Brit. Lit./Comp., Week 10, 10/15-10/19

Deadline/Due Dates:

  • Research paper due on Friday, 11/2

Monday – Thursday, 10/15-10/18:

  • 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)

link to Macbeth webquest:

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

link to Macbeth full text- use this for quotes in your analysis paragraph with Coldplay lyrics. Scroll down until you get to ACT 1:

https://hibsenglish.weebly.com/uploads/7/2/3/6/7236232/macbeth_no_fear_script.pdf

Friday, 10/19:

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, October 8-12

Deadlines/Due Dates:

  • Research: Works Cited due on Thursday, 10/11
  • Research: Lead ins/outs due on Friday, 10/12

Monday, 10/8:

  • Intro vocabulary unit 3 + 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)

Tuesday, 10/9:

  • Continue with vocabulary unit 3 – Synonyms and Antonyms
  • Continue reading/analyzing The Tragedy of Macbeth
  • Complete study guide and tracking motifs/archetypes as we read

Wednesday, 10/10 (Senior Summit – Only third period):

  • Meet in lab 113 – compose research works cited

Thursday, 10/11 (early release day – Only second period):

  • Meet in lab 113 – compose research works cited

Friday, 10/12:

  • 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, October 1 – 5

Deadlines/Due Dates:

  • Wednesday, October 3rd – Secondary research quote cards (six 4×6) and three bib cards (3×5)

Monday – Tuesday, Oct. 1-2:

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

Wednesday, October 3rd:

  • Intro vocabulary unit 3 – choosing the right word exercises
  • Introduce Archetypal Criticism (SBoard + activities)
  • View Harry Potter #1 and analyze archetypes and hero’s journey

Thursday, October 4th:

  • Vocabulary unit 3 – synonyms and antonyms
  • Finish HP #1
  • Turn in archetype tracking chart

Friday, October 5th:

  • Reading/work day for research paper

Brit. Lit./Comp., Week 7, 9/17-9/21

Deadlines/Due Dates:

  • Feminist critical analysis essay – due Friday, 9/21 after three lab days

Monday, 9/17:

  • 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, 9/18:

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

Wednesday – Friday, 9/19-9/21:

  • Work in the computer lab to compose analytical essay from feminist perspective – due by the end of lab time on Friday, 9/21

Brit. Lit./Comp., Week 6, September 10-14

Deadlines/Due Dates:

  • Research – Six primary quote cards (4×6) due by end of reading day on Friday, 9/14
  • Feminist Criticism Essay – due on Friday, 9/21

Monday-Tuesday, 9/10-9/11:

  • Intro Vocabulary Unit 2 + excercises
  • Share Argumentative Photo Essays

Wednesday, 9/12:

  • Continue vocabulary unit 2 exercises
  • 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

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.

Thursday, 9/13:

  • Continue vocabulary unit 2 exercises
  • 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

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.

Friday, 9/14:

  • Reading Day – novel for research – Six 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, September 4 – 7

Deadlines/Due Dates:

Thursday, 9/6 – Thesis/Claim Statement due for Research Paper

Monday, 9/10 – Present Argumentative Photo Essays

Tuesday, 9/4:

  • In lab 208 – 45 minutes Seniors meet with counselors
  • In lab 208 – Finish argumentative photo essays with rationales

Wednesday – Thursday, 9/5-9/6:

  • In the Media Center (Learning Commons) to develop thesis/claim statements for research. – Due by end of class on Thursday, 9/6

Friday, 9/7:

  • 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 4, August 27 – 31

Deadlines/Due Dates:

Grendel’s Perspective Narrative – due on Tuesday, 8/28

Argumentative Photo Essay – due on TBD

Argument/Claim for Research Project – due on Wednesday, 9/5

Monday, 8/27:

  • Vocabulary Unit 2 Introduction + Choosing the Right Word
  • 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, 8/28:

  • Vocab Unit 2 – Synonyms/Antonyms; 1-10 Completing the Sentence
  • Share Grendel Perspective Narratives

Wednesday, 8/29 – Early Release Day:

  • Read from Grendel – How do your narratives compare to Gardner’s Grendel perspective?

Thursday – Friday, 8/30-31:

  • Vocab Unit 2 – 11-20 Completing the Sentence
  • Using the IPads – Partners optional – Work on Argumentative Photo Essay – due date TBD

 

Brit. Lit./Comp., Week 3, August 20 – 24

Deadlines/Due Dates:

  • Research novel must be in class each Friday
  • Vocabulary books are here! Pay your $10 asap. We will begin with vocabulary on Monday, 8/20

Monday, 8/20:

  • Continue with SB activities – Perspective
  • Intro PPT and read/analyze from Beowulf  – track literary devices as we read

UNIT 1 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, 8/21:

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

Wednesday, 8/22:

  • Finish reading/analyzing Beowulf – track literary devices as we read
  • Complete perspectives chart on Beowulf vs Grendel

Thursday, 8/23:

  • In lab 113 to compose Grendel’s perspective narratives

Friday, 8/24:

  • Reading Day – novel for research
  • Complete bib card for novel together
  • 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 2, August 13th – 17th

Deadlines/Due Dates:

  • Research novel must be in class by Friday, 8/17
  • Vocabulary books are here! Pay your $10 asap. We will begin with vocabulary on Monday, 8/20

Monday, 8/13:

  • SOAPSTone one of your peers narratives; discuss
  • Unpack SB Unit 1 and requirements for EA1
  • Begin Perspectives SB unit 1 with film Vantage Point

Tuesday, 8/14:

  • Finish viewing film Vantage Point; discussion and relating to SB Unit 1

Wednesday, 8/15:

  • 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, 8/16:

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

Friday, 8/17:

  • First Reading Day – novel for research
  • Complete bib card for novel together
  • 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 1, August 6 – 10

Monday-Tuesday, 8/6-8/7: 

  • Writing lessons for reflective essay
  • Pre-writing, drafting, editing, revising, publishing [or turning in for a grade ;)]
  • Read some examples of “Good Writing” and discuss literary devices and techniques used by the authors of  (1) “When the Shooting Stops” (2) “Rosary Beads and Sensible Shoes”
  • “Respond and reflect” via 3×5 cards – What did you like or dislike? What works or doesn’t work? What are some ways you would like to improve your writing whether it be for pleasure, an assignment or a college or scholarship essay?
  • Showing not Telling exercises/practice
  • Learning Goals: What makes good writing?Analyze model pieces of narrative writing recognizes/noting literary devices, language, and conventions used by the authors.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Wednesday-Thursday, 8/8-8/9:

  • Work with your partner to draft your first writing piece.
  • Summative Assessment – Compose a reflective essay – partners optional – fiction or nonfiction employing literary techniques reviewed/discussed from model pieces
  • Learning Goals: What makes good writing?Analyze model pieces of narrative writing recognizes/noting literary devices, language, and conventions used by the authors.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Friday, 8/10:

  • Go over all requirements for semester long research/writing project
  • Read this book if… (ppt)
  • 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.