Mr. Mitch Cox

026These are subject to change. Update as teacher indicates. Check for contradictions with Mr. Cox’s monthly calendars. Enter all assignments for all classes  on one calendar/planner.

“

 

       

 

"Artists are here to disturb the peace."—James Baldwin, author of Go Tell It on the Mountain and Notes of a Native Son

 

"The unread story is not a story; it is little black marks on wood pulp. The reader, reading it, makes it live: a live thing, a story."—Ursula K. Le Guin, author of The Left Hand of Darkness

 

“Brevity is the soul of wit.” – Polonius in Hamlet by British playwright and poet William Shakespeare

 

 

15 March 2013, Friday

·      Understand elements of plot, themes, motifs, and symbols in Hamlet

·      Understand how to interpret and perform Hamlet.

 

Activities

·      Warm-Up Activity: Work on previous journal entries on Hamlet and/or your Paideia Discussion Sheet for Monday.

·      Hamlet group activity:

o   Mr. Sykes will split you into groups of 3 or four.

o   Mr. Sykes will assign your group a type of literary criticism for Hamlet.

o   Your group will interpret scenes (of your choice) through a literary criticism.

o   Your group will present the information you gathered to the class, explaining the type of criticism you used, and the scenes you chose to analyze with it.

·      Workshop time for Paideia Discussion Sheets/In-Class Essay Test/Journal Series and Blog III

 

Handouts

·      Literary Criticism Hamlet Exercise

·      Hamlet Passages - Revised

Homework

·      Priority for Tomorrow:

• 3/18: Paideia Discussion #4 on Hamlet.
• 3/18: Hamlet In-Class Essay Test.
• 3/18: Journal/Blog Series III
• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
• You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Draft #5 of PN: due Mon., 3/19.

o   Wed., 3/20: 2^nd Draft of RP Interviewee Request Letter

o   Tues., 3/26: 6^th Draft, PN: Use every bit of feedback to create this draft.

o   Wed., 3/27: 2^nd Draft of Sonnet

14 March 2013, Thursday

Learning Goals/Procedural Objectives

·       Understand elements of plot, themes, motifs, and symbols in Hamlet

·       Understand how Hamlet can be interpreted/performed using Franco Zeffirelli’s film version of Hamlet.

·       Understand how to apply the following literary critical views to shaping interpretations of Hamlet: Formalist Criticism, Reader-Response Criticism, Freudian Psychological Criticism, Jungian Archetypal/Mythological Criticism, New Historical Criticism, Gender (Feminist) Studies.

 

Activities

• Warm-up Activity: Quiz 16: pp. 263 [start at l. 91] – 283 in Hamlet.
• Journal Entry: Respond to one of the questions/prompts on Spying/Deception/Trust Vs. Distrust or Appearance vs. Reality or Thinking (Thinker) vs. Acting (Man of Action/Warrior) or Death or Revenge
• Distrust (Deception/Spying) vs. Trust /Appearance Vs. Reality/ Uncertainty vs. Certainty: Given the final scene(s) of this play, how has Shakespeare used the motifs of poison, appearance, reality, uncertainty, certainty, trust, distrust to comment on relationships?
• Death/Dust: Other than the obvious idea that death is inevitable, does Shakespeare have anything new to add to the idea of death? Does Hamlet reveal anything about how we should live life in spite of the inevitability of death? Some scholars think Hamlet is one of the most modern of Shakespeare’s plays. Is Hamlet an existentialist, someone who seeks to find his own meaning and purpose in life when meaning and purpose is not certain? How is this play about understanding the difficulty of knowing one’s purpose and meaning in life in a world where death is the only certainty? What role, if any, does religion play for Hamlet? How do the religious views of his time help or hinder him?
• Revenge: Do you think Hamlet supports Claudius’ statement that “Revenge should have no bounds”? Or do you think Shakespeare is criticizing the Medieval code of revenge/family honor? Why or why not? (Consider revenge’s unintended consequences in the play.)
• Thinking (Thinker) vs. Acting (Man of Action/Warrior): Ultimately, what do you think Shakespeare has to say about thinking and acting? Is it possible to over-think a situation? Is it possible to act too quickly?
• Viewing/Reading Scenes from Hamlet
• Workshop Time: Poem, Personal Narrative, Interviewee Letter, Journals, or Discussion Sheet

 

Handouts

• Paideia Discussion Sheet
• Essay Question
• Journals 3/Blog 3

 

Homework

·      Priority for Tomorrow: Work on upcoming assignments: discussion sheet for Hamlet (due Mon.) & personal narrative (next draft due Tues.).

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
• 3/18: Paideia Discussion #4 on Hamlet.
• 3/18: Hamlet In-Class Essay Test
• You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Draft #5 of PN: due Tues., 3/19.

o   Tues. 3/26: 6^th Draft, PN: Use every bit of feedback to create this draft.

 

13 March 2013, Wednesday

Learning Goals/Procedural Objectives

·       Understand elements of plot, themes, motifs, and symbols in Hamlet

·       Understand how Hamlet can be interpreted/performed using Franco Zeffirelli’s film version of Hamlet.

·       Understand how to apply the following literary critical views to shaping interpretations of Hamlet: Formalist Criticism, Reader-Response Criticism, Freudian Psychological Criticism, Jungian Archetypal/Mythological Criticism, New Historical Criticism, Gender (Feminist) Studies.

 

Activities

• Warm-Up Activity: Quiz 15: pp. 189-219, 223-235, 239-57 in Hamlet.
• Journal Entry: Respond to one of the questions/prompts on Spying/Deception/Trust Vs. Distrust or Appearance vs. Reality or Depression/Mental Illness, or Thinking (Thinker) vs. Acting (Man of Action/Warrior)
• Distrust (Deception/Spying) vs. Trust /Appearance Vs. Reality/ Uncertainty vs. Certainty: After Hamlet’s killing of Polonius, do we see a shift in Gertrude’s trust of Hamlet, of Claudius’s trust of Hamlet? Whom Laertes distrust? How does Claudius manipulate Laertes and use his Laertes’s distrust? How do you know? How does Shakespeare continue to show distrust as poison to relationships?
• Appearance vs. Reality: How do Ophelia’s apparently crazy statements, reveal the real truth?
• Depression, Mental Illness/Instability & Appearance Versus Reality/Falsehood vs. Truth: How does Shakespeare use Ophelia to explore the dangers of untreated mental illness?
• Thinking (Thinker) vs. Acting (Man of Action/Warrior): How does Laertes contrast with Hamlet, both of whom have lost fathers? Do you think Shakespeare is saying that Laertes’ reaction is superior to Hamlet’s? Why or why not?
• Viewing/Reading Scenes from Hamlet

 

Handouts

·      Ophelia's Songs

·      Ophelia’s Flowers

 

Homework

·      Priority for Tomorrow: Quiz 16: Read pp. 263 [start at l. 91] – 283 in Hamlet.

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
• 3/18: Paideia Discussion #4 on Hamlet.
• 3/18: Hamlet In-Class Essay Test
• You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Draft #5 of PN: due Tues., 3/19.

o   Tues. 3/26: 6^th Draft, PN: Use every bit of feedback to create this draft.

 

12 March 2013, Tuesday

Learning Goals and/or Procedural Objectives

• Understand elements of plot, themes, motifs, and symbols in Hamlet
• Understand how Hamlet can be interpreted/performed using Franco Zeffirelli’s film version of Hamlet.
• Understand how to apply the following literary critical views to shaping interpretations of Hamlet: Formalist Criticism, Reader-Response Criticism, Freudian Psychological Criticism, Jungian Archetypal/Mythological Criticism, New Historical Criticism, Gender (Feminist) Studies.

 

Activities

• Warm-Up Activity: Quiz 14: Read pp. 107 start at l. 404) – 109 (stop at l. 456), p. 115 (ll. 547-570), pp. 165 (start at l. 40) -185. (Quiz 4 on Hamlet)
• Journal Entry: Respond to the questions/prompts on Spying/Deception/Trust Vs. Distrust or Depression/Mental Illness, or Thinking (Thinker) vs. Acting (Man of Action/Warrior)
• Distrust (Deception/Spying) vs. Trust /Appearance Vs. Reality/ Uncertainty vs. Certainty: Give some examples of these. Does Hamlet trust his mother, stepfather, Polonius, Ophelia? Why or why not? Do they trust him? Why or why not? Why does Hamlet distrust Rosencrantz and Guildenstern?  How does Shakespeare show that distrust is like poison? What happens in this section of the text to further what Shakespeare has to say about distrust and relationships?
• Depression, Mental Illness/Instability & Appearance Versus Reality/Falsehood vs. Truth: What happens in the scenes from today (at the play and after the play) that comment on Hamlet’s mental illness, that illustrate the problem of appearance versus reality? In the scene in his mother’s bedroom, is Hamlet pretending to be crazy or does he really lose his mind? Is there a point at which Hamlet’s pretense at madness slides into real madness? How can you tell?  Is it possible that he both pretends to be mad and is really mad?  Why does Zeffirelli (the director of the film) emphasize Hamlet’s violence?  How does Hamlet’s second encounter with the ghost illustrate his mental instability? How does his encounter with Rosencrantz and Guildenstern do the same?
• Think (Thinker) vs. Acting (Man of Action/Warrior): Does Hamlet think too much, or does he act too quickly? What happens when he does act? What do you think Shakespeare is saying about thinking and acting?
• Viewing/Reading Scenes from Hamlet

Homework

• Priority for Tomorrow: Quiz 15: Read pp. 189-219, 223-235, 239-57 in Hamlet.
• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
• 3/14: Quiz 16: Read pp. 263 [start at l. 91] - 283.
• 3/18: Paideia Discussion #4 on Hamlet.
• 3/18: Hamlet In-Class Essay Test
• You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Draft #5 of PN: due Tues., 3/19.

o   Tues. 3/26: 6^th Draft, PN: Use every bit of feedback to create this draft.

 

 

11 March 2013, Monday

Learning Goals and/or Procedural Objectives

·         Understand elements of plot, themes, motifs, and symbols in Hamlet

·         Understand how Hamlet can be interpreted/performed using Franco Zeffirelli’s film version of Hamlet.

 

Activities

• Warm-Up Activity: Quiz 13: Read Hamlet [pp. 87 (start at line 92) – 119
• Journal Entry:  Choose one of the following:
• Distrust( Deception/Spying) vs. Trust /Appearance Vs. Reality/ Uncertainty vs. Certainty: Give some examples of these. Does Hamlet trust his mother, stepfather, Polonius, Ophelia? Why or why not? Do they trust him? Why or why not? Why does Hamlet distrust Rosencrantz and Guildenstern?  How does Shakespeare show that distrust is like poison?
• Depression, Mental Illness/Instability & Appearance Versus Reality/Falsehood vs. Truth: How does Hamlet’s mental instability evolve over the course of the play? How well do Gertrude, Claudius, and Horatio handle Hamlet’s depression and mental instability?  In his scenes with Polonius and Ophelia, is Hamlet pretending to be crazy or does he really lose his mind? Is there a point at which Hamlet’s pretense at madness slides into real madness? How can you tell?  Is it possible that he both pretends to be mad and is really mad?  Why does Zeffirelli (the director of the film) emphasize Hamlet’s violence? In Shakespeare’s original text, Hamlet’s “To Be or Not To Be” soliloquy occurs before his fight with Ophelia, but the director of the film moves the speech to after the fight. How does this switch emphasize Hamlet’s depression? How does where the director stage this scene affect how we view Hamlet? How do Hamlet’s comments to Rosencrantz and Guildenstern emphasize Hamlet’s state of mind? What are the director and Shakespeare suggesting?
• Reading/Viewing/Analyzing Scenes from Hamlet
• Revisiting Quiz 13

 

Homework

• Priority for the tomorrow:  Tues., 3/12: Quiz 14: Hamlet pp. 107 (start at l. 404) – 109 (stop at l. 456); p. 115 (ll. 547-570), pp. 165 (start at l. 40) – 185.
• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
• You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Draft #5 of PN: Having used feedback from conference on Thurs., 2/21 & your own ideas, submit draft #5 of your PN, Google.docs,

o   Tues. 3/26: 6^th Draft, PN: Use every bit of feedback to create this draft

 

8 March 2013, Friday

Learning Goals and/or Procedural Objectives

·      Understand and read Shakespearean language.

·      Understand the dynamics of live theatre.

 

Activities

·      Warm-Up Activity: Quiz 12: Hamlet pp. 51 (start at line 42)-69 & pp. 71 [start at l. 84] – 81. When finished, work on journals from yesterday/other previous journal entries.

·      Viewing of scenes of Hamlet (Mel Gibson), and potentially Hamlet (David Tennant)

·      Reading Time/Workshop - Start reading Hamlet for your quiz on Monday (Quiz 13): Hamlet pp. 87 (start at line 92)-119, work on Preliminary Bibliography entries

·      Submission of Physical Index Cards

 

Homework

·      Priority for the weekend:

o   Sat., 3/9: Google Doc Preliminary Bibliography due (put in your “Research” folder in your “Name” folder)

o   Mon., 3/11: Quiz 13: Hamlet pp. 87 (start at line 92)-119

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Draft #5 of PN: due Tues., 3/19.

o   Tues. 3/26: 6th Draft, PN: Use every bit of feedback to create this draft.

 

7 March 2013, Thursday

Learning Goals/Procedural Objectives

·      Understand elements of plot, themes, motifs, and symbols in Hamlet

·      Understand how Hamlet can be interpreted/performed using Franco Zeffirelli’s film version of Hamlet

 

Activities

·      Warm-Up Activity: Quiz 11: Hamlet (pp. 7-13 & 21-31 [stopping at line 164]): Quiz 1 on Hamlet

·      Journal Entry: Comment on both of the following: (from Act I of the play)

o   Does Hamlet have a right to be upset with his mother and stepfather? If your mother remarried so quickly after the death of your father, would you be suspicious, concerned, angry? Why or why not? What arguments do Claudius (Hamlet’s uncle and now his stepfather) and his mother (Gertrude) make against his being so depressed? Are they right? Why or why not? Either connect to personal experience or other stories/poems/songs/films/television programs with which you’re familiar. Identify the literary work by title and be specific about how the situations of the characters in that work (or your personal situation) are similar to and different from the situations of the characters in Hamlet. How does comparing/contrasting Hamlet with these other works or your personal experience helps you understand Hamlet better and the issue of grief/depression?

o   What do you think about Ophelia’s situation? Why? Why are her brother (Laertes) and her father (Polonius) concerned and upset with her? Do you think they have a point? Why or why not? Have times changed for young women like Ophelia, or would brothers and fathers be likely to give the same advice today? Why or why not?

·      Viewing/Reading Scenes from Hamlet (Mel Gibson) and (potentially) Hamlet (David Tennant)

 

Handouts

·      Hamlet Passages

 

Homework

·      Priority for Tomorrow:

o   Fri., 3/8: Quiz 12: Hamlet pp. 51 (start at line 42)-69 & pp. 71 [start at l. 84] – 81(Quiz 2 on Hamlet)

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Mon., 3/11: Quiz 13: Hamlet pp. 87 (start at line 92)-119

o   Draft #5 of PN: due Mon., 3/19.

o   Tues. 3/26: 6th Draft, PN: Use every bit of feedback to create this draft.

 

 

 

6 March 2013, Wednesday (early release)

Learning Goals/Procedural Objectives

·       Understand lit./historical background for reading/viewing Hamlet.

·       Understand how to compose/lyric poem.

 

Activities

·      Warm-Up Activity: Quiz 10: Unit 3 Terms (1, 3, 5-8); pp. 224-25, 232-33, 240-41 in black PH; Hamlet Intro. HO

·      Journal Entry:  Why do you think we are still reading Shakespeare in school, though it has been hundreds of years since his plays were first published and performed?  Have you read any of his plays?  If so, which one/ones and what do you remember about them?  Did you like what you read/saw? Why or why not?

·      Introduction to Shakespeare, the English Renaissance, the Elizabethan Theatre, and Hamlet

·      Teacher-Led Whole Class Reading of Hamlet

·      Begin Viewing/Discussing/Analyzing Hamlet

 

Homework

·      Priority for Tomorrow: 

o   Thurs., 3/7: Quiz 11: Hamlet (pp. 7-13 & 21-31 [stopping at line 164])

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

o   Fri., 3/8: Quiz 12: Hamlet pp. 51 (start at line 42)-69 & pp. 71 [start at l. 84] – 81(Quiz 2 on Hamlet)

o   Draft #5 of PN: due Mon., 3/19.

o   Tues., 3/26: 6th Draft, PN: Use every bit of feedback to create this draft.

 

5 March 2013, Tuesday

Learning Goals/Procedural Objectives

·         Understand how to take information on books/dvds/videos from a card catalog, information on magazine/newspaper/journal articles in online/electronic databases (via NC Wiseowl), and information on .edu or .gov Website or Webpage to construct MLA bibliographic entries.

·         Understand how to compose a blog entry.

 

 

Activities

·         Warm-Up Activity: Go ahead and take out RH #3 Handouts & RH #4A & B as soon as you enter class. Source Search & Note-taking: You may ask Mr. Cox/Sykes for help.

o   Find a minimum of 15 sources for the research project by period’s end: (includes sources from yesterday’s search)

§ Search your topic with Google for .edu and .gov sources.

·         Beside your topic in the search field, type either site:edu or site:gov

·         Try different variations on your key words

·         You may also use these .com sources: Time, Newsweek, the New York Times, and the Washington Post (you may search their sites rather than just Google)

o   You may also return to looking for books/articles/etc.  Don’t forget to look in local area libraries (including CRHS and UNC-CH). Your Preliminary Bibliography is due Saturday, 3/9. You should alphabetize your entries if in a Google Doc. If you are using physical flash cards, you must hand them in to Cox/Sykes by Friday, 3/8, because we cannot get them from you over the weekend.

 

 

4 March 2013, Monday (shortened period for advisory/ACT testing)

Learning Goals/Procedural Objectives

·         Understand how to take information on books/dvds/videos from a card catalog, information on magazine/newspaper/journal articles in online/electronic databases (via NC Wiseowl), and information on .edu or .gov Website or Webpage to construct MLA bibliographic entries.

·         Understand how to compose a blog entry.

 

 

Activities

·         Warm-Up Activity: Go ahead and take out RH #3 Handouts & RH #4A & B as soon as you enter class. Source Search & Note-taking: You may ask Mr. Cox/Sykes for help.

o   Find a minimum of 10 sources for the research project by period’s end: (includes sources from yesterday’s search)

§ Today you should be working in NC Wiseowl and search for articles under various databases:

·         Student Research Tab à EBSCOHost databases à Password: wiseowl

·         InfoTrac à Gale InfoTrac Database – Password: wiseowl

§ Search your topic with Google for .edu and .gov sources.

·         Beside your topic in the search field, type either site:edu or site:gov

·         Try different variations on your key words

·         You may also use these .com sources: Time, Newsweek, the New York Times, and the Washington Post (you may search their sites rather than just Google)

o   After you have exhausted articles from magazines, newspapers, and journals on your topic, you may also return to looking for books.  Don’t forget to look in local area libraries (including CRHS and UNC-CH).

 

Homework

·         Priority for tomorrow:

• You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].
• Wed., 3/5: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Thurs., 3/7: Read Hamlet p. 7-13 & 21-31 (stop at line 164) for Quiz 11.

o   Fri., 3/8: Q12: "Hamlet": pp. 51 (start l. 42) – 69 & pp.71 )start l. 84) - 81

o   Fri., 3/8: Physical Index Cards due

o   Sat., 3/9: Google Doc Bibliography due

o   Sat., 3/16: Journals/Blogs III due

o   Mon., 3/19: Draft #5 of PN

 

1 March 2013, Friday

Learning Goals/Procedural Objectives

·       Understand how to take information on books/dvds/videos from a card catalog, information on magazine/newspaper/journal articles in online/electronic databases (via NC Wiseowl), and information on .edu or .gov Website or Webpage to construct MLA bibliographic entries.

·       Understand how to compose a blog entry.

 

 

Activities

·      Warm-Up Activity: Go ahead and take out RH #3 Handouts & RH #4A & B as soon as you enter class. Source Search & Note-taking: You may ask Mr. Cox/Sykes for help.

o   Find a minimum of 5 sources for the research project by period’s end:

§ Begin with books/DVDs, Videos in the OHS Media Center’s card catalog, but also look in card catalogs of CRHS, the Orange County Public Library, & the UNC-Chapel Hill Library.

§ Go to NC Wiseowl and search for articles under various databases:

·      Student Research Tab  EBSCOHost databases  Password: wiseowl

·      InfoTrac  Gale InfoTrac Database – Password: wiseowl

§ Search your topic with Google for .edu and .gov sources.

·      Beside your topic in the search field, type either site:edu or site:gov

·      Try different variations on your key words

·      You may also use these .com sources: Time, Newsweek, the New York Times, and the Washington Post (you may search their sites rather than just Google)

o   After you have exhausted articles from magazines, newspapers, and journals on your topic, you may also return to looking for books.  Don’t forget to look in local area libraries (including CRHS and UNC-CH).

 

Homework

·      Priority for the weekend:

o   Wed., 3/6: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

o   You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 3/6: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

o   Fri., 3/8: Read Hamlet p. 7-13 & 21-31 (stop at line 164) for Quiz 11.

o   Sat., 3/9: Index Cards due

o   Wed., 3/20: Draft #5 of PN.

 

 

28 March 2013, Thursday

Learning Goals/Procedural Objectives

·      Understand how to take information on books/dvds/videos from a card catalog, information on magazine/newspaper/journal articles in online/electronic databases (via NC Wiseowl), and information on .edu or .gov Website or Webpage to construct MLA bibliographic entries.

Activities

·      Warm-Up Activity: Journal: What do you think makes an ideal leader? What are the qualities needed/desired/valued? Think about our current leaders. Do any of them embody these qualities?

·      Draft 1 of Inquiry Request Letter- Focus Conference

·      Teacher-led examination of a model research paper

·      Teacher-led examination of a sample documentary

Homework

·      Priority for Tomorrow:

o   You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 3/6: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

o   Fri., 3/8: Quiz 11: Hamlet, pg. 7-13, 21-31 (stop at line 164)

o   Sat., 3/9: Index Cards due

o   Wed., 3/20: Draft #5 of PN.

o   Tues., 3/26: Portfolio: Personal Narrative

 

 

27 February 2013, Wednesday

Learning Goals/Procedural Objectives

·       Understand what kind of information to use in research project.

·       Understand the difference between a biased and unbiased source.

·       Understand how to give feedback on sonnet.

 

Activities

·      Warm-Up Activity: Take out your first draft of the poem and look over it. Journal: Choose another of the following- not the one you did before, but a different one:

o   Why do you think we are still reading Shakespeare in school, though it has been hundreds of years since his plays were first published and performed?  Have you read any of his plays?  If so, which one/ones and what do you remember about them?  Did you like what you read/saw? Why or why not?

o   How would you feel if one of your parents suddenly remarried? What would you do? Why would you do that?

o   How would you feel if you found out that your boyfriend/girlfriend had been spying on you for your parents? Why would you feel this way? What would you do about it?

·      Peer Revision Conference on Poem

·      Teacher-Led Overview of examining sources, understanding whether it is biased or unbiased and whether to use it as a source in your research project

 

Handouts

·      Peer revision conference guidelines on poems

 

Homework

·      Priority for Tomorrow:

o   Thursday,  2/28 - 1st Draft of Inquiry/Request Letter due

o   You should be spending at least 15 to 30 minutes week nights and two hours a weekend online seeking out potential sources for your research project [books from areas libraries, online periodical articles from Gale InfoTrac and EBSCOHost, and .edu and .gov Websites].

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 3/6: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

o   Fri., 3/8: Quiz 11: Hamlet, pg. 7-13, 21-31 (stop at line 164)

o   Sat., 3/9: Index Cards due

o   Wed. 3/20: 5th Draft, PN

o   Tues., 3/26: Portfolio: Personal Narrative

 

26 February 2013, Tuesday

Learning Goals/Procedural Objectives

·         Understand how to take information from a Website or Web article to construct MLA bibliographic entries for those elements.

Activities

·         Warm-Up Activity: Bibliographic Entry Practice: Using RH #4A, do the exercise you picked up on the way in.

·         JOURNALS WERE DUE BY 6 AM THIS MORNING!!!

·         Teacher-led Overview of making MLA Bibliographic entries Websites and Web articles.

·         Quiz #9: MLA Bibliographic entries for Web sites and articles.

 

Handouts

·          Bibliographic Practice, RH #4B

 

Homework

·         Priority for Tomorrow: Draft #1 of Poem due tomorrow Wed., 2/27

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 3/6: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

o   Fri., 3/8: Quiz 11: Hamlet, pg. 7-13, 21-31 (stop at line 164)

o   Sat., 3/9: Index Cards due

o   Wed., 3/20: Draft #5 of PN.

o    Tues., 3/26: Portfolio: Personal Narrative

 

25 February 2013, Monday

Learning Goals and/or Procedural Objectives

·         Understand how to take information from a subscription service database of periodical to construct MLA bibliographic entries for online periodical articles.

·         Understand how to take information from a Website or Web article to construct MLA bibliographic entries for those elements.

 

Activities

·         Warm-Up Activity: Journal: Choose one of the following:

• Why do you think we are still reading Shakespeare in school, though it has been hundreds of years since his plays were first published and performed?  Have you read any of his plays?  If so, which one/ones and what do you remember about them?  Did you like what you read/saw? Why or why not?
• How would you feel if one of your parents suddenly remarried? What would you do? Why would you do that?
• How would you feel if you found out that your boyfriend/girlfriend had been spying on you for your parents? Why would you feel this way? What would you do about it?
• BLOGS WERE DUE AT 6 AM THIS MORNING!!!!!
• Continue Quiz #7: MLA Books/Videos
• Teacher-led Overview of making MLA Bibliographic entries for online periodical articles.
• Group or Individual Practice with MLA Bibliographic entries for online periodical articles.
• Quiz #8: MLA Bibliographic entries for online periodical articles.

 

Handouts

·         MLA Bibliographic Practice Exercise

 

Homework

·         Priority for Tomorrow:

• Get at least one pack of 3X5” index cards before Fri., 3/1.
• JOURNALS ARE DUE BY 6 AM TOMORROW, TUES. 2/26.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 2/27: Draft #1 of Poem.

o   Wed., 3/6: Read Hamlet Background handout, Unit 3 Terms, Prentice Hall textbook p. 224-225; 232-233, 240-241 for Quiz 10.

o   Fri., 3/8: Quiz 11: Hamlet, pg. 7-13, 21-31 (stop at line 164)

o   Sat., 3/9: Index Cards due

o   Wed., 3/20: Draft #5 of PN

o    Tues., 3/26: Portfolio: Personal Narrative

e=�t7Pm�h��es New Roman"'>         PR of Business Inquiry/Request (Draft 1)

 

 

Handouts

·         RH #3 (Resources & Sources) & RH #4 (MLA Bibliographic Entry Templates)

·         PR Guide for D1 of Business Inquiry/Request Letter

 

Homework

·         Monday’s (2/25) Priority:

§ Journals, Series 2: Work on expanding journal entries (in general, entries must be at least 2 paragraphs of 5 sentences each for a minimum of a C).

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Tues., 2/26: Blog ii, 6 AM (not on current calendar)

o   Wed., 2/27: Draft 1 of Poem due

o   Wed. 3/28: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

 

 

22 February 2013, Friday

Learning Goals/Procedural Objectives

·         Understand how to offer feedback on first draft of an inquiry business letter.

·         Understand how to take information from a card catalog and construct MLA bibliographic entries for a book, DVD, video.

 

Activities

·         Warm-Up Activity: Read the following and then respond to the journal prompt below it:

Love looks not with the eyes, but with the mind;
And therefore is wing'd Cupid painted blind:
Nor hath Love's mind of any judgement taste;
Wings and no eyes figure unheedy haste:
And therefore is Love said to be a child,
Because in choice he is so oft beguiled.
As waggish boys in game themselves forswear,
So the boy Love is perjured everywhere:

 

·         Journal Entry: In the above lines from his comedy A Midsummer Night’s Dream, William Shakespeare describes love as blind, childish, easily fooled. Do you agree? Why or why not? Do people lose their good senses when they fall in love? Is that love or infatuation? Why or why not? Is there a difference between love and infatuation? Why or why not?

·         Searching for Research Sources & MLA Bibliographic Formats for Books/DVDs

·         MLA Bibliographic Entry Practice Exercise

·         Quiz 7: MLA Bibliographic Quiz (Books & DVDs/Videos from Card Catalog)

·         PR of Business Inquiry/Request (Draft 1)

 

Handouts

·         RH #3 (Resources & Sources) & RH #4 (MLA Bibliographic Entry Templates)

·         PR Guide for D1 of Business Inquiry/Request Letter

 

Homework

·         Monday’s (2/25) Priority:

§ Journals, Series 2: Work on expanding journal entries (in general, entries must be at least 2 paragraphs of 5 sentences each for a minimum of a C).

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Tues., 2/26: Blog ii, 6 AM (not on current calendar)

o   Wed., 2/27: Draft 1 of Poem due

o   Wed. 3/28: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

21 February 2013, Thursday

Learning Goals/Procedural Objectives

·       Understand how to offer voice/style feedback on personal narrative.

·       Understand key characteristics of the love poems (pastorals, sonnets) of the Renaissance.

 

Activities

·      Warm-Up Activity: Journal: Think of someone or some situation, issue, or topic that really steams you, makes you angry. Perhaps it’s a parent, a former friend, a rule here at school. Maybe it’s an issue, something you have seen on the news, heard on the radio, read in the newspaper.

o   Close your eyes; see person, situation, in your head. Let anger wash over you.

o   Then, take the next five minutes and on a loose-leaf sheet of paper say in writing the angry things you feel about this person or situation or issue.

·      Peer Revision Voice-Style Conference on Personal Narrative

·      Overview of Research - Sources

·      Workshop on Inquiry/Request

 

Handouts

·      Peer Rev. Guide, PN Voice/Style

Homework

·      Priority for Tomorrow: Fri., 2/22

o   D1 of Business Inquiry/Request Letter

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Mon. 2/25:

§ Journals, Series 2: Work on expanding journal entries (in general, entries must be at least 2 paragraphs of 5 sentences each for a minimum of a C).

o   Tues., 2/26: Blog ii, 6 AM (not on current calendar)

o   Wed., 2/27: Draft 1 of Poem due

o   Wed/ 3/28: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

20 February 2013, Wednesday

Learning Goals/Procedural Objectives

·       Understand how to motifs and themes in “love” literature.

·       Understand how to analyze lyric poetry.

·       Understand key characteristics of the love poems (pastorals, sonnets) of the Renaissance.

·       Understand how to offer feedback on draft #1 of poem.

·       Understand how to draft an inquiry/request letter to research topic expert.

 

 

Activities

·       Warm-Up Activity: Read the following and then respond to the journal prompt below it:

Love looks not with the eyes, but with the mind;
And therefore is wing'd Cupid painted blind:
Nor hath Love's mind of any judgement taste;
Wings and no eyes figure unheedy haste:
And therefore is Love said to be a child,
Because in choice he is so oft beguiled.
As waggish boys in game themselves forswear,
So the boy Love is perjured everywhere:

 

Journal Entry: In the above lines from his comedy A Midsummer Night’s Dream, William Shakespeare describes love as blind, childish, easily fooled. Do you agree? Why or why not? Do people lose their good senses when they fall in love? Is that love or infatuation? Why or why not? Is there a difference between love and infatuation? Why or why not?

 

·      Sonnet Test (go back and work on journal when finished)

·      Introduction to Poem Assignment

·      Introduction of Business Correspondence (Inquiry/Request letter to person on research topic)

 

Handouts

·      Poem Composition; Inquiry/Request Bus. Letter Assign.

 

Homework

·      Priority for Tomorrow: Compose inquiry/request business letter to research topic expert.

·      Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Mon. 2/25:

§ Journals, Series 2: Work on expanding journal entries (in general, entries must be at least 2 paragraphs of 5 sentences each for a minimum of a C).

o   Tues., 2/26: Blog ii, 6 AM (not on current calendar)

o   Wed. 3/28: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

19 February 2013, Tuesday

Learning Goals/Procedural Objectives

·            Understand how to motifs and themes in “love” literature.

·            Understand how to analyze lyric poetry.

·            Understand key characteristics of the love poems (pastorals, sonnets) of the Renaissance.

 

Activities

·            Warm-Up Activity: Pull out discussion sheet and read over.

·            Paideia Discussion #3

·            Sonnet Practice Test

·            Journal series 2

·            Go over Blog 2

Handouts

·                        Sonnet Practice Test

·                        Journal Series 2

 

Homework

·            Priority for Tomorrow: Prepare for the Sonnet test by re-reading sonnets; complete draft of poem and bring to have peer revision conference.

·            Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Mon. 2/25:

§ Journals, Series 2: Work on expanding journal entries (in general, entries must be at least 2 paragraphs of 5 sentences each for a minimum of a C).

o   Tues., 2/26: Blog ii, 6 AM (not on current calendar)

o   Wed. 3/28: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

 

15 February 2013, Friday

Learning Goals/Procedural Objectives

 

·                    Understand how to offer Organization feedback on personal narrative.

·                    Understand key concepts of the English Renaissance.

·                    Understand key characteristics of the love poems (pastorals, sonnets) of the Renaissance.

·                    Understand how to revise a personal narrative.

 

Activities

·               Warm-Up Activity: Put your 1^st, 2^nd & 3^rd drafts of PN on desk

 

·                    Journal Entry: What does it feel like to be hurt in a love relationship? How do people react to being hurt when someone they love rejects them? If you have never personally experienced this feeling, write about it from what you know from listening to songs, reading stories, or watching films or television programs that deal with this subject.

 

·                    Peer Revision Conference (on Organization) for Personal Narrative

·                    Group Sonnet Activity

Handouts

·      Introductions & Conclusions for Personal Narrative Essay; Description

 

Homework

·                    Tuesday’s Priority: Paideia Discussion #3: Love Article (& Shakespeare's Sonnet 116 (NOTE CHANGE FROM YOUR WEEKLY OUTLINE) 

 

·                    Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Mon., 2/25: Journals, Series 2: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ Blog ii, Tues., 2/26, 6 AM (not on current calendar)

o   Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

14 February 2013, Thursday

Learning Goals/Procedural Objectives

• Understand key characteristics of the love poems (pastorals, sonnets) of the Renaissance.

• & archetypal themes of the Middle Ages literature.

• Understand key concepts of the English Renaissance.

Activities

• Quiz #6: Read pp. 191-99 (Stop before Elizabethan drama) & p 214 in black literature book; when you finish, while you’re waiting for your classmates, you may work on previous journal entries or your personal narrative.

• Oral Reading of Pastoral and its Parody

• Overview of Courtly Love and Sonnet

• Group Sonnet Activity

Handouts

• Sonnet Activity Sheet

Homework

• Tomorrow’s Priority: Draft 3, PN: Use feedback from peers & your observations to improve support/development.

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Mon., 2/25: Journals, Series 2: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

    • Blog ii, Tues., 2/26, 6 AM (not on current calendar)

  • Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

13 February 2013, Wednesday

Learning Goals/Procedural Objectives

• Understand satire, hyperbole, irony, parody, romance.

• Understand archetypal themes of the Middle Ages literature.

• Understand how to use description to add support to narrative essays.

• Understand how to revise introductions and conclusions.

Activities

• Warm-Up Activity: Quiz 4: “The Wife of Bath’s Prologue” and “The Wife of Bath’s Tale” (handout or online on Mr. Cox’s Web site under the Literature/Reading Handout link)

• Teacher-Led Active Reading of the Opening of “The Wife of Bath”

• Group Activity: Active Reading of “The Wife of Bath” & Quiz on “The Wife of Bath” Revisited

• Introduce Research Project- Initial Topics

Handouts

• RH1 and RH2

Homework

• Priority for Tomorrow: Quiz 6 [pp. 191-99 (Stop before Elizabethan drama) & p 214 (PH)] &

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Mon., 2/25: Journals, Series 2: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

    • Blog ii, Tues., 2/26, 6 AM (not on current calendar)

  • Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

12 February 2013, Tuesday

Learning Goals/Procedural Objectives

·                     Understand the feudal structure of Medieval society (three estates), the role of the Medieval Church and key Medieval theology, key historical events of the Middle Ages, nature of Medieval medicine and physiognomy, development of Medieval English and education, key elements of Chaucer’s life/literary career and his The Canterbury Tales.

·                     Understand satire, verbal irony, hyperbole (exaggeration), caricature, stereotype, and archetype.

 

Activities

·                     Warm-Up Activity: Quiz 3: pp. 112-118 (stop after line 102) in the black Prentice Hall lit. book. Begin journal entry after quiz.

·                     Journal Entry: Who should be in charge in a marriage: the husband or wife? Why?

·                     Teacher Reading of Middle English/ http://www.youtube.com/watch?v=QE0MtENfOMU

·                     Reading Opening of “The Prologue” to Canterbury Tales & Instructions on Reading Verse

·                     Teacher-Led Modeling of Analysis of Characters from “Prologue” to Canterbury Tales

·                     Group Analyses of Characters from “Prologue” to Canterbury Tales

 

Handouts

·      Character Analysis Activity; Reading Verse

 

Homework

·                     Priority for Tomorrow: Quiz 4: Read Wife of Bath’s Tale Handout.

·                     Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Thurs., 2/14:

§ Quiz 6: pp. 191-99 (Stop before Elizabethan drama) & p 214 (PH)

o   Fri., 2/15: Draft #3, PN: Using feedback from peers and your observations, revise your personal narrative to improve support/development.

o   Mon., 2/25: Journals, Series 2: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ Blog ii, Tues., 2/26, 6 AM (not on current calendar)

o   Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

11 February 2013, Monday

Learning Goals/Procedural Objectives

·         Understand feudal structure of Medieval society (three estates); role of its Church; development of its English; nature of its medicine; its key theological points, historical events, elements of education: & key points about Chaucer’s life/literary career & his The Canterbury Tales

·         Understand how to make an effective presentation.

Activities

·               Warm-Up Activity: Assemble w/your group, take roll, & let Cox/Sykes know who is absent; prepare.

·               Group Presentations on the feudal structure of Medieval society (three estates), the role of the Medieval Church and key Medieval theology, key historical events of the Middle Ages, nature of Medieval medicine and physiognomy, development of Medieval English and education, key elements of Chaucer’s life/literary

·               Reading (Listening) Quiz #2: the Middle Ages.

 

Handouts

·         Weekly Class-Homework Outline (2/11-15/2013), & Wife of Bath’s Tale Handout

 

Homework

·         Tuesday’s Priority: Quiz 3: Read pp. 112-118 (stop after line 102) in the black lit. book.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 2/13: Quiz 4: Wife of Bath’s Tale (HO)

o   Thurs., 2/14:

§ Quiz 6: pp. 191-99 (Stop before Elizabethan drama) & p 214 (PH)

o   Fri., 2/15: Draft #3, PN: Using feedback from peers and your observations, revise your personal narrative to improve support/development.

o   Mon., 2/25: Journals, Series 2: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ Blog ii, Tues., 2/26, 6 AM (not on current calendar)

o   Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

8 February 2013, Friday

Learning Goals/Procedural Objectives

·         Understand feudal structure of Medieval society (three estates); role of its Church; development of its English; nature of its medicine; its key theological points, historical events, elements of education: & key points about Chaucer’s life/literary career & his The Canterbury Tales

·         Understand how to make an effective presentation.

 

Activities

·         Warm-Up Activity: Journal Entry: A stereotype is a conventional picture of someone who is considered to be conforming to a particular type. We often think of stereotypes as negative since they are generalizations that assume that all people belonging to a certain group appear and behave in a certain way. (Example: all smart people are nerds and therefore have certain common characteristics and behaviors: wear pocket protectors and glasses with thick lenses.)  However, many satirists/humorists use stereotypes to create caricatures as a means of poking fun. For your journal entry, think of a stereotype (nerd, redneck, or one of your own choosing), and write an exaggerated description of that character type, trying to be as humorous as possible. If you can draw, you’re welcome to include a drawing as well.

 

·         Group Work: Middle Ages Research & Preparation for Presentations

 

Handouts

·         Presentation: Presentation Guide

 

Homework

·         Monday’s Priority: Be prepared to present your group’s information on

o   Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website. To complete the blog, you must first read the excerpt from the chapter in Grendel (Literature/Reading Tab or Folder).

§ Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Fri., 2/15: Draft #3, PN: Using feedback from peers and your observations, revise your personal narrative to improve support/development.

§ Use what you’ve learned about description to revise.

§ Read over the introduction and conclusion handouts to revise your introduction/conc.

o   Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

7 February 2013, Thursday

Learning Goals/Procedural Objectives

·         Understand how to offer Support/Development feedback in peer revision conference for PN, Draft #2.

·         Understand requirements of the Middle Ages Research Presentation Assignment.

·         Understand how to read, paraphrase, and take notes.

·         Understand the feudal structure of Medieval society (three estates), the role of the Medieval Church and key Medieval theology, key historical events of the Middle Ages, nature of Medieval medicine and physiognomy, development of Medieval English and education, key elements of Chaucer’s life/literary career and his The Canterbury Tales.

 

Activities

·         Warm-Up Activity: Make your 2^nd/1^st drafts of PN available for Cox/Sykes to check and begin this Brushstroke Activity: Take the following sentence & rewrite 2X. First, rewrite by moving the descriptive phrases from end of 1^st sentence to the beginning of the 2^nd. Next, rewrite sentence by placing the descriptive phrases between subject & verb of sentence stem:

Sally laughed, spitting out her drink, her belly shaking.

sentence stem

·         Peer Revision Conference for Draft #2 of PN: SUPPORT DEVELOPMENT Feedback

·         Group Work: Middle Ages Research & Preparation for Presentations

 

Handouts

·         Composition: Revision Conference Guidelines (Support/ Development) & Intro./Conclusion Handouts for PN

 

Homework

·         Tomorrow’s Priority: Continue working on preparing for Monday’s presentation.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website. To complete the blog, you must first read the excerpt from the chapter in Grendel (Literature/Reading Tab or Folder).

§ Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

o   Fri., 2/15: Draft #3, PN: Using feedback from peers and your observations, revise your personal narrative to improve support/development.

§ Use what you’ve learned about description to revise.

§ Read over the introduction and conclusion handouts to revise your introduction/conc.

o   Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

6 February 2013, Wednesday

Learning Goals/Procedural Objectives

·         Understand how to combine sentences to create participle/absolute brushstrokes.

·         Understand how to offer Support/Development & Organization/Voice feedback in peer revision conference for Resume, Draft #2.

·         Understand requirements of the Middle Ages Research Presentation Assignment.

 

Activities

·         Warm-Up Activity: Make your second/first drafts of resume for Cox/Sykes to check & begin Quiz 1A: Writing Description: On a Google Drive Text document to place in Class Work folder, write a brief description of a spring evening in a city or town. Write in complete sentences and include sensory imagery other than just visual images (auditory, olfactory, tactile), Use figures of speech (simile, metaphor, personification). Use right-branched modifier sentences like the ones we’ve been practicing. (Example: The dog barked, baying at the moon, rearing up on her hind legs, her tail twitching.) Try to write between 4 to 6 sentences in the time allotted. As long as you try and submit something, you won’t receive any penalty.

·         Peer Revision Conference (DEVELOPMENT & ORGANIZATION/VOICE: Draft #2 of Resume)

·         Teacher-Led Overview of Middle Ages Research & Presentation Project

·         Workshop Time: Revision of PN or Middle Ages Reading

 

Handouts

·         Composition: Peer Revision Development, Organization & Voice Conference Guidelines for Resume; Presentation: Middle Ages Background, Middle Ages Presentation Instructions; Terms/Voc: Unit 2 Key Concepts/Terms

 

Homework

·         Priority for Tomorrow:

o   Using feedback from your peers and your own observations, revise your personal narrative to improve focus and support/development. Draft 2, due Thurs. 2/7:

·         If your first draft was a failure, did not work, do not throw it away.

·         Your second draft can be radically different from your first.

o   Have read your sections of the Middle Ages Handouts and begun answering questions to prepare for group work on Thursday & Friday. Presentation, Mon. 2/11.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website. To complete the blog, you must first read the excerpt from the chapter in Grendel (Literature/Reading Tab or Folder).

§ Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

o   Mon., 3/25: Resume: Take peer’s suggestions and revise resume to make a Draft #3. You’ll have the option to submit it for a grade in Q3 Portfolio of Compositions.

 

 

Directions: Keep the first sentence intact. Drop its period and add a comma. Add the remaining sentences as phrases Drop words, alter the form of the verb, but don’t add words.

CORRECT: Tom frowned, depressed, [his] eyes cast down, thinking about his last math test.

 

NOT: Tom frowned, Tom was depressed, his eyes were cast down, he thought about his low score on his last math test.

 

Instructions: On a Google Drive Text document., combine the following sentences, using the first sentence as your sentence stem and reducing each of the following sentences to a word or phrase to be added to the right of the sentence stem. Separate each added phrase or word with a comma. Put document in your Class Work folder.

 

            Set One                                                                       Set Two

1. The moon rose.                                                        1. The dog slept.

2. The moon’s face was scarred.                                 2. The dog was excited.

3. The moon’s light fell upon the earth.                      3. The dog smiled.

4. The moon hovered in space.                                   4. The dog dreamed of bones.

5. The moon delighted children.                                 5. The dog’s ears were pricked.         

6. The moon inspired lovers and poets.                      6. The dog wagged its tail.

 

·         Teacher-Led Overview of Journals & Blog

 

Handouts

·         Composition: Techniques for Writing Good Description; Grammar: 5 Basic Brushstrokes (Sentence Style); Journals: Journals (Series I)/Blog I & Model A+ Student Journal Entry & Grendel Excerpt

 

Homework

·         Priority for Tomorrow: W/ feedback from peers & your observations, make 2^nd draft of resume.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Thurs., 2/7:

§ Using feedback from your peers and your own observations, revise your personal narrative to improve focus and support/development. Draft 2, due Thurs. 2/7..

·         If your first draft was a failure, did not work, do not throw it away.

·         Your second draft can be radically different from your first.

§ Have read your sections of the Middle Ages Handouts and begun answering questions to prepare for group work on Thursday & Friday. Presentation, Mon. 2/11.

o   Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website. To complete the blog, you must first read the excerpt from the chapter in Grendel (Literature/Reading Tab or Folder).

§ Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required. 

 

 

4 February 2013, Monday

Learning Goals/Procedural Objectives

·         Understand how to identify and discuss main points in nonfiction.

·         Understand how to offer FOCUS/DEVELOPMENT FEEDBACK (Draft #1) for resume.

 

Activities

·                     Warm-Up Activity: Make available your first draft of resume for Cox/Sykes to check off and read over Paideia Discussion Sheet

·                     Paideia Discussion #2: Education Continued

·                     Peer Revision Conference (FOCUS/DEVELOPMENT: Draft #1 of Resume)

 

Handouts

·         Composition Tab/Folder: Peer Revision Guidelines (Draft #1: FOCUS/DEVELOPMENT for resume)

 

Homework

·         Priority for Tomorrow: Begin revisions to resume and personal narrative. Look below under Upcoming and Ongoing Assignments for details.

·         Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

o   Wed., 2/6: W/ feedback from peers & your observations, make 2^nd draft of resume.

o   Thurs., 2/7:

§ Using feedback from your peers and your own observations, revise your personal narrative to improve focus and support/development. Draft 2, due Thurs. 2/7..

·         If your first draft was a failure, did not work, do not throw it away.

·         Your second draft can be radically different from your first.

§ Have read your sections of the Middle Ages Handouts and begun answering questions to prepare for group work on Thursday & Friday. Presentation, Mon. 2/11.

o   Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website.

§ Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

§ This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required. 

 

1 February 2013 Friday

Learning Goals/Procedural Objectives

• Understand how to provide feedback for revision for focus on a personal narrative.

• Understand how to read inverted syntax in verse & how to prepare Paideia Discussion sheet.

Activities

• Warm-Up Activity: Pull out your personal narrative and place on the side of your desk for Mr. Cox to check. Journal Entries: Do one of the following journal entries:

  • Write a monologue from Grendel’s perspective. What would Grendel say about the Hrotghar, Beowulf, the Anglo-Saxons? Imagine Grendel would defending behavior.

  • Write a monologue from Grendel’s Mother’s perspective. What would she say about the Danes, Hrothgar, Beowulf, the Anglo-Saxons, her son Grendel? Imagine how she would justify or explain Grendel’s behavior and her own response to his death.

• Anglo-Saxon Test

• PN Conference, Draft #1

• Teacher-Led Overview of Peer Revision Focus Conference & Peer Revision Focus Conf.

• Review of Paideia Discussion Sheet and Overview of Un-inverting syntax.

Handouts

• Peer Revision Focus Conference Guidelines (PN), Bacon’s “On Studies,” MLK, Jr.’s “On Education,” Excerpt from Pope’s Essay on Criticism & Matt Groening Cartoons

Homework

• Monday's Priority: Read & prepare discussion sheet on Bacon’s “On Studies,” MLK, Jr.’s “On Education,” excerpt from Pope’s Essay on Criticism & Matt Groening Cartoons

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Mon. 2/4: W/ feedback from peers & your observations, make ^1st draft of resume.

  • ??? Tues., 2/5: Draft #2 of PN: Taking advice from your peer and your own idea, make substantive changes to create anew draft.

  • Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website.

    • Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

    • This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

 

 

31 January 2013, Thursday

Learning Goals/Procedural Objectives

• Understand the characteristics of hero and epic hero & difference between them.

• Know some key characteristics of Anglo-Saxon literature and culture and terms epic, epic hero, kenning, wyrd, comitatus, kenning, hyperbole, caesura, personification, motif, allusion.

• Understand how to offer focus/development feedback on resume.

• Understand how to draft a personal narrative and to follow composition procedures.

Activities

• Warm-Up Activity: Journal Entries: Do one of the following journal entries:

1. Select a movie, television program, story, or book that contains scenes similar to the scenes you found in Beowulf. How are the scenes in the movie, television program, story, or book similar to and different from what happens in Beowulf? Which specific scenes from Beowulf do the scenes from the movie, television program, story, or book remind you of?

2. Select a movie, television program, story, or book that contains characters similar to the characters (Beowulf and Grendel) you found in Beowulf. How are the characters in the movie, television program, story, or book similar to and different from Beowulf and/or Grendel? Which specific actions and characteristics of the characters from the movie, television program, story, or book are similar to and different to the specific actions and characteristics of Beowulf and/or Grendel?

3. If you have seen the 2007 Robert Zemeckis Beowulf film, explain how closely the Hrothgar, Beowulf, and Grendel of the film correspond to the presentation/description of them in the text you read. How different are they?

• Anglo-Saxon/Beowulf Test & Writer’s Workshop: Drafting of Personal Narrative

• Peer Revision Focus Conference: Resume

Handouts

• Comp. Procedures & Word-Processing Tips

Homework

• Priority for Tomorrow: Complete Draft 1 of personal narrative:.

  • The assignment:

    • If you’re attending a four-year or community college, pretend you’ve been given an opportunity to enter a scholarship competition by writing a narrative in response to one of the prompts we began at the end of class on Wed. This story should illustrate the characteristics of the kind of student the school is looking for.

    • If you’re not applying to a four-year college, pretend that you’ve applied for a job and have been asked to tell a story about an experience that reflects positively you as a person and worker.

  • The assignment: The first draft needs to be at least two-double spaced typed pages.

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Mon. 2/4: W/ feedback from peers & your observations, make 2^nd draft of resume.

  • Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website.

    • Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

    • This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

 

30 January 2013, Wednesday

Learning Goals/Procedural Objectives

• Understand how to read a lyric poem.

• Know some key characteristics of Anglo-Saxon literature and culture and terms epic, epic hero, kenning, wyrd, comitatus, kenning, hyperbole, caesura, personification, motif, allusion, archetype, elegy.

Activities

• Warm-Up Activity: Journal Entry: Respond to one of the following journal questions:

  • Write about a time when you have been away from home for an extended period and experienced homesickness and/or loneliness or depression. What were the worst things about being away from home? Why? What did you miss the most? Why? What did you miss the least? Why?

  • Select from a movie you’ve seen or a story you’ve read or a song you’ve heard a character who has experienced homesickness. Explain the character’s situation. How long was the character away from home? Why was the character away from home? What did the character miss the most? What was the worst part of the character’s time away from home? How did the character cope with her/his homesickness? How would you have dealt with those feelings if you had been in the character’s place?

• Teacher Modeling of Active Reading Lyric Poetry, “The Wanderer,” an elegy.

• Review for Beowulf/Anglo-Saxon Test

• Workshop Time: Resume and Personal Narrative

Handouts

• “The Wanderer,” Anglo-Saxon Review Handout, Steps to Reading Lyric Poetry

Homework

• Priority for Tomorrow: Prepare for Anglo-Saxon/Beowulf test by doing the following:

  • Reread/skim background on Anglo-Saxons and Beowulf in the Prentice Hall Lit. text (pp. 1-18, 20-48 & Key Essential Literary/Anglo-Saxon Concepts HO for test.

  • Complete and bring in a resume.

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Thurs., 1/31:

    • Test: Beowulf, Anglo-Saxons, & “The Wanderer”

    • If you have ever made a resume, find a copy & bring to class on today; if not, use the resume handouts (on Comp. HO Tab) to construct one.

  • Fri. 2/1, Draft 1: Personal Narrative (PN): (Job Application/Scholarship Essay):

  • Select one of the following prompts and write a narrative responses of at least two double-spaced typed pages in the Drafts Folder of your Google Drive Folder:

• Evaluate a significant experience, achievement, risk you have taken, or ethical (moral) dilemma you have faced and its impact on you.

• Indicate a person who has had a significant influence on you, and describe that influence by telling a story either about that person or about you and that person.

• A range of academic interests, personal perspectives, and life experiences adds much to the a school or place of work. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or workplace, or an encounter that demonstrated the importance of diversity to you.

• Tell a story about a time you were a hero.

• Tell us about a group project in which you had to collaborate with your peers. How did it go?

• In our history various people have taken stands against injustice, or what they viewed as injustice, often at great personal risk. Have you ever taken a stand against something you considered unjust—or if you haven’t, do you have an idea of what it would take for you to take such a stand? Please explain.

• • Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website.

    • Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

    • This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

 

29 January 2013, Tuesday

Learning Goals/Procedural Objectives

• Understand the characteristics of hero and epic hero & difference between the two.

• Know some key characteristics of Anglo-Saxon literature and culture and terms epic, epic hero, kenning, wyrd, comitatus, kenning, hyperbole, caesura, personification, motif, allusion.

• Understand the personal narrative assignment.

• Distinguish between a good and poor personal narrative.

Activities

• Warm-Up Activity: Journal Entry: Do you believe in Fate or Destiny or the Christian notion of predestination (that God has predetermined your life)? (In other words, do you believe that certain events were destined or fated to happen in your life?) Or do you believe that what happens to you in life happens by accident? Or do you believe in free will, that you have complete control over your choices? Why or Why not? Do you believe that your genetic make-up (what you inherited from your parents and ancestors) and/or the circumstances in which your grow up (rich, poor, easy or difficult life) predetermine how you will respond to what happens to you?

• Group Activity: Analysis of Excerpts from Beowulf: Treasure Hunt: Analyzing Narrative Structure, Identifying Anglo-Saxon Literary Terms, Analyzing Theme

• Examining Sample Personal

Handouts

• Beowulf Treasure Hunt Activity, Personal Narrative Assignment & Sample Personal Narratives

Homework

• Priority for Tomorrow: Read pp. 28-40 (Beowulf) in PH (black) Lit. [“The Battle with Grendel” &”The Battle with Grendel's Mother”]

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Thurs., 1/31:

    • Test: Beowulf, Anglo-Saxons, & “The Wanderer”

    • If you have ever made a resume, find a copy & bring to class on today; if not, use the resume handouts (on Comp. HO Tab) to construct one.

  • Fri. 2/1, Draft 1: Personal Narrative (PN): (Job Application/Scholarship Essay):

  • Select one of the following prompts and write a narrative responses of at least two double-spaced typed pages in the Drafts Folder of your Google Drive Folder:

• Evaluate a significant experience, achievement, risk you have taken, or ethical (moral) dilemma you have faced and its impact on you.

• Indicate a person who has had a significant influence on you, and describe that influence by telling a story either about that person or about you and that person.

• A range of academic interests, personal perspectives, and life experiences adds much to the a school or place of work. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or workplace, or an encounter that demonstrated the importance of diversity to you.

• Tell a story about a time you were a hero.

• Tell us about a group project in which you had to collaborate with your peers. How did it go?

• In our history various people have taken stands against injustice, or what they viewed as injustice, often at great personal risk. Have you ever taken a stand against something you considered unjust—or if you haven’t, do you have an idea of what it would take for you to take such a stand? Please explain.

• • Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website.

    • Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

  • This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.

 

28 January 2013, Monday

Learning Goals/Procedural Objectives

• Understand the characteristics of an epic hero & difference between Old and Modern English.

• Know some key characteristics of Anglo-Saxon literature and culture.

• Know terms epic, epic hero, kenning, wyrd, comitatus, hyperbole, personification, allusion.

• Understand how to read/analyze a narrative and to draft a resume.

Activities

• Warm-Up Activity: Journal Entry: Respond to the following journal question:

• Do you believe that good always triumphs over evil? Why or why not? If you believe that good does triumph over evil, how do you account for the apparent success of evil people? What is the difference between someone’s being evil and someone’s simply being bad? Give some examples to explain your response. Can an evil person have any good in him or her? Why or why not?

• Quiz 1: Prentice Hall Literature (black book), pp. 1-9, 11, 18-19 and on Unit 1 Anglo-Saxon Essential Terms (Anglo-Saxon PowerPoint Review)

• Whole Class Listening to/Reading: The Lord’s Prayer in Old English.

The Lord's Prayer in Old English from Matthew 6:9-13

Old English Modern English Translation of the Old English

Fæder ure þu þe eart on heofonum;	Father our thou that art in heavens
Si þin nama gehalgod	be thy name hallowed
to becume þin rice	Come thy kingdom
gewurþe ðin willa	be-done thy will
on eorðan swa swa on heofonum.	on earth as in heavens
urne gedæghwamlican hlaf syle us todæg	our daily bread give us today
And forgyf us ure gyltas	and forgive us our sins
Swa swa we forgyfað urum gyltendum	As we forgive those-who-have-sinned-against-us
And ne gelæd þu us on costnunge	and not lead thou us into temptation
ac alys us of yfele soþlice	but deliver us from evil. truly.

• Listen to/read the Old English (on the left): what words do you recognize.

• Teacher Modeling of Active Reading of “The Wrath of Grendel”

• Teacher-Led Overview of Resume Assignment and Sample Resumes

Handouts

• Weekly Class & Homework Outline (1/28-2/1/13); Resume Assignment, Template, and Models

Homework

• Tomorrow’s Priority:

  • Read “The Wrath of Grendel” & “The Coming of Beowulf” (pp. 20-28) in the black Prentice Hall. (Test, Thurs. 1/31)

  • If you haven't already, with your parents, read the downloaded syllabus; return your syllabus acknowledgment slip signed by parents & you.

• Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):

  • Wed., 1/30: Have read pp. 28-40 (Beowulf) in PH (black) Lit. [“The Battle with Grendel” &”The Battle with Grendel's Mother”]

  • Thurs., 1/31:

    • Test: Beowulf, Anglo-Saxons, & “The Wanderer”

    • If you have ever made a resume, find a copy & bring to class on today; if not, use the resume handouts (on Comp. HO Tab) to construct one.

  • Fri. 2/1, Draft 1: Personal Narrative (PN): (Job Application/Scholarship Essay):

  • Select one of the following prompts and write a narrative responses of at least two double-spaced typed pages in the Drafts Folder of your Google Drive Folder:

• Evaluate a significant experience, achievement, risk you have taken, or ethical (moral) dilemma you have faced and its impact on you.

• Indicate a person who has had a significant influence on you, and describe that influence by telling a story either about that person or about you and that person.

• A range of academic interests, personal perspectives, and life experiences adds much to the a school or place of work. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or workplace, or an encounter that demonstrated the importance of diversity to you.

• Tell a story about a time you were a hero.

• Tell us about a group project in which you had to collaborate with your peers. How did it go?

• In our history various people have taken stands against injustice, or what they viewed as injustice, often at great personal risk. Have you ever taken a stand against something you considered unjust—or if you haven’t, do you have an idea of what it would take for you to take such a stand? Please explain.

• • Sat., 2/9: Journals (Series I): Google Drive, Journals Folder; Blog i: Teacher Website.

    • Standing Assignment: Work on expanding journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C).

  • This does not have to be perfect writing, but should show depth and/or breadth of thought. You can always go off on a tangent after you’ve addressed the initial questions. These will not be graded on grammar or usage or spelling, but should be legible --word-processed is great but not required.