Brit. Lit./Comp., Week 14, November 12 – 16

Deadlines/Due Dates:

  • In class activities with our study of Brave New World

Monday, 11/12:

  • Continue reading/analyzing Brave New World

Tuesday, 11/13:

  • Discuss Satire with examples and activities
  • Continue reading/analyzing Brave New World

Wednesday, 11/14:

  • Continue reading/analyzing Brave New World

Thursday, 11/15-Friday, 11/16:

  • In computer lab for BNW activity and research rewrites
  • 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, November 5th – 9th

Deadlines/Due Dates:

  • In class activities with our study of Brave New World

Monday, 11/5:

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

Tuesday, 11/6: No school for students

  • Teacher professional learning day

Wednesday, 11/7:

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

Thursday, 11/8-Friday, 11/9:

  • 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 12, Oct. 29 – Nov. 2

Deadline/Due Dates:

  • Test over The Tragedy of Macbeth on Tuesday, 10/30
  • Research paper due on Friday, 11/2

Monday, October 29th:

  • Continue reading/analyzing/viewing 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)

Tuesday, October 30th:

  • Summative assessment over The Tragedy of Macbeth

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)

Wednesday – Friday, 10/31-11/2:

  • In lab 113 – Students compose senior research papers and turn in on Friday, 11/2

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, October 22-26

Deadline/Due Dates:

  • Test over The Tragedy of Macbeth on Tuesday, 10/30
  • Research paper due on Friday, 11/2

Monday – Friday:

  • Continue reading/analyzing/viewing 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 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.