Brit. Lit./Comp., Week 14, 4/23-4/27

Deadlines/Due Dates:

  • In class activities with our study of Brave New World

Monday, 4/23:

  • Introductory activities for our reading and analysis of Huxley’s Brave New World
  • Complete/discuss Anticipation Guide
  • Introductory PowerPoints: Satire and BNW

Tuesday, 4/24:

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

Wednesday, 4/25-Friday, 4/27:

  • 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 13, 4/16-4/20

Deadlines/Due Dates:

Research Paper is due on Friday, 4/20 after a week in the computer lab. 🙂

Monday – Friday, 4/16-4/20:

This week is devoted to finishing the research process culminating in your research paper. Make sure you follow the guidelines/instructions on your rubric including the proper highlighting when you turn it in on Friday. You must also include a work cited page.

Brit. Lit./Comp., Week 11, 3/26-3/30

Deadline/Due Dates:

  • Vocabulary journal #3 due on Thursday, 4/12
  • Research paper due on Friday, 4/20

Monday – Friday, 3/26-3/30:

  • 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)

http://edtech2.boisestate.edu/matthewkantor/502/webquest/background.html

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 10, 3/19-3/23

Deadline/Due Dates:

  • Vocabulary journal #3 due on Thursday, 4/12
  • Research paper due on Friday, 4/20

 

Tuesday, 3/20:

  • Introduce Archetypal Criticism (SBoard + activities)
  • View Harry Potter #1 and analyze archetypes and hero’s journey

Wednesday, 3/21:

  • Finish HP #1
  • Turn in archetype tracking chart

Thursday-Friday, 3/22-3/23:

  • Let’s get on our feet! Act 1, Scene 1 🙂
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery 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)

Brit. Lit./Comp., Week 9, 3/12-3/16

Deadlines/Due Dates:

  • Vocabulary journal #2 – due Tuesday, 3/13
  • Research – Annotated Bib and Lead Ins/Outs – due Thursday, 3/15

Monday, 3/12:

  • Grammar Warmup
  • What is an annotated bibliography? Intro with PPTs
  • Read article provided by Ms. O, and compose an annotated bib in class
  • In lab 9234 tomorrow to compose annotated bib for your research resources

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.

Tuesday-Wednesday, 3/13-14:

  • In lab 9234 – annotated bibs for research resources

Thursday, 3/15:

  • In lab 9234 – lead ins/outs for research quotes

Friday, 3/16:

  • 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

Brit. Lit./Comp., Week 8, 3/5-3/9

Deadlines/Due Dates:

  • Feminist critical analysis essay – due Friday, 3/9 after three lab days
  • Vocabulary journal #2 – due Tuesday, 3/13

Monday, 3/5:

  • Grammar Warmup
  • Introduce Medieval England, Chaucer and Canterbury Tales
  • Continue study of Feminist Criticism – Read/analyze characters from “The General Prologue”+ Read/analyze Chaucer’s “Wife of Bath’s Tale” from this feminist perspective

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, 3/6:

  • Grammar Warmup
  • Continue study of Feminist Criticism – Read “Story of an Hour” and “The Chaser” pp 169-175
  • Review EA2 requirements and rubric

Wednesday – Friday, 3/7-3/9:

  • Work in the computer lab to compose analytical essay from feminist perspective – due by the end of lab time on Friday, 3/9

Brit. Lit./Comp., Week 7, February 26 – March 2

Deadlines/Due Dates:

  • 8 secondary source quote cards and 4 secondary source bib cards are due by the end of class on Tuesday, 2/27
  • Vocabulary journal 2 is due on Tuesday, 3/13

Monday-Tuesday, 2/26-2/27:

  • In the Media Center for secondary source research for research based argumentative paper

Wednesday, 2/18:

  • Share Argumentative Photo Essays

Thursday, 3/1:

  • Grammar Warmup
  • Springboard – Unit 2 Overview: Unpack Embedded Assessment 2
  • Discuss Feminist Criticism – pages 138 – 139
  • View Legally Blonde film clip – https://www.youtube.com/watch?v=yyv20R-k3aY
  • Answer questions on page 139 after first and second viewing of clip
  • Continue adding words to your vocabulary journal

Learning Goals and Standards:  Develop and apply an understanding of key concepts and vocabulary for the study of Feminist Criticism. 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.

Friday, 3/2:

  • Grammar Warmup
  • Springboard – pages 140-144 – Read “Cinderella, the Legend,” and complete all activities (marking Feminist Criticism, allusions, etc.)
  • Compare this to the previous film clip from Legally Blonde
  • Continue adding words to your vocabulary journal

Learning Goals and Standards:  Closely read and analyze a work of Feminist Criticism. Trace a series of ideas in a complex text in order to explain how an author develops an argument. 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.

Brit. Lit./Comp., Week 6, 2/12-2/16

Deadlines/Due Dates:

Argumentative Photo Essay – due on Thursday, 2/15

Ten 4×6 Quote Cards – due on Friday, 2/16

Monday, 2/12:

  • Continue with SB activities – Perspectives: 1.6; 1.7; 1.11
  • Review EA1 and go over rubric and requirements
  • See student samples of photo essays

Learning Goals:  Consider perspectives and how personal experiences create interpretations of events in a text. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 text complexity band independently and proficiently.

Tuesday-Thursday, 2/13-15:

  • In Media Center – Partners optional – Work on Argumentative Photo Essay – due Thursday

Friday, 2/16:

  • Reading Day – novel for research – 10 4×6 Quote cards due today by the end of class.
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the argument for my paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.

Brit. Lit./Comp., Week 5, Feb. 5th – 9th

Deadlines/Due Dates:

Vocabulary Journals – Due tomorrow, 2/6

Grendel Narratives – Due on Wednesday, 2/7 (after two lab days)

Monday, 2/5:

  • Continue with SB activities – Perspective
  • Finish reading/analyzing from Beowulf  “The Monster’s Lair” and “The Battle with Grendel’s Mother”– track literary devices as we read
  • Begin thinking about Grendel’s Perspective of the same battle – B vs G chart and directions for Grendel’s Narrative (MUST include kennings, alliteration, allusion, Anglo-Saxon cultural values, etc.)
  • Work on vocabulary journals (if time)

Learning Goals:  Consider perspectives and how personal experiences create interpretations of events in a text. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 text complexity band independently and proficiently.

Tuesday-Wednesday, 2/6-7: – Turn in vocabulary journals!

  • In lab 421 – Compose “Perspective” narrative – Grendel’s point of view

Thursday, 2/8:

  • Share Grendel narratives
  • Read excerpts from John Gardner’s Grendel – How closely related is your narrative compared to Gardner’s perspective?
  • Reminder: Reading Day for Research tomorrow!

Friday, 2/9:

  • Reading Day – novel for research
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the argument for my paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.

Brit. Lit./Comp., Week 3, 1/29 – 2/2

Deadlines/Due Dates:

 

Vocabulary Journals – Due on Tuesday, 2/6

Monday, 1/29 – Tuesday, 1/30:

  • Work in the Media Center to develop thesis/claim statements for research. – Due by end of class on Tuesday, 1/30.

Wednesday, 1/31:

  • Continue with SB activities – Perspective
  • Review requirements for EA 1
  • Read/analyze from Beowulf  “The Wrath of Grendel” – track literary devices as we read

Learning Goals:  Consider perspectives and how personal experiences create interpretations of events in a text. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 text complexity band independently and proficiently.

Thursday, 2/1:

  • Continue reading/anlayzing Beowulf – track literary devices as we read
  • Intro “Perspective” narrative – Grendel’s point of view

Friday, 2/2:

  • Reading Day – novel for research
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the argument for my paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.