British Literature

British Literature: April 23, 2018

Deadlines/Due Dates:

Rewrites due Tuesday May 15.  No lates, No exceptions

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





British Literature, April 16-20

Reminders:

  • Vocab Journals due Monday, April 16
  • Research Paper due Friday, April 20

  • Lab days Monday, Tuesday, Thursday – Lab 113 / Wednesday, Friday – Lab 421

Monday-Tuesday-Thursday

  1. Lab 113

Wednesday & Friday

  1. Lab 421

Turnitin.com

ID: 17395248

Enrollment Key:  Kir3

 





British Literature, April 9-13

Reminders:

  • Vocabulary Journal #3 due on April 16
  • Researcher Paper due on Friday, April 20
  • Macbeth Test Wednesday, April 11

Monday, April 9

  1. Macbeth – Watch Act 4
  2. Study Guide questions for Act 4

Tuesday

  1. Macbeth – Read Act 5
  2. Study Guide questions for Act 5
  3. Macbeth Test TOMORROW!!!

Wednesday

  1. Macbeth Test
  2. Work on Vocab Journal – due April 16th
  3. Prep for Research in M.C. tomorrow

Thursday

  1. Media Center Day for Research Paper
  2. Make sure you have all materials related to your Research Paper and definitely your Rubric

Friday

  1. Lab 9234 to start writing Research Paper
  2. How many quotes, length, and paragraphs:  Minimum of 1 primary and 1 secondary per paragraph = 4 primary and 4 secondary quotes; length = around 4 pages if done correctly and thoroughly.





British Literature

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:

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

Wednesday, 3/28

  1. Macbeth Webquest

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)







March 19-23

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)






March 12-16

Reminders:

  • Vocab Journals due Tuesday
  • Lab days Tuesday, Wednesday, Thursday
  • Annotated Bibs and Lead-ins / Lead-outs due Thursday 3/15
  • Annotated Bibs due at start of class on Friday:  No Exceptions or they are late.

Monday 3/12

  1. Mini-lesson on Annotated Bibliographies
  2. Use article provided by teacher to fill in the chart
  3. Turn in before leaving for grade and comprehension

Tuesday – Wednesday

Thursday

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





March 5th – March 9th

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:

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
    • Take out pages 169-175 and rubric, staple, and take to lab on Wednesday
  • Review EA2 requirements and rubric

homework:  Work on thesis statement and finding evidence.

Thesis statement check list-1ozkl2b

thesisstatement Purdue OWL-16mlo53

Wednesday – Friday, 3/7-3/9:

 

 

 





Feb. 26 – March 2

Reminders:

Monday, 2/26 and Tuesday, 2/27

  1. Media Center
  2. 8 – 4×6 Quote Cards
  3. 4 – 3×5 Bib Cards

Wednesday, 2/28

  1. Show Photo Essays in class

Thursday, 3/1:

***Intro Feminist Critical Perspective:  Canterbury Tales – page 138-143 in Springboard

  1. Grammar Warmup – Week 1 – Monday/Tuesday
  2. Springboard – Unit 2 Overview: Unpack Embedded Assessment 2
  3. Discuss Feminist Criticism – pages 138 – 139
  4. Video clip – The Bechdel Test for Women in Moview; The Bechdel Test vs Mako Mori; The Bechdel Test is the Worst
  5. View Legally Blonde film clip – https://www.youtube.com/watch?v=yyv20R-k3aY
  6. Answer questions on page 139 after first and second viewing of clip
  7. 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:

  1. Grammar Warmup – Week 1 – Wednesday/Thursday
  2. Springboard – pages 140-144 – Read “Cinderella, the Legend,” and complete all activities (marking Feminist Criticism, allusions, etc.)
  3. Compare this to the previous film clip from Legally Blonde
  4. 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.

 

 





Feb. 12-16, 2018

Brit plans for Feb 12-16-qzqnln

Monday

What am I learning today?
Language – Learning Goal: Demonstrate the correct use of vocabulary and grammar in my writing. (ELAGSE12L1-6)
Literature/Composition – Learning Goals: Analyze a visual text using the OPTIC strategy, incorporating the precise language of photographic images. Write an analytical interpretation of the composition of an image. (Standards: ELAGSEW11-12.2 ELAGSEW11-12.2a. ELAGSEL11-12.6)

What am I going to do today?
Unit 1 Perspectives – Activities 1.6 & 1.7 – Visual Perspectives
Activity 1.11 – PPT Visual Rhetoric
Review EA 1 – see samples – Partners optional- In lab 113 Tuesday-Thursday to create argumentative photo essays

What will I do to show I learned it?
EA 1 – Argumentative Photo Essay

Tuesday – Thursday

Lab 113 – Work on Photo Essay – Due

Gun Nation-28gzq5n

Harvey Evacuees Return Home-1mv98xq

!Zumbach_Badstubner_Photo_Essay-175l27p

 

 

Friday

What am I learning today?
Writing – Learning Goal: Identify and analyze elements of good writing; engage the reader by including these elements in your own writing. (ELAGSE12W3, 4, 5)
Language – Learning Goal: Demonstrate the correct use of vocabulary and grammar in my writing. (ELAGSE12L1-6)
Reading – Learning Goals for Research: Read/analyze to incorporate primary source quotes and begin to develop su!Zumbach_Badstubner_Photo_Essay-175l23ypport for the thesis in my research paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. (ELAGSE12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.)
What am I going to do today?
SSSHHHH!! Silent Independent Reading – Novel for Research!! Whether or not we continue to have these “work days” for the research paper depends on how well you work/read today.
What will I do to show I learned it?
You have ten (4×6) primary source quote cards due by the end of class TODAY.

 





Feb. 5-9, 2018

Reminders:

  • Vocabulary Journal #1 due Tuesday 2/6
  • Grendel/Beowulf Perspective due Wednesday by end of class.

Monday

  1. Beowulf Review ppt  Beowulf Review-1jmz02q
  2. Complete Beowulf text reading
  3. Start working on Grendel/Beowulf Perspective writing assignment (partners optional) – due Wednesday by end of class
  4. Work on Vocabulary Journals

Tuesday – Wednesday

  1. Lab 113

Thursday

  1. Share Narratives
  2. Read Grendel for opposite perspective

Friday

  1. Reading Day





Jan. 29-Feb 2, 2018

Reminders:

  • Vocabulary Journal #1 – Have finished by Friday but turn in on Tuesday. Vocab Notebook Brit-14u5dmw
  • You MUST have your novel with you this Friday for reading day

Monday – Tuesday

  1. Media Center – Thesis statement due by the end of the day and checked off by me before leaving on Tuesday (25 points)

Wednesday

  1. Finish Vantage Point
  2. Springboard
    • Activity 1.3 – Page 7
    • Graphic Organizer Chart on Page 8
    • Groups of 5

Thursday

  1. Beowulf Introduction
    • Anglo Saxon Power Point
    • Beowulf Intro Power Point
    • Literary Devices tracking handout
  2. Reading “The Wrath of Grendel” in lit book

Friday

  1. Reading Day
  2. Work on Vocabulary Journals – due Tuesday

 



Jan. 22-26

Reminders:

  • Have your novel in hand by Wednesday for first reading day.

  • Wednesday is Reading Day #1.  Graded Day

  • Lab 113 Thursday and Friday for Narrative Story typing

Monday, Jan 22

  1. Novels – Reading day 1 is Wednesday, Jan 24
  2. Have novel in hand by tomorrow or you will receive a 0
  3. Go over directions for “Vocab Journals”
  4. Show not Tell lesson plus activities with Narrative partner
  5. Work with your partner to brainstorm/create ideas for your Narrative for this week.
    1. Narrative will be due on Friday by the end of the day.
    2. Printed and handed to me.
    3. Lab days for Narrative will be Thursday and Friday 1/25 & 1/26.

Tuesday, Jan 23

  1. Introduce SB textbooks
  2. Look at Unit 1 – Unpack EA 1 – Discuss perspective – p 4
  3. Optical Illusions PPT with S.B. Activity 1.2 – pp 4-5
  4. Begin viewing Vantage Point

Wednesday, Jan 24

  1. Complete primary source bib card as a class
  2. SSSHHHH!! Silent Independent Reading!! Whether or not we continue to have these “work days” for research depends on how well you work/read today.
  3. Formulate claim argument by Wednesday, Jan 30th
  4. Remember to search and locate words for you Vocabulary Journal as you read.

Thursday – Friday, Jan 25,26

  1. Lab days to compose narratives
    • Writing – Summative Assessment – Compose a narrative (600-700 word maximum) – partners optional – fiction or nonfiction employing literary techniques reviewed/discussed – due at end of lab time on Friday, Jan. 26.

 

 

 




British Literature
Jan. 8 – 12

Reminders:
– MOCK EOC WEDNESDAY 1/10 AND THURSDAY 1/11
– Have signed syllabus by Monday

Monday, Jan. 8
Standards: RI1-6, RI10, W2, W4, W5, W10, L1-5
Activities:

  1. Collect signed copies of syllabus.
  2. Explain how to complete Array Inventory (Array Interaction Inventory 2-sided.doc) and allow students time to complete.
  3. Comma, part of speech, part of sentence pre-assessment (Grammar Foundational Concepts Pre-Assessment.docx, Grammar Foundational Concepts Pre-Assessment Answers.docx).
  4. GUM Review: DPG Sent. 1. Fix GUM, identify parts of speech and parts of sentence: i like the movie clueless its based on jane austens novel emma
  5. Go over basic sentence structure.

Tuesday, Jan. 9
PSAT Day
Activities:
Standards: RI1-6, RI10, W2, W4, W5, W10, L1-5

  1. Go over how to decode the Standards (Decoding the GSE.pptx).
  2. Unpacking the standards for Unit 1.
  3. GUM Review: Verbs, Action and Linking (5 Action Linking Verbs 12GE1705.pdf and 6 Action Linking Verbs 12GE1706.pdf)

Wednesday and Thursday, 11th and 12th 

  1. Field Test, EOC – Lab 208
  2. Springboard Sign Up.  Follow the directions EXACTLY  SpringBoard Instructions for First Time Login-163uox9
  3. Read “In Search of Adventure” on page 3 of Writing Workshop 1
  4. Complete SOAPSTone questions on page 4

Grade 12_Writing Workshop 1_CC2018_SE Writing Process-2c51kc6

SOAPSTone-2i5v657

Friday, Jan. 12

Activities:
Standards: RI1, RI2, RI4, RI5, RI6, RI10, SL1, SL3, SL4, SL6, L1, L2

  1. PEP RALLY 1/12/18
  2. GUM Review: Verbs, Transitive and Intransitive (7 Trans Intrans Verbs 12GE1707.pdf and 8 Trans Intrans Verbs 12GE1708.pdf).
  3. Discuss “Check Your Understanding” p. 5.
  4. Finish group discussions of questions on WW1, page 4.
  5. Groups present responses to questions and class discusses text.
  6. WW1, page 5, read aloud Stage 1 quotation. Individuals complete #1; then, groups complete #2. Individuals complete #3.
  7. WW1, Prewriting, page 5. Read aloud quotation. Groups discuss quotation, then individuals, with the group’s assistance and feedback, complete SOAPSTone for chosen topic. Hand in individual SOAPSTone at the beginning of next class.