Brit. Lit./Comp., Week 15, 4/29 – 5/3

Monday – Friday, 4/29 – 5/3: (Senior picnic is Friday, 5/3 – no 3rd period class)

  • Continue reading/analyzing Brave New World
  • Complete study guide as we read
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Brit. Lit./Comp., Week 14, 4/22-4/26

Monday – Friday:

  • Vocabulary words from Unit 8 + all exercises
  • Continue reading/analyzing Brave New World
  • Complete study guide as we read
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Brit. Lit./Comp., Week 14, 4/15 – 4/19

Monday – Friday:

  • Continue reading/analyzing Brave New World
  • Complete study guide as we read
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Brit. Lit./Comp., Week 12, 4/8-4/12

Deadlines/Due Dates:

  • Research paper due on Friday, 4/12 after three lab days

Monday – Tuesday, 4/8-4/9:

  • Begin reading/analyzing Brave New World
  • Complete study guide as we read
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Wednesday – Friday, 4/10-4/12:

Learning Goals and Standards: Compose research papers. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Brit. Lit./Comp., Week 11, 3/25-3/29

Deadlines/Due Dates:

  • Test over The Tragedy of Macbeth – Monday, 3/25
  • Research Paper – due Friday, 4/12
  • Daily inn class activities with our study of Brave New World

 

Monday, 3/25:

  • Test over Macbeth

Tuesday, 3/26:

  • Introductory activities for our reading and analysis of Huxley’s Brave New World
  • Complete/discuss Anticipation Guide
  • Introductory PowerPoints: Satire and BNW
  • Begin viewing The Island as background to BNW

Wednesday, 3/27:

  • Finish intro PowerPoints
  • Discuss Satire with examples
  • Begin reading/analyzing BNW

Thursday, 3/28-Friday, 3/29:

  • Continue reading/analyzing BNW
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Brit. Lit./Comp., Week 10, 3/18-3/22

Deadline/Due Dates:

  • Finish reading your research novels by Monday, 4/8
  • Research paper due on Friday, 4/12 after three lab days to write

Monday, 3/18: Ms. O is out today

  • Last reading day for novel for research
  • Compose an I Am poem in the voice of one of the characters in your novel

Tuesday – Friday, 3/19-3/22:

  • Continue reading/analyzing The Tragedy of Macbeth with completion of study guide
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Brit. Lit./Comp., Week 9, 3/11 – 3/15

Deadlines/Due Dates:

  • Vocabulary Journals due on Tuesday, 3/12
  • Research: Works Cited due on Thursday, 3/14
  • Research: Lead ins/outs due on Friday, 3/15

Monday, 3/11:

  • Vocabulary unit 6 + completing the sentence
  • Continue reading/anlayzing The Tragedy of Macbeth
  • Complete study guide and tracking motifs/archetypes as we read
  • Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Tuesday, 3/12:

  • Vocab journals due today
  • Continue reading/analyzing The Tragedy of Macbeth
  • Complete study guide and tracking motifs/archetypes as we read

Wednesday, 3/13 (Early Release Day):

  • Continue reading/analyzing The Tragedy of Macbeth

Thursday, 3/14: Ms. O is out today

  • Meet in lab 113 – compose research works cited

Friday, 3/15: Ms. O is out today

  • Meet in lab 113 – compose research lead ins/outs

Learning Goals and Standards: Compose an annotated bib based on research. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Brit. Lit./Comp., Week 8, 3/4 – 3/8

Deadlines/Due Dates:

  • Tuesday, March 5th – Secondary research quote cards (six 4×6) and three bib cards (3×5)

Monday – Tuesday, March 4th-5th:

  • In the Media Center/Learning Commons for secondary research for argumentative analysis essay

Wednesday, March 6th:

  • Intro vocabulary unit 6 + choosing the right word
  • Intro Elizabethan England and background to The Tragedy of Macbeth
  • Discuss in class reading points and extra credit reading points
  • Begin reading/analyzing the play
  • Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Thursday, March 7th:

  • Continue with vocabulary unit 6 – Synonyms and Antonyms
  • Continue reading/analyzing The Tragedy of Macbeth
  • Complete study guide and tracking motifs/archetypes as we read

Friday, March 8th:

  • Independent reading day novel for research

Brit. Lit./Comp., Week 7, 2/25 – 3/1

Deadlines/Due Dates:

  • Feminist critical analysis essay – due Friday, 3/1 after two lab days

Monday, 2/25:

  • Intro vocabulary unit 5 – choosing the right word
  • Introduce Medieval England, Chaucer and Canterbury Tales
  • Continue study of Feminist Criticism – Read/analyze characters from “The General Prologue”

Learning Goals and Standards:  Closely read and analyze Chaucer’s Medieval work from a feminist criticism perspective. Trace a series of ideas in a complex text in order to explain how an author develops an argument. Analyze the behaviors and values of the time period as reflected in the literature. Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Chaucer’s use of a strong female character in the Wife of Bath. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Tuesday, 2/26:

  • Vocabulary unit 5 – synonyms and antonyms
  • Read/analyze Chaucer’s “Wife of Bath’s Tale” from this feminist perspective

Wednesday, 2/27

  • Vocabulary unit 5 – completing the sentence
  • Continue study of Feminist Criticism – read a feminist criticism pages 140-141 Springboard, “Cinderella, the Legend”
  • Read “Story of an Hour” and “The Chaser” pp 169-175
  • Review EA2 requirements and rubric

Thursday – Friday, 2/28-3/1:

  • Work in the computer lab to compose analytical essay from feminist perspective – due by the end of lab time on Friday, 3/1

Brit. Lit./Comp., Week 5, 2/4 – 2/8

Deadlines/Due Dates:

  • Beowulf Lit Analysis Essay – due Thursday, 2/7
  • Primary Source Quote Cards – due Friday, 2/8
  • Vocabulary Journals – due Tuesday, 2/12

Monday, February 4:

  • Vocabulary Unit 3 + Choosing the Right Word
  • Finish reading/analyzing Beowulf
  • Go over summative assessment – due 2/7

Tuesday – Thursday, February 5 – 7:

  • In the computer lab to compose lit analysis essay

Friday, February 8:

  • Reading day novel for research
  • Six primary source quote cards due by the end of class – see format in research paper packet