This outline is subject to change. Update as teacher indicates.
Check for contradictions with the quarter calendar.
Enter all of your assignments for all of your classes on one calendar/planner.
"One of the things that makes Hamlet unique among Shakespeare's characters is his courage to face up to the darker elements of his personality."—Kenneth Branagh, Northern Irish actor/director who plays the role of Hamlet in the 1996 film adaptation
"Shakespeare tells the same stories over and over in so many guises that it takes a long time before you notice."—Howard Nemerov, American poet, author of The Collected Poems of Howard Nemerov
“So the writer who breeds more words than he needs is making a chore for the reader who reads.” – Dr. Seuss, author of Green Eggs and Ham
15 March, Friday
Learning Goals and/or Procedural Objectives
Activities
· Warm-Up Activity: Put Draft 1 of your Types of Sentences Dramatic Monologue on your desk.
Then work on the Parallelism Error Exercise: Rewrite problems in parallelism or to revise awkward sentences.
Example:
Original Sentence: We need a supplementary work force to handle peak-hour activity, to free full-time employees from routine duties, to relieve operators at lunch breaks, and the replacement of vacationing employees.
Notice how all the other items in the list are to do something: To + Verb, but the replacement of vacationing employees is a noun phase, not a to do phrase. When you have a list of items, they all have to be of the same form.
Revised Sentence: We need a supplementary work force to handle peak-hour activity, to free full-time employees from routine duties, to relieve operators at lunch breaks, and to replace vacationing employees.
1. The following recommendations were made regarding the Cost Containment Committee's position statement:
a. Stress that this statement is for all departments.
b. Start the statement with "If the company continues to grow, the following steps should be taken."
c. The statement should emphasize both department managers and staff.
2. You may travel to the new plant either by train or there is a plane.
3. We are not only responsible to our stockholders, but also to our customers.
4. I was convinced of their competence by their conduct, because of their reputation, and by their survival in a competitive business.
5. Once the earthquake has subsided, you are not yet out of danger. Often the electricity has gone out and it is dark. However, striking a match or any open flame may cause a gas explosion.
6. Urban wildlife includes animals like raccoons, skunks, and bigger animals.
7. Raccoons are insatiably curious, extremely intelligent, and love shiny objects.
· Peer Revision Conference (Focus/Development) for Dramatic Monologues.
· Think about topics for Research Papers
· Workshop time for Journals/Blogs/Book Club in class reading time
Handouts
· Peer Revision Guidelines (Focus/Development) for Dramatic Monologues.
Homework
· Priority for Weekend:
o Journals Series II due Mon., 3/18.
o Draft #2: Literary Text #2: Monologue due Mon., 3/18.
· Upcoming and Ongoing Assignments:
o Draft #4/5: Literary Analysis due Tues., 3/19.
o Book Club: Read another 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Wed., 3/20.
o Draft #3: Sonnet or Dramatic Monologue due Wed., 3/20.
14 March, Thursday
Learning Goals and/or Procedural Objectives
Activities
· Warm-Up Activity: Put Drafts 1 & 2 of your Sonnet on your desk to be checked.
o Journal Entry: How does writing about literature differ from writing about non-literary topics? How is creating a literary text (i.e.: sonnets) different from creating a non-literary text (i.e.: essays)? How are they similar? What have you learned about your own writing style after having to create both texts?
· Peer Revision Conference: Sonnet (Organization/Voice)
· Teacher-led Overview of the Research Project
Handouts
· Research Project Overview (RH #1), Research Question (RH #2), Research Guiding Questions (RH #3), Research Resources and Sources (RH #4), Research MLA Bibliographic Formats (RH#5), Taking Notes (RH#6), Interviews (RH #7)
· Peer Revision Conference (Organization/Voice) Guidelines
· Workshop time for Dramatic Monologues
Homework
· Priority for Tomorrow:
o Draft #1: Literary Text #2: Monologue due tomorrow, Fri., 3/15.
· Upcoming and Ongoing Assignments:
o Draft #2: Literary Text #2: Monologue due Mon., 3/18.
o Journal/Blog Series II due Mon., 3/18.
o Book Club Journal III due Wed., 3/20.
13 March, Wednesday
Learning Goals and/or Procedural Objectives
Activities
· Warm-Up Activity: Get out your Book Club Journal Entries for today. Journal Entry: What have you learned (or relearned) about writing thus far in this course? How has your writing process changed, improved? What do you think has been most helpful in improving your writing? What is one particular area you think you could still work on improving?
· Book Club Discussion 2
· Dramatic Monologue/Flash Fiction/Sonnet/Journal Series II workshop
Handouts
· Book Club Discussion Guidelines
Homework
· Priority for Tomorrow:
o Draft #2: Literary Text #1: Sonnet due tomorrow, Thurs., 3/14.
· Upcoming and Ongoing Assignments:
o Draft #1: Literary Text #2: Monologue due Fri., 3/15.
o Draft #2: Literary Text #2: Monologue due Mon., 3/18.
o Journal/Blog II due Mon., 3/18
o Book Club Journals III due Wed., 3/20.
o Draft #3: Literary Text #2: Monologue due Wed., 3/20.
12 March, Tuesday
Learning Goals and/or Procedural Objectives
Activities
· Warm-Up Activity: Put Draft 3 or Draft 4 (if you decided to expand/revise a paper you have already written) of your Literary Analysis/Explication Essay on your desk.
Pronoun Reference Error Exercise: Rewrite to remove pronoun reference errors. NOTE: Some sentences may have NO errors.
o The car is certainly fast, but other important performance features are more important than that.
o Who is going to the mall with us?
o Everyone is bringing their own lunch.
o Brent has sung with Peter before, so he should feel comfortable performing this duet.
o We weeded the garden and gave them some water.
o Although the dog hates the cat, she is the better pet.
· Peer Revision Conference (Editing Conventions) on Literary Analysis/Explication Essay
· Teacher-Led Overview of Dramatic Monologue
· Workshop Time for Dramatic Monologue
Handouts
· Peer Revision Guidelines (Focus/Support/Development) for Literary Analysis/Explication Essay
· Types of Sentences Dramatic Monologue Guidelines
Homework
· Priority for tomorrow:
o Book Club II: Read another 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Wed., 3/13.
· Upcoming and Ongoing Assignments:
o Draft #2: Sonnet due Thurs., 3/14.
o Draft #1: Dramatic Monologue due Fri., 3/15.
o Journal/Blog Series II due Mon., 3/18
o Portfolio, Part I: Personal Essay (Name/Identity) due Thurs., 3/21.
o Portfolio, Part II: Literary Text 1 or 2 (Sonnet or Dramatic Monologue or Flash Fiction) due Fri., 3/22.
o Portfolio, Part III: Essays 2 &3 (your choice) due Mon., 3/25.
11 March, Monday
Learning Goals and/or Objectives
- Understand how to offer & use feedback on Focus for Literary Text Composition: Sonnet.
-
Activities
· Warm-Up Activity: Try the following exercise regarding Pronoun Case Errors:
Please correct the pronoun case error in each sentence.
o Tom and me were happy to help Sasha.
o Angie went to the movies with Tom and I.
o Tom asked the girl that is wearing the red dress.
o Who does she plan to go to the movies with?
o The book was given to who?
· Peer Revision Conferences (Focus) on Sonnets.
· Workshop time for Book Club II Journal Entries, Journal Series II
Handouts
· Peer Revision Conferences (Focus) on Sonnets
Homework
· Priority for tomorrow:
o Draft #3/4: Literary Analysis due Tues., 3/12.
· Upcoming and Ongoing Assignments:
o Book Club: Read another 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Wed., 3/13.
o Draft 2 Sonnet – due Thurs., 3/14
8 March, Friday
Learning Goals and/or Procedural Objectives
· Understand the Renaissance Petrarchan & Shakespearean sonnet, its typical topics & structure.
· Understand how to correct errors in pronoun case.
Activities
· Warm-Up Activity: Try the Pronoun Case Exercise below. You do not need to re-write each sentence.
Please select the correct pronoun for each sentence.
o Tom and (I, me) are going to the store after school.
o The boy (that, who, which) brought an apple is the teacher’s pet.
o The house (that, who, which) that needs painting is ours.
o Tom, (who, whom) is my best friend, will be glad to help you.
o We will select (whoever, whomever) is willing to stay late to help us.
o Tom will give the present to (who, whom) he pleases.
o Sally chose Tom and (I, me) for the job.
o (Who, Whom) did you give the ball to?
o The girl (that, which, who) threw up needs new clothes.
o We went to the movie theatre (that, which, who) has surround sound
· Sonnet Group Activity
· Submit N/I Essay for Mr. Sykes to grade before Portfolio is compiled
· Flash Fiction Conference – Draft #1
Handouts
· Sonnet Activity Assignment
Homework
· Priority for Weekend:
o Draft #1: Sonnet due Mon., 3/11.
· Upcoming and Ongoing Assignments:
o Draft #3/4: Literary Analysis due Mon., 3/12.
o Journals/Blog #2 (You must make one blog post and comment on someone else's blog post) due Mon., 3/18.
o Book Club: Read another 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Wed., 3/20.
7 March, Thursday
Learning Goals and/or Procedural Objectives
· Understand the Renaissance Petrarchan & Shakespearean sonnet, its typical topics & structure.
· Review how to offer & use feedback on Support/Development.
· Understand the requirements of the sonnet composition assignment.
Activities
· Warm-Up Activity: Journal Entry: Look at Sonnet 116 or 130 written by William Shakespeare (p. 251, 252 in green Glencoe book). How do you think people defined love in the early 17th century? How do people define love today? List some movies released in the past five years that is above love (Juno, Up, etc.). How is love portrayed in those movies? Do you think the definition of love has changed since the 17th century? Why or why not? What is your own definition of love?
· Peer Revision Conference: Literary Analysis (Support/Development)
· Teacher-Led Overview of Literary Text #1: Sonnet Composition Assignment
Handouts
· Peer Revision Conference (Organization) Guidelines
· Sonnet Composition Guidelines
Homework
· Priority for Tomorrow:
o Quiz #18: Read from Perrine "Analysis" through "Papers of Comparison and Contrast" (6-8), "Proving Your Point" through "Writing the Paper" (11-15, top of p. 15) by tomorrow, Fri., 3/8.
o Draft 1 of Flash Fiction due Fri., 3/8
o Submit Final Draft of N/I Essay to Mr. Sykes by Fri., 3/8
· Upcoming and Ongoing Assignments:
o Draft #1: Sonnet due Mon., 3/11.
o Draft #3/4: Literary Analysis due Tues., 3/12.
o Journals/Blog #2 (You must make one blog post and comment on someone else's blog post) due Mon., 3/18.
6 March, Wednesday (Early Dismissal)
Learning Goals and/or Procedural Objectives
- Understand the origin of the sonnet and the sonnet sequence; the Shakespearean sonnet.
- Understand the Renaissance Petrarchan & Shakespearean sonnet, its typical topics & structure.
Activities
· Warm-Up Activity: Begin Quiz 17: Prentice Hall "Achievements of the English Renaissance" (197-199), "Sidney" (203) and "Guide for Interpreting" (226). Then when you finish the quiz, work on the following Pronoun Reference exercise:
The following sentences highlight instances when a pronoun like it, him, or this refers to an implied concept or word rather than to a specific, preceding noun, leading to a vague pronoun reference. Revise the sentences to fix the pronoun reference errors.
Example: She gave the Red Cross all her money, and this is the reason why she declared bankruptcy. (Here, this refers to an implied concept rather than to a specific noun.)
Revised: The fact that she gave the Red Cross all her money explains why she declared bankruptcy.
1.) Catherine is a shy person, but she keeps it hidden.
(Hint: Here, it refers to “shyness.” Although the concept of shyness is implied in this sentence, the word shyness does not appear in it. Thus the pronoun is referring to a noun that isn’t there.)
2.) Sean’s error brought him a lawsuit.
(Hint: Here, him must refer to Sean. However, while the concept that a person named Sean exists is implied in the sentence, the actual word “Sean” does not appear directly before the pronoun. Sean’s appears, but not Sean. Thus, the pronoun is referring to a noun that isn’t there.)
3.) Why should I contribute? The team doesn’t get anything from it.
· Teacher-Led Overview/Discussion of Sonnets
· Teacher-Led Introduction to the TP-CASTT method of analyzing poetry
Handouts
· TP-CASTT Method Guide
· Sonnet Guide
Homework
· Priority for Tomorrow:
o Draft #2/3: Literary Analysis due tomorrow, Thurs., 3/7.
· Upcoming and Ongoing Assignments:
o Quiz #18: Read from Perrine "Analysis" through "Papers of Comparison and Contrast" (6-8), "Proving Your Point" through "Writing the Paper" (11-15, top of p. 15) by Fri., 3/8.
o Draft 1 of Flash Fiction due Fri., 3/8
o Submit Final Draft of Name/Identity Essay to Mr. Sykes by Fri., 3/8.
o Draft #1: Sonnet due Mon., 3/11.
o Journals/Blog #2 (You must make one blog post and comment on someone else's blog post) due Mon., 3/18.
4 March, Monday
Learning Goals and/or Objectives
Activities
· Warm-Up Activity: Put Draft #3 of your Scholarship/Internship Essay on your desk.
o Look over your notes for TW #3 on Hamlet.
· Timed Writing #3: Hamlet
· Peer Revision Conference (Structure/Organization) on Scholarship/Internship Essays
Handouts
· Peer Revision Guidelines (Structure/Organization) for Scholarship/Internship Essay
Homework
· Priority for tomorrow:
o Quiz #16: Read Perrine "What Is Poetry?" (647-55) and "Reading Poetry" (668-76) on Tues., 3/5.
o Book Club: Read 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Tues., 3/5.
· Upcoming and Ongoing Assignments:
o Quiz #17: Read from your Prentice Hall textbooks "Achievements of the English Renaissance" (197-199), "Sidney" (203) and "Guide for Interpreting" (226) by Wed., 3/6.
o Draft #2/3: Literary Analysis due Thurs., 3/7.
o Mon., 3/18: Journals/Blog II due
1 March, Friday
Learning Goals and/or Objectives
· Review how to offer & use feedback on Focus.
· Understand basic narrative elements (plot, character, conflict), motifs, and themes of Hamlet.
· Understand stagecraft and theatre rhetoric through viewing of staged version of Hamlet.
Activities
· Warm-Up Activity: Put Draft #1 of your Poetry Analysis Essay on your desk.
o Go back and work on your translations on Hamlet from previous journal entries. You should have two of these. Here's the prompt if you need a reminder:
o Translate 15-20 lines from Hamlet that you find significant (If you can't choose one on your own, consider parts of the "To be or not to be" or "What a piece of work is man" speech). Your translation needs to be in your own words (I will check "No Fear Shakespeare" to see if you are copying straight from SparkNotes). Your translation should be in paragraph form, rather than lined/in verse. You will need to include this translation when you turn in Journals II. You will also need to do the following: identify literary devices and one important motif in the passage. Relate this motif to a theme in Hamlet. What is the significance of this passage in the context of the play?
· Peer Revision Conference (Focus) on Literary Analysis Essay.
· Paideia Discussion: Hamlet
Handouts
· Peer Revision Guidelines (Focus) for Literary Analysis Essay.
Homework
· Priority for weekend:
o Draft #3: Scholarship/Internship Essay due Mon., 3/4.
o TW #3: Review/Prepare for TW #3 on Hamlet for Mon., 3/4.
o Quiz #16: Read Perrine "What Is Poetry?" (647-55) and "Reading Poetry" (668-76) on Tues., 3/5.
o Book Club: Read 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Tues., 3/5.
28 February, Thursday
Learning Goals and/or Procedural Objectives
· Understand the concepts of the tragic hero and revenge tragedy.
· Understand basic narrative elements (plot, character, conflict), motifs, and themes of Hamlet.
· Understand how to offer feedback for Support/Development for Scholarship/Internship Essay.
· Understand how to analyze Hamlet through different critical lenses.
Activities
· Warm-Up Activity: Review Discussion Sheet: Hamlet to prepare for the Paideia Discussion.
· Peer Revision Conference (Support/Development) of Scholarship/Internship Essay
· Critical Lens Hamlet Activity
· Book Club Journals Overview
Handouts
· Peer Revision Conference (Support/Development) Guidelines for Scholarship/Internship Essay
· Literary Criticism Exercise Handouts
· Book Club Journals Handouts
Homework
· Priority for Tomorrow:
o Draft #1: Literary Analysis Essay due tomorrow, Fri., 3/1.
· Upcoming and Ongoing Assignments:
o Draft #3: Scholarship/Internship Essay due Mon., 3/4.
o TW #3: Review/Prepare for TW #3 on Hamlet on Mon., 3/4.
o Quiz #16: Read Perrine "What Is Poetry?" (647-55) and "Reading Poetry" (668-76) on Tues., 3/5.
o Book Club: Read 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Tues., 3/5.
27 February, Wednesday
Learning Goals and/or Procedural Objectives
· Understand basic narrative elements (plot, character, conflict), motifs, and themes of Hamlet.
· Understand how different critical lenses influence the way we read and interpret a literary work.
· Understand requirements of character analysis Timed Writing.
Activities
· Warm-Up Activity
o Begin Quiz 15: Hamlet Act V.
o Journal Entry: Translate another 15-20 lines from Hamlet that you find significant (If you can't choose one on your own, consider parts of the "To be or not to be" or "What a piece of work is man" speech). Your translation needs to be in your own words (I will check "No Fear Shakespeare" to see if you are copying straight from SparkNotes). Your translation should be in paragraph form, rather than lined/in verse. You will need to include this translation when you turn in Journals II. You will also need to do the following: identify literary devices and one important motif in the passage. Relate this motif to a theme in Hamlet. What is the significance of this passage in the context of the play?
· Viewing/Reading/Analyzing/Discussing Scenes from Hamlet, Act IV and Act V.
· Teacher-Led Overview of TW #3: Hamlet prompt
Handouts
· TW #3: Hamlet prompt
Homework
· Priority for Tomorrow:
o Prepare 2nd Draft of Scholarship/Internship Essay for Support/Development Conference
· Upcoming and Ongoing Assignments:
o Draft #1: Literary Analysis Essay due Fri., 3/1.
o Paideia #3: Complete Discussion Sheet: Hamlet by Fri., 3/1.
o TW #3: Review/Prepare for TW #3 on Hamlet on Mon., 3/4.
o Draft #3: Scholarship/Internship Essay due Mon., 3/4.
o Book Club: Read 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Tues., 3/5.
26 February, Tuesday
Learning Goals and/or Procedural Objectives
- Understand basic narrative elements (plot, character, conflict), motifs, and themes of Hamlet.
· Understand how different critical lenses influence the way we read and interpret a literary work.
- Understand how to offer feedback for revision on grammar, spelling, etc. for Editing Conference.
- Understand the requirements for the Poetry Analysis Essay.
Activities
· Warm-Up Activity: Put Drafts #1 & 2 of your Scholarship/Internship Essay on your desk.
o Begin Quiz #14: Hamlet Act IV
· Editing Conference for Name/Identity Essay (N/I) Draft 5
· Viewing/Reading/Analyzing/Discussing Scenes from Hamlet, Act III -IV
· Teacher-Led Overview of Literary Analysis Essay
· Teacher Overview for Paideia Discussion (Hamlet)
Handouts
· Peer Revision Conference (Editing) for Name/Identity Essay Guidelines
· Literary Analysis Essay Guidelines
· Paideia Discussion Sheet
Homework
· Priority for Tomorrow:
o Quiz #15: Read Hamlet Act V by tomorrow, Wed., 2/27.
· Upcoming and Ongoing Assignments:
o Paideia #3: Complete Discussion Sheet: Hamlet by Fri., 3/1.
o Draft #1: Literary Analysis Essay due Fri., 3/1.
o Draft #3: Scholarship/Internship Essay due Mon., 3/4.
o TW #3: Review/Prepare for TW #3 on Hamlet on Fri., 3/4.
o Book Club: Read 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Tues., 3/5.
25 February, Monday
Learning Goals and/or Procedural Objectives
· Understand basic narratives elements (plot, character, and conflict), motifs, and themes of Hamlet.
· Understand different media interpretations of Hamlet.
· Understand how different critical lenses influence the way we read and interpret a literary work.
Activities
· Warm-Up Activity:
o Quiz #13: Hamlet Act III (scenes ii-iv)
o Journal Entry: Translate another 15-20 lines from Hamlet that you find significant (If you can't choose one on your own, consider parts of the "To be or not to be" or "What a piece of work is man" speech). You will need to include this translation when you turn in Journals II. You will also need to do the following: identify literary devices and one important motif in the passage. Relate this motif to a theme in Hamlet. What is the significance of this passage in the context of the play?
· Viewing/Reading/Analyzing/Discussing Scenes from Hamlet, Acts I-III continued
· Pass out Book Club novels
Handouts
· None.
Homework
· Priority for the tomorrow:
o Quiz 14: Read Hamlet Act IV by Tues., 2/26.
o Draft 5 of Name/Identity Essay due by Tues., 2/26
· Upcoming and Ongoing Assignments:
o Quiz 15: Read Hamlet Act V by Wed., 2/27.
o Draft #2 Scholarship/Internship Essay due Thurs., 2/28.
o Complete Paideia Discussion Sheet: Hamlet for the Paideia Discussion on Fri., 3/1.
o Prepare for TW #3, on Mon., 3/4.
o Book Club: Read 1/3 of your book and complete journal entries (3 pages typed, 6 pages handwritten) due Tues., 3/5.
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22 February, Friday
Learning Goals and/or Procedural Objectives
· Review how to offer and use feedback on Focus.
· Understand basic narratives elements (plot, character, and conflict), motifs, and themes of Hamlet.
· Understand different media interpretations of Hamlet.
· Understand double-entry journals.
Activities
· Warm-Up Activity: Put Draft #1 of the Scholarship/Internship Essay on your desk.
o Journal Entry: Translate 15-20 lines from Hamlet that you find significant (If you can't choose one on your own, consider parts of the "To be or not to be" or "What a piece of work is man" speech). You will need to include this translation when you turn in Journals II. You will also need to do the following: identify literary devices and one important motif in the passage. Relate this motif to a theme in Hamlet. What is the significance of this passage in the context of the play?
· Scholarship Essay Peer Revision Conference (Focus)
· Viewing/Reading/Analyzing/Discussing Scenes from Hamlet, Acts I-III (through scene i) continued
Handouts
· Peer Revision Guidelines Scholarship/Internship Essay (Focus)
Homework
· Priority for Tomorrow:
o Quiz 13: Read Hamlet Act III scene ii-iv by Mon., 2/25.
o Character study handout on one character from Hamlet due Mon., 2/25.
o Choose Book Club groups and novels and email Mr. Cox/Mr. Sykes by Mon., 2/25.
§ First come, first served.
§ Only one person in each group should email.
§ Email should include everyone's names (6 groups of 3, 2 groups of 4—also first come first served)
§ Email should indicate a title as first choice, a title as second choice, and a title as third choice.
§ If you have not emailed before 6am on Friday morning, Ms. Lam will put you into groups and let you know which books remain.
· Upcoming and Ongoing Assignments:
o Quiz 14: Read Hamlet Act IV by Tues., 2/26.
o Draft #2 Scholarship/Internship Essay due Tues., 2/26.
o Quiz 15: Read Hamlet Act V by Wed., 2/27.
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22 February, Friday
Learning Goals and/or Procedural Objectives
· Review how to offer and use feedback on Focus.
· Understand basic narratives elements (plot, character, and conflict), motifs, and themes of Hamlet.
· Understand different media interpretations of Hamlet.
· Understand double-entry journals.
Activities
· Warm-Up Activity: Put Draft #1 of the Scholarship/Internship Essay on your desk.
o Journal Entry: Translate 15-20 lines from Hamlet that you find significant (If you can't choose one on your own, consider parts of the "To be or not to be" or "What a piece of work is man" speech). You will need to include this translation when you turn in Journals II. You will also need to do the following: identify literary devices and one important motif in the passage. Relate this motif to a theme in Hamlet. What is the significance of this passage in the context of the play?
· Scholarship Essay Peer Revision Conference (Focus)
· Viewing/Reading/Analyzing/Discussing Scenes from Hamlet, Acts I-III (through scene i) continued
Handouts
· Peer Revision Guidelines Scholarship/Internship Essay (Focus)
Homework
· Priority for Tomorrow:
o Quiz 13: Read Hamlet Act III scene ii-iv by Mon., 2/25.
o Character study handout on one character from Hamlet due Mon., 2/25.
o Choose Book Club groups and novels and email Mr. Cox/Mr. Sykes by Mon., 2/25.
§ First come, first served.
§ Only one person in each group should email.
§ Email should include everyone's names (6 groups of 3, 2 groups of 4—also first come first served)
§ Email should indicate a title as first choice, a title as second choice, and a title as third choice.
§ If you have not emailed before 6am on Friday morning, Ms. Lam will put you into groups and let you know which books remain.
· Upcoming and Ongoing Assignments:
o Quiz 14: Read Hamlet Act IV by Tues., 2/26.
o Draft #2 Scholarship/Internship Essay due Tues., 2/26.
o Quiz 15: Read Hamlet Act V by Wed., 2/27.
21 February, Thursday
Learning Goals and/or Procedural Objectives
· Understand the concepts of the tragic hero and revenge tragedy.
· Understand basic narrative elements (plot, character, and conflict), motifs, and themes of Hamlet.
· Understand different media interpretations of Hamlet.
· Understand guidelines for Book Clubs.
Activities
· Warm-Up Activity: Begin Quiz 12: Hamlet Acts 1-III (through scene i).
o BONUS TO QUIZ 12: WRITE ANSWERS ON YOUR OWN SHEET OF PAPER AND SUBMIT IT TO MR. SYKES.
§ In your opinion, is Hamlet crazy? Why or why not? Be specific and support your answer.
· Viewing/Reading/Analyzing/Discussing Scenes from Hamlet, Acts I-III (through scene i)
· Introduction of Book Clubs
Handouts
· Book Club guidelines
· Hamlet Character Study
Homework
· Priority for Tomorrow:
o Draft #1: Scholarship/Internship Essay due tomorrow, Fri., 2/22.
· Upcoming and Ongoing Assignments:
o Quiz 13: Read Hamlet Act III scene ii-iv by Mon., 2/25.
o Character study handout on one character from Hamlet due Mon., 2/25.
o Choose Book Club groups and novels and email Mr. Cox/Mr. Sykes by Mon., 2/25.
§ First come, first served.
§ Only one person in each group should email.
§ Email should include everyone's names (groups of 3-4, also first come first served)
§ Email should indicate a title as first choice, a title as second choice, and a title as third choice.
§ If you have not emailed before 6am on Monday morning, Mr. Sykes will put you into groups and let you know which books remain.
20 February 2013, Wednesday
Learning Goals and/or Procedural Objectives
· Understand the concepts of the tragic hero and revenge tragedy.
· Understand basic background information of Hamlet.
· Apply context (language/history) to achieve reading comprehension of the play.
Activities
· Warm-Up Activity: Begin Quiz 11: Hamlet Background handout, Craft "Rewrite to Edit" (3:170-85; 4:185-201), and Perrine's "Nature of Drama" (1027-32) and "Tragedy" (1209-13)
Journal Entry: Why do you think we are still reading Shakespeare in school, even though it has been hundreds of years since his plays were first published and performed? How would you feel if you found out that your boyfriend/girlfriend had been spying on you for your parents? Why would you feel this way? What would you do about it?
· Creative Writing Assignment
· Overview of Forms of Literary Criticism
Handouts
Homework
· Priority for Tomorrow
o Quiz 12: Read Hamlet Acts I-III, through Act III scene i by tomorrow, Thurs., 2/21.
· Upcoming and Ongoing Assignments:
o Draft #1: Scholarship/Internship Essay due Fri., 2/22.
o Quiz 13: Read Hamlet Act III scene ii-iv by Mon., 2/25.
o Character study handout on one character from Hamlet due Mon., 2/25.
o Choose Book Club groups and novels and email Mr. Cox/Mr. Sykes by Mon., 2/25.
19 February, Tuesday
Learning Goals and/or Procedural Objectives
· Understand how to use Brushstroke #5 (and other strategies) to improve description.
· Understand how to offer and use feedback on Support/Development.
· Understand the requirements of the Scholarship/Internship Essay.
Activities
- Warm Up Activity: Put Drafts #1 & 2 of your Description Essay on your desk.
- Begin Quiz 10: “The Coming of the Renaissance” and “The Slow Spread” (192), “Elizabethan Drama” (199), and “William Shakespeare” (224-25) (black literature books)
- Begin working on Brushstroke #4 Practice:
Action Verbs/Active Voice: Use of active voice (rather than passive voice) and action verbs instead of being verbs (am, are, is, was, were, be, being, been) strengthens writing.
The runaway horse was ridden into town by an old, white-whiskered rancher. – Passive voice
An old, white-whiskered rancher rode the runaway horse into town. – Active voice
The grocery store was robbed by two armed men. – Passive voice
Two armed men robbed the grocery store. – Active voice
The gravel road was on the left side of the barn. – Being verb
The gravel road curled around the left side of the barn. – Action verb
There was a rat under my bed. –Being verb
A rat hid under my bed. – Action verb
Now complete the following exercise:
Action Verb/Active Voice Exercise: Rewrite the sentences, transforming passive voice to active voice or replacing being verbs with action verbs.
- There was a hat on his head.
- The dog was hit in the head by the ball.
- The house was on fire.
- Tanya was exhausted from the long journey.
- The girl is frozen by fear.
· Peer Revision Conference (Support/Development) on Descriptive Essay
· On Timed Writing #2
· Teacher-Led Overview of Scholarship/Internship Essay
Handouts
- Peer Revision Conference (SUPPORT/DEVELOPMENT) Guidelines
- Scholarship/Internship Essay Guidelines
- Five Brushstrokes
Homework
· Priority for the Weekend: It's a long weekend but there are a lot of assignments due on Tuesday/next week…
o Quiz 11: Read Hamlet Background Handout, Craft "Rewrite to Edit" (3: 170-85; 4: 185-201), and Perrine's "Nature of Drama" (1027-32) and "Tragedy" (p. 1209-13) by Wed., 2/20.
o Final Draft Personal Essay (Name/Identity) due Mon., 2/25.
· Upcoming and Ongoing Assignments:
o Quiz 12: Read Hamlet Acts 1-III (through scene i) by Thurs., 2/21.
o Draft #1 Personal Essay (Scholarship) by Fri., 2/22.
o Quiz 13: Read Hamlet Acts III (scenes ii-iv) by Mon., 2/25.
15 February, Friday
Learning Goals and/or Procedural Objectives
· Understand concepts of nihilism, existentialism, and the anti-hero.
· Understand basic narrative (plot, character, conflict) elements of Grendel as well as motifs and themes
Activities
· Warm-Up Activity: Review your discussion sheet on Grendel in preparation for the Paideia Discussion.
· Paideia Discussion #2: Grendel
· Do the After the Discussion part of the discussion sheet.
· Start reviewing information on Hamlet Background handout or start reading from Prentice Hall textbook.
Handouts
· Hamlet Background
Homework
· Priority for Tomorrow:
o Quiz 10: Read from your Prentice Hall textbook: "Coming of Renaissance" and "Slow Spread" (p. 192), "Elizabethan Drama" (p. 199), "William Shakespeare" (p. 224-5) by tomorrow, Tues., 2/19.
o Draft #2, Personal Essay (Description) due tomorrow, Tues., 2/19
· Upcoming and Ongoing Assignments:
o Quiz 11: Read Hamlet Background Handout, Craft "Rewrite to Edit" (3: 170-85; 4: 185-201), and Perrine's "Nature of Drama" (1027-32) and "Tragedy" (p. 1209-13) by Wed., 2/20.
o Final Draft Personal Essay (Name/Identity) due Wed., 2/20.
o Quiz 12: Read Hamlet Acts 1-III (through scene I) by Thurs., 2/21.
14 February, Thursday
Learning Goals and/or Procedural Objectives
Understand how to use Brushstroke #4 (& other strategies) to improve description.
Understand and apply media comprehension by using different visual strategies to convey various interpretations of monsters.
Review how to offer and use feedback on Focus.
Activities
Warm-Up Activity: Put Draft #1 of the Description Essay next to you on Ms. Lam can check for completion.
Peer Revision Conference PE (Descriptive) FOCUS
Monster Project workshop; at this point you should:
have looked at all three interpretations of your monster
be ready to work on your visual representation and/or reflection paper today
Remember this is the last day we have to work on the monster project. It is due tomorrow. Use your time effectively.
Handouts
Homework
13 February, Wednesday
Learning Goals and/or Procedural Objectives
Understand how to offer and use feedback on Style/Voice.
Demonstrate an understanding of the concept and interpretations of a monster by examining different versions of media.
Understand and apply Brushstroke #4 (Adjectives Shifted Out of Order)
Activities
Adjectives Shifted Out of Order: Many immature writers overload their descriptions with too many adjectives in sentences like “The large, red-eyed, angry bull moose charged the intruder.” A more mature writer, when she or he wishes to stack adjectives, avoids a three-in-a-row string by using a technique called shifting adjectives out of order. You do not have to shift all the adjectives.
Leaving one adjective in its original place, a mature writer might create this sentence:
“The large bull moose, red-eyed and angry, charged the intruder.”
From Sir Arthur Conan Doyle’s The Hound of the Baskervilles: “And then suddenly, in the very dead of night, there came a sound to my ears, clear, resonant, and unmistakable.” – placed in their ordinary position, the adjectives would have made the sentence sound more childish.
Adjectives Out of Order Exercise: Rewrite each sentence by shifting adjectives out of order:
The old, wrinkled woman smiled upon her newborn great-grandchild with pride.
The twisted, tormented boxer felt no compassion for his contender.
The tired, hungry, and salivating cheetah stared at the gazelle, which would soon become her dinner.
The Pavilion was a simple, long, and rectangular city.
Handouts
Homework
12 February, Tuesday
Learning Goals and/or Procedural Objectives
· Know how to close read/analyze a passage from Grendel and compose an essay that persuasively explains your analysis.
· Understand basic narrative elements (plot, character, and conflict), motifs, and themes of Grendel.
· Understand and identify syllogism, deductive reasoning, and other methods of rhetoric in effective writing.
· Understand the concept of a monster and different interpretations of a monster.
Activities
· Warm-Up Activity: Make a table comparing the monster you chose to Grendel. Why do you think monsters exist? Give examples of the way we see monsters in our society. What are the positive aspects of monsters? What need did monsters fill in society in the past, and what need might they fill now? Before you really start on your monster project, what do you think you will discover about your monster? Will you go out to look for an interpretation you haven't heard of before? Why or why not?
· Close Passage Analysis Essay Test on John Gardner's Grendel. TW 2 Prompt: Read the following passage from John Gardner’s Grendel closely. Then, write a well-organized essay in which you show how Gardner, through such stylistic devices as tone, imagery, figurative language, syntax, detail, and point of view, critiques the human desire for order and meaning.
“Man,” he [the Dragon] said, then left a long pause, letting scorn build up in the cave like venom in his breath. “I can see you understand them. Counters, measurers, theory-makers.
All pigs eat cheese.
Old Snaggle is a pig.
If Snaggle is sick and refuses to eat, try cheese.
Games, games, games!” He snorted fire. “They only think they think. No total vision, total system, merely schemes with a vague family resemblance, no more identity than bridges, and, say, spiderwebs. But they rush across chasms on spiderwebs, and sometimes they make it, and that, they think, settles that! I could tell you a thousand tiresome stories of their absurdity. They’d map out roads through Hell with their crackpot theories, their here-to-the-moon-and-back lists of paltry facts. Insanity—the simplest insanity ever devised! Simple facts in isolation, and fact to connect them—ands and buts—are the sine qua non of all their glorious achievement. But there are no such facts. Connectedness is the essence of everything. It doesn’t stop them, of course. They build the whole world out of teeth deprived of bodies to chew or be chewed on.
“They sense that, of course, from time to time; have uneasy feelings that all they live by is nonsense. They have dim apprehensions that such propositions as ‘God does not exist’ are somewhat dubious at least in comparison with statements like ‘All carnivorous cows eat meat.’ That’s where the Shaper saves them. Provides an illusion of reality—puts together all of their facts with a gluey whine of connectedness. Mere tripe, believe me. Mere sleight-of-wits. He knows no more than they do about total reality—less, if anything: works with the same old clutter of atoms, the givens of his time and place and tongue. But he spins it all together with harp runs and hoots, and they think what they think is alive, think Heaven loves them. It keeps them going—for what that’s worth. As for myself, I can hardly bear to look.”
Notes: sine qua non or condito sine qua non was originally a Latin legal term for "(a condition) without which it could not be" or "but for…" or "without which (there is) nothing." It refers to an indispensable and essential action, condition or ingredient.
· On Paideia Discussion #2
· Teacher-Led Discussion of Monster Project/Monster Project workshop
· Work on Descriptive Essays
· Work on Name/Identity Essays
Homework
· Priority for Tomorrow:
o Draft #4, Personal Essay (Name/Identity) due tomorrow, Wed. 2/13.
§ While you prepare for your fourth draft, think about how you OWN your essay.
§ Look carefully at the suggestions that your peers have made.
§ Have you fully developed your single, dominant meaning?
§ Does every detail that you include have something to do with the single, dominant meaning?
§ Is this essay YOURS? How is it different from other essays that you have read from your peers? How would you describe your voice?
o Quiz 9: Read Grendel (chapters 7-12) by tomorrow, Wed. 2/13.
o Monster Project: Try to watch a film version of your monster tonight so that you have more materials to work with tomorrow, Wed. 2/13.
· Upcoming and Ongoing Assignments:
o Draft #1, Personal Essay (Description) due Thurs., 2/14.
o Monster Project: Have examined the three interpretations of your monster so that you are ready to work on the visual representation/reflection part, due by Fri., 2/15.
o Paideia discussion on Grendel: Complete Discussion Sheet: Grendel, due Fri., 2/15.
o Quiz 10: Read from your Prentice Hall textbook: "Coming of Renaissance" and "Slow Spread" (p. 192), "Elizabethan Drama" (p. 199), "William Shakespeare" (p. 224-5) by Tues., 2/19.
o Draft #2, Personal Essay (Description) due Tues., 2/19.
11 February, Monday
Learning Goals and/or Procedural Objectives
· Understand how to offer and use feedback on structure/organization.
· Understand the importance of peer revision conferences even as an inexperienced writer.
· Understand the requirements of the descriptive essay.
Activities
· Warm-Up Activity: Journal: Do you like science fiction or fantasy? Why or why not? Name one monster in science fiction or fantasy that you would like to closely study. Are there multiple interpretations of that particular monster in science fiction or fantasy (for example, Grendel is a monster and we have studied in class the original epic poem, the movie, and the novel. There are even more movies and essays about Grendel). Write down everything you know about the monster and whether you think the monster can be an anti-hero or a sympathetic villain. (If you do not like science fiction or fantasy, talk about a monster such as the Big Bad Wolf that you know).
· Teacher-Led Overview of Personal Essay: Descriptive Assignment.
· Teacher-Led Discussion of the importance of peer revision as an inexperienced writer.
· Draft 3: Name/Identity Peer-Revision Conference (Structure/Organization).
· Teacher-Led Overview of the Monsters in Science Fiction/Fantasy project.
Handouts
· Personal Essay: Description Assignment Guidelines
· Peer Revision Conference (Structure/Organization) Guidelines
· Monsters in Science Fiction/Fantasy Guidelines.
Homework
· Priority for the Weekend:
o Submit your Blog 1 post to blog website along with your response to a peer's blog post by no later than 6:00 AM, Tues., 2/12
o Review Grendel Ch. 1-6 for Timed Writing #2: Grendel Passage Analysis on Tues., 2/12.
o Come in with images of your monster for your monster project (either drawn or printed out).
· Upcoming and Ongoing Assignments:
o Read Grendel Ch. 7-12 before Wed., 2/13.
o Draft 4, Personal Essay (Name/Identity) due Wed., 2/13.
o Draft #1, Personal Essay (Descriptive) due Thurs., 2/14.
o Paideia Discussion Sheet for Grendel due Fri., 2/15.
8 February, Friday
Learning Goals and/or Procedural Objectives
· Understand how to use Brushstroke #3 (Appositives) to improve description.
· Understand point of view and voice in Grendel.
· Understand the concepts of the absurd, existentialism, and the anti-hero/sympathetic villain.
· Understand basic narrative elements (plot, character, and conflict), motifs, and themes of Grendel.
Activities
· Warm-Up Activity: Quiz #8 Craft "Rewrite with Voice" (3:151-165, 4:64-80).
· Brushstroke #3: Study the information below, and then try the appositive exercise:
Appositive: a noun or noun phrase that adds a second image to a preceding noun.
Original Sentence
The raccoon enjoys eating turtle eggs.
Revised Sentence
The raccoon, a scavenger, enjoys eating turtle eggs.
Appositive Exercise: Rewrite each sentence by adding an appositive after the noun/subject:
o The volcano spewed forth lava and ash across the mountain.
o The old Navajo woman stared blankly.
o The waterfall poured the fresh, pure spray into the creek.
o The fish felt the alligator’s giant teeth sink into his scales as he struggled to get away.
· Continue Grendel Chapters 1-6 Breakdown (second half).
· Workshop: Journals (Series 1)
· Information on Timed Writing #2
Handouts
· Five Basic Brushstrokes
Homework
· Priority for Tomorrow: Draft #3, Personal Essay (Name/Identity) due Mon., 2/11.
§ Use feedback from peers and your own ideas.
§ Use strategies from Murray's chapter on development (Craft).
§ Use descriptive writing strategies, including Brushstroke #1.
§ Use Introduction/Conclusion handouts (on class website).
o Expand journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C), Journals (Series 1) due Mon., 2/11.
· Upcoming and Ongoing Assignments:
o Review Grendel Ch. 1-6 for Timed Writing #2: Grendel Passage Analysis on Tues., 2/12.
o Submit your Blog i post to blog website along with your response to a peer's blog post by no later than 6:00 AM, Tues., 2/12
o Read Grendel Ch. 7-12 before Wed., 2/13.
o Draft 4, Personal Essay (Name/Identity) due Wed., 2/13.
7 February, Thursday
Learning Goals and/or Procedural Objectives
· Learn to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
· Learn to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
Activities
· Warm up Activity: What separates argumentative academic formal writing from narrative writing? What are the major differences? Consider the purpose, audience, style, diction, syntax, and organization.
· Class reading and scoring of sample responses of TW 1
· Return TW 1 to students
· Review of feedback advice of TW 1
· In-class work on Journal 1 series, Blog 1
Handouts
· Sample Essay Responses to Passage Analysis Prompt TW 1
· Scoring Guidelines for TW 1
· Feedback Advice on Explication Prompt TW 1
Homework
· Priority for Tomorrow: Quiz #8 Read Craft "Rewrite with Voice" (3:151-165 top, 4: 64-80 top) due tomorrow, Fri., 2/8.
· Upcoming and Ongoing Assignments:
o Draft #3, Personal Essay (Name/Identity) due Mon., 2/11.
§ Use feedback from peers and your own ideas.
§ Use strategies from Murray's chapter on development (Craft).
§ Use descriptive writing strategies, including Brushstroke #1.
§ Use Introduction/Conclusion handouts (on class website).
o Expand journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C), Journals (Series 1) due Mon., 2/11.
o Review Grendel Ch. 1-6 for Timed Writing #2: Grendel Passage Analysis on Tues., 2/12.
o Submit your Blog I post to blog website along with your response to a peer's blog post by no later than 6:00 AM, Mon., 2/11
o Read Grendel Ch. 7-12 before Wed., 2/13.
o Draft 4, Personal Essay (Name/Identity) due Wed., 2/13.
6 February, Wednesday
Learning Goals and/or Procedural Objectives
· Understand the concepts of the absurd, existentialism, and the anti-hero/sympathetic villain.
· Understand basic narrative elements (plot, character, and conflict), motifs, and themes of Grendel.
Activities
· Warm-Up Activity: Quiz #7 Background information on Gardner and Grendel, Grendel Ch. 1-6
o Journal: Identify a scene from Grendel you find confusing (write the page number on which it begins and ends); summarize what you think is happening or being said. What makes it confusing? What strategies do you use to figure out an author’s meaning when you encounter a difficult passage? What do you think might help you understand this passage? What are your best guesses as to what it might mean? If you are amazingly brilliant and understood all passages from Grendel, along with their full significance, perfectly the first time reading through them, speculate about what passages others might find confusing, why, and what strategies you used to comprehend the passage.
· Grendel Ch. 1-6 plot and character breakdown (first half).
· Information on existentialism and the absurd: What exactly is the definition of existentialism again? Group Activity
· Apply information on existentialism to Grendel (using it to find motif & theme)
· On blog i
Handouts
· Articles on existentialism
· Study questions for chapters 7-12 on bookmarks
· Grendel: Character Study, a comparison between Grendel and Beowulf
Homework
· Priority for Tomorrow: Complete Grendel: Character Study handout due tomorrow, Thurs., 2/7.
· Upcoming and Ongoing Assignments:
o Read Craft "Rewrite with Voice" (3:151-165 top, 4: 64-80 top) before Fri., 2/8.
o Draft #3, Personal Essay (Name/Identity) due Mon., 2/11.
§ Use feedback from peers and your own ideas.
§ Use strategies from Murray's chapter on development (Craft).
§ Use descriptive writing strategies, including Brushstroke #1.
§ Use Introduction/Conclusion handouts (on class website).
o Expand journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C), Journals (Series 1) due Mon., 2/11.
5 February, Tuesday
Learning Goals and/or Procedural Objectives
· Understand the definition of poetry and evaluate a piece of writing by looking at its poetic value, structure, and purpose.
· Understand descriptive writing and how it is used effectively in prose or poetry (showing rather than telling)
· Understand how to use Brushstroke #1 (Participles/Participial Phrases) and Brushstroke #2 (Absolutes) to improve description.
Activities
· Warm-Up Activity: Quiz #6 Craft "Rewrite for Internal Order" (104-115)
o Journal Entry: What is the difference between poetry and prose? You may want to consider more than just structure, because there are poems that look like paragraphs and have no line breaks. Do you believe that poetry can easily be made into a short story or vice versa? Sometimes, novels can be made into films. Can poems be made into films as well? Think about your favorite poem (if you don't have one, think about a poem that we read in class). What would it be like in the form of a movie? (Remember to list the title of the poem.)
· Descriptive Writing Activity: Concrete Images/Sounds/Smells/Touches/Tastes
· Guided Practice with Brushstroke #1 (Participles/Participial Phrases), guided practice with Brushstroke #2 (Absolutes)
Handouts
· How to Write Effective Description
· Five Basic Brushstrokes
· Packet: poems & excerpts from prose
Homework
· Priority for Tomorrow: Quiz #7 Read background on Gardner and Grendel, Grendel Ch. 1-6 for Thurs., 2/7.
· Upcoming and Ongoing Assignments:
o Read Craft "Rewrite with Voice" (3:151-165 top, 4: 64-80 top) before Fri., 2/8.
o Draft #3, Personal Essay (Name/Identity) due Mon., 2/11.
§ Use feedback from peers and your own ideas.
§ Use strategies from Murray's chapter on development (Craft).
§ Use descriptive writing strategies, including Brushstroke #1.
§ Use Introduction/Conclusion handouts (on class website).
o Expand journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C), Journals (Series 1) due Mon., 2/11.
4 February, Monday
Learning Goals and/or Procedural Objectives
- Understand plot, point of view, and four points of view (3rd-person omniscient, limited, & objective; 1st person).
- Understand how to offer revision feedback on SUPPORT/DEVELOPMENT.
- Understand the requirements of Honors English IV Lit blog.
Activities
- Warm-Up Activity: Place your 2nd (and underneath it, your 1st) draft of your personal narrative on your desk so Mr. Cox/Ms. Lam can check for completion.
- Begin Quiz #5: Perrine’s “Pt. of View” 227-33 and “Plot” 103-111
- Journal Entry: Reflect on your writing prior to this class. So far, what have you learned in this class that has effectively improved your writing? Self-assess the draft that you are turning in today and list three strengths. Then list three things you can improve. If you were to turn in the draft today, what kind of grade would you give yourself? Why? Optional: When you turn in your journal entries, which revision techniques would you apply? Explain why.
- Peer Revision Conference (DEVELOPMENT/SUPPORT)
- Teacher-Led Overview of Blog/Journal Guidelines
- Workshop
- Read over Intro/Conclusion handouts to see how you might apply one of these techniques to your essay.
- Read from Grendel or begin work on next draft of personal essay (name/identity).
Handouts
- Peer Revision Conference (DEVELOPMENT/SUPPORT) Guidelines
- Introduction-Conclusion handouts for Narrative Essays
- Journal I (Series I)/Blog Guidelines/Evaluation Rubric & Model Journal Response
Homework
- Priority for Monday:
- Quiz #6: Read from Craft 3:104-115; 4:140-151 (“Rewrite for Internal Order”) Tues., 2/5.
- Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
- Read background information on Grendel and author John Gardner: (http://www.pabook.libraries.psu.edu/palitmap/bios/Gardner__John.html) before Thurs., 2/7. The link to this website can also be found on Mr. Cox’s website under the title “AP Eng. Lit. and Hon. Eng. IV Links” on the left-hand side.
- Read Grendel (chapters 1-6) before Thurs., 2/7.
- Quiz #8 Read Craft “Rewrite with Voice” 3:151-165; 4:64-80 before Fri., 2/8.
- Expand journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C), Journals (Series 1) due Mon., 2/11.
1 February, Friday
Learning Goals and/or Procedural Objectives
- Understand the difference between Old English and Modern English.
- Know the following terms: epic, epic hero, kenning, litotes, wyrd, scop, alliteration, comitatus, allusion, protagonist, antagonist, caesura, archetype.
Activities
- Warm-Up Activity:
- Begin Quiz 4: Craft “Rewrite to Develop” (3:118-136; 4:154-173) & Perrine’s “Theme” (188-95).
- Journal: “People say that life is the thing, but I prefer reading.” – from the autobiography Unforgotten Years of Logan Pearsall Smith, American essayist and critic Logan Pearsall Smith.
While this quote is perhaps somewhat hyperbolic (exaggerated), explain why people not only enjoy reading literature (and you can include viewing film/television) but also benefit from the study of it as well. List some books that you have read in the past year outside of classes and on your own. If you enjoyed them more than the ones you study in class, think about what you have gotten out of those books. Imagine that you can choose your own books to read in class but you still had to analyze it by looking at characters, theme, and context. Would you still enjoy the books and benefit from studying it?
- Small group activity: Students analyze excerpts from Beowulf. See “Treasure Hunt” handout.
Handouts
- “”Beowulf: A Literary Treasure Hunt”
Homework
- Priority for tomorrow
- Quiz #5: Read Perrine’s “Point of View” (227-233) & “Plot” (103-111 before "The Destructors") due, Mon., 2/4.
- Draft #2, Personal Essay (Name/Identity) due Mon., 2/4.
- Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
- Quiz #6: Read Craft “Rewrite for Internal Order” 3:104-115 (middle); 4:140-151 (top) before Tues., 2/5.
- Read background information on Grendel and author John Gardner: (http://www.pabook.libraries.psu.edu/palitmap/bios/Gardner__John.html) before Wed., 2/6. The link to this website can also be found on Mr. Cox’s website under the title “AP Eng. Lit. and Hon. Eng. IV Links” on the left-hand side.
- Quiz #7: Read Grendel (chapters 1-6) before Wed., 2/6.
- Quiz #8: Read Craft “Rewrite with Voice” (3:151-165 before "Case History;" 4:64-80 before "Case History") before Fri., 2/8.
- Expand journal entries (in general, entries must be at least two paragraphs of five sentences each for a minimum of a C), Journals (Series 1) due Mon., 2/11.
31 January, Thursday
Learning Goals and/or Procedural Objectives
- Understand some key characteristics of Anglo-Saxon literature and culture.
- Investigate traditional and modern depictions of the epic hero.
- Appreciate music as a form of literary text and the relationship of music and language in Anglo-Saxon literature.
Activities
- Warm-Up Activity:
- Begin Quiz 3: Background on Anglo-Saxons & excerpts from Beowulf in PH lit book: PH 1-9, 18-40.
- Journal: Make a table comparing Germanic paganism and Christianity. What do these beliefs have in common and what do they have in contrast? Do the contrasts outweigh the similarities? Imagine yourself as Anglo-Saxon in the year 800 and that your parents believed in pagan gods and missionaries have talked to you about a different God. Use your table to explain how you might amalgamate the differences in the two religions. Then explain whether you (the actual you, not Anglo-Saxon you) believe in fate/destiny (the Wyrd for pagan Anglo-Saxons), predestination (that God has predetermined your life) or free will (that you have complete control over your choices). Additional items to consider when expanding: Relate these concepts to ideas from Invisible Man & excerpts from Beowulf (after reading the excerpts, of course).
- Discussion of Journal entries, The Dream of the Rood
- Viewing present-day film depictions of heroes
- Small group/whole class discussions regarding perspectives on heroes/reviewing “Beowulf: Heroic Traits” handout.
Handouts
Homework
- Priority for Tomorrow:
- Quiz #4: Read Craft “Rewrite to Develop” 3:118-136 (middle); 4:154-173 (top) & Perrine’s “Theme” 188-95 (before "The Lesson") tomorrow Fri., 2/1.
- Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
- Draft #2, Personal Essay (Name/Identity) due Mon., 2/4.
- Quiz #5: Read Perrine’s “Point of View” (227-233) & “Plot” (103-111 before "The Destructors") before Mon., 2/4.
- Quiz #6: Read Craft “Rewrite for Internal Order” 3:104-115 (middle); 4:140-151 (top) before Tues., 2/5.
- Read background information on Grendel and author John Gardner: (http://www.pabook.libraries.psu.edu/palitmap/bios/Gardner__John.html) before Thurs., 2/7. The link to this website can also be found on Mr. Cox’s website under the title “AP Eng. Lit. and Hon. Eng. IV Links” on the left-hand side.
- Read Grendel (chapters 1-6) before Thurs., 2/7.
30 January, Wednesday
Learning Goals and/or Procedural Objectives
- Understand how to identify focus or lack of focus in a personal essay and to make feedback to peers for improving focus in narrative essays.
- Understand the context of Beowulf and Anglo-Saxon pagan and Christian influences on Beowulf.
Activities
- Warm-Up Activity:
- Begin Quiz 2: Craft (3:29-41; 4:85-98) “Rewrite to Focus”
- Journal: What is a hero? What are the characteristics of a hero? Are there different types of heroes? If so, what do they all have in common?
Do ideas of what a hero is change across time and culture? In other words, would an 18th century American define a hero in the same way we define a hero today? Would a member of Al-Qaeda define a hero the same way an American defines a hero? Why or why not? If not, is it possible to craft a definition of a hero that everyone can agree upon?
Can you identify some heroes you personally know? Why are they heroes? Besides people you know, who else would you identify as a hero? Why?
- Peer Revision Conferences: Personal Essay (Name/Identity)- Focus
Handouts
- Peer Revision Conference Guidelines (Name/Identity Essay)- Focus
- “Beowulf: Heroic Traits”
Homework
- Priority for Tomorrow:
- Quiz 3: Read background on Anglo-Saxons & excerpts from Beowulf in your Prentice Hall lit book: PH 1-9, 18-40 due tomorrow, Thurs., 1/31.
- Complete handout: “Beowulf: Heroic Traits”
- Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
- Quiz #4: Read Craft “Rewrite to Develop” 3:118-136 (middle); 4:154-173 (top) & Perrine’s “Theme” 188-95 (before "The Lesson") by Fri., 2/1.
- Draft #2, Personal Essay (Name/Identity) due Mon., 2/4. Before you begin revising:
- Reread your discovery/1st draft, reflecting on what you learned about your name, your identity, yourself, and the nature of identity and names by writing down those reflections. As you write, also consider the feedback from your peers.
- Compare your conclusion(s) about your name/identity to those observations about identity/names in the readings you have done for this class.
- Now, begin writing what you’ve learned, using this as both a guide to revise/refocus your discovery draft and as the beginning of a new conclusion.
- Read Perrine’s “Point of View” (227-233) & “Plot and Structure” (103-111 before "The Destructors") (Quiz #5) before Mon., 2/4.
29 January, Tuesday
Learning Goals and/or Procedural Objectives
Understand the topics and themes in “My Name” chapter from Sandra Cisnero’s The House on Mango Street, & Ralph Ellison’s Invisible Man.
Understand the value of prewriting when preparing for class discussions and the value of class discussions when preparing to write.
Appreciate art as a form of literary text and the strategies in explicating images.
Activities
Warm-Up Activity: Journal Entry:
Paideia Discussion on “My Name” chapter from Sandra Cisnero’s The House on Mango Street, Dunbar’s We Wear the Mask, and The Invisible Man
Name Essay in-class time
Assignment of Grendel texts
Handouts
Homework
Priority for Tomorrow:
Quiz #2: Read from Craft "Rewrite to Focus" 3:29-41 (end); 4:85-98 (end with "The Importance of Focus") due tomorrow, Wed., 1/30.
1st draft of your Personal Essay [Name/Identity], due tomorrow, Wed. 1/30.
28 January, Monday
Learning Goals and/or Procedural Objectives
Understand the difference between literary and commercial fiction.
Understand strategies for drafting and revising.
Understand the purpose of a discovery draft.
Understand how to read and use the rubric for in-class essays (TW) to improve one’s close reading (passage analysis) and one’s written response (explication).
Understand the steps to close-read a story.
Activities
Warm-Up Activity: Quiz #1: Perrine’s “Reading the Story” 60-67 & Murray’s The Craft of Revision (Craft) “Write to Rewrite” (3:1-17, 137-139; 4:1-21 [top])
Review Paideia Discussion Sheet
Review Name Essay Assignment
Homework
Priority for Tuesday:
Reread “My Name” from Cisnero’s The House on Mango Street, and on Dunbar’s “We Wear the Mask” (on blog website).
Complete Discussion Sheet for Invisible Man, due Tues., 1/29.
Return signed syllabus acknowledgement slips and literacy/activities surveys and purchase your classroom supplies no later than Tues., 1/29.
25 January, Friday
Learning Goals and/or Procedural Objectives
- Know how to close read/analyze a passage from Invisible Man and compose an essay that persuasively explains your analysis.
- Understand the guidelines for drafts and conferences for compositions.
- Understand the requirements of the personal essay (identity/theme).
- Understand the requirements for the Paideia discussion, including filling out discussion sheet.
Activities
- Warm-Up Activity: Journal Entry:
- How might your life have been different if your parents had given you another name? Let’s say, for instance, how would your life be different if you had the name of a sibling or cousin of the same gender as you? And if you think it would not have had any effect on you, explain why. Use this to expand your Personal Essay 1st draft.
- Close Passage Analysis Essay Test on Ralph Ellison’s Invisible Man: TW 1 Prompt: Read the excerpt (pp. 3-8) from the “Prologue” of Ralph Ellison’s novel Invisible Man carefully. Then, in a well-organized essay show how the narrator communicates his existential dilemma (the problem of who he is and why he is here, i.e.*, the problem of identity and meaning/purpose). You may wish to consider tone, diction, imagery and/or figurative language, and syntax. * Latin for id est = that is (to say), in other words
- Assignment of text: Prentice Hall Literature (black book to be left at home)
- Teacher-Led Overview of Personal Essay (name/identity), Drafts/Conferences Procedures, & Paideia Discussion.
Handouts
- Composition HO Tab: Personal (Name/Identity) Essay Assignment & Evaluation Rubric & Composition Procedures, Sample Draft Student Personal Essay
- Google Drive Folder: Paideia Discussion Sheet Template & Discussion/Presentation HO Tab: Discussion Guidelines and Model
- Procedure HO Tab: Literacy/Activities Surveys
- Lit. Reading HO Tab: “Rule of Names” and “No Name Woman”
Homework
- Priority for Monday:
- Quiz #1: Read from Perrine’s “Reading the Story” 60-67 & Murray’s The Craft of Revision (Craft) “Write to Rewrite” (3:1-17, 137-139; 4:1-21) before Mon., 1/28.
- Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
- If you have not already, turn in your summer assignment. Don’t lose any more points.
- Reread “My Name” from Cisnero’s The House on Mango Street (on blog website), Maxine Hong Kingston’s “No Name Woman” in Literacies (Red:322-35; Tan:340-353), & Ursula K. Le Guin’s “The Rule of Names” (HO: The Rule) before Tues., 1/29.
- Complete Discussion Sheet Invisible Man, due Tues., 1/29.
- Return signed syllabus acknowledgement slip no later than Tues., 1/29.
- Purchase your classroom supplies no later than Tues., 1/29.
- Expand yesterday’s & today’s journal entry by simply writing more and by doing the following (Note that this entry will be the basis of the 1st draft of a personal [name/identity] essay, due Wed., 1/30):
- Interview your parents about the story behind your name; expand your response.
- Check out the etymology of your name. What does it mean? What language or culture is it originally derived from? (If you’re unsure or want to refresh your memory, check out one or more of these websites: http://www.behindthename.com/ and http://www.freebabynames.net/.)
- Read Craft before Wed., 1/30 (Quiz #2): 3:29-41; 4:85-98 (“Rewrite to Focus’)
24 January, Thursday
Learning Goals and/or Procedural Objectives
- Grasp the objectives, requirements, and procedures of Honors English IV.
- Understand the meaning of and power of names and their relationship to identity.
- Understand how to close read/analyze/annotate a passage of fiction.
- Understand the concepts of motif, theme, the absurd, existentialism, and the anti-hero.
Activities
- Warm-Up Activity: Journal Entry:
- Tell the story of your name. Why did your parents name you what they did? What other names were they considering, and why did they abandon those and finally choose the one they gave you? Consider all of your names: first, middle, last names. How has your name affected your life, for good and/or bad? How has your name shaped your identity? Does your name link you to other people in your family or to other people (a celebrity or a friend, for example)? How so? If you could change your name, would you? Why or why not? Do you have any nicknames? If so, how did you acquire them? What, if anything, do they have to do with your birth name, with your identity? Is there a cultural significance to your name? In other words, is your name somehow part of your cultural/ethnological background? If so, how does that impact how you see yourself?
- Write out your full name; then draw a picture (realistic or symbolic) of yourself. No Stick Figures. Even if you’re not artistic, try to draw yourself, how you see yourself. You may use pictorial symbols (heart = love, for example).
- Assignment of texts: Donald Murray’s The Craft of Revision— (bring to class each day until told otherwise); Perrine’s Literature (take home and leave).
- Teacher-led overview of highlights of syllabus, calendar.
- Teacher Highlights of Mr. Cox’s Website
- Teacher Modeling of Active Reading/Close Reading/Annotations (Assign. of Invisible Man)
Handouts
- Procedures HO Tab: Honors English IV Syllabus
- Procedures HO Tab: Honors English IV Class-Homework Weekly Outline (1/24-25)
- Vocab HO Tab: Units 1-3 Terms (Minus Hamlet)
Homework
- Priority for Tomorrow: Read pp. 5-6 (“Explication”) &15-16 (“In-Class Essays”) in the Perrine text.
- Prepare for TW 1 (style analysis essay) on passage from Invisible Man, tomorrow, Fri. 1/25. (Bring a black or blue pen, your copy of Invisible Man, and your notes. You will write the essay in ink!): TW 1 Prompt: Read the excerpt (pp. 3-8) from the “Prologue” of Ralph Ellison’s novel Invisible Man carefully. Then, in a well-organized essay show how the narrator communicates his existential dilemma (the problem of who he is and why he is here, i.e.*, the problem of identity and meaning/purpose). You may wish to consider tone, diction, imagery and/or figurative language, and syntax.
* Latin for id est = that is (to say), in other words
- Upcoming and Ongoing Assignments (Planning Ahead, Avoiding Falling Behind):
- If you have not already, turn in your summer assignment. Don’t lose any more points.
- Quiz #1: Read from Perrine’s “Reading the Story” 60-67 & Murray’s The Craft of Revision (Craft) “Write to Rewrite” (3:1-17 & 137-139), 4:1-21 [top]) before Mon. 1/28.
- Reread “My Name” from Cisnero’s The House on Mango Street (find on blog website), Maxine Hong Kingston’s “No Name Woman” in Literacies (Lit. Reading HO Tab), & Ursula K. Le Guin’s “The Rule of Names” (Lit.-Reading HO Tab: The Rule) before Tues., 1/29.
- Complete Discussion Sheet Invisible Man, due Tues., 1/29.
- Expand today’s journal entry by simply writing more and by doing the following (Note that this entry will be the basis of the 1st draft of a personal [name/identity] essay, due Wed., 1/30):
- Interview your parents about the story behind your name; expand your response.
- Check out the etymology of your name. What does it mean? What language or culture is it originally derived from? (If you’re unsure or want to refresh your memory, check out one or more of these websites: http://www.behindthename.com/ and http://www.freebabynames.net/.)
- Read Craft before Wed., 1/30 (Quiz #2): 3:29-41; 4:85-98 (“Rewrite to Focus’)
- Return signed syllabus acknowledgement slip no later than Tues., 1/29.
- Purchase your classroom supplies (no later than Tues., 1/29).