. Greek god
10. hubris
11. Invocation
12. Myth
13. Principal
14. Protagonist
15. Subordinate
------------------------------------
Reading: The Odyssey, Part II
Evaluating Strengths and Weaknesses, t-chart
Use specific examples of one strength and one weakness.
How is he a “brave” hero, and in what ways do his weaknesses create conflict?
Which are greater—his
strengths or weaknesses?
-----------------------------------------
Outside Reading: Of Mice and Men
English II
Nov. 28-Dec. 2
Weekly Overview:
Unit Description: Family Ties
Essential Questions: How does literature relate to real life experiences? What
can we learn about
ourselves and others through literature?
Resources/Materials: Literature, Maggie A Girl of the Streets, Norton Reader,
Blair Reader, Literature
and Ourselves
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
To use personal experiences to develop perspective.
Student Learning Activities
Monday—Tuesday
Poetry
Rhyme: Teasdale, S. “There Will Come Soft Rains” Browning, R. “Meeting at
Midnight”
Free verse: Bishop, E. “The Fish”
Ballad: Anonymous, “Lord Randall” Mistral, G. “Ballad” Hughes, L. “Midwinter
Blues”
Lyric: Clifton, L. “blessing the boats”
Simile: Neruda, P. “from Horses” Updike, J. “Ex-Basketball Player”
Metaphor: Dickinson, E. “I Dwell in Possibility”
Imagery: Walcott, D. “Midsummer, Tobago” Bishop, E. “The Fish” Collins, B.
“Christmas Sparrow”
Roethke, T. “The Sloth”
Poetry explication prewriting
1. paraphrase
2. analyze form/structure
3. punctuation
4. imagery
5. explain overall meaning
6. make brief personal connection
Tuesday--Wed
“Where Are You Going, Where Have You Been” – Evaluate Connie’s relationship
with her mother. Is it
realistic? Why or why not?
Thursday--Friday
“An American Childhood”—Using Dilliard’s approach, write a poem about your
mother, focusing on
the qualities and experiences that impacted you most, using the Shakespearean
sonnet format.
English III H
Weekly Overview: Unit Description: Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions
through real life consequences? How can the life altering experiences of
others offer us insight? What
is the difference between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To compare two philosophical works
Student Learning Activities Monday--Tuesday
Nixon-Kennedy Debate,
Evaluating rhetoric (discovery.ed)
How well prepared did the debater seem to be?
How well did the debater make use of knowledge?
How did the debater respond to counter arguments?
How successful was the debater at presenting supporting evidence?
How well did the debater's presentation help you think about the debate topic?
Other comments?
How would you describe the debater’s rhetorical style and language?
Wednesday—Thursday--“The Devil and Tom Walker” using literacy strategy
Friday—Debating Tom’s guilt
English III G
Weekly Overview: Unit Description: Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions
through real life consequences? How can the life altering experiences of
others offer us insight? What
is the difference between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To compare two philosophical works
Student Learning Activities Mon-Wed
Three clips: Old School (9/9) Movie CLIP - That's the Way You Debate
The Great Debaters part2
(sajithkutty)
FOX's Geraldo Rivera vs. Ann Coulter & Panel Over 9/11 NYC Terror Trial
Debates:
Articles
Work on Q & A, Template for Think, Pair, Share Thurs-
Debate #1 & 2
Fri.
Debate 3
English IV
Nov. 28-Dec. 2
Unit Description: Literature and the Enlightenment
Essential Questions: What techniques do writers use to persuade? How do poets
use poetry to create
meaning? What can we learn about life and ourselves through literature?
Resources/Materials: textbook, computers, access to Ebsco, costumes, props
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
To enhance comprehension skills by analyzing characters.
To see relationships between literary characters and real life situations
through writing.
To use literary criticisms to develop in-depth evaluations of literature.
To read and analyze a drama about a man whose ambition leads to a tragic end.
To analyze situations and literary techniques through performances.
To analyze poetry and explicate poetry.
Evaluating poetry in terms of techniques, themes, and universal messages.
Student Learning Activities
Monday—Thursday
• Group Activities—Macbeth acted out in 60 words or less.
• Poetry Readings
Friday—
• Poetry: Sonnet 30, Sonnet 75 (Spenser), Sonnet 31, Sonnet 39
(Sidney),
Sonnet 116, Sonnet 130,
Sonnet 73, Sonnet 29 (Shakespeare), Song, Death Be Not Proud, On My First Son,
Why So Pale and
Wan, Fond Lover?, To His Coy Mistress, When I Consider How My Light Is Spent,
from Paradise Lost
*Explicate 5 poems and at least 3 by same poet.
*Analyze the three poems in a 5 or more paragraph essay for effective literary
techniques, main
message, universal message for connection to your life.
;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
Week of
English I
6 Nov. 14-18
===========================================================
Book Assignments Due:
Student Learning Activities
Novel Project:
A Separate Peace Character Notebook and Requirements
Create a notebook of characters from A Separate Peace
Each character will have his own page/section, containing:
(Gene Forrester, Phineas or “Finny”, Leper Lepellier, Brinker Hadley, Cliff
Quackenbush, Chet Douglass, Mr. Ludsbury, Dr. Stanpole, Mr. Patch-Withers)
Clearly label each of the following categories.
*Name
*Description
*Age
*Occupation
*Relationship to other characters
*Quotes that pertain to book’s theme
*Assign each character a symbol and provide an explanation for use of symbol
*Explanation of how character fits into one of the following themes:
jealously, identity, insecurity, irresponsibility, denial, power,
authority...11/11
*Character analysis. How does the character act? Why do you believe that he
acts this way? Do other influence the character? Is the character a positive
or negative one? Is he/she dynamic or static? Is he an antagonist or
protagonist? What particular or peculiar traits does the character exhibit?
Is the character experiencing a conflict? What type of conflict is it? Is it
resolved? If so, how? If not, why? What is the character’s function in the
story? How does the character influence the story’s outcome?
What would happen to the story if the character had not existed?...11/16
*Response to Literary Criticism...(11/09)
Locate a literary criticism of A Separate Peace. Write a one paragraph
response to one of the author’s main points about the story. Use at least
two quotations from the article (this refers to the article
itself). NO blind quotations and each quotation must be cited properly (see
MLA documentation). Also include a Works Cited page at the end of your
notebook and properly document the literary criticism used in your notebook.
============================================================
=
Weekly Overview: Unit Description:
Drama
Examining Change
Essential Questions: How does literature relate to real life experiences?
What is a tragic flaw? What is
a tragic hero? How do we identify internal conflict?
Resources/Materials: Literature Anthology, A Separate Peace, The Odyssey
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
To analyze character conflict.
Goals:
To analyze drama, to develop well-supported responses to texts, and to
analyze the distinctive characteristics of genres.
Conduct analysis of dramatic conventions and a study of the effects of the
literary devices used in dramatic works.
Develop vocabulary by defining words within the context of literature.
Using words appropriately in self-generated sentences.
Essential Questions:
• Why are experiences often catalysts for change? How can I be a
catalyst for change?
• Why is change often considered unpredictable?
• Why is there change? How can I influence change?
• Why is there resistance to change?
• Why would I want to influence thoughts and actions of others?
Enduring Understandings:
• Past and present experiences drive my decision making regarding
change.
• Present changes can affect the future in unpredictable ways.
• Change is constant. The effects can be either good or bad.
• Communities, organizations and individuals often resist change even
if the changes promise
improvement.
• Language can be used to influence thought and act as a catalyst for
change.
Student Learning Activities Monday—Tuesday
Collect Midsummer Night’s Dream work
Introduction: The Odyssey, Invocation (split page notetaking)
Homework:
Nonfiction Article Evaluation #1 “Journey Home” Evaluation (Due Thursday)
Title of Article________________________________
Author_______________________________________
Published by___________________________________
Date of Publication______________________________
*Summary (8 to 15 sentences)
Vocabulary. List unfamiliar words and write your own sentence using each
(must include at least four
words). Sentences must pertain to plot or theme of The Odyssey.
Interpretation.
What is the author’s main point or argument? *(5 to 8 sentences—do not
summarize)
Evaluation.
Do you agree with the author? Is his or her argument or point valid? Why or
why not? (Use at least
one quotation from the article, cite the source using MLA documentation
format, and create a Works
Cited entry at the bottom of the sheet that you turn in)
Reflection. How does this writing influence your thinking? Has reading it
enhanced your knowledge or
provided new insight? *Explain (5 to 8 sentences).
------------------------------------------
Literary Element Word Wall
Find examples of the following literary elements and record while reading.
Include an explanation of
why the author may have used the element in your example:
1. Allusion
2. Antagonist
3. Archetypal hero
4. Archetype
5. Characterization
6. Epic
7. Epic simile
8. Epithet
9. Greek god
10. hubris
11. Invocation
12. Myth
13. Principal
14. Protagonist
15. Subordinate
------------------------------------
Tuesday:
After reading complete a graph titled My Life’s Road Map which should include
15-20 events of your
life’s journey. You should have both the highs and lows (use appropriate
details/language) of your
life included on the graph. Color and add clip art or pictures for
illustrations. This will be your
graphic organizer for the 2nd part of the assignment.
(1) Using the road map, compose a 16-20 line invocation modeled after the
invocation of The
Odyssey. Your invocation should be the opening to an “epic” about your
life.
(2) Your invocation must include the following literary devices. Identify
these literary devices by
underlining and labeling, color-coding and labeling, or underlining and
creating a key at the bottom
of the page:
• 5 epithets
• 2 personifications
• 2 similes (one must be an epic simile)
• 1 metaphor
• 1 allusion
------------------------------------------------------------------
Wednesday
Continue life journey assignment.
Character Analysis of Separate Peace Due
------------------------------------------------------------------
Thursday
Continue life journey assignment
Nonfiction Review Due
Friday—
Presentations of journey assignment
Review of character analysis
…………………………………………………………
Working on following upon return from break:
Reading: The Odyssey, Part I
Create an 12-20 sentence monologue based on what you perceive to be Odysseus’
conflict at this
stage in his journey.
(analyzing and translating a scene) (9):
• listing of at least five unfamiliar vocabulary terms
• scene analysis chart which includes plot and character development
• dramatic presentation of scene translation
• critique of scene for accuracy
-------------------------------------
English II
Nov. 14-18
Weekly Overview:
Unit Description:
Poetry
Family Ties and Relationships
Essential Questions: How does literature relate to real life experiences?
What can we learn about
ourselves and others through literature?
Resources/Materials: World Literature, Maggie A Girl of the Streets, Norton
Reader, Blair Reader,
Literature and Ourselves
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
Using secondary sources to formulate arguments and discussions.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
To use personal experiences to develop perspective.
To learn and write about poetic elements.
Student Learning Activities
Monday-Tuesday
Essay Due—Contrast the point of view of the two children in “The Grave” with
the elderly in “A Summer Tragedy
Poetry, Prereading:
Meter Reading
Find examples of meter in poetry (monometer, dimeter, trimeter, tetrameter,
pentameter, hexameter)
My Literary Elements
Select 3 random elements and create description and personal example.
Patterning a Pattern
Provide an example of a “pattern” from real life—may use visual or auditory
symbols to illustrate.
Include explanation.
My Word Bank
Use prewriting list to formulate “bank” of vocabulary to add to wall. Make a
clever saying using the
word that illustrates its meaning.
Wednesday—
Maggie Chart and Essay Due
Example poem using “Questions to Answer”
Read poem, student response, and answer prewriting questions & evaluate
student’s use of prewriting
brainstorming
Poetry
Rhyme: Teasdale, S. “There Will Come Soft Rains” Browning, R. “Meeting at
Midnight”
Free verse: Bishop, E. “The Fish”
Ballad: Anonymous, “Lord Randall” Mistral, G. “Ballad” Hughes, L. “Midwinter
Blues”
Lyric: Clifton, L. “blessing the boats”
Simile: Neruda, P. “from Horses” Updike, J. “Ex-Basketball Player”
Metaphor: Dickinson, E. “I Dwell in Possibility”
Imagery: Walcott, D. “Midsummer, Tobago” Bishop, E. “The Fish” Collins,
B. “Christmas Sparrow”
Roethke, T. “The Sloth”
Thursday—
Poetry explication prewriting
Friday—Poetry explication
English III H
Weekly Overview: Unit Description:
The National Period
Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions
through real life consequences? How can the life altering experiences of
others offer us insight? What
is the difference between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To compare two philosophical works
Student Learning Activities Mon-
Collect essay on “Civil Disobedience”
Novel Test ICB
Mon-Wed
Reading:
Civil
Disobedience
Discussion/
Philosophy
Reading:
Civil Disobedience
To Martin Luther King’s from the Birmingham Jail
Reading:
Martin Luther King’s from the Birmingham Jail
Evaluating:
Questioning the Author
(Q & A) Wed-Fri
Evaluating:
MLK
Becoming experts
Setting up interviews and discussions, partner activity
Thoreau & King
English III G
Weekly Overview: Unit Description:
The National Period
Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions
through real life consequences? How can the life altering experiences of
others offer us insight? What
is the difference between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
To determine a writer’s purpose.
To identify the characteristics of argumentation
To analyze attitude
To interpret research and graph
Student Learning Activities Mon-Wed
Collect essay on “Civil Disobedience”
Debates on modern day topics: Cosmetic surgery; social security; illegal
immigration, etc. Each group
one topic/one article. Each student writes summary, writes opinion, and
interprets graph.
Wed-Fri
Group members debate while entire class listens. After each group completes
its debate, audience
joins for full class debate. Must follow debating procedures.
English IV
Unit Description: Literature
Enlightenment
Elizabethan
Essential Questions: What techniques do writers use to persuade? What is the
message that Voltaire
sends through satire? What can we learn about life and ourselves through
literature?
Resources/Materials: Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
To enhance comprehension skills by analyzing characters.
To see relationships between literary characters and real life situations
through writing.
To use literary criticisms to develop in-depth evaluations of literature.
To read and analyze a drama about a man whose ambition leads to a tragic end.
To analyze situations and literary techniques through performances.
Student Learning Activities
Monday—Friday
Collect Lauren’s paper from last week
Monday--Wed
Senior Project Papers Due
Poetry--
“A Valediction: Forbidding Mourning” and “Song” (Metaphysical poetry)
Whoso List to Hunt (Sonnet, image, speaker, paradox)
Sonnets 30 and 75
Create a personal metaphor
Thurs—Fri
from The Pilgrim’s Progress (Allegory)
................++++++................
.....................................
English I
Nov. 7-11
Weekly Overview: Unit Description: The Mysteries of Life
Essential Questions: How does literature relate to real life experiences?
What is the darker side of human nature?
Resources/Materials: World Literature, A Separate Peace
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To interpret a Shakespearean play.
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
To develop a working knowledge of literary elements and conventions.
Student Learning Activities Monday—Friday
(continued)
Evaluation/Analysis
There are at least four story lines in this play. Write an essay on the uses
of plot. Include an explanation of how plot is affected by the placement of
particular characters at particular intervals as it pertains to this play.
Use at least three examples from the text to support your conclusion.
------------------------------------
Turn in logs/diaries.
------------------------------------
Choose a passage from the play fordramatic reading—you must be prepared to explain
significance of the passage to the overall play—8 to 12 sentences both in
writing and orally
*a recitation of at least a 10 line passage from the play that illustrates
one of the themes
------------------------------------
A Separate Peace Presentations (Wednesday)
------------------------------------
Passage Presentations and Passage ID (Friday)
Homework: Read novel and work on project—Due Wednesday
Literacy Strategies:
Vocabulary Cards
Learning Logs
Directed Reading
English II
Weekly Overview:
Unit Description: Family Ties and Relationships
Essential Questions: How does literature relate to real life experiences?
What can we learn about ourselves and others through literature?
Resources/Materials: World Literature, Maggie A Girl of the Streets, Norton
Reader, Blair Reader, Literature and Ourselves
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
Using secondary sources to formulate arguments and discussions.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
To use personal experiences to develop perspective.
Student Learning Activities
Mon--Tues
Continue reading short story “Domestic Dilemma”
Discussion of theme
Cause & Effect Writing Response: Write about a relocation or a change in a
personal situation and its effect on family members.
Wednesday--Friday
Reading: “A Summer Tragedy”
Writing: Essay Response—Contrast the point of view of the two children
in “The Grave” with the elderly in “A Summer Tragedy”
Novella project due: Nov. 16
Literacy Strategies:
Vocabulary Cards
Split Page Notetaking
Brainstorming
Vocabulary
Work on reading and writing assignments
English III H
In Cold Blood
#1 Read the current article "Suspects arraigned on new murder charges for
Conn. home invasion that killed three" by Mallory Simon. In a composition of
at least four paragraphs explore how this story is similar/different to the
story of ICB. In your composition, discuss "justice" as it relates to the
major events and the crimes in each story. Due 11/08
#2: Select a passage from ICB for analysis. In ten to twenty sentences
discuss how the passage is significant to the overall story. Include an
explanation of how the passage "fits" into the plot. Discuss any literary
elements used and how the elements enhance the meaning or message of the
passage. Due 11/10
Test--11/14
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How can we judge character actions through real life
consequences? What are the steps in legal proceeding? How can the life
altering experiences of others offer us insight? What is the difference
between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To analyze the judicial process
To evaluate attitudes from multiple perspectives.
Student Learning Activities
Mon--
In class essay on Civil Disobedience
Reading: In Cold Blood
Tues—
Essay comparison of article contents to ICB due
Begin Gisting activity
Wed
GISTING Activity
News Article
Thursday—chapter assignment from ICB due
Presentations
Friday—chapter presentations and discussion
(Monday Test)
Literacy Strategies:
Q & A
Gisting
Vocabulary Cards
Brainstorming
English III G
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
historic documents differ from ordinary works of literature? How can word
choice change meaning? How do we evaluate the opinions of others? How do we
separate fact from opinion?
Resources/Materials: American Literature, Bill of Rights, Declaration of
Independence, Current News Articles, Book: In Cold Blood
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To identify the characteristics of argumentative writing
To analyze the judicial process and legal documents
To analyze structural process of writing
To evaluate attitudes from multiple perspectives.
Student Learning Activities Group Activity:
Gisting and Debate
Topics: Social Security, Immigration, U.S. Foreign Policy,Cosmetic Surgery,
Fairness in Justice System
Homework:
Read: Current News Event
Prepare Summary/Analysis—Due Wednesday
Group Activity:
Gisting and Summary
Wed--
Ethan Frome paragraph assignment due
Group Debate
Preparation
(evaluating all articles)
Thursday-Fri
Group Debate
Preparation
(evaluating all articles)
Vocabulary
Work on reading and writing assignments
Literacy Strategies:
Vocabulary Cards
Gisting
Q & A
Brainstorming
Reciprocal Teaching
English IV
Nov. 7-11
Unit Description: Literature and the Enlightenment
Essential Questions: What techniques do writers use to persuade? What is the
message that Voltaire sends through satire? What can we learn about life and
ourselves through literature?
Resources/Materials: Candide, textbook, computers, access to Ebsco
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
To enhance comprehension skills by analyzing characters.
To see relationships between literary characters and real life situations
through writing.
To use literary criticisms to develop in-depth evaluations of literature.
Student Learning Activities
Monday—
Reading: Candide
Writing: Voltaire/Candide
(Analysis Enlightenment Thought)
Tuesday—
Candide Writing
(Analysis Enlightenment Thought)
Wednesday—
Macbeth Test
Candide Writing
(Analysis Enlightenment Thought)
Thurs--Friday—
Gisting, Academic Journal Articles,
Q & A, Presentations
Homework: Read novel
Work on Senior Project
Literacy Strategies: Q & A
Journaling
Vocabulary Cards
.......................................
Oct. 31-Nov. 4
Weekly Overview: Unit Description: The Mysteries of Life
Essential Questions: How does literature relate to real life experiences? What
is the darker side of human nature?
Resources/Materials: World Literature, A Separate Peace, Pyramus and Thisbe
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To interpret a Shakespearean play.
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
Student Learning Activities Monday-Fri
Reading, Shakespeare: A Midsummer Night’s Dream.
Active reading assignments:
Literary Element Log
Find examples of the following literary elements and record while reading.
Include an explanation of why Shakespeare may have used the element in your
example:
1. allusion
2. aside
3. characterization
4. chorus
5. comic relief
6. couplet
7. dramatic irony
8. dynamic character
9. foils
10. iambic pentameter
11. imagery
12. metaphor
13. meter
14. monologue
15. oxymoron
16. prologue
17. puns
18. soliloquies or soliloquy
19. static character
20. tragedy
------------------------------------
Other active reading assignments during reading of the play:
Character Diary
Each student will select one of the following characters for his or her diary:
Oberon, Puck, Hermia, Helena, Theseus, Titania, Bottom, Lysander, Demetrius,
Hippolyta. Follow handout instructions.
Plot Diary
Each student will create a diagram or flow chart of the four couples and
explain how the relationships change throughout the play to the final
pairings. Note where the plots join and overlap.
View 3 minute television/movie clips of Puck’s last speech (Malcolm in Middle,
1999 Film version, and DPS. After each viewing, complete 5 minute free writes
of impressions/reflections. Share. Discussion of impressions, differences,
similarities, which most convincing and why. Conclude with longer response
detailing how last speech would be affected if delivered by female actress.
------------------------------------
Evaluation/Analysis
There are at least four story lines in this play. Write an essay on the uses
of plot. Include an explanation of how plot is affected by the placement of
particular characters at particular intervals as it pertains to this play. Use
at least three examples from the text to support your conclusion.
------------------------------------
Out of class reading: A Separate Peace
English II
Weekly Overview:
Unit Description: Family Ties and Relationships
Essential Questions: How does literature relate to real life experiences? What
can we learn about ourselves and others through literature?
Resources/Materials: Literature, Maggie A Girl of the Streets, Norton Reader,
Blair Reader, Literature and Ourselves
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
Using secondary sources to formulate arguments and discussions.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
To use personal experiences to develop perspective.
Student Learning Activities
Mon--Tues (continued)Design explication and ”The Grave”
Recall a moment from your childhood where you experienced an epiphany
(intuitive grasp of reality/simple but profound). Recreate the moment by
writing a poem about it.(sonnet format).
Tues.
GISTing activity for critical analysis of “The Grave”
Wednesday
A Lesson in Perspective: Select an heirloom from your home and
develop a dramatic monologue from the item’s perspective. Share. (listening,
intended audience, point of view).
Thurs—Fri.
Present monologues.
“A Domestic Dilemma” Lit and Our., 89, Cause & Effect Writing Response: Write
about a relocation or a change in a personal situation and its effect on
family members.
English III
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
historic documents differ from ordinary works of literature? How can word
choice change meaning? How do we evaluate the opinions of others? How do we
separate fact from opinion?
Resources/Materials: American Literature, Bill of Rights, Declaration of
Independence, Current News Articles, Book: In Cold Blood
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To identify the characteristics of argumentative writing
To analyze the judicial process and legal documents
To analyze structural process of writing
To evaluate attitudes from multiple perspectives.
Student Learning Activities
Mon
Group Activity:
Complete and Present Document Analysis and Questions based on structure,
theme, summary on Declaration
Homework:
Read: Current News Event
Prepare Summary/Analysis—Due Wednesday
Tues
Group Activity:
Writing a
New Declaration duplicating structure of original, grievances, support,
counterargument, purpose
Wed
Turn in/present article summaries
Group:
Drafting Official Document
Thurs
Group:
Drafting Official Document
Presentations
Fri
Group: Complete Declaration Assignment
Presentations
English III G
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How can we judge character actions through real life
consequences? What are the steps in legal proceeding? How can the life
altering experiences of others offer us insight? What is the difference
between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To analyze the judicial process
To evaluate attitudes from multiple perspectives.
Student Learning Activities Article Presentations
Mon
Reading: Ethan Frome
Emerson and Thoreau
News Article (GIST)
Declaration Presentations
Tues
Emerson and Thoreau
Walden
(tone, motif, analogy, theme, essay)
Appreciating
Nature—free-
Writing
activity
Wed
Walden (tone, motif, analogy, theme, essay)
Thurs
Civil Disobedience
(evaluate, argument) Writing from Thoreau’s perspective
Fri
Reading: Civil Disobedience
News Article (GIST)
English IV
Unit Description: Literature and the Enlightenment
Essential Questions: What techniques do writers use to persuade? What is the
message that Voltaire sends through satire?
Resources/Materials: Candide, computers, access to Ebsco
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To recognize Voltaire’s place in world literature.
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
Student Learning Activities
Monday—
• Ongoing literature diary/journal
• Reading: Candide pages 41--80 this week outside of class.
• Introduction to the Renaissance and Macbeth.
Tuesday—
• Reading: Macbeth
• Writing: Character analysis
Wednesday—
• Reading: Macbeth
• Writing: Comparing Macbeth’s ambition to modern day politican
Thursday—
• Reading: Macbeth
• Writing: Comparing Macbeth’s experience to personal one
• Friday—Reading: Macbeth
• Writing: Comparing Macbeth’s marriage to modern cultural norms.
Homework: Read novel
Oct. 24-28
English I
Weekly Overview: Unit Description: The Mysteries of Life
Essential Questions: How does literature relate to real life experiences?
What is the darker side of human nature?
Resources/Materials: World Literature, A Separate Peace, Pyramus and Thisbe
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To interpret a Shakespearean play.
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
Student Learning Activities Monday-Fri
Reading, Shakespeare: A Midsummer Night’s Dream.
Active reading assignments:
Literary Element Log
Find examples of the following literary elements and record while reading.
Include an explanation of why Shakespeare may have used the element in your
example:
1. allusion
2. aside
3. characterization
4. chorus
5. comic relief
6. couplet
7. dramatic irony
8. dynamic character
9. foils
10. iambic pentameter
11. imagery
12. metaphor
13. meter
14. monologue
15. oxymoron
16. prologue
17. puns
18. soliloquies or soliloquy
19. static character
20. tragedy
------------------------------------
Other active reading assignments during reading of the play:
Character Diary
Each student will select one of the following characters for his or her
diary: Oberon, Puck, Hermia, Helena, Theseus, Titania, Bottom, Lysander,
Demetrius, Hippolyta. Follow handout instructions.
Plot Diary
Each student will create a diagram or flow chart of the four couples and
explain how the relationships change throughout the play to the final
pairings. Note where the plots join and overlap.
Out of class reading: A Separate Peace
English II
Weekly Overview:
Research Assignment
Essential Questions: How does literature relate to real life experiences?
What can we learn about ourselves and others through literature? What are
social norms? How do norms affect people’s behavior? What are cultural
values? How are cultural values expressed through literature?
Resources/Materials:
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
To use a real life experience to develop research strategies and
understanding.
Student Learning Activities
Monday—continued from last week:
Poem: Design (sonnet format. Explicate poem.
Short Story #7 “The Grave,” Porter, Lit. and Our., 429 (point of view, Theme,
discussion).
Homework: Locate and print two articles (at least 3 pages each) on
environmental awareness, restoration, and/or recycling for tomorrow.
Tuesday—Short Story Rewrite Due
MLA Research and Speech assignment. Due December ___
Outline for filming and brainstorm for video contest.
Group Activity, themed assignment/template Landfills and Recycling, filming
Wednesday—Group Activity, themed assignment/template Recycling…Did You Know,
filming
Thursday—Group Activity, themed assignment/template, Conservation, filming
Friday—Recycling video.
English III G
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
we determine emotional appeals from others? How do historic documents differ
from ordinary works of literature? How can word choice change meaning? How
and why do countries create constitutional documents? How do constitutional
documents serve people?
Resources/Materials: American Literature, Ethan Frome, Norton Anthology of
American Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a speech.
To determine a writer’s purpose.
To analyze the effect of word choice.
To evaluate the impact of emotional appeals.
To read and analyze an historical document.
To identify words with strong connotations.
To deconstruct an argument to discover roots, purpose, audience, effect.
To break a document into parts to uncover structure.
Student Learning Activities Monday—
Turn in argumentative paper.
Reading: Declaration of Independence
Comparing another country’s document
Tues-Wed.
Reading: Declaration of Independence
Comparing another country’s document
Personal:
What freedoms do you possess over the other? Thurs-Fri
From the Autobio.of
Thomas Jefferson (Norton 334-349)
Answer and discuss questions pertaining to to author, structure,
Effects, audience, roots, purpose.
Homework: Read novel
Vocabulary
Work on writing assignments
English III H
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How can we judge character actions through real life
consequences? What are the steps in legal proceeding? How can the life
altering experiences of others offer us insight? What is the difference
between breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To analyze the judicial process
To evaluate attitudes from multiple perspectives.
Student Learning Activities Mon-Wed
Turn in argumentative paper.
Reading: In Cold Blood
Reading: Walden, Thoreau
(tone, motif, analogy, theme, essay)
Activity “Stop and Writes” (comprehension, reflection)
Appreciating
Nature—free-
Writing (Exit)
Thurs--Fri
Civil Disobedience
(evaluate, argument)
Activity “Stop and Writes” (comprehension, reflection, prediction)Writing
from Thoreau’s perspective
News Article (GIST)
English IV
Unit Description: Literature and the Enlightenment
Essential Questions: What techniques do writers use to persuade? What is the
message that Voltaire sends through satire?
Resources/Materials: Candide, computers, access to Ebsco
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To recognize Voltaire’s place in world literature.
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
Student Learning Activities
Monday—
Ongoing narrative (creative assignment, writing for an intended
audience)
Reading: Candide (satire)
Introduction to the Renaissance and Macbeth.
Tuesday—Thursday
Library, Senior Project Research
Reading Macbeth
(Response Journals, gisting)
Friday---
Reading: Macbeth
Writing: Act I skits (interpreting, dialogue, character motivation,
setting, imagery, motifs)
Work on Senior Project
Reading Candide
Grade: 9 Subject: English I G, Week of 9/26
Weekly Overview: Unit Description: Mythology and Modern Advertising
Essential Questions: How does literature relate to real life experiences? How
do myths express
universal truths? What do the use of symbols contribute to a work and to
one’s understanding? How
can we use advertising to promote an idea?
Resources/Materials: World Literature
Standards/Benchmarks/GLEs: 01a, 01b, 02a, 02b, 02c, 03a, 03b, 03c, 03g, 04b,
5, 6, 8, 09e, 10c,
11a, 11d, 11e, 11f, 12b, 13, 14c, 18d, 18e, 19, 21c, 21d, 22a, 22b, 22c, 23d,
23e, 23f, 23g, 24a,
25, 26, 29b, 29c, 30, 32a, 32b, 35a, 35b, 39c
Objectives: To read origin myths from other culture and distinguish
between tall tales, fables, and
legends
To evaluate how literature teaches moral lessons.
Deconstructing television advertisements to identify purpose, intended
audience, techniques used,
what messages communicate
Student Learning Activities:
Reading Logs
Greek (R162) myths
Reading Leaders
Reading Log
Daily Vocabulary Activity
Daily Journal
Mon.
Complete Reading Logs
Tuesday—Thurs.
Greek myth project: Reading three myths
and creating advertising campaigns to promote their reading. Part 1: Viewing
and deconstructing
television commercials by answering the following questions:
Who created and/or paid for this message and for what purpose?
Who is this message intended for and how can you tell?
What techniques are used to inform, persuade, entertain, and attract
attention?
What are the specific messages being communicated about certain people,
places, events, behaviors,
lifestyles, etc.?
Methods of persuasion—testimonials, fear, humor, nostalgia, bandwagon,
beautiful people, emotion.
Reading three myths
and creating advertising campaigns to
promote their reading. Part 1: Viewing
and deconstructing television
commercials by answering the following
questions:
• Who created and/or paid for this message and for what purpose?
• Who is this message intended for and how can you tell?
• What techniques are used to inform, persuade, entertain, and attract
attention?
• What are the specific messages being communicated about certain
people, places, events,
behaviors, lifestyles, etc.?
Grade: 10 Subject: English II G
Unit Description: Short Stories and Elements, Appearance vs. Reality
Essential Questions:
Why are literary elements used by writers?
What role do literary elements play in understanding?
How can consequences promote positive change? How can consequences promote
negative change?
How are my actions influenced by my decisions?
How do these decisions impact my life?
How can observing decisions and subsequent actions reveal the core identity
of individuals?
Resources/Materials: World Literature
Essential Questions
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
Objectives:
To read, analyze, and discuss short stories
To use technological resources
Identify theme and other literary elements
Lead discussion
Keeping a reading log
Follow formal steps of the writing process
To complete a daily grammar edit and journal topic
To use vocabulary cards daily
Student Learning Activities:
Monday--Tuesday
Complete logs and readings from last week.
Reading “The Jewels”
Complete log: The Jewels, 1034. Reading Log: (1) plot (2) characterization
(3) tone (4) exposition (5)
complications (6) climax (7) resolution (8) conflict (9) irony (10) character
sketch, 8 sentence
paragraph (topic sentence, 3 supporting points, 3 subpoints, conclusion).
Wednesday—Thursday
Eveline, 1208. Log (1) epiphany (2) stream of consciousness (3) internal
conflict (4) external conflict
(5) foreshadowing (6) irony (7) cause and effect (8)In a free writing
exercise, capture your own stream
of consciousness (without organizing thoughts—do not exceed a half of page).
Friday
Review and Respond.
English III H
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
1. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
2. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
3. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
4. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
5. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
6. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
7. Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an
account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Searching Print Texts and the Web for Significant Facts on a Native American
Tribe (GLEs: 03d, 23g,
25, 26a, 27c, 29a, 29b, 29c, 31b, 34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c,
40b)
Monday--Tuesday
La Relacion and
The Captivity of…
Wed.—Thurs.
Edwards sermon/accompanying bio.
Was it fair that he was forced to resign because of his “extremist” beliefs?
How does he compare to
the clergy found in the Scarlet Letter and The Crucible? Should people stand
up for their beliefs
regardless of the consequences?
Wed—Fri.
Writing Conferences
Essay Correction Sheets
English III
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
8. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
9. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
10. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
11. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
12. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
13. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Searching Print Texts and the Web for Significant Facts on a Native American
Tribe (GLEs: 03d, 23g,
25, 26a, 27c, 29a, 29b, 29c, 31b, 34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c,
40b)
Student Learning Activities:
Monday—Tuesday
Mock Trial
(Bill of Rights, Legal proceedings)
Wednesday
Nightline Segment/Critique
Thursday--Friday
Read and Respond in Writing.
"Civil" Rights
The Captivity…
Teacher: Pearson Grade: 12 Subject: English IV G
Weekly Overview: Unit Description: The Anglo-Saxon Period and the
Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist
between early and modern works? What techniques do writers use to develop
character? What is the
difference between indirect and direct characterization?
Resources/Materials: Literature Text
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-
H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-H2) (ELA-2-
H3) (ELA-2-
H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-H1) (ELA-4-H2) (ELA-4-
H4) (ELA-4-
H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-H3)
Objectives: To identify main ideas and supporting details; classifying;
drawing conclusions;
analyzing arguments; inferring; establishing criteria, generalizing,
distinguishing fact & opinion;
making critical judgments “ “ “ “
Monday
The Canterbury Tales.
Assigned essay—4 choices 800-1000 words
Ongoing: Seafaring Journey
Senior Project
Tuesday—Friday
Reading: Sir Gawain and The Green Knight (evolution of the “hero” concept)
Poetic forms: Bonny Barbara Allan, Sonnet 73 (iambic pentameter, 254).
Examining meter and
structure
Listen to Contemporary ballad and compare
+++++++++++++
Grade: 9 Subject: English I G
Weekly Overview: Unit Description: Mythology and Modern Advertising
Essential Questions: How does literature relate to real life experiences? How
do myths express
universal truths? What do the use of symbols contribute to a work and to
one’s understanding? How
can we use advertising to promote an idea?
Resources/Materials: World Literature
Standards/Benchmarks/GLEs: 01a, 01b, 02a, 02b, 02c, 03a, 03b, 03c, 03g, 04b,
5, 6, 8, 09e, 10c,
11a, 11d, 11e, 11f, 12b, 13, 14c, 18d, 18e, 19, 21c, 21d, 22a, 22b, 22c, 23d,
23e, 23f, 23g, 24a,
25, 26, 29b, 29c, 30, 32a, 32b, 35a, 35b, 39c
Objectives: To read origin myths from other culture and distinguish
between tall tales, fables, and
legends
To evaluate how literature teaches moral lessons.
Deconstructing television advertisements to identify purpose, intended
audience, techniques used,
what messages communicate
Student Learning Activities:
Reading Logs
Greek (R162) myths
Reading Leaders
Reading Log
Daily Vocabulary Activity
Daily Journal
Mon.
Complete Reading Logs
Tuesday—Thurs.
Greek myth project: Reading three myths
and creating advertising campaigns to promote their reading. Part 1: Viewing
and deconstructing
television commercials by answering the following questions:
Who created and/or paid for this message and for what purpose?
Who is this message intended for and how can you tell?
What techniques are used to inform, persuade, entertain, and attract
attention?
What are the specific messages being communicated about certain people,
places, events, behaviors,
lifestyles, etc.?
Methods of persuasion—testimonials, fear, humor, nostalgia, bandwagon,
beautiful people, emotion.
Reading three myths
and creating advertising campaigns to
promote their reading. Part 1: Viewing
and deconstructing television
commercials by answering the following
questions:
• Who created and/or paid for this message and for what purpose?
• Who is this message intended for and how can you tell?
• What techniques are used to inform, persuade, entertain, and attract
attention?
• What are the specific messages being communicated about certain
people, places, events,
behaviors, lifestyles, etc.?
Grade: 10 Subject: English II G
Monday Tuesday Wednesday Thursday Friday
Weekly Overview:
Unit Description: Short Stories and Elements, Appearance vs. Reality
Essential Questions:
Why are literary elements used by writers?
What role do literary elements play in understanding?
How can consequences promote positive change? How can consequences promote
negative change?
How are my actions influenced by my decisions?
How do these decisions impact my life?
How can observing decisions and subsequent actions reveal the core identity
of individuals?
Resources/Materials: World Literature
Essential Questions
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
Objectives:
To read, analyze, and discuss short stories
To use technological resources
Identify theme and other literary elements
Lead discussion
Keeping a reading log
Follow formal steps of the writing process
To complete a daily grammar edit and journal topic
To use vocabulary cards daily
Student Learning Activities:
Monday--Tuesday
Complete logs and readings from last week.
Reading “The Jewels”
Complete log: The Jewels, 1034. Reading Log: (1) plot (2) characterization
(3) tone (4) exposition (5)
complications (6) climax (7) resolution (8) conflict (9) irony (10) character
sketch, 8 sentence
paragraph (topic sentence, 3 supporting points, 3 subpoints, conclusion).
Wednesday—Thursday
Eveline, 1208. Log (1) epiphany (2) stream of consciousness (3) internal
conflict (4) external conflict
(5) foreshadowing (6) irony (7) cause and effect (8)In a free writing
exercise, capture your own stream
of consciousness (without organizing thoughts—do not exceed a half of page).
Friday
Review and Respond.
English III H
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
1. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
2. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
3. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
4. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
5. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
6. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
7. Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an
account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Searching Print Texts and the Web for Significant Facts on a Native American
Tribe (GLEs: 03d, 23g,
25, 26a, 27c, 29a, 29b, 29c, 31b, 34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c,
40b)
Monday--Tuesday
La Relacion and
The Captivity of…
Wed.—Thurs.
Edwards sermon/accompanying bio.
Was it fair that he was forced to resign because of his “extremist” beliefs?
How does he compare to
the clergy found in the Scarlet Letter and The Crucible? Should people stand
up for their beliefs
regardless of the consequences?
Wed—Fri.
Writing Conferences
Essay Correction Sheets
English III
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
8. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
9. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
10. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
11. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
12. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
13. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Searching Print Texts and the Web for Significant Facts on a Native American
Tribe (GLEs: 03d, 23g,
25, 26a, 27c, 29a, 29b, 29c, 31b, 34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c,
40b)
Student Learning Activities:
Monday—Tuesday
Mock Trial
(Bill of Rights, Legal proceedings)
Wednesday
Nightline Segment/Critique
Thursday--Friday
Read and Respond in Writing.
"Civil" Rights
The Captivity…
Teacher: Pearson Grade: 12 Subject: English IV G
Weekly Overview: Unit Description: The Anglo-Saxon Period and the
Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist
between early and modern works? What techniques do writers use to develop
character? What is the
difference between indirect and direct characterization?
Resources/Materials: Literature Text
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-
H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-H2) (ELA-2-
H3) (ELA-2-
H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-H1) (ELA-4-H2) (ELA-4-
H4) (ELA-4-
H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-H3)
Objectives: To identify main ideas and supporting details; classifying;
drawing conclusions;
analyzing arguments; inferring; establishing criteria, generalizing,
distinguishing fact & opinion;
making critical judgments “ “ “ “
Student Learning Activities: Daily vocabulary/journal log
Monday
The Canterbury Tales.
Assigned essay—4 choices 800-1000 words
Ongoing: Seafaring Journey
Senior Project
Tuesday—Friday
Reading: Sir Gawain and The Green Knight (evolution of the “hero” concept)
Poetic forms: Bonny Barbara Allan, Sonnet 73 (iambic pentameter, 254).
Examining meter and
structure
Listen to Contemporary ballad and compare
+++++++++++++++++++++++++++++++++++++
............................
Welcome to the 2011-2012 school year!
Here is a list of supplies that you will be expected to purchase:
1. College ruled loose leaf paper
2. Black ink pens
3. #2 pencils
4. Composition notebook (will be used in class daily)
5. 3 ring binder or 3 prong folder with pockets
6. index cards (cut in half) for vocabulary (use rings or rubber band to
secure)--3" x 5"
Seniors, add to this list (these items will be kept at home until the
portfolio due date)
7. 3 ring binder for senior portfolio (plain/white, 2" to 2 1/2")
8. clear page protectors for senior portfolio (lightweight is fine and no more
than 25 count)
All students, recommended supplies [please let the teacher know if you do not
have
these items available at the time of assignment(s)]
*at home dictionary or access to Internet
*flash drive
*word processor (Microsoft Word, etc.)
*computer paper
*poster boards (you will need to display work on various projects)
*colored markers (for poster projects)
Subject: English I Gifted Week: beginning 8/8
Weekly Overview:
Unit Description: Short Stories
Researching an author
Essential Questions: What are the elements of a short story? In what ways are
characters analyzed? How does an author’s mind-set compare to the culture of
his time period? What is the structure and function of the 4 paragraph essay?
What is the proper method of documenting examples, quotations, and
paraphrases?
Resources/Materials: American Traditions in Literature Anthology (College
text), Dictionaries,
Short Video “Facing the Blank Page”
Standards/Benchmarks/GLEs: In the following list GLE information is also
included for extended research assignment: Standard 1
1 Extend basic and technical vocabulary using a variety of strategies
(ELA-1-H1)
2. Identify and explain story elements (ELA-1-H2)
3. Identify and explain the significance of literary devices,
including: (ELA-1-H2)
4. Draw conclusions and make inferences in oral and written responses
about ideas and information in texts, including: (ELA-1-H3)
5. Explain ways in which ideas and information in a variety of texts
(e.g., scientific reports, technical guidelines, business memos, literary
texts) connect to real-life situations and other texts (ELA-1-H4)
Standard 6
6. Compare/contrast cultural elements including a group’s history,
perspectives, and language found in multicultural texts in oral and written
responses (ELA-6-H1)
9. Analyze in oral and written responses distinctive elements
(including theme, structure, characterization) of a variety of literary forms
and types, including: (ELA-6-H3)
Standard 7
11. Demonstrate understanding of information in grade-appropriate texts
using a variety of strategies, including (ELA-7-H1)
12. Solve problems using reasoning skills, including: (ELA-7-H2)
Writing
Standard 2
15. Develop organized, coherent paragraphs that include the following:
(ELA-2-H1)
16. Develop multiparagraph compositions organized with the following:
(ELA-2-H1)
17. Develop complex compositions on student- or teacher-selected topics
that are suited to an identified audience and purpose and that include the
following: (ELA-2-H2)
19. Develop paragraphs and complex, multiparagraph compositions using all
modes of writing (description, narration, exposition, and persuasion)
emphasizing exposition and persuasion (ELA-2-H4)
Writing/Proofreading
Standard 3
22. Apply standard rules of sentence formation, avoiding common errors,
such as: (ELA-3-H2)
23. Apply standard rules of usage, including: (ELA-3-H2)
24. Apply standard rules of mechanics, including: (ELA-3-H2)
25. Use correct spelling conventions when writing and editing (ELA-3-H3)
26. Use a variety of resources, such as dictionaries, thesauruses,
glossaries, technology, and textual features (e.g., definitional footnotes,
sidebars) to verify word spellings (ELA-3-H3)
Speaking and Listening
Standard 4
27. Use standard English grammar, diction, and syntax when responding to
questions, participating in informal group discussions, and making
presentations (ELA-4-H1)
33. Deliver clear, coherent, and concise oral presentations about
information and ideas in texts (ELA-4-H4)
Information Resources
Standard 5
36. Identify and use organizational features to locate relevant information
for research projects using a variety of resources, including: (ELA-5-H1)
38. Analyze the usefulness and accuracy of sources by determining their
validity (e.g., authority, accuracy, objectivity, publication date, and
coverage) (ELA-5-H2)
39. Access information and conduct research using various
grade-appropriate, data-gathering strategies/tools, including: (ELA-5-H3)
40. Write a variety of research reports, which include the following:
(ELA-5-H3)
42. Give credit for borrowed information in grade-appropriate research
reports following acceptable use policy, including: (ELA-5-H5)
Objectives: For students to gain an understanding of the writing process
and
the proper formats for writing For students to analyze reading materials as
they read For students to analyze reading materials as they read For
students
to analyze reading materials as they read To write effectively about an
aspect
of a literary work and to learn to use examples, quotations, paraphrases and
information found in literary critiques properly
Student Learning Activities:
Formulating hypothetical thesis statements and topic sentences
Demonstrating how to use an example, quotation, and a paraphrase
Mon. Class Overview, Facing Blank Page, Diagnostic Test
Tues. Diagnostic Test. Read/Discuss "Purloined Letter"
Wed. Read/Discuss "Purloined Letter." (parts of essay)
Thurs. Complete reading and discussion. (parts of essay)
Fri. Non-Fiction Friday--bring in non-fiction article published within past
month dealing with an investigation that was solved. In a paragraph
of 8-15 sentences compare the methods used to solve the non-fiction
case and the case in Poe's short story. (Due at beginning of class)
Vocabulary cards due.
Parts of essay. Begin 4 paragraph essay.
Homework:
1. Vocabulary Cards
2. Article/Paragraph
Assessments: Daily Journals/Edits/Diagnostic Results
Links:
How will I address literacy this week? By reading and analyzing college-level
short stories, writing about literature, conducting research on a specific
topic that includes investigation of primary and secondary sources, by
applying a word’s meaning to its definition.
English II G
Unit Description:
Appearance vs. Reality
Essential Questions: What are the qualities of an effective leader? What are
persuasive strategies in speech and writing? How are persuasive strategies
used? How do cultural differences change perspectives? How are appearances
deceiving?
Resources/Materials: Video, Shakespeare’s History Plays, Catcher in the Rye
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1)
(ELA-6-H2)(ELA-6-H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
To read, analyze, and discuss a novel and a drama
Identify motifs
Lead discussion
Compare and contrast character types
Apply weekly vocabulary in writing
Follow formal steps of the writing process
Monday
Class Overview.
Diagnostic Test.
Assigned Readings: Catcher in the Rye
Vocabulary due Friday.
Tuesday
Julius Caesar, Act I (active reading,
Characters, note taking, comparing & contrasting) characters, note taking,
comparing & contrasting). Compare & contrast leadership qualities displayed by
the characters.
Documentation Review
Wednesday
Julius Caesar, Act I (active reading,
Characters, note taking, comparing & contrasting) characters, note taking,
comparing & contrasting). Compare & contrast leadership qualities displayed by
the characters.
Documentation Review
Thursday
Julius Caesar, Act II (active reading—
summarizing) & B805 Act out conspiracy scene by paraphrasing the
speeches. Grammar: Adjectives (forms of: proper, nouns As, pronouns used as).
Friday
Vocabulary due.
Annotating articles.
Homework:
Read novel
Complete vocabulary
Work on song presentation and template
English III G
Mon.
Class Overview.
Vocabulary due Friday.
Diagnostic Test.
Scarlet Letter Assignment.
Tues.
Complete Diagnostic Test.
Wed.
Introduction to Hawthorne
Review: Documentation
Visit Online Library Databases—locate article for homework.
(literary critiques)
Thurs.
Introduction and Reading Selection 1 & 2:
Native American Mythology
(37/46), Native American Myths (oral
tradition, 1. How the World Was Made &
2. student selected creation myth)
Creative Writing: Your own creation myth
and illustration.
Fri.
Reading Selection #3 “Fleur” Erdrich
Norton 2571 (Native American,
Contemporary author, myths and legends,
analyzing, assumptions, ethnic groups).
“Dear John Wayne” Essay, Bl 741, Erdrich
(purpose, type, characterization, symbol)
Vocabulary Due.
English III H
Mon.
Class Overview.
Vocabulary due Friday.
Diagnostic Test.
Scarlet Letter Assignment.
Tues.
Complete Diagnostic Test.
Wed.
Introduction to Hawthorne
Review: Documentation
Visit Online Library Databases—locate article for homework.
(literary critique of The Scarlet Letter)
Thurs.
Annotating an article in class.
Fri.
Introduction and Reading Selection 1 & 2:
Native American Mythology
(37/46), Native American Myths (oral
tradition, 1. How the World Was Made &
2. student selected creation myth)
Creative Writing: Your own creation myth
and illustration.
Vocabulary Due.
English IV G
Unit Description: Early British Literature
Essential Questions: What makes a culture? In what ways do cultures preserve
their ideals? In what ways do cultures discriminate? What shapes them? How do
we define fate? Chance? How do psychological factors influence human behavior
in literary characters?
Resources/Materials: The Picture of Dorian Gray, Textbook
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4)
(ELA-6-H1) (ELA-6-H2) (ELA-6-H3) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies. Analyze
the significance of complex literary and rhetorical devices in British texts.
Draw conclusions and make inferences about ideas and information in complex
texts in oral and written responses. Evaluate ways in which the main idea,
rationale or thesis, and information in complex texts, including consumer,
workplace, public, and historical documents, represent a view or comment on
life. Analyze and critique the impact of historical periods, diverse ethnic
groups, and major influences on British literature in oral and written
responses . Analyze and explain the significance of literary forms,
techniques, characteristics, and recurrent themes of major literary periods in
ancient, American, British, or world literature. Analyze and synthesize in
oral and written responses distinctive elements. Demonstrate understanding of
information in British literature using a variety of strategies. Develop
complex compositions, essays, and reports
Monday
Overview
Diagnostic Test
Tuesday
Intro: Anglo-Saxon Period
Beowulf
Myth of Echo and Narcissus
Wed—Beowulf, In class reading & discussion, practicing passage identification,
note-taking
Myth of Prometheus
Thurs—Beowulf, In class reading & discussion, practicing passage
identification, note-taking
“Virtual Friendship and the New Narcissism”
Fri—Evaluating “Virtual Friendship and the New Narcissism”
And “The Culture of Narcissism”
Vocabulary due.
Reading:
Jung’s Model of the Psyche
Psychology of Terrorism
Generalized Characteristics…
Novel Assignments, The Picture of Dorian Gray
English I Gifted Week Beginning 8/15
Unit Description: Short Stories, Responding to Literature
Essential Questions: How do cultural differences affect people? What are
symbols? What does history
teach us?
Responsibility and Decision Making
Resources/Materials: McDougall Littell, The Language of Literature, Film:
Almost a Woman
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H2)(ELA-1-H3)(ELA-6-
H1) (ELA-7-
H1)(ELA-2-H1)(ELA-2-H1)(ELA-2-H5)(ELA-3-H2)(ELA-3-H2)(ELA-4-H2)
Read & respond to short stories
Identify elements, literary devices
Extend vocabulary
Examine multicultural film
Develop multiparagraph compositions
Apply standard rules of grammar & usage
Identify elements, literary devices
Extend vocabulary
Examine multicultural film
Develop multiparagraph compositions
Apply standard rules of grammar & usage
Identify elements, literary devices
Extend vocabulary
Examine multicultural film
Develop multiparagraph compositions
Apply standard rules of grammar & usage
Identify elements, literary devices
Extend vocabulary
Examine multicultural film
Develop multiparagraph compositions
Apply standard rules of grammar & usage
Identify elements, literary devices
Extend vocabulary
Examine multicultural film
Develop multiparagraph compositions
Apply standard rules of grammar & usage
Monday
Complete essay on
Poe’s short story
Writing conferences
Tuesday
Reading log & dialogue entries for “Utterly Perfect…” (graded by rubric)
Wednesday
Reading log & dialogue entries for “Utterly Perfect…” (graded by rubric)
Thursday
Reading and responding to “American History”
Identifying literary elements
Writing a poem in response to reading
Friday
View Almost a Woman (multicultural film, coming of age, Puerto Rico—
comparison of cultures)
Responding to a quotation by applying to a character in film (in writing)
Vocabulary Due
“ “ “
English II Gifted
Weekly Overview:
Unit Description:
Appearance vs. Reality
Essential Questions: What are the qualities of an effective leader? What are
persuasive strategies in
speech and writing? How are persuasive strategies used? How do cultural
differences change
perspectives? How are appearances deceiving?
Resources/Materials: Video, Shakespeare’s History Plays, Catcher in the Rye
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
Objectives:
To read, analyze, and discuss a novel and a drama
Identify motifs
Lead discussion
Compare and contrast character types
Apply weekly vocabulary in writing
Follow formal steps of the writing process
Student Learning Activities:
Julius Caesar, Act I (active reading,
Characters, note taking, comparing & contrasting) characters, note taking,
comparing & contrasting)Compare & contrast leadership qualities displayed by
thecharacters.
Documentation Review Julius Caesar, Act II (active reading—
summarizing) & B805 Act out conspiracy scene by paraphrasing the
speeches.Grammar: Adjectives (forms of: proper, nouns As, pronouns used as).
Documentation Review Julius Caesar, Act II (active reading—
summarizing) & B805 Act out conspiracy scene by paraphrasing the
speeches.Grammar: Adjectives (forms of: proper, nouns As, pronouns used as).
Documentation Review Julius Caesar, Act III (active reading, predicting,
evaluation,
expository writing)Essay Response: In an expository style, discuss the
rhetorical strategies in Antony’s speech and how these strategies help to win
over his audience.
View: An excerpt of Shakespeare’s history plays
Act IV (active reading, internal and external
conflict, foreshadowing).Essay Response: Analyze Shakespeare’s use of
foreshadowing in the scene where Caesar’s ghost appears. In your writing,
answer what Shakespeare is trying to accomplish and the technique’s
effectiveness in regard to the
dramatic outcome of the play.
Homework: Work on Annotating Articles
Read novel
Work on song presentation and template
English III H
Weekly Overview:
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, The Norton Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Objectives: Extend basic and technical vocabulary using a variety of
strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Student Learning Activities:
Monday
Reading The Crucible, reading leaders activity, active reading, note taking,
discussion, group
participation
Tuesday
View excerpt of The Crucible—How do the characters compare to those in the
text?
Wednesday
Reading The Crucible, reading leaders activity, active reading, note taking,
discussion, group
participation
Thursday
Reading The Crucible, reading leaders activity, active reading, note taking,
discussion, group
participation
Friday
View film excerpt
Writing: discuss a modern day “witch hunt”
Homework: Read The Scarlet Letter
Work on assigned writings
English III Gifted
Weekly Overview:
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, The Norton Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Objectives: Extend basic and technical vocabulary using a variety of
strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Student Learning Activities:
Monday
Reading The Crucible,
and journal article on concept of hysteria
Tuesday
View excerpt of The Crucible—characterize the girls’ behavior in terms of
modern society
Wednesday
Reading The Crucible, reading leaders activity, active reading, note taking,
discussion, group
participation, 8-15 sentences
Thursday
Reading The Crucible,
Evaluate characters on character list. “Assign” stereotypes
Friday
The Crucible
Create a hypothesis explaining the behavior of the characters based on
evidence from the story.
Homework: Read The Scarlet Letter
Work on assigned writings
English IV
Weekly Overview:
Unit Description: Early British Literature
Essential Questions: What makes a culture? In what ways do cultures preserve
their ideals? In what
ways do cultures discriminate?
Anglo-Saxon Period
Resources/Materials: Picture of Dorian Gray (reading), Textbook
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-6-H3) (ELA-7-H1) (ELA-2-H1)
Objectives: Extend basic and technical vocabulary using a variety of
strategies. Analyze the
significance of complex literary and rhetorical devices in British texts.
Draw conclusions and make
inferences about ideas and information in complex texts in oral and written
responses. Evaluate ways
in which the main idea, rationale or thesis, and information in complex
texts, including consumer,
workplace, public, and historical documents, represent a view or comment on
life. Analyze and
critique the impact of historical periods, diverse ethnic groups, and major
influences on British
literature in oral and written responses . Analyze and explain the
significance of literary forms,
techniques, characteristics, and recurrent themes of major literary periods
in ancient, American,
British, or world literature. Analyze and synthesize in oral and written
responses distinctive elements.
Demonstrate understanding of information in British literature using a
variety of strategies. Develop
complex compositions, essays, and reports
Student Learning Activities:
Monday
Reading: Beowulf
Writing Essay
Explore culture of Anglo-
Saxon period and ancient/medieval legends and practices
-Beast of Gevaudan
-Gratot
-sacrifices
Tuesday
Reading Beowulf
Reading/evaluating article that discusses a modern day situation involving
bravery and
to Beowulf.
Wednesday
Reading Beowulf
Role reversal—place Beowulf in a modern day situation and place a modern day
hero in Beowulf’s
time. How well do they handle the role reversals?
Thurs
Reading Beowulf
Create a dialogue between yourself and a military officer who plans to
travel back in time to assist
Beowulf. Brief him on the situation. What must he know in order to complete
the mission
successfully?
Friday
In class essay
Homework: Read Picture of Dorian Gray
Work on Senior Project
Week of Aug. 22
English I
Unit Description: Short Stories, Responding to Literature
Essential Questions: How do cultural differences affect people? What are
symbols? What does history
teach us?
Resources/Materials: McDougall Littell, The Language of Literature, Film:
Almost a Woman
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H2)(ELA-1-H3)(ELA-6-
H1) (ELA-7-
H1)(ELA-2-H1)(ELA-2-H1)(ELA-2-H5)(ELA-3-H2)(ELA-3-H2)(ELA-4-H2)
Read & respond to short stories
Identify elements, literary devices
Extend vocabulary
Examine multicultural film
Develop multiparagraph compositions
Apply standard rules of grammar & usage
Monday
Writing a poem in response to reading (complete from last week’s reading)
Reading: “The Bass, the River, and Sheila Mant” (SS4) In reading log record(1)
at least 5 impressions
(2)exposition
(3)characterization (4)suspense (5)conflict (6)falling action (7) resolution.
Group, partner discussion:
Evaluate
the compatibility of the characters. Decide in which ways they are similar
and in which ways they are
different. Share findings with
evidence from the text.
Tuesday
Work on reading log.
Wednesday/Thurs.
View Almost a Woman (multicultural film, coming of age, Puerto Rico—
comparison of cultures)
Writing response:
Judith Ortiz Cofer said “The place of birth itself becomes a metaphor for
the things we must all leave
behind; the assimilation of a
new culture is the coming into maturity by
accepting the terms necessary for survival.”
How does Cofer’s statement relate to Ismeralda? Answer in formal response of
12-15
Sentences. 100 point Rubric: Focus on
structure, form, content,
Grammar/usage/mechanics
Friday
Vocabulary check Complete writing response.
Homework: Vocabulary Cards
English II
Unit Description:
Appearance vs. Reality
Essential Questions: What are the qualities of an effective leader? What are
persuasive strategies in
speech and writing? How are persuasive strategies used? How do cultural
differences change
perspectives? How are appearances deceiving?
Resources/Materials: Video, Shakespeare’s History Plays, Catcher in the Rye
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
To read, analyze, and discuss a novel and a drama
Identify motifs
Lead discussion
Compare and contrast character types
Apply weekly vocabulary in writing
Follow formal steps of the writing process
This week’s homework:
Work on Annotating Articles
Read novel
Work on song presentation and template
Monday
Julius Caesar, Act II (active reading—
summarizing) & B805 Act out conspiracy scene by paraphrasing the
speeches.Grammar: Adjectives (forms of: proper, nouns As, pronouns used as).
Tuesday
Using the leadership organizer, write a political campaign commercial for
opposing parties.
Wednesday
Julius Caesar, Act III (active reading, predicting, evaluation,
expository writing)Essay Response: In an expository style, discuss the
rhetorical strategies in Antony’s speech and how these strategies help to win
over his audience.
View: An excerpt of Shakespeare’s history plays
Thursday/Friday
Act IV (active reading, internal and external
conflict, foreshadowing).Essay Response: Analyze Shakespeare’s use of
foreshadowing in the scene where Caesar’s ghost appears. In your writing,
answer what Shakespeare is trying to accomplish and the technique’s
effectiveness in regard to the
dramatic outcome of the play.
English III H
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, The Norton Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Monday
Reading The Crucible,
View modern day “mean” girls. Provide an 8 to 15 sentence explanation for
their behavior.
Tuesday
View excerpt of The Crucible—characterize the girls’ behavior in terms of
modern society—how is it
similar? Different? Account for similarities and differences.
Wednesday
Reading The Crucible
Personal Reaction—
How would you respond if you were accused of a crime that you had not
committed?
Thursday
Reading The Crucible,
Character Evaluation
(Group Activity)
Each group set of characters—description, personality profile, relationship
to other characters.
Friday
The Crucible
Acting out courtroom scene.
Vocabulary due.
Read The Scarlet Letter
Work on assigned writings
English III G
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, The Norton Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Monday
Reading The Crucible,
Create a hypothesis of the reasons for the behavior of the characters based
on evidence from the
story
Tuesday
Reading The Crucible,
Select a character and write a poem (sonnet form) describing the character’s
conflict.
Wednesday
Reading The Crucible,
Evaluate the possibilities…what if the Salem witch trials had never taken
place…( use the “butterfly
effect” to guide your speculation)
Thursday
Reading The Crucible,
Compare John Proctor and Hester Prynne in terms of how the characters dealt
with their “crimes”
Friday
The Crucible
Acting as an Puritan-era historian, compose an entry for this event in
history.
Read The Scarlet Letter
Work on assigned writings
English IV
Unit Description: Early British Literature
Essential Questions: What makes a culture? In what ways do cultures preserve
their ideals? In what
ways do cultures discriminate? What are factors cause cultures to change?
Resources/Materials: Picture of Dorian Gray, Textbook
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-6-H3) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies. Analyze
the significance of
complex literary and rhetorical devices in British texts. Draw conclusions
and make inferences about
ideas and information in complex texts in oral and written responses.
Evaluate ways in which the
main idea, rationale or thesis, and information in complex texts, including
consumer, workplace,
public, and historical documents, represent a view or comment on life.
Analyze and critique the
impact of historical periods, diverse ethnic groups, and major influences on
British literature in oral
and written responses . Analyze and explain the significance of literary
forms, techniques,
characteristics, and recurrent themes of major literary periods in ancient,
American, British, or world
literature. Analyze and synthesize in oral and written responses distinctive
elements. Demonstrate
understanding of information in British literature using a variety of
strategies. Develop complex
compositions, essays, and reports
Mon/Tues.
Review Senior Project
Discuss/evaluate passage IDs from Beowulf activity
Create a dialogue between yourself and a military officer who plans to
travel back in time to assist
Beowulf. Brief him on the situation. What must he know in order to complete
the mission
successfully?
Wed.
Week of Aug. 29
English I
Unit Description: Short Stories
Essential Questions: How does literature relate to real life experiences? How
do authors write about
experiences? How can the experience of someone else teach a lesson? What
elements of writing do
writers of non fiction employ?
Resources/Materials: Elements of Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To read a non fiction work and evaluate the author’s frame of mind.To learn
the techniques
employed in non fiction writing. To learn the literary techniques used by
authors and to apply the
newly acquired knowledge to a student work. To compare a personal incident to
another’s
Monday
Almost a Woman
(coming of age, Puerto Rico—comparison of cultures)
Writing response:
Judith Ortiz Cofer said “The place of birth itself becomes a metaphor for the
things we must all leave
behind; the assimilation of a new culture is the coming into maturity by
accepting the terms
necessary for survival.”
How does Cofer’s statement relate to Ismeralda? Answer in formal response of
12-15
Sentences. 100 point Rubric: Focus on structure, form, content,
Grammar/usage/mechanics
Tues
Reading: I Know Why…
In reading log record (1)at least 5 impressions (2)allusion (3)character
sketch (4)colloquial term
(5) personification (6) summarize Mrs. Flower’s opinion about education &
intelligence
(7) dramatic scene
Tuesday
Complete Writing
Assignment
(Wed)/Thursday
Christmas Memory” (SS6 62)
In reading log record(1)at least 5
impressions (2)symbolism (3)sensory descriptions (4)epitaph
(5)characterization (6)irony
Activity: Using the categories from
the reading log, write a Christmas
memory of your own. Share memories
with class.
Fri
Logs due.
Reading: “On Being Seventeen, Bright, and Unable to Read”
(79)
Writing: Recall a time where you or someone you know felt depressed about
something they couldn’t
do as well as others. Compare these feelings with with David’s, tell what
they did to
adjust to or change the situation, and evaluate how well the solution worked.
English II
Unit Description:
Appearance vs. Reality
Essential Questions: What are the qualities of an effective leader? What are
persuasive strategies in
speech and writing? How are persuasive strategies used? How do cultural
differences change
perspectives? How are appearances deceiving?
Resources/Materials: Video, Shakespeare’s History Plays, Catcher in the Rye
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
To read, analyze, and discuss a novel and a drama
Identify motifs
Lead discussion
Compare and contrast character types
Apply weekly vocabulary in writing
Follow formal steps of the writing process
This week’s homework:
Work on Annotating Articles
Read novel
Work on song presentation and template
Monday
Julius Caesar, Act II, Dramatic Performance
Tues/Wed
Julius Caesar, Act III (active reading, predicting, evaluation,
expository writing)
Essay Response: In an expository style, discuss the
rhetorical strategies in Antony’s speech and how these strategies help to win
over his audience.
Thursday/Friday
Act IV (active reading, internal and external
conflict, foreshadowing).Essay Response: Analyze Shakespeare’s use of
foreshadowing in the scene where Caesar’s ghost appears. In your writing,
answer what Shakespeare is trying to accomplish and the technique’s
effectiveness in regard to the
dramatic outcome of the play.
English III H
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, The Blair Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Monday
Reading The Crucible,
Character Evaluation
(Group Activity)
Each group set of characters—description, personality profile, relationship
to other characters.
Tuesday--Thursday
Reading The Crucible
Creating and presenting social media-type character profiles.
Reading and Responding: Katha Pollitt’s “Does a Literary Canon Matter?”
Friday
Mock Trial
Defending The Crucible as a work of literary merit and historical significance
[evaluating documents
(Bill of Rights)]
Read The Scarlet Letter
Work on assigned writings
English III G
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, Printouts, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Monday
The Crucible
(complete sonnet activity describing/resolving character conflict)
Comparing Hester/John
Tuesday--Thurs
Reading The Crucible
(Time travel—5 minutes with John Proctor, Reading: “The Grandfather Paradox”
and evaluating
scientific speculation)
Friday
Restaging The Crucible through the “butterfly effect” scientific theory
(Reading Bradbury’s short story “A Sound of Thunder” to draw connections)
Read The Scarlet Letter
Work on assigned writings
English IV
Work on readings, essay assignment, presentation
Unit Description: The Anglo-Saxon Period and the Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist
between early and modern works? What techniques do writers use to develop
character? What is the
difference between indirect and direct characterization?
Resources/Materials: The Picture of Dorian Gray, British Literature Text
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-
H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-H2) (ELA-2-
H3) (ELA-2-
H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-H1) (ELA-4-H2) (ELA-4-
H4) (ELA-4-
H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-H3)
To identify main ideas and supporting details; classifying; drawing
conclusions; analyzing arguments;
inferring; establishing criteria, generalizing, distinguishing fact &
opinion; making critical judgments
“ “ “ “
Mon--Tues
Intro to Seafarer/Canterbury
Complete summaries (98/99)
The Seafarer
Writing Activity:
Creating your own seafaring journey illustrating one of your life lessons.
Assemble finished product
into book form and send copies to to former elementary teachers.
Tuesday--Thursday
“Generalized Characteristics” due/presentations (analysis, reasoning, using
real life profiling
techniques, listening, evaluating, presenting)
…………………..
Seafaring Activity
………………….
Chaucer and Canterbury Tales
Fri
The Canterbury Tales
(characterization, main idea, supporting details, distinguishing
fact/opinion, generalizing,
comparing/contrasting)
Work on Senior Project
Psychological Profile of novel character
Create a tactical defense plan for the king to implement (diagram and
instructions) after the Geats
leave Herot.
Thurs.
Beowulf Test
Fri
Introduction to The Canterbury Tales
Middle English, language development, English language, birth of literature,
frame, characterization,
frame, cataloging, description, Middle English, historical references)
Work on readings, essay assignment, presentation
Week of September 6, 2011
No School Monday, Labor Day
English I
Unit Description: Short Stories
Essential Questions: How does literature relate to real life experiences? How
do authors write about experiences? How can the experience of someone else
teach a lesson? What elements of writing do writers of non fiction employ?
Resources/Materials: Elements of Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To read a non fiction work and evaluate the author’s frame of mind.To learn
the techniques employed in non fiction writing. To learn the literary
techniques used by authors and to apply the newly acquired knowledge to a
student work. To compare a personal incident to another’s
Tues—Wed.
Christmas Memory” (SS6 62)
In reading log record(1)at least 5
impressions (2)symbolism (3)sensory descriptions (4)epitaph
(5)characterization (6)irony
Activity: Using the categories from
the reading log, write a Christmas
memory of your own. Share memories
with class.
Thurs.
Reading: “On Being Seventeen,Bright, and Unable to
Read” (79)Writing: Recall a time where you
or someone you know felt depressed
about something they couldn’t do as well
as others. Compare these feelings
with David’s, tell what they did
to adjust to or change the
situation, and evaluate how well the solution worked.
Fri.
Short Story Test
I Know Why…
and Christmas Memory
English II
Unit Description: An evaluation of Shakespeare’s Julius Caesar as an
effective leader
Appearance vs. Reality
Essential Questions: What are the qualities of an effective leader? What are
persuasive strategies in speech and writing? How are persuasive strategies
used? How do cultural differences change perspectives?
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
To read, analyze, and discuss a novel and a drama
To research, investigate, and write about a historical literary period
To use technological resources
Identify motifs
Lead discussion
Compare and contrast character types
Apply weekly vocabulary in writing
Follow formal steps of the writing process
Tues
Julius Caesar, Act IV (active reading, internal and external Conflict
foreshadowing).Essay Response: Analyze Shakespeare’s use of foreshadowing in
the scene where Caesar’s ghost appears. In your writing, answer what
Shakespeare is trying to accomplish and the technique’s effectiveness in
regard to the dramatic outcome of the play.
Wednesday
Caesar Group Activity: (1) Locate an online scene from a production of
Shakespeare (traditional version). Choose a scene that “exemplifies” a
particular literary element. Translate the scene and explain how the element
you’ve selected contributes to the overall significance of the play (no
foreshadowing) (2) Using the Internet, create a “timeline” for a
Shakespearean play, showing its “changes” with the turn of each century.
Wed-Fri
Reading Logs
The Guest, 1246. Log (1) locate the main idea in the 2nd column, 1st
paragraph #1247 (2)characterization (3) theme (4) existentialism (5)conflict
(6) climax (7) falling action (8) In a 3 paragraph essay, write about how
Daru’s behavior, attitudes, and experiences reflect Camus’s ideas of
existentialism. Address the following: How does Daru’s disgust with both the
Arab’s crime and the colonial government’s punishment reflect ideas of
existentialism? How does existential thinking help explain Daru’s refusal to
take the Arab any farther after showing him the two routes? What does the
story’s outcome suggest about the existentialist’s relationship to society?
A Canary’s Ideas, 1283. Log (1) psychological realism (2) verbal irony (3)
situational irony (4) dramatic irony (5) satire (6) frame
English III G
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of view affect understanding? How was early
American history recorded? Who were the earliest Americans? What were the
beliefs of the earliest Americans? What do we learn from history?
Resources/Materials: Novel The Scarlet Letter, The Norton Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-H2) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw conclusions and make inferences about ideas an
information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including consumer, workplace, public, and historical
documents, represent a view or comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent themes of major literary periods in American
literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Tues--Wed
Reading The Crucible
View excerpt of The Crucible—How do the characters compare to those in the
text?
Thursday—Fri
The Crucible Debate
(inductive/deductive reasoning, argumentative techniques)
English III H
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature, such as myths, journals, historical accounts, and
early poetry. Analysis will lead to a discovery of how each text relates to
the historical context of the time. Activities will include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these texts to real-life experiences in both short
responses and multi-paragraph compositions. Vocabulary study will occur
through defining words within the context of the literature. The writing
focus on a personal narrative will include a study of the proper use of the
conventions of grammar in the writing process.
Essential Questions:
1. Can students draw conclusions and make inferences about the
development of the contemporary American identity from visual and written
text?
2. Can students access and synthesize information from a variety of
resources and present their findings in both written and oral responses?
3. Can students identify the primary characteristics of the colonial
period and explain how they are reflected in the literature of the age?
4. Can students use a variety of strategies to analyze the significance
of the major literary forms of the early American explorers and settlers?
5. Can students connect events from the past such as the Salem
witchcraft trials to current events through verbal or written expression?
6. Can students use a writing process to develop a complex composition
that connects their own personal experiences to the overall concept of an
American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f, 14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b,
16c, 16d, 16e, 16f, 16g, 18, 19a, 19b, 19c, 19d, 20a, 21, 22a, 22b, 23d, 23g,
24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b, 29c, 30a, 30b, 31b, 34a, 34b,
35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
Objectives:
To develop an understanding of literature through written and oral analysis
and through related writing activities
To read and analyze an account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Tuesday—Fri.
The Crucible, in class.
Journalism Review.
Nightline Critique
Wednesday—Oral presentations, literary criticisms
Thursday--Friday:
Read J. Edwards sermon and the accompanying bio. Evaluation: Was it fair that
he was forced to resign because of his extremist beliefs? How does he compare
to the clergy found in the Scarlet Letter? Should people stand up for their
beliefs regardless of the consequences?
English IV
Unit Description: The Anglo-Saxon Period and the Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist between early and modern works? What techniques do
writers use to develop character? What is the difference between indirect and
direct characterization?
Resources/Materials: The Picture of Dorian Gray, British Literature Text
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-
H2) (ELA-2-H3) (ELA-2-H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-
H1) (ELA-4-H2) (ELA-4-H4) (ELA-4-H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-
H3)
To identify main ideas and supporting details; classifying; drawing
conclusions; analyzing arguments; inferring; establishing criteria,
generalizing, distinguishing fact & opinion; making critical judgments “
“ “ “
Tues-Friday
The Seafarer
Ongoing Writing Activity:
Creating your own seafaring journey illustrating one of your life lessons.
Students will assemble finished product into book form and send copies to
their former elementary teachers
The Canterbury Tales
(characterization, main idea, supporting details, distinguishing
fact/opinion, generalizing, comparing/contrasting)
Using stereotypes to create poetry.
Work on Senior Project
Psychological Profile of novel character
Week of 9/12
English I
Unit Description: Short Stories and Myths
Essential Questions: How does literature relate to real life experiences? How
do authors write about
experiences? How can the experience of someone else teach a lesson? What
elements of writing do
writers of non fiction employ?
Resources/Materials: Elements of Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To read a non fiction work and evaluate the author’s frame of mind.To learn
the techniques
employed in non fiction writing. To learn the literary techniques used by
authors and to apply the
newly acquired knowledge to a student work. To compare a personal incident to
another’s
To read origin myths from other culture and distinguish between tall tales,
fables, and legends
To evaluate how literature teaches moral lessons.
Monday
Reading: “On Being Seventeen, Bright, and Unable to Read”
(79)
Writing: Recall a time where you or someone you know felt depressed about
something they couldn’t
do as well as others. Compare these feelings with David’s, tell what they did
to adjust to or change
the situation, and evaluate how well the solution worked.
Tues
Essay development,
Comparison.
Wed.
Test, I Know Why
and Christmas Memory
Thursday-Friday
Reading log (1) myths (2) folktales (3) “The Story-telling Stone” (3) fables
(4) legends (5) tall-tales
Reading: Theseus, Greek myth
Reading log: (1) characterization (2) indirect
Characterization (3) direct characterization
(4) hubris (5) humor in the story (6) theme
(7) character traits Writing: Compare the outcome of Theseus in this version
of the myth to a
situation involving areal present-day person undergoing a character change.
English II
Unit Description: An evaluation of Shakespeare’s Julius Caesar as an
effective leader
Appearance vs. Reality
Essential Questions: What are the qualities of an effective leader? What are
persuasive strategies in
speech and writing? How are persuasive strategies used? How do cultural
differences change
perspectives?
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
To read, analyze, and discuss a novel and a drama
To research, investigate, and write about a historical literary period
To use technological resources
Identify motifs
Lead discussion
Compare and contrast character types
Apply weekly vocabulary in writing
Follow formal steps of the writing process
Monday-Wednesday
Complete Shakespeare readings and activities from last week
“Catcher” presentations continued.
Essay and annotation due (Tuesday)
Act IV (active reading, internal and external Conflict foreshadowing). Essay
Response: Analyze
Shakespeare’s use of foreshadowing in the scene where Caesar’s ghost
appears. In your writing,
answer what Shakespeare is trying to accomplish and the technique’s
effectiveness in regard to the
dramatic outcome of the play.
Wed-Fri
Reading Logs
[The Guest, 1246. Log (1) locate the main idea in the 2nd column, 1st
paragraph #1247
(2)characterization (3) theme (4) existentialism (5)conflict (6) climax (7)
falling action (8) In a 3
paragraph essay, write about how Daru’s behavior, attitudes, and experiences
reflect Camus’s ideas
of existentialism. Address the following: How does Daru’s disgust with both
the Arab’s crime and the
colonial government’s punishment reflect ideas of existentialism? How does
existential thinking help
explain Daru’s refusal to take the Arab any farther after showing him the two
routes? What does the
story’s outcome suggest about the existentialist’s relationship to society?
A Canary’s Ideas, 1283. Log (1) psychological realism (2) verbal irony (3)
situational irony (4)
dramatic irony (5) satire (6) frame]
Next Week: Novel Test
English III G
Unit Description: Reading and Responding to Early American Literature
Essential Questions: What are universal symbols? What are rhetorical
strategies? How does point of
view affect understanding? How was early American history recorded? Who were
the earliest
Americans? What were the beliefs of the earliest Americans? What do we learn
from history?
Resources/Materials: Novel The Scarlet Letter, The Norton Reader, American
Literature Anthology
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H2) (ELA-1-H3) (ELA-1-H4) (ELA-6-
H1) (ELA-6-
H2) (ELA-7-H1) (ELA-2-H1)
Extend basic and technical vocabulary using a variety of strategies
Analyze the significance of complex literary and rhetorical devices in
American literature Draw
conclusions and make inferences about ideas an information in complex texts
Evaluate ways in which the main idea, rationale or thesis, and information in
complex texts, including
consumer, workplace, public, and historical documents, represent a view or
comment on life
Analyze and critique the impact of historical periods, diverse ethnic groups,
and major influences on
American literature in oral and written responses
Analyze and explain the significance of literary forms, techniques,
characteristics, and recurrent
themes of major literary periods in American literature
Demonstrate understanding of information in American, literature using a
variety of strategies
Develop complex compositions, essays, and reports
Monday--Wed
Reading The Crucible
Essay and articles due (Tuesday)
---------------------------
Thursday—Fri
The Crucible Debate
(inductive/deductive reasoning, argumentative techniques)
Next Week: Novel Test
English III H
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
1. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
2. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
3. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
4. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
5. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
6. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Mon—Fri.
The Crucible.
Oral presentations, literary criticisms.
Friday:
Read J. Edwards sermon and the accompanying bio. Evaluation: Was it fair that
he was forced to
resign because of his extremist beliefs? How does he compare to the clergy
found in the Scarlet
Letter? Should people stand up for their beliefs regardless of the
consequences?
English IV
Unit Description: The Anglo-Saxon Period and the Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist
between early and modern works? What techniques do writers use to develop
character? What is the
difference between indirect and direct characterization?
Resources/Materials: The Picture of Dorian Gray, British Literature Text
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-
H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-H2) (ELA-2-
H3) (ELA-2-
H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-H1) (ELA-4-H2) (ELA-4-
H4) (ELA-4-
H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-H3)
To identify main ideas and supporting details; classifying; drawing
conclusions; analyzing arguments;
inferring; establishing criteria, generalizing, distinguishing fact &
opinion; making critical judgments
“ “ “ “
Monday--Wednesday
The Canterbury Tales
(characterization, main idea, supporting details, distinguishing
fact/opinion, generalizing,
comparing/contrasting)
“Stereotype” poetry.
Novel Assignment (Ques./Profile/Presentation) due (Tuesday)
Thursday
Brainstorm for
“seafaring” journey (personal writing, writing for intended audience)
Novel Assignment (Essay/comparison) due (Thursday)
Friday
Canterbury Test
Seafaring assignment
Work on Senior Project
Next week: Intent/Proposals
Novel Assignment (Art/Presentation)
Grade: 9 Subject: English I G Week: of 9/19
Weekly Overview: Unit Description: Mythology and Modern Advertising
Essential Questions: How does literature relate to real life experiences? How
do myths express
universal truths? What do the use of symbols contribute to a work and to
one’s understanding? How
can we use advertising to promote an idea?
Resources/Materials: World Literature
Standards/Benchmarks/GLEs: 01a, 01b, 02a, 02b, 02c, 03a, 03b, 03c, 03g, 04b,
5, 6, 8, 09e, 10c,
11a, 11d, 11e, 11f, 12b, 13, 14c, 18d, 18e, 19, 21c, 21d, 22a, 22b, 22c, 23d,
23e, 23f, 23g, 24a,
25, 26, 29b, 29c, 30, 32a, 32b, 35a, 35b, 39c
Objectives: To read origin myths from other culture and distinguish
between tall tales, fables, and
legends
To evaluate how literature teaches moral lessons.
Deconstructing television advertisements to identify purpose, intended
audience, techniques used,
what messages communicate
Student Learning Activities:
Reading Logs
Greek (R162) myths
Reading Leaders
Reading Log
Daily Vocabulary Activity
Daily Journal
Mon.-Tues.
Reading: Myth of Osiris and Isis
(Egyptian YB 35)Reading log:
(1) point of view (2)theme (3)origin
of death and evil (4) metamorphosis
that takes place Choose one of the following
statements and defend it as the theme:
True love can overcome any obstacle In order for society to experience
renewal, the old must give way to the new
Without evil, no one would appreciate the goodness in life Change and
transformation are necessary
aspects of life
Wed.--Fri.
Grammar: Active and Passive Voice (Ybin 27)
Reading: The White Snake (YB 46) Reading log: (1) moral lesson (2)archetype
(3) suspense (4) quest
(5 cause and effect)
Greek myth project: Reading three myths
and creating advertising campaigns to promote their reading. Part 1: Viewing
and deconstructing
television commercials by answering the following questions:
Who created and/or paid for this message and for what purpose?
Who is this message intended for and how can you tell?
What techniques are used to inform, persuade, entertain, and attract
attention?
What are the specific messages being communicated about certain people,
places, events, behaviors,
lifestyles, etc.?
Methods of persuasion—testimonials, fear, humor,nostalgia, bandwagon,
beautiful people, emotion.
Reading myths. Greek myth project: Reading three myths
and creating advertising campaigns to
promote their reading. Part 1: Viewing
and deconstructing television
commercials by answering the following
questions:
• Who created and/or paid for this message and for what purpose?
• Who is this message intended for and how can you tell?
• What techniques are used to inform, persuade, entertain, and attract
attention?
• What are the specific messages being communicated about certain
people, places, events,
behaviors, lifestyles, etc.?
English II
Standards/Benchmarks/GLEs: Unit Description: Short Stories and Elements
Essential Questions: What are literary elements used by writers? What role do
literary elements play in
understanding?
Resources/Materials: World Literature
Standards/Benchmarks/GLEs: (ELA-1-H2) (ELA-1-H2) (ELA-1-H3)(ELA-6-H1) (ELA-6-
H2)(ELA-6-
H2) (ELA-6-H3) (ELA-6-H4)
(ELA-7-H1) (ELA-7-H3) (ELA-2-H1 (ELA-2-H1)(ELA-2-H2)(ELA-2-H4)(ELA-3-H2(ELA-3-
H2)
(ELA-3-H2)(ELA-3-H3)(ELA-3-H3) (ELA-4-H1)(ELA-4-H1)(ELA-4-H3)
Objectives:
To read, analyze, and discuss short stories
To use technological resources
Identify theme and other literary elements
Lead discussion
Keeping a reading log
Follow formal steps of the writing process
Mon
A Problem, 1061. Log: (1) exposition (2)paraphrase the 1st full paragraph on
page 1063 (3)irony (4)
tone (5) point of view (6) 8 sentence paragraph format, answer: If you
believe it to be dishonorable to
owe money today, or if being in debt is a sign of status (consider the ways
that you, your family, and
your friends perceive debt).
Tues
Test, Catcher
Wed.
The Twentieth Century, 1135. Log: (1) WWI (2) depression (3) Russian
Revolution (3) WWII (4) axis
powers (5) allies (6) Cold War (7) James Joyce (8) Stream of consciousness
(9) Franz Kafka (10) theater
of the absurd (11) existentialism (12) magical realism (13) surrealism (14)
negritude (15) write a
letter to a significant person from the twentieth century explaining to them
their impact to civilization
(WC 244)
Homework: “How Much Land Does a Man Need”
Thurs.-Fri.
The Rat Trap, 1198. Log (1) point of view (2) tone (3) metaphor (4) turning
point (5) symbol (6) theme
(7) In a response of 12-15 sentences, compare and contrast the peddler with
Pahom in “How Much
Land Does a Man Need” (Name at least 2 ways that they are alike and 2 ways
that they are different.
Also consider which author has the more positive view of human nature.)
Next week:
Eveline, 1208. Log (1) epiphany (2) stream of consciousness (3) internal
conflict (4) external conflict
(5) foreshadowing (6) irony (7) cause and effect (8)In a free writing
exercise, capture your own stream
of consciousness (without organizing thoughts—do not exceed a half of page).
Homework:
Short Story Log
English III H
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
1. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
2. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
3. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
4. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
5. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
6. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
7. Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an
account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Searching Print Texts and the Web for Significant Facts on a Native American
Tribe (GLEs: 03d, 23g,
25, 26a, 27c, 29a, 29b, 29c, 31b, 34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c,
40b)
Monday
Continue from last week:
Edwards sermon/accompanying bio.
Was it fair that he was forced to resign because of his “extremist” beliefs?
How does he compare to
the clergy found in the Scarlet Letter and The Crucible? Should people stand
up for their beliefs
regardless of the consequences?
Tuesday
Novel Test
Wednesday
Read and Respond in Writing.
With a partner develop a plan to reconcile the differences between Hester and
Chillingworth
Thursday--Friday
Reading: La Relacion
Relate readings to article on literary canon
English III
Unit Description:
This unit focuses on responding to the primary genres of the colonial period
of American literature,
such as myths, journals, historical accounts, and early poetry. Analysis
will lead to a discovery of how
each text relates to the historical context of the time. Activities will
include a variety of
comprehension strategies to analyze the effects of literary elements and
devices and to connect these
texts to real-life experiences in both short responses and multi-paragraph
compositions. Vocabulary
study will occur through defining words within the context of the
literature. The writing focus on a
personal narrative will include a study of the proper use of the conventions
of grammar in the writing
process.
Essential Questions:
8. Can students draw conclusions and make inferences about the
development of the contemporary
American identity from visual and written text?
9. Can students access and synthesize information from a variety of
resources and present their
findings in both written and oral responses?
10. Can students identify the primary characteristics of the colonial
period and explain how they are
reflected in the literature of the age?
11. Can students use a variety of strategies to analyze the significance
of the major literary forms of
the early American explorers and settlers?
12. Can students connect events from the past such as the Salem
witchcraft trials to current events
through verbal or written expression?
13. Can students use a writing process to develop a complex composition
that connects their own
personal experiences to the overall concept of an American identity?
Resources/Materials: American Literature Anthology
Standards/Benchmarks/GLEs:
1a, 1b, 1c, 3a, 3b, 3d, 5, 6, 7c, 7d, 7e, 8a, 9a, 9b, 9c, 9d, 9e, 9f, 9h, 11,
12, 13a, 13b, 13d, 13f,
14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g,
18, 19a, 19b, 19c, 19d,
20a, 21, 22a, 22b, 23d, 23g, 24, 25, 26a, 26c, 27a, 27b, 27c, 27d, 29a, 29b,
29c, 30a, 30b, 31b,
34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c, 40a, 40b
Objectives:
To develop an understanding of literature through written and oral analysis
and through related
writing activities
To read and analyze an account of the Pilgrims’ arrival in America
To write about the arrival of the Pilgrims from the Native American
perspective
To evaluate informative media presentations
To apply valid criteria to analyze, evaluate, and critique informative
messages
To develop note taking and comprehension skills through annotating
To identify types of pronouns and to use effectively in writing
Searching Print Texts and the Web for Significant Facts on a Native American
Tribe (GLEs: 03d, 23g,
25, 26a, 27c, 29a, 29b, 29c, 31b, 34a, 34b, 35a, 35b, 35c, 36, 37b, 37c, 39c,
40b)
Student Learning Activities:
Monday
Mock Trial
(Bill of Rights, Legal proceedings)
Tuesday
Novel Test
Wednesday
Mock Trial
Thursday
Nightline Segment/Critique
Friday
Read and Respond in Writing.
"Civil" Rights
The Captivity…
Teacher: Pearson Grade: 12 Subject: English IV G
Weekly Overview: Unit Description: The Anglo-Saxon Period and the
Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist
between early and modern works? What techniques do writers use to develop
character? What is the
difference between indirect and direct characterization?
Resources/Materials: Frankenstein books, Literature Text
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-
H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-H2) (ELA-2-
H3) (ELA-2-
H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-H1) (ELA-4-H2) (ELA-4-
H4) (ELA-4-
H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-H3)
Objectives: To identify main ideas and supporting details; classifying;
drawing conclusions;
analyzing arguments; inferring; establishing criteria, generalizing,
distinguishing fact & opinion;
making critical judgments “ “ “ “
Student Learning Activities: Daily vocabulary/journal log
Monday
The Canterbury Tales. Pardoner’s Tale
Ongoing: Seafaring Journey
Senior Project
Tuesday
Novel Test
Reading: The Pardoner’s Tale
Wednesday-Thursday
The Canterbury Tales.
Assigned essay—4 choices 800-1000 words
There are many who feel that Chaucer intended the Knight to be an ideal
representation of
knighthood and of the medieval attitude toward chivalry in general. Write a
800-1000 word essay
agreeing or disagreeing with this contention. Base your argument on Chaucer’s
description of the
Knight rather than anything you may have read about him.
2. In an 800-1000 word essay, compare the Wife of Bath with the Prioress. In
your composition
explain in what ways these two are opposite. Your thesis statement should
reflect this contrast.
3. It has been said of Chaucer that “he sees life in a true perspective.”
Write an essay of at least 800
words that supports this quotation based on what you have read in the
Prologue.
4. In an 800-1000 word essay discuss at least four ways in which Chaucer
reveals character. For each
method you should provide an example, naming the pilgrim and also describing
the way in which
Chaucer presents the character.
Friday
Writing conferences
English I
1 Oct. 10-14
Weekly Overview: Unit Description: The Mysteries of Life
Essential Questions: How does literature relate to real life experiences?
What is the darker side of
human nature?
Resources/Materials: A Separate Peace, Trifles
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
Student Learning Activities Monday
Students’ log will describe a conflict recently experienced and how it was
resolved (conflicts e.g.,
man against man, man against self, man against society, man against nature).
Literacy Strategy/Log:
Questioning the Author
1. Initiate discussion
What is the author trying to say?
What is the author’s message?
What is the author talking about?
2. Focus on author’s message:
That’s what the author says, but what does it mean?
Why did the author choose this word?
3. Link information:
How does that connect with what the author has already told us?
What information has the author added here that connects or fits in with
_____?
4. Identify difficulties with the way the author has presented
information or ideas:
Does that make sense?
Did the author state or explain that clearly? Why or why not?
What do we need to figure out or find out?
5. Identify the inferences made because of
misinterpretation or lack of information from the author.
------------------------------------
Reading: In class, Trifles
------------------------------------
Out of class: A Separate Peace
------------------------------------
Novel Project:
A Separate Peace Character Notebook and Requirements
Create a notebook of characters from A Separate Peace
Each character will have his own page/section, containing:
(Gene Forrester, Phineas or “Finny”, Leper Lepellier, Brinker Hadley, Cliff
Quackenbush, Chet
Douglass, Mr. Ludsbury, Dr. Stanpole, Mr. Patch-Withers)
Clearly label each of the following categories.
*Name
*Description
*Age
*Occupation
*Relationship to other characters
*Quotes that pertain to book’s theme
*Assign each character a symbol and provide an explanation for use of symbol
*Explanation of how character fits into one of the following themes:
jealously, identity, insecurity, irresponsibility, denial, power, authority
*Character analysis
How does the character act? Why do you believe that he acts this way? Do
other influence the
character? Is the character a positive or negative one? Is he/she dynamic or
static? Is he an
antagonist or protagonist? What particular or peculiar traits does the
character exhibit? Is the
character experiencing a conflict? What type of conflict is it? Is it
resolved? If so, how? If not, why?
What is the character’s function in the story? How does the character
influence the story’s outcome?
What would happen to the story if the character had not existed?
*Response to Literary Criticism
Locate a literary criticism of A Separate Peace. Write a one paragraph
response to one of the author’s
main points about the story. Use at least two quotations from the article
(this refers to the article
itself). NO blind quotations and each quotation must be cited properly (see
MLA documentation). Also
include a Works Cited page at the end of your notebook and properly document
the literary criticism
used in
your notebook.
------------------------------------
Friday
After reading Trifles, students will identify the type of conflict they
consider the most important in
the story and attempt to discover instances where the conflict relates to a
life experiences. Using
evidence from the story as support, students will write an essay comparing
the conflict identified in
the story to a personal conflict applying standard rules of
grammar/punctuation. Turn in Trifles log
with essay.
Homework: Read novel and work on project
Weekly Overview:
Unit Description: Family Ties
Essential Questions: How does literature relate to real life experiences?
What can we learn about
ourselves and others through literature?
Resources/Materials: World Literature, Maggie A Girl of the Streets, Norton
Reader, The Heart of a
Father
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
Using secondary sources to formulate arguments and discussions.
To use sensory details in descriptive writing language in descriptive writing.
Student Learning Activities
Short Story #1 Everyday Use
Novel: Maggie a Girl of the Streets
Project: (1) Evaluate each “relationship” that the main character shares
with others. Create a chart
that depicts the “closeness” of each relationship and to illustrate your
opinion, include a quote from
the book that helped you to make your decision. Explain the significance of
the quotation in regard
to the relationship of each pair.
(2) Expository Essay Response—Select one of the relationships from the
chart and explain how the
relationship evolves or dissolves over the course of events. Explain in
chronological order.
(3) Locate two non-fiction selections (critical essays) focusing on the
character of Maggie. Copy the
articles, then annotate the article every 10 lines, prepare a “critique” of
the articles so that you are
able to generate a class discussion, and finally in an expository essay,
evaluate the essays (include
citations).
Project due 11/16.
Tue
Narrative Essay Response: Describe an
incident from your childhood in a narrative format dealing with the theme of
family. Remember to
use sharp, vivid, sensory details.
Wed
Poetry: “Those Winter Sundays” Legacies 310 (poetic devices, theme,
visualizing) “Truant Tears,” The
Heart of a Father Expressive Essay
Response: Recount a memory where you
were able to see from a family member’s perspective.
Thu—Fri Short Story #2 “The Rocking-Horse
Winner” [discussion, theme (materialism, class structure), defending
interpretations]
Fri—Short story test “Everyday Use” and “The Rocking Horse Winner”
Homework: Read novel and work on project
English III H
Oct. 10-14
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
we determine
emotional appeals from others? How do historic documents differ from ordinary
works of literature?
How can word choice change meaning?
Resources/Materials: American Literature, journal articles
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a speech.
To determine a writer’s purpose.
To analyze the effect of word choice.
To evaluate the impact of emotional appeals.
To read and analyze a historic document.
To identify words with strong connotations.
Student Learning Activities
Monday
Reading excerpt of Franklin’s autobiography
Tuesday
Reading
Creating character sketch based on inferences.
Henry’s Speech
Wednesday
Writing an appeal.
The Crisis, No. 1
Passage interpretations
Thurs
Reading: Declaration of Independence
Reading Article about freedom
Fri
Reading: Declaration of Independence
Comparing another country’s concept of freedom or declaration
Personal:
What freedoms do you possess over the other?
English III G
Oct. 10-14
Monday Tuesday Wednesday Thursday Friday
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
we determine
emotional appeals from others? How do historic documents differ from ordinary
works of literature?
How can word choice change meaning?
Resources/Materials: American Literature, Ethan Frome, journal articles
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-
H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a speech.
To determine a writer’s purpose.
To analyze the effect of word choice.
To evaluate the impact of emotional appeals.
To read and analyze a historic document.
To identify words with strong connotations.
Student Learning Activities
Mon
Reading Article Of B. Franklin autobiography
Discussion
& Intro
Reading
Ethan Frome
Tues
Henry’s Speech
Discussion
Ethan Frome
Article Eval
Mental Health/Mental Illness
Wed
Discuss novel
Writing an appeal.
The Crisis, No. 1
Passage interpretations
Thurs.-Fri.
Reading: Declaration of Independence
Comparing another country’s concept of freedom or declaration
Personal:
What freedoms do you possess over the other?
Weekly Overview: English IV
Oct. 10-14
Unit Description: The Anglo-Saxon Period and the Middle Ages
Essential Questions: What does a study of literature teach about history?
What commonalities exist
between early and modern works? What techniques do writers use to develop
character? How do
writers use irony to create deeper meaning? How do we see change/evolution
in “cultural thought”
through writing? What are ways to record personal feelings and impressions?
Resources/Materials: Textbook
Standards/Benchmarks/GLEs: (ELA-1-H1) (ELA-1-H3) (ELA-1-H4) (ELA-6-H1) (ELA-6-
H2)(ELA-6-
H3) (ELA-6-H4) (ELA-7-H1) (ELA-7-H2) (ELA-7-H3) (ELA-2-H1) (ELA-2-H2) (ELA-2-
H3) (ELA-2-
H4) (ELA-3-H2) (ELA-3-H2) (ELA-3-H2) (ELA-3-H3) (ELA-4-H1) (ELA-4-H2) (ELA-4-
H4) (ELA-4-
H6) (ELA-5-H1) (ELA-5-H2) (ELA-5-H3) (ELA-5-H3)
Objectives: To identify main ideas and supporting details; classifying;
drawing conclusions;
analyzing arguments; inferring; establishing criteria, generalizing,
distinguishing fact & opinion;
making critical judgments, locating irony in a variety of uses, examining the
role of meter and
structure in works and comparing two different time
Periods. Using personal writing to record feelings and impressions. “
“ “ “
Student Learning Activities: Monday
Continue to work on personal narratives in hardbound journals
Poetic forms: Bonny Barbara Allan, Sonnet 73 (iambic pentameter, 254). Taking
a look at meter and
structure
Listen to Contemporary ballad and compare Tuesday—Fri
Reading and Evaluating: Literary Criticism Sir Gawain and the Green Knight
Locate two criticisms and
evaluate author’s contention. Use at least 3 quotes. Respond in 4 or more
paragraphs. Oral
presentation
Week of 10/17
English I
Monday-Fri
Complete essay assignment from last week’s reading.
1. Introduction, Shakespeare: A Midsummer Night’s Dream.
2. Read Pyramus and Thisby
3. Iambic Pentameter,
http://www.shakespeareinamericanlife.org/education/schooldays/iambicpentameter
.cfm
Active reading assignments:
Literary Element Log
Find examples of the following literary elements and record while reading.
Include an explanation of why Shakespeare may have used the element in your
example:
1. allusion
2. aside
3. characterization
4. chorus
5. comic relief
6. couplet
7. dramatic irony
8. dynamic character
9. foils
10. iambic pentameter
11. imagery
12. metaphor
13. meter
14. monologue
15. oxymoron
16. prologue
17. puns
18. soliloquies or soliloquy
19. static character
20. tragedy
------------------------------------
Other active reading assignments during reading of the play:
Character Diary
Each student will select one of the following characters for his or her
diary: Oberon, Puck, Hermia, Helena, Theseus, Titania, Bottom, Lysander,
Demetrius, Hippolyta. Follow handout instructions.
Plot Diary
Each student will create a diagram or flow chart of the four couples and
explain how the relationships change throughout the play to the final
pairings. Note where the plots join and overlap.
------------------------------------
Out of class reading: A Separate Peace
English II
English II
Oct. 17-21
Weekly Overview:
Unit Description: Family Ties and Relationships
Essential Questions: How does literature relate to real life experiences?
What can we learn about ourselves and others through literature?
Resources/Materials: World Literature, Maggie A Girl of the Streets, Norton
Reader, The Heart of a Father
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
Using secondary sources to formulate arguments and discussions.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
Student Learning Activities
Mon
Short Story 4 “The Black Cat” and short story 5 “The Black Cat Two”
How do the stories compare? How does the teacher’s rewrite differ from the
original? How do I take information from the original to formulate the
additional perspective? Is the second voice believable?
Tue—Wed.
Read Short Story 6 “The Yellow Wallpaper”
Imitate “The Black Cat” rewrite by writing a sequel to “The Yellow
Wallpaper.” The objective is to provide a voice to a silent character. Your
rewrite must not change the details of the original.
Thu—Friday
Poem: Design (sonnet format. Explicate poem.
Short Story #7 “The Grave,” Porter, Lit. and Our., 429 (point of view,Theme,
discussion)
Homework: Read novel and work on project
English III H
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
we determine emotional appeals from others? How do historic documents differ
from ordinary works of literature? How can word choice change meaning? How
and why do countries create constitutional documents? How do constitutional
documents serve people?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a speech.
To determine a writer’s purpose.
To analyze the effect of word choice.
To evaluate the impact of emotional appeals.
To read and analyze an historical document.
To identify words with strong connotations.
To deconstruct an argument to discover roots, purpose, audience, effect.
To break a document into parts to uncover structure.
Student Learning Activities
Mon-Tuesday
Writing a speech in response to Patrick Henry’s speech using logical and
emotional appeals, rhetorical devices
Reading: In Cold Blood
Wed—Fri.
Declaration
Of Independence
Comparing another country’s document
Personal:
What freedoms do you possess over the other?
From the Autobio.of
Thomas Jefferson (Norton 334-349)
Answer and discuss questions pertaining to author, structure,
Effects, audience, roots, purpose.
English III G
Oct. 17-21
Weekly Overview: Unit Description: Breaking Free
Essential Questions: How do speakers impact audiences with rhetoric? How do
we determine emotional appeals from others? How do historic documents differ
from ordinary works of literature? How can word choice change meaning? How
and why do countries create constitutional documents? How do constitutional
documents serve people?
Resources/Materials: American Literature, Ethan Frome, Norton Anthology of
American Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a speech.
To determine a writer’s purpose.
To analyze the effect of word choice.
To evaluate the impact of emotional appeals.
To read and analyze an historical document.
To identify words with strong connotations.
To deconstruct an argument to discover roots, purpose, audience, effect.
To break a document into parts to uncover structure.
Student Learning Activities
Monday-Tuesday
Writing a speech in response to Patrick Henry’s speech using logical and
emotional appeals, rhetorical devices
Reading: Ethan Frome
Wed.—Fri.
Reading: Declaration of Independence
Comparing another country’s document
Personal:
What freedoms do you possess over the other?
Reading assignments: chart (13)
Responses (14) Responses, analysis, and performance report (15)
Writing Assignment due on Ethan Frome.
From the Autobio.of
Thomas Jefferson (Norton 334-349)
Answer and discuss questions pertaining to author, structure,
Effects, audience, roots, purpose.
Homework: Read novel
Vocabulary
Work on writing assignments
English IV G
Oct. 17-21 Unit Description: Literature and the Enlightenment
Essential Questions: What techniques do writers use to persuade? What is the
message that Voltaire sends through satire?
Resources/Materials: Candide, computers, access to Ebsco
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3) (ELA-1-
H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To recognize Voltaire’s place in world literature.
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
Student Learning Activities
Monday—
Senior Project--Notecards and Outline Due.
The Renaissance (also known as the Elizabethan Era) (1500-1600)
Jacobean Age and Puritan Age
Ongoing literature diary/journal
Reading: Candide pages 1-40 this week
Reading Log Candide—paragraph commentary every two ch. (15), due on
Nov. 3rd , satrical format
Locate 3 literary critiques on Candide, due Nov. 1
One paragraph summary each pertaining to the aspect that you are researching
Argumentative Paper Candide, Due Nov. 10
Tuesday—
Library—Create a fact sheet on Voltaire and background information on
Candide. Due for homework..
Search for literary criticisms.
Wednesday—
Share library findings. Discussion.
Reading Candide in class, accompanied by audio.
Passive/active voice activity.
Thursday—
Reading Candide in class.
Discussion.
Friday—
Reading Candide in class.
Discussion.
Friday
Make-ups
English I
8 Dec. 5-Dec. 9
Weekly Overview: Unit Description: Examining Change
Essential Questions: How does literature relate to real life experiences? What
is a tragic flaw? What is a tragic hero? How do we identify internal conflict?
Resources/Materials: Literature Anthology, Of Mice and Men, The Odyssey
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
To analyze character conflict.
Essential Questions:
• Why are experiences often catalysts for change? How can I be a
catalyst for
change?
• Why is change often considered unpredictable?
• Why is there change? How can I influence change?
• Why is there resistance to change?
• Why would I want to influence thoughts and actions of others?
Enduring Understandings:
• My past and present experiences drive my decision making regarding
change.
• Present changes can affect the future in unpredictable ways.
• Change is constant. The effects can be either good or bad.
• Communities, organizations and individuals often resist change even
if the
changes promise improvement.
• Language can be used to influence thought and act as a catalyst for
change.
Student Learning Activities Monday—Friday
Reading: The Odyssey
------------------------------------
Non Fiction Article Evaluation
Title of Article________________________________
Author_______________________________________
Published by___________________________________
Date of Publication______________________________
Summary (8 to 15 sentences)
Vocabulary. List unfamiliar words and write your own sentence using each (must
include at least four words). Sentences must pertain to plot or theme of The
Odyssey.
Interpretation.
What is the author’s main point or argument? (5 to 8 sentences—do not
summarize)
Evaluation.
Do you agree with the author? Is his or her argument or point valid? Why or
why not? (Use at least one quotation from the article, cite the source using
MLA documentation format, and create a Works Cited entry at the bottom of the
sheet that you turn in)
Reflection. How does this writing influence your thinking? Has reading it
enhanced your knowledge or provided new insight? Explain (5 to 8 sentences).
------------------------------------
Literary Element Log
Find examples of the following literary elements and record while reading.
Include an explanation of why Shakespeare may have used the element in your
example:
1. Allusion
2. Antagonist
3. Archetypal hero
4. Archetype
5. Characterization
6. Epic
7. Epic simile
8. Epithet
9. Greek god
10. hubris
11. Invocation
12. Myth
13. Principal
14. Protagonist
15. Subordinate
------------------------------------
Reading: The Odyssey, Part II
Evaluating Strengths and Weaknesses, t-chart
Use specific examples of one strength and one weakness.
How is he a “brave” hero, and in what ways do his weaknesses create conflict?
Which are greater—his strengths or weaknesses?
-----------------------------------------
Outside Reading: Of Mice and Men
Comparing Journeys
English II
Weekly Overview:
Unit Description: Family Ties
Essential Questions: How does literature relate to real life experiences? What
can we learn about ourselves and others through literature?
Resources/Materials: Literature, Norton Reader, Blair Reader, Literature and
Ourselves
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
To use personal experiences to develop perspective.
Student Learning Activities
Mon-Tues.
Complete response to: “Where Are You Going, Where Have You Been” – Evaluate
Connie’s relationship with her mother. Is it realistic? Why or why not?
Wed.
“An American Childhood”—Using Dilliard’s approach, write a poem about your
mother, focusing on the qualities and experiences that impacted you most,
using the Shakespearean sonnet format.
Thurs.-Fri.
Review literary terms and vocabulary, study
English III H
Weekly Overview: Unit Description: Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions through real life consequences? How can the life altering
experiences of others offer us insight? What is the difference between
breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To compare two philosophical works
Student Learning Activities
Mon--Tues--“The Devil and Tom Walker” using literacy strategy
Wed—Fri. Review Assignment, Writing Conferences
English III G
Dec. 5-09
Weekly Overview: Unit Description: Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions through real life consequences? How can the life altering
experiences of others offer us insight? What is the difference between
breaking a law and standing for a cause?
Resources/Materials: American Literature, Norton Anthology of American
Literature
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To compare two philosophical works
Student Learning Activities Mon-Wed
Complete debates Thurs-Fri
Review,
Writing Conferences
English IV
Unit Description: Literature and the Enlightenment
Essential Questions: What techniques do writers use to persuade? How do poets
use poetry to create meaning? What can we learn about life and ourselves
through literature?
Resources/Materials: textbook, computers, access to Ebsco, costumes, props
Standards/Benchmarks/GLEs: (ELA-1-H1)(ELA-1-H2) (ELA-1-H2) (ELA-1-H3)
(ELA-1-H4) (ELA-6-H2)(ELA-6-H3) (ELA-6-H4) (ELA-7-H1) (ELA-2-H1) (ELA-2-H1)
To identify satire and the literary elements used in satire.
To explore the concept of dystopia.
To enhance comprehension skills by analyzing characters.
To see relationships between literary characters and real life situations
through writing.
To use literary criticisms to develop in-depth evaluations of literature.
To read and analyze a drama about a man whose ambition leads to a tragic end.
To analyze situations and literary techniques through performances.
To analyze poetry and explicate poetry.
Evaluating poetry in terms of techniques, themes, and universal messages.
Student Learning Activities
Monday—
*Return senior papers, Writing conferences, work on poetry analysis
Tuesday—Wed.
Complete poetry analysis
*Explicate 5 poems and at least 3 by same poet.
*Analyze the three poems in a 5 or more paragraph essay for effective literary
techniques, main message, universal message for connection to your life
Thurs.—Fri.
Review Assignment
Week of Jan. 3-6 (1)
English I
Essential Questions: In what way does the Holocaust exemplify ethnic
discrimination and
governmental abuse of power?
Why did Hitler kill millions of people? What aspects of the Holocaust help
define it as a human
tragedy?
What can we learn from the survivors of the Holocaust? What were the forms of
resistance to Nazi
repression and killing?
Resources/Materials: Diary of Anne Frank, Dictionaries, Propaganda Videos,
News Articles
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H2) (ELA 1 H3) (ELA 6
H1) (ELA 6 H2)
(ELA 6 H3)
(ELA 7 H1) (ELA 7 H2) (ELA 7 H4) (ELA 2 H1) (ELA 2 H1) (ELA 2 H2) (ELA 2 H3)
(ELA 2 H4) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3 H2) (ELA 3 H2) (ELA 3 H3)
(ELA 3 H3) (ELA 4 H1) (ELA 4 H2) (ELA 4 H5) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA 5 H6)
Tuesday-----Daily Journal. What impact do you think you will have on society?
For what would
you like to be remembered?
What will be your legacy?
Martin Luther King Jr. “I Have a Dream”
http://www.youtube.com/watch?v=smEqnnklfYs
List the dreams that Martin Luther King Jr. mentions in the video.
Essay theme “Keeping the Dream Alive”. Think about dreams for oneself, one’s
family, one’s
country, and the world and use to form
a personal expression of “I Have a Dream”. Each essay should be no more than
250 words, typed
and double-spaced or written neatly on
8-1/2 by 11 white paper. Make a connection to King’s speech. If quotes are
used, use quotation
marks and documentation.
……………………………………………..
Assignment sheet book. Vocabulary terms for 9 weeks (includes regular vocab,
Holocaust
terms, literary terms). Holocaust vocab due next Friday. Discussion of
propaganda and view panel
discussion posted on US Holocaust Mem Museum. Complete video viewing
discussion questions.
Wed.—Daily Journal: How are Dr. King’s ideas and values relevant to today’s
society?
Speech analysis—rhetoric. Evaluating connotation.
Disney propaganda cartoon for income tax. Complete propaganda analysis.
Discussion.
Compose a letter apologizing to someone for something that you said that may
have hurt their
feelings.
Before beginning the letter, create a Venn diagram for your words that
describe how that person
may
have felt as a result of your words and actions. In one section list words
having a negative
connotation,
in another list words that have a positive connotation, and in the middle list
neutral words.
Use the words in the diagram to guide your apology. Also use at least three of
your nine weeks
vocabulary
words in your letter. This composition should follow a standard letter format,
constructed in an
essay style
for the body and consisting of at least four paragraphs.
Thurs--------Daily Journal. Complete apology letters.
Friday—Daily Journal. RESISTANCE--Mock escapes (Holocaust, practical thinking,
problem
solving, categorizing, evaluating):
create farewell note; choose 5 possessions; hide an item; make an escape
plan). MLA checklist
and activity on
Parenthetical Citation Activity.
Article presentations Monday.
Homework:
• The diary of a young girl: the definitive edition (340 pages)
Anne Frank (edited by Otto Frank)
“An uncut edition of Frank’s diary includes entries originally
omitted by her father and
provides insight
into Anne’s relationship with her mother.” Complete reading by 2/01
• Weekly News Journal
Insert news articles from paper, magazine, internet, or
television news dealing with hate
crimes,
terrorism, or acts of violence.
Record: Feelings about story, how it affects you, how it
affects world, forecast and
evaluate how
the event will be viewed in a year from now (each 1 page in
length). Create a
documentation
reference for each article at the end of your composition. Due
1/09 1/17 and 1/23
• A Statistician’s Report chart. Due 1/30
• Parallel Diary Due 2/03
• Mini Research: Technology During the Holocaust . Due 2/09
===========================
English II G
Week of Jan. 3
Tuesday--
Daily Journal. What impact do you think you will have on society? For what
would you like to be
remembered?
What will be your legacy?
Martin Luther King Jr. “I Have a Dream”
http://www.youtube.com/watch?v=smEqnnklfYs
List the dreams that Martin Luther King Jr. mentions in the video.
Essay theme “Keeping the Dream Alive”. Think about dreams for oneself, one’s
family, one’s
country, and the world and use to form
a personal expression of “I Have a Dream”. Each essay should be no more than
250 words, typed
and double-spaced or written neatly on
8-1/2 by 11 white paper. Make a connection to King’s speech. If quotes are
used, use quotation
marks and documentation.........
Reading The Good Earth
Novel Assignments: Three articles and writing activities: “Are Human Rights
Universal”
“Where Have All the Farmers Gone” and “West Goes East” due 2/14.
Vocabulary assigned, due Friday.
Terms: point of view. Grammar Terms [(complex, parallel structure),
[(rhetoric, logical, emotional,
ethical appeal)].
---------Aristotle’s Nicomachean Ethics, discussion, comprehension questions.
Outline.
Wed---------Review: Essay organization, supporting sentences, graphic
organizer, and prompt
(standardized format, writing process, persuasive).
Thurs--------Review Using Information Resources: bibliography entries,
parenthetical
documentation, and works cited.
Friday-------Vocabulary due. Reading: Henry V (Shakespeare, motivational
speeches, allusion,
drama, figurative language, emotion, elements of speech delivery, rhetorical
devices). Use outline
to chart character behavior (Nicomachean Ethics).
Poetry terms and literary elements assignment sheet (terms and test due F, 1/14).
===========================
English III H
Essential Questions: What can we learn from literature about the Civil War and
the people of that
time? How has the past shaped the present? What is historical fiction? How is
third person point
of view used? What are the uses of the flashback technique? Age of Realism
(1850-1914)
Resources/Materials: , American Literature text, Internet databases,
scientific articles, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2)
(ELA 6 H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4)
(ELA 2 H1) (ELA 2
H2) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3
H2) (ELA 3 H3)
(ELA 4 H1) (ELA 4 H1) (ELA 4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5
H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5)
Tuesday—Wed--Daily Journal. Daily Journal. What impact do you think you will
have on society?
For what would you like to be remembered? What will be your legacy? Martin
Luther King Jr. “I
Have a Dream”
http://www.youtube.com/watch?v=smEqnnklfYs List the dreams that Martin Luther
King Jr.
mentions in the video.
Essay theme “Keeping the Dream Alive”. Think about dreams for oneself, one’s
family, one’s
country, and the world and use to form
a personal expression of “I Have a Dream”. Each essay should be no more than
250 words, typed
and double-spaced or written neatly on
8-1/2 by 11 white paper. Make a connection to King’s speech. If quotes are
used, use quotation
marks and documentation.
Wednesday—Daily Journal. KWL Activity--PBS segment “Slavery and the Making of
America”
Thursday------“An Occurrence at Owl Creek Bridge”
Friday---------An Occurrence at Owl Creek Bridge” (Read a short story with
setting of the Civil
War. Analyze the use of third-person point of view in a short story. Write a
one page evaluation
of the use of a flashback in the short story.
Homework Assignments (we will be viewing episodes in class from the PBS series
by Ken Burns,
The Civil War):
1) Read narratives from When I was a Slave
Select narrative for further research *location *personal characteristics
*life experiences among
slaves, essay of at least 6 paragraphs, minimum of 3 quotations, Works Cited.
Due 1/26
2) Answer each of the following questions in a paragraph of at least 5
sentences (topic sentence,
supporting details, conclusion)
• What is the value of the interviews and life histories for people today?
• Why might people who idealize America be upset by some of these accounts?
What would
they object to? What might
be comparable situations now to those described in the narratives?
• Questions may exist about whether the interviewers were able to elicit
candid responses
from the interviewees and whether what the informants said was accurately
recorded. What is the
result of possible discrepancies?
• How are people different today than they were in the 1800s?
• Do you identify with the people being interviewed? How are they similar to
or different from
you?
What did it mean to be an American in the 1800s? What does it mean now?
Due 2/03
===========================
English III G
Jan. 3-6 (1)
Essential Questions: What can we learn from literature about the Civil War and
the people of that
time? How has the past shaped the present? What does the concept of “reality”
suggest? What is
consciousness? What is historical fiction? How is third person point of view
used? What are the
uses of the flashback technique? What is the purpose of writing an autobiography?
Resources/Materials: Turn of the Screw, American Literature text, Internet
databases, scientific
articles, dictionaries
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H2) (ELA 1 H3) (ELA 1 H4) (ELA 6
H1) (ELA 6 H2)
(ELA 6 H3) (ELA 6 H4) (ELA 7 H1) (ELA 7 H2) (ELA 7 H2) (ELA 7 H3) (ELA 7 H4)
(ELA 2 H1) (ELA 2
H2) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5) (ELA 2 H5) (ELA 2 H6) (ELA 3 H2) (ELA 3
H2) (ELA 3 H3)
(ELA 4 H1) (ELA 4 H1) (ELA 4 H2) (ELA 4 H2) (ELA 4 H3) (ELA 5 H1) (ELA 5 H2)
(ELA 5 H2) (ELA 5
H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5)
Tuesday—Wed--Daily Journal. Daily Journal. What impact do you think you will
have on society?
For what would you like to be remembered? What will be your legacy? Martin
Luther King Jr. “I
Have a Dream”
http://www.youtube.com/watch?v=smEqnnklfYs List the dreams that Martin Luther
King Jr.
mentions in the video.
Essay theme “Keeping the Dream Alive”. Think about dreams for oneself, one’s
family, one’s
country, and the world and use to form
a personal expression of “I Have a Dream”. Each essay should be no more than
250 words, typed
and double-spaced or written neatly on
8-1/2 by 11 white paper. Make a connection to King’s speech. If quotes are
used, use quotation
marks and documentation.
Reading Turn of the Screw, discussion on format of test, passage
identifications, and essay
responses. Assignment Sheet.Complete: “An Occurrence at Owl Creek Bridge”
(Read a short story
with setting of the Civil War. Analyze the use of third-person point of view
in a short story. Write
a one page evaluation of the use of a flashback in the short story.
Thurs.--Daily Journal. Read excerpt from Waking Up and Is There Room for the
Soul.
Friday—Daily Journal. Discuss Waking Up and Is There Room for the Soul. In an
8-15 sentence
response explain what this excerpt says of reality. Homework: Read article Is
There Room for the
Soul. The article raises questions about consciousness and the self. What is
the real argument or
question raised from the article? Answer in an 8-15 sentence response.
Homework Assignments (we will be viewing episodes in class from the PBS series
by Ken Burns,
The Civil War):
1) Research the technology of the Civil War (weapons, transportation and
medical practice) and
how it affected the number of casualties. Locate at least 3 sources, using
quotations from each
source in a two page mini research composition. Complete a Works Cited page
using MLA format.
Due 1/16.
2) Consider the meaning of Frederick Douglass’ quote, "Any attempt now to
separate the
freedom of the slave from the victory of Government; any attempt to secure
peace to the whites
while leaving the blacks in chains will be labor lost." Discuss its meaning
along with a discussion
of the significance of the freeing of the slaves. Two pages, double spaced,
due 1/23.
3) Compare and contrast the theme(s) of Lincoln’s Gettysburg Address with the
Second
Inaugural Speech.
At least 5 paragraphs, 5 quotations (no blind), double spaced. Due 2/03.
====================
English IV
Jan. 3-6 (1)
Essential Questions: How can we express ourselves in writing? What methods do
writers use to
persuade others? What is the importance of personal writing and expression?
Resources/Materials: To The Lighthouse, Dr. Strangelove, British Literature
Standards/Benchmarks/GLEs: (ELA 1 H1) (ELA 1 H3) (ELA 1 H4) (ELA 6 H1) (ELA 6
H3) (ELA 6 H4)
(ELA 7 H2)(ELA 7 H3) (ELA 7 H4) (ELA 2 H1) (ELA 2 H3) (ELA 2 H4) (ELA 2 H5)
(ELA 2 H6) (ELA 3
H2)(ELA 3 H2) (ELA 3 H2) (ELA 3 H3)(ELA 4 H1) (ELA 4 H1)(ELA 4 H2) (ELA 4 H4)
(ELA 4 H5) (ELA
5 H1) (ELA 5 H2) (ELA 5 H2) (ELA 5 H3) (ELA 5 H3) (ELA 5 H4) (ELA 5 H5) (ELA
5 H6)
Tues—Wed
What impact do you think you will have on society? For what would you like to
be remembered?
What will be your legacy? Martin Luther King Jr. “I Have a Dream”
http://www.youtube.com/watch?v=smEqnnklfYs List the dreams that Martin Luther
King Jr.
mentions in the video.
Essay theme “Keeping the Dream Alive”. Think about dreams for oneself, one’s
family, one’s
country, and the world and use to form
a personal expression of “I Have a Dream”. Each essay should be no more than
250 words, typed
and double-spaced or written neatly on
8-1/2 by 11 white paper. Make a connection to King’s speech. If quotes are
used, use quotation
marks and documentation.
• Library--Create a twenty year time line of world events beginning in 1780
(pay particular
attention to France, England, US)
• Research background of 1964 movie Dr. Strangelove
• Reading: To the Lighthouse (outside of class approx 60 pages per week)
Create a proposal to a present-day problem that offers a satirical solution.
Wednesday—
1. Turn in time line
2. Discuss background information on film
3. View film excerpt
Thursday---
• Film
• Discuss historical significance of film
Friday
• Film critique
==========================
College 1010
Nunez 1010
Week 1…Narration
“Indelible Marks: Growing Up In A Chinese Laundry” (bl 18)
Write your own essay of “indelible marks.” Model it after Howe’s and use your
own family and
story as part of your narrative.
Week of Dec. 12
Monday
3rd---8:32 to 9:24
Study Guide
-------------------------------
5th---9:29 to 10:21
Study Guide
Complete Analysis
------------------------------
6th---10:26 to 11:18
Study Guide
Complete Sonnets (2nd sonnet assignment)
------------------------------
7th---11:53 to 2:40: Business Team
------------------------------
Tuesday
6th---8:32 to 9:24
Study Guide
-----------------------------
5th---9:29 to 10:21
Study Guide
Complete Analysis
----------------------------
4th---10:26 to 11:18
Study Guide
---------------------------
5th—11:20-12:57
Exam
---------------------------
6th—1:02 to 2:40
Exam
---------------------------
Wednesday
2nd---8:32 to 9:24
Study Guide
-------------------------
3rd---9:29 to 10:21
Study Guide
Complete Analysis
-------------------------
4th---10:26 to 11:18
Study Guide
------------------------
3rd—11:20-12:57
Exam
-----------------------------
4th—1:02 to 2:40
Exam
-----------------------------
Thursday
2nd---8:32 to 9:24
Study Guide
----------------------------
Spartan Family---9:29 to 10:21
----------------------------
2nd—1:02 to 2:40
Exam
----------------------------
===========================
