mrward

1st PERIOD ENGLISH IV

05/16/2016

Poetry: Yeats

Symbolism

Read pages 1022 – 1032

Students complete questions 1-8 on page 1033

 05/11/2016

Romanticism

  • Read “The World Is Too Much With Us” on page 717
    • Answer questions 1-3 on page 718 aloud

Figurative Language

  • Read “She Walks in Beauty” on pages 762-763
    • Answer questions 1-5 on page 763 aloud

Speaker

  • Read from “The Princess” on page 875
    • Answer question #2 on page 878 aloud.

05/10/2016

Poetry

Understanding Dialect

  • Read page 664-665
  • Read “To a Mouse…” on pages 666-668
    • Discuss
  • Read “To a Louse…” on pages 669-671
    • Discuss
  • Students answer Critical Reading questions on page 668
  • Students answer Critical Reading questions on page 671

05/06/2016

Animal Farm Post-Reading Essays

Choose one topic and write an essay. Use examples from the book to support any statements, assertions, or opinions you might make.

1.   The pigs became the leaders, and the other animals accept them because the pigs are the cleverest.  Should intelligence be the primary qualification for leadership?  What other qualities are important for a leader to have?

 

2.   One of the themes of the novel is that people’s ignorance can contribute to their political and social oppression.  How does the animal’s behavior in the novel support this theme?

 

3.   Another theme of Animal Farm is that power corrupts those who possess it.  How does Orwell bring out this idea through the character of Napoleon?

 

4.   The animals rebel against Jones because he made them work long, hard hours and generally neglected or abused them.  How is all of this IRONIC in light of the end result?

 

5.   Using your knowledge of the novel and the Russian Revolution, analyze Orwell’s subtitle, “A Fairy Tale.”  Why was this an important title to be included with the book?

05/05/2016

Animal Farm Chapter 10

Answer in complete sentence form on another sheet of paper.

1.What changes have the years brought to the farm?

2. How does Orwell make fun of bureaucracy?

3. How do the animals no feel about their social order, their farm?

4. What drastic actions do the pigs use to shatter the animals’ complacency?

5. All seven commandments are erased. What is the new commandment and how has it been true from the beginning?

6. At the conference with neighboring farmers, what new changes does Napoleon point out?

7. What happens to the pigs’ appearance?

05/05/2016

Animal Farm Chapter Nine

Vocabulary

superannuated

complicity

knacker

Short Answer

  1. What species of animal is increasing in number? Decreasing?
  2. Why are only the young pigs being educated, and why are they discouraged from playing with other young animals?
  1. How was the president of the new Republic elected?
  2. What happens to Boxer? Why is this so tragic?
  3. How did the pigs use Boxer’s death to get the animals to work harder?

05/04/2016 

ch. 7  Short Answer

  1. What was one of the strongest motivations for completing the rebuilding of the windmill?
  2. Why did it finally become necessary for the hens to surrender all their eggs?
  3. What did the hens do to rebel against this?
  4. What else is revealed about Snowball?
  5. What do the confessions and executions of the pigs, hens, goose, and sheep symbolize?  Which of the Seven Commandments does this violate?
  1. What does Boxer think was the cause of the frightening slaughter of fellow animals?

05/03/2016

Animal Farm

Chapter Six

Vocabulary

laborious (64)

arable (65)

repose (70)

perpendicularity (71)

flagstaff (71)

malignity (72

Short Answer

1. What was ironic about the animals working on the windmill on Sundays?

2. Why was the windmill so hard to build?

3. Without whom would the windmill have been impossible?

4. What did Napoleon tell the hens about giving up their eggs?

5. How is Snowball used as a scapegoat?

6. Which commandment is changed, and how?

05/02/2016

Animal Farm

Chapter Three

Vocabulary

grudging (36)

parasitical (36)

obstinate (37)

cryptic (38)

Short Answer

1. How well did the animals work together? Why do you think so?

2. Are all the animals equal? Describe any “classes” or rankings of animals that you see.

3. What shows that there are already problems in the leadership of the new government?

4. Who among the workers is most admired? Why?

5. To what do you think the hoof and horn on the flag correspond?

6. Who was taking the milk?

7. Who was sent to explain why the milk was being used by the pigs? Name one of the arguments that he used to explain why the milk was going to the pigs.

Chapter Four

Vocabulary

tractable (46)

irrepressible (46)

ignominious (48)

posthumously (50)

Short Answer

1. How did Napoleon and Snowball spread the news of the rebellion to the animals on

neighboring farms?

2. Did Pilkington and Frederick offer to help Jones at first?

3. How did they react to their own animals’ singing “Beasts of England”?

4. What name was given to the battle in which Jones and his friends tried to retake Animal

Farm?

5. Where was Mollie during the battle?

6. Where did Snowball learn his battle techniques?

7. Why did Snowball give the sound for retreat?

8. What makes Boxer seem particularly human and lovable?

9. What does Napoleon tell Boxer that shows him to be ruthless?

10. Name two human rituals (traditions) that the animals used to celebrate their victory.

4/29/2016

Animal Farm

Chapter One

Vocabulary

scullery (15)

mincing (17)

tyranny (20)

dissentients (21)

enmity (21)

Short Answer

1. Who owns Manor Farm?

2. What problem does he have?

3. Who is Old Major?

4. Why does Old Major assemble the animals?

5. List the ideals outlined by Old Major that should occur after the rebellion.

6. What broke up the meeting?

7. What political idea in Russian history does Old Major represent?

8. To what political figure in Russian history does Jones correspond?

9. Here are the words to the St. Matthew’s School Song. List two ways that it is similar to “Beasts of England.”

St. Matthew’s hat off to thee,

To our colors loyal we’ll ever be

Firm and strong united are we

Rah! Rah! Rah! Rah!

Cheer for the Red and White!Animal Farm

Chapter Two

Vocabulary

pre-eminent (25)

expounded (26)

spinney (31)

unalterable (32)

Short Answer

1. Who are the three main pigs?

2. The pigs formulate the teachings of Old Major into a system of thought. What is it called?

3. The animals encounter a couple of problems as they begin to discuss the coming rebellion. Name one of them.

4. What two leaders emerge after the rebellion?

5. What is done with the farmhouse?

6. What have the pigs been doing for the past three months?

7. Who came up with the Seven Commandments

8. What seems funny about the working conditions after the rebellion?

9. Who was taking the milk?

10. Who was sent to explain why the milk was being used by the pigs?

11. Name one of the arguments that he used to explain why the milk was going to the pigs.

04/28/2016

Animal Farm (Day 1)

Introduction to Socialism/Communism/Stalinism

    • History Teacher presents Power-point
  • Marx
  • Trotsky
  • Lenin
  • Stalin
  • Tsar
  • Peasants
  • Workers

Discuss Allegory/Symbolism

PowerPoint:  http://www.madera.k12.ca.us/…/Symbolism%2…

Hand out books to students

Assign chapter 1 reading and reading logs for Friday

04/27/2016

Jekyll/Hyde

Students complete Book Test (appendix N) by end of class

04/23/2016

Dr. Jekyll and Mr. Hyde (Day 7)

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?

04/22/2016

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)

04/22/2016

Jekyll and Hyde Study Questions. (chs. 3-6)

Dr. Jekyll Was Quite At Ease; The Carew Murder Case; Incident of the Letter;

Remarkable Incident of Dr. Lanyon (Answer the following questions in complete sentence form on a separate sheet of paper.)

1. Summarize the discussion between Dr. Jekyll and Mr. Utterson after the dinner party.

2. To whom did Dr. Jekyll compare Mr. Utterson during the conversation?

3. Describe the murder. Tell when it happened in relation to the rest of the story. Give the name of the

murderer, the victim, and tell who saw the murder. Describe what the murdered man was carrying.

Tell who identified the body.

4. Where did Mr. Utterson and Inspector Newcomen go? Who was there? What did they find?

5. Who gave Mr. Utterson a note? What was the note about? Where was the envelope, and what

was unusual about the postmark?

6. What else did Mr. Utterson discover about the note when he talked to Poole?

7. Who was Mr. Guest? What did he discover? What was Mr. Utterson’s conclusion?

8. Describe all of the changes in Dr. Jekyll after Mr. Hyde’s disappearance. What did he say about

seeing Dr. Lanyon again?

9. After a few nights of being refused entrance to see Dr. Jekyll, Mr. Utterson went to visit Dr.

Lanyon. Summarize the visit, including what Mr. Utterson thought was wrong. What did Dr.

Lanyon say about Dr. Jekyll? What later happened to Dr. Lanyon?

10. Describe the envelope Mr. Utterson receives. Tell who gave it to him, what it says, and what is

inside?

04/21/2016

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)

SHORT ANSWER STUDY QUESTIONS

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.

Hyde.

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

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

04/20/2016

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”
  • Review reading logs for chapters 1 and 2

04/07 – 08/2016

Macbeth Day 8

  • Students answer questions 1-7 on page 378
    • Divide students into 7 groups
    • Each group reports back to class
  • Assign Parts and enact Act V

Assignment: Students answer questions 1-9 on page 395

04/06/2016

Macbeth Day 6

  • Watch Act III of Patrick Stewart “Macbeth”
  • Assign Parts and enact Act IV

Assignment: Students answer questions 1-7 on page 378

03/31/2016

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

03/30/2016

Macbeth Day 3

  • Discuss definition of imagery
  • Discuss the meaning of “Fair is foul, and foul is fair”
  • 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)
  • Finish reading Act I of Macbeth:
  • 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 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

03/29/2016

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)

Assign parts and begin reading Act I of Macbeth:

03/28/2016

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: http://iteachicoachiblog.blogspot.com/search/label/English
    • 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.

03/18/2016   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 (end of day)

3 Major Themes of Frankenstein

the pursuit of knowledge and the consequences it brings:

Victor is the most obvious example of how knowledge can lead to negative consequences. His discovery of creating life leads to many misfortunes that haunt him the rest of his life. Things like death, unhappiness and obsession. Granted, he could have chosen to act differently, but the cause of all his problems roots back to him actually making his creature. This can relate back to Walton and his pursuit for discovering more on his journey to the Arctic.

“You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been” (62).

 revenge: which encompasses most of the novel

Whether it’d be Victor out to kill the monster because of the murders he committed, or the monster killing because Victor destroyed what would have been his companion. It drives the plot and gives the characters the purpose. It leaves a lasting impression on the reader because it shows how revenge can turn into an obsession and the fallbacks it has.

“…shall curse the sun that gazes on your misery…Man, you shall repent of the injuries you inflict” (192-3).

“…I swear to pursue the daemon who caused this misery, until he or I shall perish in mortal conflict” (224).

 Morals and distinguishing right from wrong:

This plays a big role within the story. Victor’s decision to create life was the first where morals came in to play. Stealing others body parts to make life; is it wrong or right? This power comes into question later when the monster requests a partner for himself. Creating this kind of being is not to be taken lightly and has to be thought of morally and in a “big picture” sense. Morals can be seen when Victor keeps this secret to himself as well, because it could be seen as wrong for him to bear the problem himself and have a dangerous monster on the loose without letting anyone know.

“The hour of my weakness is past, and the period of your power has arrived. Your threats cannot move me to do an act of wickedness; but they confirm me in a resolution of not creating you a companion in vice” (192).

03/16/2016                                 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 Friday, March 18th

Reading Schedule for Frankenstein:     English IV     1st Period     March 2016

03/03/2016:Read Letters 1-4 and do Reading Logs.

03/04/2016:Read Chapters 1-4 and do Reading Logs.

03/07/2016:Read Chapters 5-7and do Reading Logs.

03/08/2016:Read Chapters 8-9 and do Reading Logs.

03/09/2016:Read Chapters 10-12 and do Reading Logs.

03/10/2016:Read Chapters 13-14 and do Reading Logs.

03/11/2016:Read Chapters 15-17 and do Reading Logs.

03/14/2016:Read Chapters 18-20 and do Reading Logs.

03/15/2016: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.

03/11/2016

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

03/10/2016

Frankenstein (Day 7)

  • Quiz:
    • How does Justine’s story parallel Elizabeth’s story?
    • Name two major events that 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

03/09/2016

Frankenstein (Day 6)

Intro:

  • 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. 10 – 12 and complete Reading Logs

03/08/2016

Argumentative Essay (Day 6): Refuting an Argument

Objective(s):  Make a counter-argument

  • Students examine the process of refuting an argument: they look at the thesis statement, the main supporting points, and the examples of an opponent’s argument and then try to make a counter argument.
  • The first argument they examine is how life has changed after industrialization.
  • Then, on their own, they try to refute an argument .

Main Lesson:

(1) Hand out the first argument that says the quality of life has decreased after industrialization.

  •  Have the students annotate to  pick out the thesis, main arguments, and supporting points.
  1. On page two, decide whether the original arguments are true or false.
  • And then make counter arguments.

 

  1. Go over the three steps to refuting an argument.
  • Examine the refutation sentence by sentence and decide whether each sentence is:

(a) Introducing the opponent’s argument

(b) Evaluating the opponent’s argument

(c) Making a counter argument.

 

  1. Next look at the lexical phrases of making refutations.
  • Go over them with the students. Have the students underline them in the refutation.

 

  1. Have the students examine the argument for cutting down rain forests.
  • And then, they follow the same process for making a refutation.

 

http://bogglesworldesl.com/lessons/argument3.htm

03/06/2016 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?

 03/07/2016

Frankenstein Day 4

Define/Discuss “Frame Story” http://www.cla.purdue.edu/english/theory/narratology/terms/framenarrative.html

  • 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.

03/04/2016

Frankenstein (Day 3)

Allusions: “The Rime of the Ancient Mariner”

Read aloud “The Rime of the Ancient Mariner” on pages 730-753.

  • Put students into seven groups and assign each group one section of poem and have them summarize.
  • Students answer questions 1-7 on page 753 by group.
  1. Why do you think Iron Maiden chose to write a song based on Coleridge’s poem?
  1. How does it relate to your world/life today?
  1. Find and List 5 more examples in pop culture (tv shows, movies, songs) that tell a classic story or allude to a literary work.

 

03/03/2016

“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?

  1. Romanticism: What do you think would be the opposite of a Romantic?
  2. 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?”
  • Assignment:  Write an essay about a book, film, TV show, or song that everyone else seems to like but you don’t.  Why?

 

03/02/2016: “Where the Wild Things Are”

03/01/2016:  Inservice

02/29/2016

Sonnets (2)

  • Review information on sonnets
    • Review Shakespearean sonnets on page 257
      • Stanza Length
      • Rhyme Scheme
  • Read Sonnet 29 (p. 259)
  • Read Sonnet 106 (p 260)
    • Answer Critical Reading questions on page 260
  • Read Sonnet 116 (p. 261)
  • Read Sonnet 130 (p. 262)
    • Answer Critical Reading questions on page 262
  • Assignment: Answer Literary Analysis questions 1-9 on page
02/24/2016
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
  • Divide into groups and answer Literary Analysis questions 1-8 on page 25

02/23/2016

Renaissance

Sonnets (non-Shakesperean)

  • Discuss Renaissance Period (1485 – 1625)
    • Definition of Word
    • Exploration
    • Religion
    • Literary Legacy
  • Discuss Sonnets on page 239
  • Read Sonnet 1, Sonnet 35, and Sonnet 75 on pages 240-242
    • Review questions on page 242 aloud
  • Read Sonnet 31 and Sonnet 39
    • Review questions on page 244 aloud

Assignment: Answer questions 1-9 on page 245

English IV                                                      1st Period                                            02/22/2014

Ballads

  • Review “Folk Ballads” on page 188
  • Review “Literary Analysis” and “Reading Strategy” on page 189
  • Read Twa Corbies and Lord Randall on pages 194 – 195
    • Discuss “Critical Reading” questions on page 195
  • Read Get Up and Bar the Door on pages 196-197
    • Discuss Critical Reading questions on page 197
  • Read Barbara Allan on pages 199-200
    • Discuss “Critical Reading” questions on page 200
  • Listen to “Barbara Allen”
  • Listen to “Commentary on Barbara Allen” by Billie Joe Armstrong

Assignment: Students choose one ballad (except “Barbara Allan”) and translate into

                      modern English.

02/08 – 19/2016

Sir Gawain and the Green Knight/Morte d’Arthur

Students read from “Sir Gawain and the Green Knight” on pages 162 – 175

Divide Critical Reading questions on page 175 among students and have them share answers.

Students read from “Mort d’Arthur”onpages 176-184

Divide Critical Reading questions on page 184 among students and have them share answers.

Assignment: Students complete Literary Analysis and Reading Strategy question (1-9) in

complete sentence form.

Assessment: Students complete Selection Test A (pages 129 – 131)

English IV 1st Period 02/04/2016

The Canterbury Tales

In a thorough essay, compare “The Pardoners Tale” and “The Wife of Bath’s Tale” to discuss which of the two should win the contest Harry Bailey proposes at the end of the prologue. Discuss elements such as plot, setting, theme, and characterization (and others you find important) in each story. Be sure to use textual evidence (line numbers) to support your choice. You have the entire class period to do this, so take your time and make it good. I will get picky.:)

02/01 – 03/2016

Students complete Selection Test B (worksheets 98-100) on The Pardoner’s Tale

The Canterbury Tales: The Wife of Bath’s Tale

  • Students complete Vocabulary Warm-up Worksheet (101-102)
    • Review answers aloud
  • Students complete Reading Warm-up A and B Worksheets (103-104)
  • Review information about Frame on page 136.
  • Read/listen to The Wife of Bath’s Tale on pages 137 – 155.
  • Divide questions 1-7 on page 156 among students and answer aloud.
  • Students complete Literary Analysis: Frame Worksheet (105)
  • Students take Selection Test B (worksheets 115 – 117)

1/20 – 28/2016:  No School; Inclement Weather

01/19 – /2016

The Canterbury Tales: The Pardoner’s Tale

  • Students complete Vocabulary Warm-up Worksheet (85-86)
    • Review answers aloud
  • Students complete Reading Warm-up A and B Worksheets (87-88)
  • Review information about Allegory on page 122.
  • Read/listen to The Pardoner’s Tale on pages 123 – 133.
  • Divide questions 1-7 on page 133 among students and answer aloud.
  • Students complete Literary Analysis: Alllegory Worksheets (89-90)
  • Students complete Extend Your Learning Worksheet (93) and write summary of The Pardoner’s Tale.
  • Students take Selection Test B (worksheets 98-100)

01/12 – 15/2016

Canterbury Tales: The Prologue (2 – 4)

  • Students listen to The Prologue while following in the book on pages 99 – 119
  • Group discusses questions on 1-10 on page 119
  • Assignment: Students answer questions 1-10 on page 120 in complete sentence form.
  • Assign: Selection Test A

01/12/2016

Canterbury Tales: The Prologue

  • Students do Vocabulary Warm-up Exercise Handout (p70)
  • Students do Reading Warm-up A and B Handouts (71 and 72)
  • Read information on pages 96-97
  • Read and discuss original Middle English section on page 98
  • Begin reading/listening to Cantebury Tales: The Prolgue on pages 99 – 118
  • Students create character lists with basic characteristics.

01/11/2016: No School; Inclement Weather

01/05 – 06/16

Beowulf (Day 1)

  • Read “From the Translator’s Desk” on pages 36-37
  • Students complete worksheet p.24
    • Review answers aloud.
  • Students complete worksheet p.27 (Hand out worksheet p.26 for students to keep)
  • Read information on pages 38-39
  • Listen to “The Wrath of Grendel” (pages 41-43; lines 1-104)Assignment: Give each student eight lines and have them translate/paraphrase in modern language

01/04/216

Poetry

  • Read information on page 16 in Literaure Book
  • Review Literary Analysis on page 17

Burton Raffel

  • Read The Seafarer on pages 19-22
  • Discuss:
    • Alliteration
    • Elegy
  • Answer Critical Reading questions on page 22 aloud.

Charles W. Kennedy

  • Read The Wanderer on pages 22-26
  • Discuss:
    • Kenning
    • Caessuras
  • Answer Critical Reading questions on page 26 aloud.

Ann Stanford

  • Read The Wife’s Lament on pages 27-29
  • Discuss:
    • Elegy
  • Answer Critical Reading questions on page 29 aloud.

Assignment:

Answer questions 1-9 on page 30 in complete sentences.

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