04/29 – 30/2014

Lord of the Flies (Day 7-8

Circle Discussion about chapters 9-12

Use questions as guide:

Chapter 9

  1. What does Simon do when he discovers the dead airman?
  2. Why do Ralph and Piggy join the others in dancing and chanting?
  3. Who says that Simon is the beast?

Chapter 10

  1. Who are the only ones who did not join Jack’s tribe?
  2. Jack is becoming more cruel, what evidence is there of this?
  3. Why does Jack steal Piggy’s glasses?

Chapter 11

  1. What evidence is there of Piggy starting to act more bravely?
  2. At castle rock, what happens to Sam and Eric?
  3. Who is wounded and how?

Chapter 12

  1. Ralph is scared of the savages but would still like to join them. Why?
  2. What do Samneric mean when they say that Jack ordered a stake to be sharpened at both ends?
  3. How does Jack find Ralph’s hiding place?
  4. What is ironic about the fire that causes their rescue?


Lord of the Flies (Day 5)
Circle Discussions on chapters 5-6
Read and do reading logs for chapters 7-8


English IV 1st Period 04/28/2014

Lord of the Flies (chapter 7-8 questions:)28/2014
Answer the following questions in complete sentence form on a separate piece of paper.

Chapter 7
1. At the beginning of the chapter, what is bothering Ralph?
2. What is there about the dancing and chanting that is different from before?
3. Why does Ralph climb the mountain at dark, even though he knows it is not a
good idea?

Chapter 8
4. Why does Jack get angry at the beginning of the chapter?
5. What does Jack ask the group to vote on?
6. Where does Jack tell his new tribe that they will move to?
7. What does the pig’s head tell Simon to do at the end of the chapter?
Homework: Read and do reading logs for chapters 9-10


Lord of the Flies (Day 3)
Circle Discussions on chapters 3-4
Lord of the Flies (chapter 3-4 questions:
Answer the following questions in complete sentence form on a separate piece of paper.

Chapter 3

1. What do Jack and Ralph disagree about?
2. What does Simon do at the end of the chapter?
3. What does the argument between Jack and Ralph, tell us about Ralph’s character?

Chapter 4

1. What are two reasons that the littuns came running at the sound of the conch?
2. Why does Roger throw stones to miss the littlun? What does this tell us about him?
3. What effect does Jack’s “mask” have on him?
4. What effect does it have on the others?

Homework: Read chapters 5-6 of “Lord of the Flies” and do reading logs.



Lord of the Flies (Day 2)

Pop Quiz (chapters 1-2)

Lord of the Flies Quiz chs. 1-2

1. Where is this novel set? How do you think the characters came to be in this setting?
2. What are the smaller boys afraid of?
3. What is Ralph’s first decision as chief?
4. What is the conch? What do the boys use it for?
5. What might the conch symbolize?
6. What is the usual significance of a drum-roll?

Circle Discussions on chapters 1-2
Homework: Read chapters 3-4 of “Lord of the Flies” and do reading logs.


Lord of the Flies (Day 1)

Writing Prompt:
What does “to survive” mean to you?
What emotions and strategies go into achieving the state of “survival”?
How does one “survive” in the real world?

Students Write Their Responses on Smart Board

Group Discussion:

1)   What were your findings about the verb individually?
2)   What was something new that you learned after reading your classmates responses?
In-class writing:

Write down three things you would need if you were stranded on a desert island.
Explain the importance of each item and how it relates to survival. (You must already own the items.)


Students describe to the class one of the objects they chose and explain it to the group.

Homework: Read the first two chapters of “Lord of the Flies” and do reading logs.


“Dr,. Jekyll and Mr. Hyde” Final Essay

In a three page MLA formatted research paper, choose one of the following themes and discuss how Stevenson uses Dr. Jekyll and Mr. Hyde to explore the theme. Due Monday, April 21st.

1. The Dual Nature of Man
We all have two sides to ourselves. How does Stevenson use the characters of Jekyll and Hyde to describe those two sides and the effects they have on the individual and society.

2. Reason vs. the Supernatural
Do we live in a completely rational world, a world of superstition, or a meld of both? Discus how the novel explores and answers this question.

3. Limits of Scientific Experimentation
Are advances in science always good? Can science go too far? Do scientists have any moral obligations? Should they do it just because they can? How do Dr. Jekyll’s experiments and results answer those questions.

4. The Effects of Society on the Individual
Can society’s expectations work against the individual? Does an individual have an obligation to society in which they live? How do both Dr. Jekyll and Mr. Hyde react to their society? What are the effects of their interactions both for society and themselves?


Dr. Jekyll and Mr. Hyde (Day 7)
Discussion groups for chapters 6-10

Jekyll & Hyde Short Answer Study Questions

Incident at the Window; The Last Night; Dr. Lanyon’s Narrative
1. Where did Mr. Utterson and Mr. Enfield go for their Sunday walk? Whom did they see? What happened? How did they react?
2. What did Poole think happened to Dr. Jekyll?
3. Poole said Dr. Jekyll had been asking for something all week. How was he asking for it? What was it? What type did he want?
4. Whom and what did Poole, Bradshaw, and Mr. Utterson find when they broke the door down?
5. Summarize the note Dr. Lanyon received. Tell when he received it, what it said, and who had signed it.
6. Describe the messenger.
7. Retell, in order, the events at Dr. Lanyon’s house.
8. How did Dr. Lanyon say he felt after this meeting?

Henry Jekyll’s Full Statement of the Case
1. What did Henry Jekyll say his worst fault was? What was difficult about this fault?
2. What did Dr. Jekyll do about his faults and irregularities?
3. In what direction did Henry Jekyll’s scientific studies go, and why?
4. Describe, in order, the process Dr. Jekyll went through when he prepared his tincture. Include the results.
5. What was Dr. Jekyll’s theory on Hyde’s different size?
6. Dr. Jekyll said he had two characters and two appearances. Describe and name each.
7. At one point Dr. Jekyll said he no longer feared the gallows. What horror did bother him?
8. What started happening to Dr. Jekyll the day after he visited Dr. Lanyon?
9. How did Dr. Jekyll describe Mr. Hyde’s feelings for him?
10. What conclusion did Dr. Jekyll draw about the original powder?


Dr. Jekyll and Mr. Hyde (Day 4a)

Review reading logs for first 6 chapters as a group.

Finish novel and reading logs for Monday


Dr. Jekyll and Mr. Hyde (Day 4)

Review reading logs for first 6 chapters as a group.

Vocabulary Worksheets 1-6

Read and do chapter logs for chapters 8-9


Jekyll-Hyde(Day 3)

Show on screen Appendix H (Author Notes) and Appendix I (Historical Notes)

Fishbowl Discussions:

3rd group do fishbowl discussion for chapter three (Dr. Jekyll Was Quite At Ease)
4th group do fishbowl discussion for chapter four (The Carew Murder Case)
5th group do fishbowl discussion for chapter five (Incident of the Letter)

Assign chapters 6-7 for tomorrow (reading and discussion logs)


Jekyll-Hyde(Day 2)

  • Fishbowl Discussions:

  • 1st group do fishbowl discussion for chapter one (Case of the Door)

  • 2nd group do fishbowl discussion for chapter two (Search for Mr. Hyde)


Dr. Jekyll & Mr. Hyde Story of the Door; Search for Mr. Hyde

1. Describe Mr. Utterson and Mr. Enfield

2. While Mr. Utterson and Mr. Enfield were walking, what did they see that reminded Mr. Enfield of

an odd story?

3. Summarize Mr. Enfield’s story. Include the way Mr. Enfield said he felt about the man.

4. What did Mr. Enfield call the house, and why?

5. What was the name of the man who walked over the child? How did Mr. Enfield describe him?

6. What is the relationship between Dr. Jekyll and Mr. Utterson?

7. Which phrase in Dr. Jekyll’s will bothered Mr. Utterson?

8. To whom did Mr. Utterson go to discuss his concerns? What were this person’s comments?

9. Describe Mr. Utterson’s meeting with Mr. Hyde. Include the way Mr. Utterson felt about Mr.


10. What did Mr. Utterson discover when he went to Dr. Jekyll’s house?

  • Assign chapters 3-5 for tomorrow (reading and discussion logs)



Jekyll and Hyde (Day 1)

  • Students review and annotate “Dissociative Identity Disorder” document

    • Highlight Vocabulary

    • Chunk into paragraphs and summarize

  • Review requirements for reading logs

  • Listen to chapter one of “Dr. Jekyll and Mr. Hyde”

  • Assign reading logs for chapters 1 and 2


03/31 – 04/04/2014

Frankenstein (Day 13

Panel Discussions over chapters 21-24

Students do Active Reading Worksheets

Students do Character Logs

Assign two essays:

Frankenstein Characterization Essay

You need to write a two-page essay exploring the character of Victor Frankenstein.
You need to explore the similarities between Victor Frankenstein, the sailor from “Rhime of the Ancient Mariner” and figures from “Prometheus”.
The book and the other stories need to be documented according to MLA guidelines.
Essay is due Wednesday, April 2nd
Frankenstein Theme Essay

You will write a three page MLA Research Paper exploring one of three themes of “Frankenstein”.
You need to use three sources (one has to be the book itself).
Due Friday, April 4th



Reading Schedule for Frankenstein: English IV 1st Period March 2014

03/12/2014: Read Letters 1-4 and do Reading Logs.

03/14/2014: Read Chapters 1-4 and do Reading Logs.

03/17/2014: Read Chapters 5-7and do Reading Logs.

03/18/2014: Read Chapters 8-9 and do Reading Logs.

03/19/2014: Read Chapters 10-12 and do Reading Logs.

03/20/2014: Read Chapters 13-14 and do Reading Logs.

03/21/2014: Read Chapters 15-17 and do Reading Logs.

03/24/2014: Read Chapters 18-20 and do Reading Logs.

03/25/2014 Read Chapters 21-22 and do Reading Logs. (Finish Novel)

You are responsible for this material whether we (or you) are in school or not.



Frankenstein (Day 12)

As students enter room; they write vocabulary on board (through ch. 20)

Panel Discussions over chapters 18-20

Students answer questions from chapters 18-20 (include page numbers for each answer).

Ch 18
Why does Victor’s father think Victor might not want to marry Elizabeth?
Why does Victor want to visit England? What do you make of his talk of slavery?
What is the effect of Victor’s return to the present?
Ch 19
What are Clerval’s plans for his career?
Where does Victor’s journey end, and what does he plan to do there? Why is he afraid?
Ch 20

Why does Victor change his mind about creating the female? Who watches him as he destroys the female?
What happens shortly after Victor destroys the female? How is this similar to what happened after Victor created the Creature?
What happens when the Creature visits Victor. What does the Creature promise to do? What does Victor understand that promise to mean?
What happens when Victor goes out in a boat to dispose of the female creature’s remains? Where does he end up? What happens when he lands?

Assignment: Read and do Logs for rest of novel


Frankenstein (Day 11)

  • Chapters 15-17 Quiz


  1. What does the creature find that helps him learn more?  Books

  2. How did the creature learn of Frankenstein? He found his papers/journal in his coat.

  3. Who does the creature attempt to talk to first?  The old man

  4. What does the creature do to the girl he sees in the woods? Saves her life

  5. What does the creature ask Victor to do for him?  Create a female for him


  • Panel Discussions over chapters 15-17

  • Students read and annotate “Planting a Body Farm”

    • Ask essential questions: “Is using human bodies for research ethical?”

  • Assignment: Read and do Logs for chapters 18-20

03/25-26/2014: No School. SNOW!



Discuss Reading Logs for chapters 13-14


Frankenstein (Day 9)

  • Panel Discussion: chapters 10-12

    • Three panel discussions (1 per each chapter)

    • Three students per panel

    • Check reading logs as panel begins

  • Paraphrase exercise over pages 95-97

    • Divide students into 8 groups

    • Each group is assigned one paragraph (do not assign paragraph #5) and paraphrases into modern dialogue

    • Each group picks one member for the speaker

    • Line Frankensteins on one side and Monsters on the other

    • Readers re-enact confrontation between the Monster and Victor

Assignment: Read and do Logs for chapters 13-14


Frankenstein (Day 8)

  • Panel Discussion: chapters 5-7 and 8-10

    • Three panel discussions (1 per each chapter)

    • Three students per panel

    • Check reading logs as panel begins

Assignment: Read and do Logs for chapters 11-12


Frankenstein (Day 7)

  • Quiz:

    • How does Justine’s story parallel Elizabeth’s story?

    • Name two major events happen in chapter 7?

    • Who is being charged for the murder in chapter 7?

  • Students complete worksheets for chapters 1-4

  • Panel Discussion: chapters 5-7

    • Three panel discussions (1 per each chapter)

    • Three students per panel

    • Check reading logs as panel begins

Assignment: Read and do Logs for chapters 8-10


Frankenstein (Day 6)


  • Why do we still read “Frankenstein” almost 200 years later?

    • Are the themes still relevant today?

Theme Finder Activity:

  • Ask question, “What is this story about?” (use “The Great Gatsby” as an example of theme.)

  • Students take five minutes to brainstorm possible themes for “Frankenstein”.

  • Students share responses and someone write themes on board.

  • Students record possible themes in their journals.

Review Reading Logs

  • Choose four groups of four students each (draw names from envelope)

  • Each group is assigned one chapter and discuss reading logs at the front of the rooms.

  • Other students take notes.

  • Write vocabulary words on board.

Assignment: Read ch. 5-7 and complete Reading Logs


Frankenstein (Day 5)

  • Quiz over Letters 1-4

  1. What two strangers does Walton mention in the fourth letter?

  2. How does Walton respond to the stranger?

  3. What does the stranger mean by the comment, “Unhappy man! Do you share my madness?”

    (questions from: Frankenstein Curriculum Unit, The Center for Learning)

  • Divide class into groups of 3 and have each group design a Character Reference Sheet.

    • Using bracket style, each group presents their design and class votes on style.

    • Winner will be used for entire class.

  • Assignment: Read chapters 1-4

    Do Reading Logs (including 2 vocabulary words per chapter)

  • Exit Questions:

  1. How can Victor’s description of his childhood be considered “Romantic”? Give examples from the text to support your reading.

  2. What role does education play in your life? What are some of the factors that influence your education now and after you graduate?

03/13/2014:  No School; Inclement Weather


Frankenstein Day 4

  • Define/Discuss “Frame Story”

  • Introduce characters Walton and Mrs. Seville

    • Robert Seville a 28-year-old sea captain who is embarking on a journey to the North Pole region in order to find a passage from the Pacific to the Atlantic. He writes the letters to his sister, Mrs. Saville, in London, England. He has talked about making this expedition for six year; it has been a favorite dream, and he is pleased that he finally has a chance to make good on his promise to himself. Other dreams, such as becoming a poet or a playwright, have not worked out. Therefore, this vision must succeed. The writer of letters is thrilled that he will satisfy an “ardent curiosity” by setting foot on a part of the world never visited by man. As he prepares for voyage by taking practice trips in the North Sea of Russia, he is worried that he has no friend on the trip who will be able to sustain his disappointment should the dream not work out. He admits this is a romantic, emotional need, but it is there. Unfortunately he does not connect at all with the other men, even though he is very fond of his lieutenant and the ship’s master. He is nevertheless extremely excited for his journey.

  • Read Letter #1 aloud

  • Hand out Reading Log instructions

  • Students complete Reading Log for Letter #1

  • Listen to Letter #2

  • Students complete Reading Log for Letter #2

  • Discuss Walton’s goals and ambitions.

    Assignment: Read and do Reading Logs for Letters #3-#4.


Frankenstein” (Day 2)

Romanticism and the story of Prometheus

  • Review “Romanticism” on page 707 and page R17

    • Students write down three facts about Romanticism

  • Discuss myth, romanticism, and modernism

  • Students read and annotate the story of Prometheus (handout)

    • Highlight topic sentences.

    • Students write down questions they have in margins.

    • Discuss question as a class

  • Students read and annotate “Meeting Mary Shelley” and “Intro to Frankenstein”

    • Answer the following questions

1 Prometheus: What does the subtitle of the novel suggest about Mary Shelley’s

character, Frankenstein?

2. Romanticism: What do you think would be the opposite of a Romantic?

3. Romanticism: Imagine that a person inherited five acres of primal forest in Pennsylvania. What would a Romantic do with the land? What would the opposite kind of person do with it?”


MacBeth Acting Essay

After students watch “Shakespeare Uncovered” Episode 1: Macbeth with Ethan Hawke”, students write an essay exploring whether or not Patrick Stewart’s performance in the movie version of “MacBeth” was effective in communicating the character’s descent into madness. Discuss physicality as well as tone in line delivery. Due by end of class.

02/27 – 03/03/2013

Macbeth Day 10

  • Assign Macbeth Essay (Due Monday, March 03, 2014)

Choose ONE of the following:

  1. Is Macbeth a tragic hero according to the classical definition of the term or is he merely a monster? Does Shakespeare succeed in creating sympathy for Macbeth?
  2. The theme of “Fair is foul, foul is fair” permeates throughout the play.  Explain whatit means, providing examples from the play to support your answer.
  3. Lady Macbeth – discuss her influence and the ebb and flow of power in Macbeth.
  4. Are the weird sisters instigators of Macbeth’s actions, or do they merely report what’s destined to be?
  5. *Choose two of the minor characters in Macbeth and examine how they contribute to the play’s action.
  6. *Examine Macbeth’s mental deterioration throughout the play.
  7. *Macbeth is about various kinds of killing (among other things). Does the play distinguish between honorable and dishonorable violence? Can this very bloody play be seen as a plea for peace and human harmony?
  8. *Discuss the use of clothing as a metaphor in Macbeth

  • Minimum Two Pages in Length

  • Times New Roman, 12 Point Font

  • Must Include Three Sources (one of which will be the play itself)

  • You can use APA or MLA style


Macbeth Day 6

  • Divide class into 9 teams

    • Assign questions 1-9 on page 358

    • Answer and report back to entire class

  • Watch Act III of Patrick Stewart “Macbeth”

Assignment: Students answer questions 1-7 on page 378


Macbeth Day 5

  • Review questions 4-7 on page 340

  • Watch Act II of Patrick Stewart’s Macbeth

  • Assign parts and enact Act III

  • Students answer Critical Reading Questions on page 357 in complete sentences

  • Divide class into 9 teams

    • Assign questions 1-9 on page 358

    • Answer and report back to entire class


Macbeth Day 4

  • Groups report answers to questions on page 324 to entire class.

  • Watch 2010 Patrick Stewart film version of Macbeth

  • Review vocabulary on page 327

  • Assign parts and read Act II aloud


Macbeth Day 2

  • Discuss definition of paradox.

  • Discuss the meaning of “Fair is foul, and foul is fair”

  • Review what mood and tone the opening scene sets for the play.

  • Students answer and discuss the following question: “Do you believe you have control over most of your life or are most certain situations predetermined?” (fate vs. determinism)

  • Answer Critical Reading questions on page 323 aloud

  • Students Answer Literary Analysis Questions on page 324 in 8 groups (3 per group)

    • Each group answers one question and reports back to class.


Macbeth Day 1

  • Discuss historical figures who have been changed for movies.

    • Why do writers and directors do this?

    • Is it fair to the people?

    • Does it matter more if the person is still alive?

    • What if there isn’t much known about the person? Is it fair to make things up or “fill in the gaps” to tell a compelling story?

  • Hand out historical information about King Duncan of Scotland..

    • Answer the following questions

      • How many years ago was he Ki ng of Scotland?

      • How old was Macbeth when he was crowned?

      • How did he become king?

      • How long was he king?

      • How old was Macbeth when he died?

      • Who killed Macbeth?

      • Who became king after Macbeth?

  • Assign parts and read Act I:Scenes 1 and 2

  • Watch video of witches scenes:

    • Hand out graphic organizer and divide into groups.

      • Each group completes graphic organizer for one aspect: costumes, setting, casting, props, music, sound effects, and camera work.


Pastoral Poetry

  • Review definition of pastoral

  • Discuss “universal themes”

  • Read bios of both Marlowe and Raleigh on page 248

  • Students read “The Passionate Shepherd to His Love” on page 250

  • Discuss “Answer/Reply” songs.

    • Chantilly Lace” Big Bopper

    • That Makes It” Jayne Mansfield

  • Students read “The Nymph’s Reply to the Shepherd” on pages 251-252

    • Answer Critical Reading questions on page 252 aloud.

  • Divide into groups into groups and answer Literary Analysis questions 1-8 on page 253

01/ 06 – 08/2014

Sir Gawain and the Green Night (Day One)

  • Divide class into four groups:

  • Assign each group one of the following skits:

Scenario One:

You are at a party, having a great time, when a frightening guest crashes it. He/she demands that someone fight him/her—if he/she dares!


Scenario Two:

There’s a kid at school who is an unbearable braggart. He/she is the best at everything!! How would you teach him/her a lesson?


Scenario Three:

Someone you are very attracted to uses his/her sex appeal to talk you into doing something you know is wrong.


Scenario Four:

You have to admit you have done something wrong in front of a large group of your peers.

  • Each group writes and acts out a short skit in front of the class

  • Ask students what they think of when they hear “medieval”

  • Show “Sir Gawain and the Green Knight” PowerPoint

  • Students read “Sir Gawain and the Green Knight” (textbook p. 162)

  • Students answer questions 1-6 on page 175

  • Divide students into 8 groups and assign questions 1, 2, 4a, 8 on page 185.

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