April 22-25
Tuesday (04/22): Type all four moral responses as well as the multi paragraph response to the final question regarding "good" people. Due Wednesday.
Wednesday (04/23): Final formatting and revision. Final paper due by the end of the day (because of availability of printers during the morning).
Thursday (04/24): Introduction to short story unit. Begin The Interlopers.
Friday (04/25): Continue and complete The Interlopers with a focus on the various forms of irony.
Wednesday (04/23): Final formatting and revision. Final paper due by the end of the day (because of availability of printers during the morning).
Thursday (04/24): Introduction to short story unit. Begin The Interlopers.
Friday (04/25): Continue and complete The Interlopers with a focus on the various forms of irony.
April 8-11
Weekly Objectives/ Standards:
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (04/08): After reading Scene 2 (pages 1032-1039), analyze how Creon's opinion of women affects Antigone's punishment in a complete paragraph
Wednesday (04/09): After reading Scene 3 (pages 1041-1045), compare the speeches of Haemon and Creon and, based on their differences of opinions regarding on Antigone's punishment, which would make a more suitable king in a complete paragraph.
Thursday (04/10): After reading Scene 4, (pages 1047-1050), explain Antigone's perspective on her own death.
Friday (04/11): After reading Scene 5, let's talk about things. :)
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (04/08): After reading Scene 2 (pages 1032-1039), analyze how Creon's opinion of women affects Antigone's punishment in a complete paragraph
Wednesday (04/09): After reading Scene 3 (pages 1041-1045), compare the speeches of Haemon and Creon and, based on their differences of opinions regarding on Antigone's punishment, which would make a more suitable king in a complete paragraph.
Thursday (04/10): After reading Scene 4, (pages 1047-1050), explain Antigone's perspective on her own death.
Friday (04/11): After reading Scene 5, let's talk about things. :)
March 25-28
Weekly Objectives/ Standards:
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (03/25): Philosophy on fate/ Introduction to Antigone.
Wednesday (03/26): Introduction to tragic hero, hubris. Begin reading Antigone (read through prologue).
Thursday (03/27): In a paragraph, examine one key difference in the characters of Ismene and Antigone. Why are these differences displayed immediately in the play? Complete reading of Scene 1.
Friday (03/28): Based on his speech from page 1027, how does Creon show his insecurities and hubris?
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (03/25): Philosophy on fate/ Introduction to Antigone.
Wednesday (03/26): Introduction to tragic hero, hubris. Begin reading Antigone (read through prologue).
Thursday (03/27): In a paragraph, examine one key difference in the characters of Ismene and Antigone. Why are these differences displayed immediately in the play? Complete reading of Scene 1.
Friday (03/28): Based on his speech from page 1027, how does Creon show his insecurities and hubris?
March 11-14
Weekly Objectives:
1. Writing process review with focus on application for timed writing.
2. Focus on elements of narrative and comparative analysis.
Tuesday (03/11): Short Answer practice responses/ analyzing short texts.
Wednesday (03/12): Introduction to comparative writing, including samples and effectiveness.
Thursday (03/13): Create comparative paragraphs on multiple subjects.
Friday (03/14): Complete comparative revisions.
Standards:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
1. Writing process review with focus on application for timed writing.
2. Focus on elements of narrative and comparative analysis.
Tuesday (03/11): Short Answer practice responses/ analyzing short texts.
Wednesday (03/12): Introduction to comparative writing, including samples and effectiveness.
Thursday (03/13): Create comparative paragraphs on multiple subjects.
Friday (03/14): Complete comparative revisions.
Standards:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
February 25-28
Weekly Objectives:
1. Writing process review with focus on application for timed writing.
2. Complete Writing Process Walkthrough.
Tuesday (02/25): Introduction of "Allowance" prompt, discussion of the importance of original topic choices.
Wednesday (02/26): In class timed writing practice: complete two body paragraphs with a third assigned for homework.
Thursday (02/27): Review of intro/conclusion paragraphs. Create Introduction and conclusion, revise work for clarity and persuasive techniques, complete handwritten final draft as homework, due Friday.
Friday (02/28): Complete Final Draft of Allowance paper, in class independent reading.
Standards:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
1. Writing process review with focus on application for timed writing.
2. Complete Writing Process Walkthrough.
Tuesday (02/25): Introduction of "Allowance" prompt, discussion of the importance of original topic choices.
Wednesday (02/26): In class timed writing practice: complete two body paragraphs with a third assigned for homework.
Thursday (02/27): Review of intro/conclusion paragraphs. Create Introduction and conclusion, revise work for clarity and persuasive techniques, complete handwritten final draft as homework, due Friday.
Friday (02/28): Complete Final Draft of Allowance paper, in class independent reading.
Standards:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
February 18-21
Weekly Objectives:
1. Writing process review with focus on application for timed writing.
2. Complete analysis of Princess Bride, both novel and film.
Tuesday (02/18): Introduction to introductions and conclusions (DUE WEDNESDAY)
Wednesday (02/19):, Peer review of entire paper, begin typing final draft.
Thursday (02/20): Final paper, final revision, paper due by the end of the period.
Friday (02/21): Complete PB Film Study.
Standards:
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Explain the relationship between author’s style and literary effect.
Cite strong and thorough text evidence to support analysis.
1. Writing process review with focus on application for timed writing.
2. Complete analysis of Princess Bride, both novel and film.
Tuesday (02/18): Introduction to introductions and conclusions (DUE WEDNESDAY)
Wednesday (02/19):, Peer review of entire paper, begin typing final draft.
Thursday (02/20): Final paper, final revision, paper due by the end of the period.
Friday (02/21): Complete PB Film Study.
Standards:
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Explain the relationship between author’s style and literary effect.
Cite strong and thorough text evidence to support analysis.
February 4-7
Weekly Objectives:
1. Analyze how the elements of the "fairy tale" add to the theme of the novel.
2. View movie and evaluate presentation of Inigo and Fezzik.
3. Introduction to final Princess Bride essay.
Tuesday (02/04): Chapter 6 summary and analysis of fairy tale elements.
Wednesday (02/05): View part 2 of Princess Bride film. How does the director characterize Inigo and Fezzik as less "villainous" than Vezzini without backstories?
Thursday (02/06): Read through page 308. Why is redemption so critical to Inigo and Fezzik?
Friday (02/07): Read through 321. Discuss the merit of the "miracle" plot twist.
Standards:
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Explain the relationship between author’s style and literary effect.
Cite strong and thorough text evidence to support analysis.
1. Analyze how the elements of the "fairy tale" add to the theme of the novel.
2. View movie and evaluate presentation of Inigo and Fezzik.
3. Introduction to final Princess Bride essay.
Tuesday (02/04): Chapter 6 summary and analysis of fairy tale elements.
Wednesday (02/05): View part 2 of Princess Bride film. How does the director characterize Inigo and Fezzik as less "villainous" than Vezzini without backstories?
Thursday (02/06): Read through page 308. Why is redemption so critical to Inigo and Fezzik?
Friday (02/07): Read through 321. Discuss the merit of the "miracle" plot twist.
Standards:
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Explain the relationship between author’s style and literary effect.
Cite strong and thorough text evidence to support analysis.
Semester 2, Week 2: January 14-17
Weekly Objectives:
1. Introduction to The Princess Bride and relevant literary terminology such, but not limited to: satire, hero's journey, frame story.
2. Independent Reading Project assigned.
3. Analysis of author intent (regarding voice and the use of the frame story).
Tuesday (01/14): Introductory Keynote (get the notes if you missed them!). Read through page 10 for homework.
Wednesday (01/15): Author self-characterization analysis, read through page 23 for homework.
Thursday (01/16): Discuss fiction vs. reality in Goldman's life (read biography). Get through page 75 for homework.
Friday (01/17): Begin Chapter One in class; focus on the purpose of the frame story and how it affects the story-telling process. Read through page 89 for homework.
Standards:
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Explain the relationship between author’s style and literary effect.
1. Introduction to The Princess Bride and relevant literary terminology such, but not limited to: satire, hero's journey, frame story.
2. Independent Reading Project assigned.
3. Analysis of author intent (regarding voice and the use of the frame story).
Tuesday (01/14): Introductory Keynote (get the notes if you missed them!). Read through page 10 for homework.
Wednesday (01/15): Author self-characterization analysis, read through page 23 for homework.
Thursday (01/16): Discuss fiction vs. reality in Goldman's life (read biography). Get through page 75 for homework.
Friday (01/17): Begin Chapter One in class; focus on the purpose of the frame story and how it affects the story-telling process. Read through page 89 for homework.
Standards:
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Explain the relationship between author’s style and literary effect.
Semester 2, Week 1: January 7-10
Weekly Objectives:
1. Galileo Testing, reading and writing.
2. Syllabus and Independent Reading Project assigned.
Tuesday (01/07): Begin Galileo Reading
Wednesday (01/08): Complete Galileo Reading, Begin Galileo Writing
Thursday (01/09): Complete Galileo Writing, give each other high fives.
Friday (01/10): Second Semester Syllabus, agenda, assign quarter three IRP.
1. Galileo Testing, reading and writing.
2. Syllabus and Independent Reading Project assigned.
Tuesday (01/07): Begin Galileo Reading
Wednesday (01/08): Complete Galileo Reading, Begin Galileo Writing
Thursday (01/09): Complete Galileo Writing, give each other high fives.
Friday (01/10): Second Semester Syllabus, agenda, assign quarter three IRP.
December 10-13
Weekly Objectives:
1. Complete personal allegory, adding in stylistic punctuation elements such as dashes and semicolons.
2. Complete review of major semester one concepts.
3. Independent reading project due by Friday (but don't be afraid to turn it in early, especially if you need for the study hall early release!)
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (12/10): Final revision of personal allegory, due by the end of the class period.
Wednesday (12/11): Introduction to final review guide. Independent work on either IRP or Finals Guide.
Thursday (12/12): Independent work on either IRP or Finals Guide.
Friday (12/13): Independent Reading Project due! Group Finals Guide Workshop.
1. Complete personal allegory, adding in stylistic punctuation elements such as dashes and semicolons.
2. Complete review of major semester one concepts.
3. Independent reading project due by Friday (but don't be afraid to turn it in early, especially if you need for the study hall early release!)
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (12/10): Final revision of personal allegory, due by the end of the class period.
Wednesday (12/11): Introduction to final review guide. Independent work on either IRP or Finals Guide.
Thursday (12/12): Independent work on either IRP or Finals Guide.
Friday (12/13): Independent Reading Project due! Group Finals Guide Workshop.
Week 15: November 19-22
Weekly Objectives:
1. Complete TOMATS
2. Analyze symbolic/ allegorical elements within TOMATS
3. Continue Independent Reading, establishing symbolically representative artifacts for major literary concepts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (11/19): Read through page 117 as a class, discussing Santiago's superhuman characterization.
Wednesday (11/20): Complete The Old Man and the Sea! Answer, in a complete paragraph, what Hemingway's motivation may have been for including the tourists.
Thursday (11/21): Introduction to "Allegory of You" assignment.
Friday (11/22): Work on "Allegory of You" assignment, creating and defining individual symbols. Have a great break!
1. Complete TOMATS
2. Analyze symbolic/ allegorical elements within TOMATS
3. Continue Independent Reading, establishing symbolically representative artifacts for major literary concepts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (11/19): Read through page 117 as a class, discussing Santiago's superhuman characterization.
Wednesday (11/20): Complete The Old Man and the Sea! Answer, in a complete paragraph, what Hemingway's motivation may have been for including the tourists.
Thursday (11/21): Introduction to "Allegory of You" assignment.
Friday (11/22): Work on "Allegory of You" assignment, creating and defining individual symbols. Have a great break!
Week 14: November 12-15
Weekly Objectives:
1. Read through page 95 of TOMATS
2. Analyze symbolic/ allegorical elements within TOMATS
3. Continue Independent Reading, establishing symbolically representative artifacts for major literary concepts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (11/12): Read through page 72 as a class, discussing Santiago's strength vs. foolishness.
Wednesday (11/13): OMAS through 79 independently. Then, establish the literal meaning (one sentence each) and figurative meaning (at least three sentences each, with text support) for the following motifs: his left hand, arm wrestling and the dolphin
Thursday (11/14): In your independent novel, determine the artifacts for at least three of the four categories. These will be checked by the conclusion of the period for progress points. Once you have completed your work, read independently and annotate for key developments with the protagonist, central conflicts, major motifs and thematic elements.
Friday (11/15): Independently read through page 95. Based on the standard guidelines, answer the following: "Does When completed, work on IRP assignment. Get ready to write your hearts out next week, kids!
1. Read through page 95 of TOMATS
2. Analyze symbolic/ allegorical elements within TOMATS
3. Continue Independent Reading, establishing symbolically representative artifacts for major literary concepts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (11/12): Read through page 72 as a class, discussing Santiago's strength vs. foolishness.
Wednesday (11/13): OMAS through 79 independently. Then, establish the literal meaning (one sentence each) and figurative meaning (at least three sentences each, with text support) for the following motifs: his left hand, arm wrestling and the dolphin
Thursday (11/14): In your independent novel, determine the artifacts for at least three of the four categories. These will be checked by the conclusion of the period for progress points. Once you have completed your work, read independently and annotate for key developments with the protagonist, central conflicts, major motifs and thematic elements.
Friday (11/15): Independently read through page 95. Based on the standard guidelines, answer the following: "Does When completed, work on IRP assignment. Get ready to write your hearts out next week, kids!
Week 13: November 5-8
Weekly Objectives:
1. Read through page 75 of TOMATS
2. Analyze symbolic/ allegorical elements within TOMATS
3. Continue Independent Reading.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (11/05): Review of Independent Reading Project, annotate novel.
Wednesday (11/06): OMAS through 55; in a complete paragraph with textual support, explain the primary reason Santiago wants to catch the Marlin.
Thursday (11/07): OMAS through 62 independently.
Friday (11/08): Independent Reading, annotations (we will only have two more of these days).
1. Read through page 75 of TOMATS
2. Analyze symbolic/ allegorical elements within TOMATS
3. Continue Independent Reading.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (11/05): Review of Independent Reading Project, annotate novel.
Wednesday (11/06): OMAS through 55; in a complete paragraph with textual support, explain the primary reason Santiago wants to catch the Marlin.
Thursday (11/07): OMAS through 62 independently.
Friday (11/08): Independent Reading, annotations (we will only have two more of these days).
Week 12: October 29-November 1
Weekly Objectives:
1. Read through page 50 of TOMATS
2. Analyze Hemingway vs. his text, as well as allegorical elements within TOMATS
3. Continue Independent Reading.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (10/29): Analyze, based on your notes, how The Old Man and the Sea reflects one attitude of Hemingway's or one aspect of his life.
Responses are limited to one paragraph and must use the text, in quotations of five words of less, to provide support for your analysis.
Wednesday (10/30): Read through page 38 of TOMATS, spend remainder of the period reading independently.
Thursday (10/31): Introduction to Independent Reading Project, due December 13. Annotate text for the four artifacts within your novel.
Friday (11/01): After completing through page 47 in TOMATS, complete the following analysis:
Analyze how Santiago "deals" with his loneliness.
1. Read through page 50 of TOMATS
2. Analyze Hemingway vs. his text, as well as allegorical elements within TOMATS
3. Continue Independent Reading.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Tuesday (10/29): Analyze, based on your notes, how The Old Man and the Sea reflects one attitude of Hemingway's or one aspect of his life.
Responses are limited to one paragraph and must use the text, in quotations of five words of less, to provide support for your analysis.
Wednesday (10/30): Read through page 38 of TOMATS, spend remainder of the period reading independently.
Thursday (10/31): Introduction to Independent Reading Project, due December 13. Annotate text for the four artifacts within your novel.
Friday (11/01): After completing through page 47 in TOMATS, complete the following analysis:
Analyze how Santiago "deals" with his loneliness.
Week 11: October 22-25
Weekly Objectives:
1. Introduction to Ernest Hemingway/ Hemingway's list for "satisfied living."
2. Begin The Old Man and The Sea
3. Punctuation Pre-test
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Tuesday (10/22): Read independent fiction novel (novel, and project--TO BE ANNOUNCED--should be completed prior to winter break).
Wednesday (10/23): Introduction to Hemingway and his list for satisfied living. Notes will be used throughout our novel study, so make sure you're thorough!
Thursday (10/24): TOMATS pages 9-19.
Friday (10/25): TOMATS pages 20-29 (analysis to be determined)
1. Introduction to Ernest Hemingway/ Hemingway's list for "satisfied living."
2. Begin The Old Man and The Sea
3. Punctuation Pre-test
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Tuesday (10/22): Read independent fiction novel (novel, and project--TO BE ANNOUNCED--should be completed prior to winter break).
Wednesday (10/23): Introduction to Hemingway and his list for satisfied living. Notes will be used throughout our novel study, so make sure you're thorough!
Thursday (10/24): TOMATS pages 9-19.
Friday (10/25): TOMATS pages 20-29 (analysis to be determined)
Week 10: October 15-18
Weekly Objectives:
1. Create a vignette which is modeled after Bradbury's style of figurative language.
2. Dandelion Wine final test (both multiple choice and writing)
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, imagery, graphic elements) to support the presentation of implicit or explicit theme
Tuesday (10/15): Completed handwritten vignette due TOMORROW.
Additional requirements:
1. Polysyndeton or Asyndeton
2. Metaphor or simile
3. Include plenty of imagery. Show me this memory, don't just list things that happen.
4. Dialogue!
Wednesday (10/16): Begin typing and editing, making sure your vignette is at least 400 words. You are also required to read your work aloud.
Thursday (10/17): Dandelion Wine FINAL TEST
Friday (10/18): Final Vignette Due!!
Vignette Assignment Guidelines:
In at least 400 words, create a vignette which describes a single day in your favorite season. This vignette will include three distinct memories from your chosen season blended into one story which uses vivid imagery as well as the various rhetorical devices and types of figurative language we've discussed and analyzed over the course of the novel (polysyndeton, asyndeton, metaphor, simile).
For Tuesday, complete a significant portion of this writing (I know that isn't specific, but if you need something concrete, a few hand-written paragraphs will work).
Also, we will go over how to format the story and dialogue on Tuesday. For now, just write!
1. Create a vignette which is modeled after Bradbury's style of figurative language.
2. Dandelion Wine final test (both multiple choice and writing)
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, imagery, graphic elements) to support the presentation of implicit or explicit theme
Tuesday (10/15): Completed handwritten vignette due TOMORROW.
Additional requirements:
1. Polysyndeton or Asyndeton
2. Metaphor or simile
3. Include plenty of imagery. Show me this memory, don't just list things that happen.
4. Dialogue!
Wednesday (10/16): Begin typing and editing, making sure your vignette is at least 400 words. You are also required to read your work aloud.
Thursday (10/17): Dandelion Wine FINAL TEST
Friday (10/18): Final Vignette Due!!
Vignette Assignment Guidelines:
In at least 400 words, create a vignette which describes a single day in your favorite season. This vignette will include three distinct memories from your chosen season blended into one story which uses vivid imagery as well as the various rhetorical devices and types of figurative language we've discussed and analyzed over the course of the novel (polysyndeton, asyndeton, metaphor, simile).
For Tuesday, complete a significant portion of this writing (I know that isn't specific, but if you need something concrete, a few hand-written paragraphs will work).
Also, we will go over how to format the story and dialogue on Tuesday. For now, just write!
Week 9: October 8-11
Weekly Objectives:
1. Complete Dandelion Wine.
2. Create a vignette which is modeled after Bradbury's style of figurative language.
3. Define "analysis," then analyze multiple thematic elements.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Tuesday (10/08): Read 222-234, annotating the text in order to answer one of the questions for Wednesday.
Wednesday (10/09): In a well-supported paragraph, analyze (separate parts to determine meaning) familial (family) loyalty OR the importance of change based on pages 222-234.
For this prompt, you will need to create a claim about either topic based entirely on the text, then support this idea based on the reading. Due by the end of class.
Thursday (10/10): Complete Dandelion Wine, introduce Vignette Final.
Friday (10/11):
Vignette Assignment Guidelines:
In at least 400 words, create a vignette which describes a single day in your favorite season. This vignette will include three distinct memories from your chosen season blended into one story which uses vivid imagery as well as the various rhetorical devices and types of figurative language we've discussed and analyzed over the course of the novel (polysyndeton, asyndeton, metaphor, simile).
For Tuesday, complete a significant portion of this writing (I know that isn't specific, but if you need something concrete, a few hand-written paragraphs will work).
Also, we will go over how to format the story and dialogue on Tuesday. For now, just write!
1. Complete Dandelion Wine.
2. Create a vignette which is modeled after Bradbury's style of figurative language.
3. Define "analysis," then analyze multiple thematic elements.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Tuesday (10/08): Read 222-234, annotating the text in order to answer one of the questions for Wednesday.
Wednesday (10/09): In a well-supported paragraph, analyze (separate parts to determine meaning) familial (family) loyalty OR the importance of change based on pages 222-234.
For this prompt, you will need to create a claim about either topic based entirely on the text, then support this idea based on the reading. Due by the end of class.
Thursday (10/10): Complete Dandelion Wine, introduce Vignette Final.
Friday (10/11):
Vignette Assignment Guidelines:
In at least 400 words, create a vignette which describes a single day in your favorite season. This vignette will include three distinct memories from your chosen season blended into one story which uses vivid imagery as well as the various rhetorical devices and types of figurative language we've discussed and analyzed over the course of the novel (polysyndeton, asyndeton, metaphor, simile).
For Tuesday, complete a significant portion of this writing (I know that isn't specific, but if you need something concrete, a few hand-written paragraphs will work).
Also, we will go over how to format the story and dialogue on Tuesday. For now, just write!
Week 8: October 1-4, 2013
Weekly Objectives:
1. Complete Dandelion Wine.
2. Compare multiple sources which present varied viewpoints of the same event.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Tuesday (10/01):
Using Colonel Freeleigh's last day (pages 129-135) and Helen Loomis' last days (pages 140-154), what common statement is Bradbury making about life?
Write in a thorough, thoughtful response which is due by the end of the class period.
Wednesday (10/02): Read independently through page 176, annotating in order to establish a claim for the following prompt:
Rhetorically, how does Bradbury establish fear?
Thursday (10/03): Create an original claim as to how Bradbury establishes fear in Chapter 30, then compose an argument which backs your stance using the text as support. Read the summaries of chapter 31-36 and identify a theme within each chapter as homework.
Friday (10/04): Read through page 221 of Dandelion Wine. (Look out, Doug!)
1. Complete Dandelion Wine.
2. Compare multiple sources which present varied viewpoints of the same event.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Tuesday (10/01):
Using Colonel Freeleigh's last day (pages 129-135) and Helen Loomis' last days (pages 140-154), what common statement is Bradbury making about life?
Write in a thorough, thoughtful response which is due by the end of the class period.
Wednesday (10/02): Read independently through page 176, annotating in order to establish a claim for the following prompt:
Rhetorically, how does Bradbury establish fear?
Thursday (10/03): Create an original claim as to how Bradbury establishes fear in Chapter 30, then compose an argument which backs your stance using the text as support. Read the summaries of chapter 31-36 and identify a theme within each chapter as homework.
Friday (10/04): Read through page 221 of Dandelion Wine. (Look out, Doug!)
Week 7: September 23-27, 2013
Weekly Objectives:
1. Analyze Dandelion Wine with a focus on the function of metaphor, mood and author intent.
2. Begin grammar analysis.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Agenda:
Monday (09/23): Create two separate 150 word (minimum) reviews of the first half of Dandelion Wine. For the first review, explain why the novel should absolutely be taught in schools. For the second, explain why the novel should not be taught in schools. Make sure to use specifics from the text to support your argument.
Tuesday (09/24): Read through page 137 of Dandelion Wine. Complete and turn in reviews.
Wednesday (09/25): Discuss author intent for metaphor on page 129, as well as introduce the two rules of semicolons:
1. They combine two complete sentences...
2. ...which are related in topic.
Students then need to create two of their own 60 word metaphors (which uses a semicolon as well as a polysyndeton or asyndeton) to explain two of the following ideas:
Death
Hope
Love
Loneliness
Childhood
Heartbreak
Thursday (09/26): Read 138-154, annotate five "important" elements to use as the basis for an original claim on Tuesday.
Friday (09/27): Make-up work (short period).
1. Analyze Dandelion Wine with a focus on the function of metaphor, mood and author intent.
2. Begin grammar analysis.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Agenda:
Monday (09/23): Create two separate 150 word (minimum) reviews of the first half of Dandelion Wine. For the first review, explain why the novel should absolutely be taught in schools. For the second, explain why the novel should not be taught in schools. Make sure to use specifics from the text to support your argument.
Tuesday (09/24): Read through page 137 of Dandelion Wine. Complete and turn in reviews.
Wednesday (09/25): Discuss author intent for metaphor on page 129, as well as introduce the two rules of semicolons:
1. They combine two complete sentences...
2. ...which are related in topic.
Students then need to create two of their own 60 word metaphors (which uses a semicolon as well as a polysyndeton or asyndeton) to explain two of the following ideas:
Death
Hope
Love
Loneliness
Childhood
Heartbreak
Thursday (09/26): Read 138-154, annotate five "important" elements to use as the basis for an original claim on Tuesday.
Friday (09/27): Make-up work (short period).
Week 6: September 18-20, 2013
Weekly Objectives:
1. Analyze Dandelion Wine with a focus on the function of mood, motif and author intent.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Agenda:
Monday (09/16): NO SCHOOL
Tuesday (09/17): NO SCHOOL AGAIN
Wednesday (09/18): Read the summary of chapters 12-19 (which can be found on Sparknotes.com), and answer the following questions:
1. Which chapter appears to be the most "important?" Justify.
2. What personality trait to Doug and Colonel Freeleigh appear to have in common?
3. How does Bradbury convey his opinion of technology?
Each response should be a short paragraph, due Thursday.
Thursday (09/19): Read pages 102-111 in Dandelion Wine.
Friday (09/20): In pages 102-111, create a list of five quotations/ pieces of text which convey a the miserable mood Bradbury was trying to convey. With each quotation, explain why that piece of text is "sad" specifically.
1. Analyze Dandelion Wine with a focus on the function of mood, motif and author intent.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Agenda:
Monday (09/16): NO SCHOOL
Tuesday (09/17): NO SCHOOL AGAIN
Wednesday (09/18): Read the summary of chapters 12-19 (which can be found on Sparknotes.com), and answer the following questions:
1. Which chapter appears to be the most "important?" Justify.
2. What personality trait to Doug and Colonel Freeleigh appear to have in common?
3. How does Bradbury convey his opinion of technology?
Each response should be a short paragraph, due Thursday.
Thursday (09/19): Read pages 102-111 in Dandelion Wine.
Friday (09/20): In pages 102-111, create a list of five quotations/ pieces of text which convey a the miserable mood Bradbury was trying to convey. With each quotation, explain why that piece of text is "sad" specifically.
Week 5: September 9-13, 2013
Weekly Objectives:
1. Analyze Dandelion Wine with a focus on the function of foreshadowing, rhetoric and tone shifts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Agenda:
Monday (09/09): Read pages 17-26, and answer the following analysis prompt:
Doug makes the statement that the reason grown-ups and kids don't get along is because they are "separate races." What has happened so far in the text that would cause Doug to feel this way? Do you agree with Doug's stance based on your own experiences?
Tuesday (09/10): Read pages 27-32. Shortened class period.
Wednesday (09/11): Read pages 33-36, and answer the following analysis prompt:
Beginning on page 33, there is a distinct shift in tone. What does this tone shift indicate about the author's view of technology?
Thursday (09/12): Read pages 37-47 of Dandelion Wine, paying particularly close attention to the use of foreshadowing. Questions to come tomorrow.
Friday (09/06): Use Dandelion Wine as a mentor text in order to create descriptive writing like that of Bradbury.
1. Analyze Dandelion Wine with a focus on the function of foreshadowing, rhetoric and tone shifts.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Agenda:
Monday (09/09): Read pages 17-26, and answer the following analysis prompt:
Doug makes the statement that the reason grown-ups and kids don't get along is because they are "separate races." What has happened so far in the text that would cause Doug to feel this way? Do you agree with Doug's stance based on your own experiences?
Tuesday (09/10): Read pages 27-32. Shortened class period.
Wednesday (09/11): Read pages 33-36, and answer the following analysis prompt:
Beginning on page 33, there is a distinct shift in tone. What does this tone shift indicate about the author's view of technology?
Thursday (09/12): Read pages 37-47 of Dandelion Wine, paying particularly close attention to the use of foreshadowing. Questions to come tomorrow.
Friday (09/06): Use Dandelion Wine as a mentor text in order to create descriptive writing like that of Bradbury.
Week 4: September 3-6, 2013
Weekly Objectives:
1. Review expectations for formatting in MLA.
2. Introduction to Ray Bradbury/ Dandelion Wine
3. Examine the elements of a non-traditional exposition.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Agenda:
Tuesday (09/03): Check to make sure format for Veldt paper is completely accurate:
Paper due before the end of class. Woohoo!
Wednesday (09/04): Use the following website to compile a list of ten pieces of information you feel are important regarding Ray Bradbury. Please, no birthdays: again, IMPORTANT:
http://raybradbury.com
Use the following website to gain a general knowledge of the characters in Dandelion Wine. Create a list of the most important elements of each character listed:
http://www.sparknotes.com/lit/dandelion/characters.html
Thursday (09/05): Read pages 1-11 of Dandelion Wine.
Write a paragraph answering, in the most school appropriate way possible, the following:
What makes you feel alive (you may only choose one)?
Friday (09/06): Read through page 25 of Dandelion Wine. Compose list of asyndetons and polysyndetons.
1. Review expectations for formatting in MLA.
2. Introduction to Ray Bradbury/ Dandelion Wine
3. Examine the elements of a non-traditional exposition.
Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain the relationship between author’s style and literary effect.
Agenda:
Tuesday (09/03): Check to make sure format for Veldt paper is completely accurate:
- Font size is 12, Times New Roman
- Correct heading.
- "The Veldt" in quotation marks, not underlined.
Paper due before the end of class. Woohoo!
Wednesday (09/04): Use the following website to compile a list of ten pieces of information you feel are important regarding Ray Bradbury. Please, no birthdays: again, IMPORTANT:
http://raybradbury.com
Use the following website to gain a general knowledge of the characters in Dandelion Wine. Create a list of the most important elements of each character listed:
http://www.sparknotes.com/lit/dandelion/characters.html
Thursday (09/05): Read pages 1-11 of Dandelion Wine.
Write a paragraph answering, in the most school appropriate way possible, the following:
What makes you feel alive (you may only choose one)?
Friday (09/06): Read through page 25 of Dandelion Wine. Compose list of asyndetons and polysyndetons.
Week 3: August 26-30, 2013
Weekly Objectives:
1. Complete The Veldt.
2. Introduce rhetorical strategies (polysyndeton vs. asyndeton).
3. Compose responses to questions of ethics and author intent.
4. Reintroduce and utilize the "writing process."
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/26): Pages 3-4 of The Veldt. Write a fully supported paragraph responding to the following prompt:
Question 2: On page four, Lydia states "Children are like carpets, they should be stepped on sometimes." Agree or disagree with this statement based on the events in The Veldt thus far.
Tuesday (08/27): Pages 5-7 of The Veldt. Create a chart with five different sections and give yourself plenty of room to write. Label the columns: Lydia, George, Pete & Wendy, The House, The Doctor.
Under each column, take quotations of paraphrase information which you could use in a response to explain why that person/ group/ object is the villian within The Veldt.
Wednesday (08/28): After demonstrating writing process and expectations, students will answer the following prompt:
Which party is most to blame for the outcome of "The Veldt?"
Thursday (08/29): Handwrite both body paragraphs for essay. Including quotations and in-text citation where needed. Due by the end of the class period.
Friday (08/30):
1. Turn in both questions from our early reading of The Veldt.
2. Create an introduction and a conclusion for The Veldt.
Introduction
Conclusion
3. Begin typing. The entire paper should be typed when I see you Tuesday.
1. Complete The Veldt.
2. Introduce rhetorical strategies (polysyndeton vs. asyndeton).
3. Compose responses to questions of ethics and author intent.
4. Reintroduce and utilize the "writing process."
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/26): Pages 3-4 of The Veldt. Write a fully supported paragraph responding to the following prompt:
Question 2: On page four, Lydia states "Children are like carpets, they should be stepped on sometimes." Agree or disagree with this statement based on the events in The Veldt thus far.
Tuesday (08/27): Pages 5-7 of The Veldt. Create a chart with five different sections and give yourself plenty of room to write. Label the columns: Lydia, George, Pete & Wendy, The House, The Doctor.
Under each column, take quotations of paraphrase information which you could use in a response to explain why that person/ group/ object is the villian within The Veldt.
Wednesday (08/28): After demonstrating writing process and expectations, students will answer the following prompt:
Which party is most to blame for the outcome of "The Veldt?"
Thursday (08/29): Handwrite both body paragraphs for essay. Including quotations and in-text citation where needed. Due by the end of the class period.
Friday (08/30):
1. Turn in both questions from our early reading of The Veldt.
2. Create an introduction and a conclusion for The Veldt.
Introduction
- Three sentences.
- First two sentences introduce the topic, not the paper. For instance, if you chose George, your topic is parental responsibility.
- The final sentence is your thesis, which you already have written on your outline.
Conclusion
- Three sentences
- First sentences is a heavily reworded version of your thesis.
- Final two sentences answer the questions "what can we learn from this?"
3. Begin typing. The entire paper should be typed when I see you Tuesday.
Week 2: August 19-23, 2013
Weekly Objectives:
1. Complete reading, writing & Bradbury preassessments to establish data-related goals.
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/19): Galileo Reading Part #1
Tuesday (08/20): Galileo Reading Part #2
Wednesday (08/21): Galileo Writing Part #1
Thursday (08/22): Galileo Writing Part #2
Friday (08/23): Begin The Veldt. Write a fully supported paragraph responding to the following prompt:
Question #1: How does Bradbury reveal his opinion on technology in the exposition of The Veldt.
1. Complete reading, writing & Bradbury preassessments to establish data-related goals.
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/19): Galileo Reading Part #1
Tuesday (08/20): Galileo Reading Part #2
Wednesday (08/21): Galileo Writing Part #1
Thursday (08/22): Galileo Writing Part #2
Friday (08/23): Begin The Veldt. Write a fully supported paragraph responding to the following prompt:
Question #1: How does Bradbury reveal his opinion on technology in the exposition of The Veldt.
Week 1: August 12-16, 2013
Weekly Objectives:
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I don't know you."
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology
Wednesday (08/14): Continue lit. term work, clarify group questions, There Will Come Soft Rains
Thursday (08/15): There Will Come Soft Rains, focus on plot development, function of elements
Friday (08/16): Personify an image of a tree through narrative writing. One paragraph.
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I don't know you."
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart, Introduction to literary terminology
Wednesday (08/14): Continue lit. term work, clarify group questions, There Will Come Soft Rains
Thursday (08/15): There Will Come Soft Rains, focus on plot development, function of elements
Friday (08/16): Personify an image of a tree through narrative writing. One paragraph.
lit_terms_10_2013.doc | |
File Size: | 13 kb |
File Type: | doc |
gen_syllabus.odt | |
File Size: | 12 kb |
File Type: | odt |