HERE IS THE LINK! http://fairies.zeluna.net/2013/06/fairy-tale-character-archetypes.html
November 18-21
Weekly Objectives:
1. Students will independently read novels of their choice for personally chosen analyses.
2. Students will compare allegorical elements across various pieces of literature.
3. Students will analyze how culture and bias are reflected in literature.
Standards:
1. Read independently and analytically.
2. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
3. Explain the difference between author's style and literary effect.
Agenda:
T: Pages 24-32 in The Old Man and the Sea. How does Santiago's attitude towards fishing reflect the personality of Hemingway?
W: Pages 32-40 in The Old Man and the Sea. Why did Hemingway choose this type of writing to make his point?
Th: Pages 40-50 in The Old Man and the Sea. Analyze the metaphorical purpose of the tale of the swordfish.
F: Analytical responses are all due. This day is To Be Determined based on progress.
1. Students will independently read novels of their choice for personally chosen analyses.
2. Students will compare allegorical elements across various pieces of literature.
3. Students will analyze how culture and bias are reflected in literature.
Standards:
1. Read independently and analytically.
2. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
3. Explain the difference between author's style and literary effect.
Agenda:
T: Pages 24-32 in The Old Man and the Sea. How does Santiago's attitude towards fishing reflect the personality of Hemingway?
W: Pages 32-40 in The Old Man and the Sea. Why did Hemingway choose this type of writing to make his point?
Th: Pages 40-50 in The Old Man and the Sea. Analyze the metaphorical purpose of the tale of the swordfish.
F: Analytical responses are all due. This day is To Be Determined based on progress.
November 4-7
Weekly Objectives:
1. Students will independently read novels of their choice for personally chosen analyses.
2. Students will compare allegorical elements across various pieces of literature.
3. Students will analyze multiple sources in regards to dystopias in order to reach conclusions.
Standards:
1. Read independently and analytically.
2. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Agenda:
T: Review Allegory of the Cave, use it as a template by which to outline By The Waters of Babylon.
W: Continue, and potentially finish, By The Waters of Babylon. Analyze the relationship with Allegory of the Cave.
Th: Read Cuban baseball article and discuss thematic similarities between the Cuban situation and BTWOB/ AotC
F: In-class comparative writing!
1. Students will independently read novels of their choice for personally chosen analyses.
2. Students will compare allegorical elements across various pieces of literature.
3. Students will analyze multiple sources in regards to dystopias in order to reach conclusions.
Standards:
1. Read independently and analytically.
2. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Agenda:
T: Review Allegory of the Cave, use it as a template by which to outline By The Waters of Babylon.
W: Continue, and potentially finish, By The Waters of Babylon. Analyze the relationship with Allegory of the Cave.
Th: Read Cuban baseball article and discuss thematic similarities between the Cuban situation and BTWOB/ AotC
F: In-class comparative writing!
October 21-24
Weekly Objectives:
1. Students will utilize various rhetorical strategies, including metaphor, asyndeton, polysyndeton within a vignette.
2. . Students will utilize sensory imagery to establish mood.
Standards:
1. Read independently and analytically.
2. Write narratives to developed real of imagined experiences.
Agenda:
T: Vignette part III, Rising Action. Due in class tomorrow, get the handout from me!
W: Vignette part IV: Resolution. All sections due in class for final!
Th: Complete and finalize vignette. Introduction to IRP Part 2!
F: IRP DAY BRING YOUR BOOKS
1. Students will utilize various rhetorical strategies, including metaphor, asyndeton, polysyndeton within a vignette.
2. . Students will utilize sensory imagery to establish mood.
Standards:
1. Read independently and analytically.
2. Write narratives to developed real of imagined experiences.
Agenda:
T: Vignette part III, Rising Action. Due in class tomorrow, get the handout from me!
W: Vignette part IV: Resolution. All sections due in class for final!
Th: Complete and finalize vignette. Introduction to IRP Part 2!
F: IRP DAY BRING YOUR BOOKS
October 14-October 17
Weekly Objectives:
1. Students will be introduced to the vignette writing structure.
2. Students will define vignette and acknowledge differences between a vignette and a story.
3. Students will utilize sensory imagery to establish mood.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
4. Write narratives to developed real of imagined experiences.
Agenda:
T: After choosing the season which is the most important to you, choose the two most vivid memories or traditions associated with this season and free write sensory images.
W: Write a 150+ word vignette introduction which sets both the scene and mood. Due for Thursday.
Th: Add another 150+ words which begin telling the story. Must include dialogue! Consider the theme of your vignette. What can people learn from this story.
F: Sections 1 & 2 to be checked by the end of class.
1. Students will be introduced to the vignette writing structure.
2. Students will define vignette and acknowledge differences between a vignette and a story.
3. Students will utilize sensory imagery to establish mood.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
4. Write narratives to developed real of imagined experiences.
Agenda:
T: After choosing the season which is the most important to you, choose the two most vivid memories or traditions associated with this season and free write sensory images.
W: Write a 150+ word vignette introduction which sets both the scene and mood. Due for Thursday.
Th: Add another 150+ words which begin telling the story. Must include dialogue! Consider the theme of your vignette. What can people learn from this story.
F: Sections 1 & 2 to be checked by the end of class.
September 30-October 3
Weekly Objectives:
1. Students will analyze Bradbury's perspective on and message about death.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will use summaries to reach conclusions within a text.
5. Students will analyze motifs, both in their own novel and in Dandelion Wine.
6. Students will be introduced to the vignette writing structure.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
4. Write narratives to developed real of imagined experiences.
Agenda:
T: FINAL IRP WORK DAY
W: Through page 184 of Dandelion Wine. In a paragraph, analyze Ray Bradbury's perspective on death based on the last three chapters (Levinia Nebbs, Tom and Doug, Great Grandmother)
Th: Through 204, listing specific elements with page numbers which contribute to mood.
F: You will be creating your own vignette, in the style of Ray Bradbury, which combines three of your strongest memories from your favorite season into one day. It's part creative writing, part personal narrative, but it's at least 500 words. Further directions will be given in class. Oh, and INDEPENDENT READING PROJECTS ARE DUE TODAY.
1. Students will analyze Bradbury's perspective on and message about death.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will use summaries to reach conclusions within a text.
5. Students will analyze motifs, both in their own novel and in Dandelion Wine.
6. Students will be introduced to the vignette writing structure.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
4. Write narratives to developed real of imagined experiences.
Agenda:
T: FINAL IRP WORK DAY
W: Through page 184 of Dandelion Wine. In a paragraph, analyze Ray Bradbury's perspective on death based on the last three chapters (Levinia Nebbs, Tom and Doug, Great Grandmother)
Th: Through 204, listing specific elements with page numbers which contribute to mood.
F: You will be creating your own vignette, in the style of Ray Bradbury, which combines three of your strongest memories from your favorite season into one day. It's part creative writing, part personal narrative, but it's at least 500 words. Further directions will be given in class. Oh, and INDEPENDENT READING PROJECTS ARE DUE TODAY.
Week 7: September 22-26
Weekly Objectives:
1. Students will analyze stereotypes regarding small town life.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will use summaries to reach conclusions within a text.
5. Students will analyze motifs, both in their own novel and in Dandelion Wine.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
M: List and discuss as many stereotypes as possible regarding "small town life." Read the summary of chapter 22 of Dandelion Wine. Analyze how these stereotypes present themselves in the chapter and assess their accuracy.
T: Read 128-139 of Dandelion Wine. Discuss and identify how Bradbury shows his appreciation for summer.
W: Introduction to narrative vignette writing, with rubric and timeline. Summarize through page 154, create a hypothesis regarding Bradbury's views on death.
Th: Pages 155-157. Was yesterday's hypothesis correct, partially correct or entirely incorrect?
F: IRP WORK DAY. Projects are due in ONE WEEK!
1. Students will analyze stereotypes regarding small town life.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will use summaries to reach conclusions within a text.
5. Students will analyze motifs, both in their own novel and in Dandelion Wine.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
M: List and discuss as many stereotypes as possible regarding "small town life." Read the summary of chapter 22 of Dandelion Wine. Analyze how these stereotypes present themselves in the chapter and assess their accuracy.
T: Read 128-139 of Dandelion Wine. Discuss and identify how Bradbury shows his appreciation for summer.
W: Introduction to narrative vignette writing, with rubric and timeline. Summarize through page 154, create a hypothesis regarding Bradbury's views on death.
Th: Pages 155-157. Was yesterday's hypothesis correct, partially correct or entirely incorrect?
F: IRP WORK DAY. Projects are due in ONE WEEK!
Week 6: September 15-19
Weekly Objectives:
1. Students will analyze elements of theme within several vignettes.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will use summaries to reach conclusions within a text.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Complete the summaries for chapters 10-16 of Dandelion Wine. After each summary, interpret what you feel is the theme for each of the chapters/ vignettes. Again, a theme is a lesson to be learned that can be easily applied outside of the text.
T: Second hour will not meet due to the evacuation drill. Seventh hour will be working on IRP, so bring your books.
W: Pages 79-89 of Dandelion Wine. Introduce vocabulary (juxtaposition) and analyze how the three chapters work together to create meaning.
Th: Pages 90-101 of Dandelion Wine. In a paragraph, analyze how the theme of "life goes on" is presented in these pages.
F: 102-111. How is mood established within the chapter (consider all factors), not just word choice and plot.
1. Students will analyze elements of theme within several vignettes.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will use summaries to reach conclusions within a text.
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Complete the summaries for chapters 10-16 of Dandelion Wine. After each summary, interpret what you feel is the theme for each of the chapters/ vignettes. Again, a theme is a lesson to be learned that can be easily applied outside of the text.
T: Second hour will not meet due to the evacuation drill. Seventh hour will be working on IRP, so bring your books.
W: Pages 79-89 of Dandelion Wine. Introduce vocabulary (juxtaposition) and analyze how the three chapters work together to create meaning.
Th: Pages 90-101 of Dandelion Wine. In a paragraph, analyze how the theme of "life goes on" is presented in these pages.
F: 102-111. How is mood established within the chapter (consider all factors), not just word choice and plot.
Week 5: September 8-12
Weekly Objectives:
1. Students will compare multiple Bradbury texts based on topical themes such as technology and family values.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will analyze elements of mood and the structure of vignettes
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Read chapters 37-47 in Dandelion Wine and discuss how mood is created.
T: Independent novel reading and/or project work.
W: Practice PARCC Part 1
Th: Practice PARCC Part 2
F: Practice PARCC Part 3
1. Students will compare multiple Bradbury texts based on topical themes such as technology and family values.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
4. Students will analyze elements of mood and the structure of vignettes
Standards:
1. Explain the relationship between paragraph structure and mood.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Read chapters 37-47 in Dandelion Wine and discuss how mood is created.
T: Independent novel reading and/or project work.
W: Practice PARCC Part 1
Th: Practice PARCC Part 2
F: Practice PARCC Part 3
Week 4: September 2-5
Weekly Objectives:
1. Students will compare multiple Bradbury texts based on topical themes such as technology and family values.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
Standards:
1. Explain the relationship between author’s style and literary effect.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Read chapters 1-2 of Dandelion Wine. In a paragraph, analyze how DW presents a solution to his issue with technology.
1. Students will compare multiple Bradbury texts based on topical themes such as technology and family values.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
Standards:
1. Explain the relationship between author’s style and literary effect.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Read chapters 1-2 of Dandelion Wine. In a paragraph, analyze how DW presents a solution to his issue with technology.
Week 3: August 25-29
Weekly Objectives:
1. Students will compare multiple Bradbury texts based on topical themes such as technology and family values.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
Standards:
1. Explain the relationship between author’s style and literary effect.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Continue reading The Veldt, paying special attention to how Bradbury's tone shifts as characters are introduced.
T: In a paragraph, using your annotations from yesterday, explain how Bradbury shifts his tone with the introduction of the children and again with the doctor. Finish The Veldt.
W: In a short essay (complete directions to be established in class), justify who is most at fault for the actions at the conclusion of the story (the parents, the doctor, the children, the home, the society). BOTH body paragraphs due Thursday.
Th: In class essay writing/ revision workshop.
F: Final draft of essay due at the beginning of class, in-class IRP day. Bring your book!
1. Students will compare multiple Bradbury texts based on topical themes such as technology and family values.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
3. Students will independently read their personally chosen novels to make recognize various plot elements and assign them "symbols."
Standards:
1. Explain the relationship between author’s style and literary effect.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Continue reading The Veldt, paying special attention to how Bradbury's tone shifts as characters are introduced.
T: In a paragraph, using your annotations from yesterday, explain how Bradbury shifts his tone with the introduction of the children and again with the doctor. Finish The Veldt.
W: In a short essay (complete directions to be established in class), justify who is most at fault for the actions at the conclusion of the story (the parents, the doctor, the children, the home, the society). BOTH body paragraphs due Thursday.
Th: In class essay writing/ revision workshop.
F: Final draft of essay due at the beginning of class, in-class IRP day. Bring your book!
Week 2: August 18-22
Weekly Objectives:
1. Students will independently create a profile on Ray Bradbury.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
Standards:
1. Explain the relationship between author’s style and literary effect.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Head on over to Ray Bradbury's Wikipedia, (http://en.wikipedia.org/wiki/Ray_bradbury) and, for each major heading (there are 8 of them) write down three pieces of information which show what kind of writer or person Bradbury was. Have four of these sections completed by the time you arrive Tuesday.
T: Quickly cover the final four sections of Bradbury's wiki, then create your own stance on society's reliance on technology.
W: Read A Sound Of Thunder.
TH: Paragraph how-to, answer the prompt: How are Bradbury's views reflected within A Sound of Thunder.
F: Consider how reliant we, as a society, are on technology and write a paragraph which describes your stance. Begin The Veldt.
1. Students will independently create a profile on Ray Bradbury.
2. Students will connect Bradbury's content to his personal life in order to accurately assess his personal bias.
Standards:
1. Explain the relationship between author’s style and literary effect.
2. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.
Agenda:
M: Head on over to Ray Bradbury's Wikipedia, (http://en.wikipedia.org/wiki/Ray_bradbury) and, for each major heading (there are 8 of them) write down three pieces of information which show what kind of writer or person Bradbury was. Have four of these sections completed by the time you arrive Tuesday.
T: Quickly cover the final four sections of Bradbury's wiki, then create your own stance on society's reliance on technology.
W: Read A Sound Of Thunder.
TH: Paragraph how-to, answer the prompt: How are Bradbury's views reflected within A Sound of Thunder.
F: Consider how reliant we, as a society, are on technology and write a paragraph which describes your stance. Begin The Veldt.
Week 1: August 11-15
Agenda:
Monday (08/11): Introduction to English II
Tuesday (08/12): Create a unique, personal definition for each of the following terms. This is not a generic introductory assignment which we will never call back to; you need to know these terms. Due Wednesday. (The terms are attached below).
Wednesday (08/13): Review and clarification of literary terms. Introduction to Independent Reading Project. Go to library for books.
Monday (08/11): Introduction to English II
Tuesday (08/12): Create a unique, personal definition for each of the following terms. This is not a generic introductory assignment which we will never call back to; you need to know these terms. Due Wednesday. (The terms are attached below).
Wednesday (08/13): Review and clarification of literary terms. Introduction to Independent Reading Project. Go to library for books.
lit_terms_10_2013.doc | |
File Size: | 13 kb |
File Type: | doc |