March 25

Honors 9th Literature March 28-April 1

9th Lit Honors                                   

 Planning Your Week: March 28-April 1

 

M 3/28Night Circus final essay due (TNC Part V narrative essay rubric)

Th & F 3/31 & 4/1—Night Circus presentations

 

Each student should finish his or her role’s responsibilities (below) by Wednesday. Designer, Concessionaire, and Editorialist should make sure the Ring Master has their materials by Wednesday, so the Ring Master can compile everything to turn in Thursday.

  • Designer’s Rationale: two page long justification for why you made the design choices that you did and how those choices connect with the text. Must contain research from outside sources.
  • Concessionaire’s Recipes & Rationales: Recipes for each food item, decorated to blend with the design aesthetic; two-page rationale that justifies your food choices and cites the sources that served as your inspiration.
  • Editorialist/Rêveur’s Analyses & Review: Three rhetorical analyses (1.5—2 pages each) of Thiessen’s reviews (see extra handout on these); two-page (minimum) review of your group’s tent, written in the perspective of an outsider; completed NORM forms for every group meeting.
  • Ring Master’s Binder: Tent plan with cited references to text; printed slides or CD of multimedia presentation; check with other group members and assist them in completing their portions.

 

Focus Standards: LG: Collaborate with peers to develop an engaging presentation. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 

Monday, March 28

 

  1. Computer Lab: Collaborate with circus groups to plan and develop presentation.
  • RINGMASTERS: Confirm with me a list of requirements for your project. What do you need? (Laptops, carts, overhead projectors, extension cords, speakers, etc.). Also, make sure you talk with the other groups so you all agree on which part of the classroom you will use.
  • Binder: Ring Masters – make sure your team has everything in place for the binder. All deliverables must be typed and in the binder to turn in
  • Editing: Each member of the team should edit deliverables for grammar, typos, MLA, etc. Remember that you need quotes from outside sources as well as from your novel.
  • MultiMedia: Practice how you are going to present your multi-media. Are you going to narrate as you move through slides/pictures? Are you going to explain your tent plan?
  • Checks & Balances: Each person should check quality of other team members’ work. Make suggestions for improvement. One weak link diminishes the overall quality of the project.

 

Tuesday, March 29

 

  1. Read the articles related to the themes of Trees in Fantasy Fiction and Thoughts on Naming and Names in literature.  Answer this question:  How has Erin Morgenstern borrowed from old literary traditions involving trees and names?  Cite textual evidence from the articles and from The Night Circus.  Include three vocab unit 8 words. Turn in.
  2. Read the reviews of The Night Circus; compare/contrast the claims and diction.

 

Wednesday, March 30

  1. Review EOC skills; understand how to identify author’s purpose in a short text, explaining how the author develops his claim.
  2. Read/analyze “Dragon Mythology: East vs. West” from the EOC guide p.23.
    • Be aware of the time and stay focused. You must understand the main point as best as you can in one reading. Underline or highlight topic sentences.
    • Answer the question in the prompt; how does the author develop his claim (use the ARCH method, identify what you need to know as well as textual evidence; write a thesis statement).

 

Thursday, March 31

  1. Present circus tents; students not presenting will evaluate other tents.
  2. Reflect on your own performance: Each member of the group will write a reflection answering the following questions:
  • How do you think your group did overall? What grade do you deserve and why?
  • How well did your group work together?
  • Did everyone pull his or her own weight? What issues did you encounter in your groups?

Friday, April 1

  1. Present circus tents; students not presenting will evaluate other tents.
  2. Reflect on your own performance: Each member of the group will write a reflection answering the following questions:
  • How do you think your group did overall? What grade do you deserve and why?
  • How well did your group work together?
  • Did everyone pull his or her own weight? What issues did you encounter in your groups?
March 25

AP Literature March 28-April 1

WEEK 12

 Monday, March 28

  1. Warm-up: Review absurdity and how it manifests itself in current literature/film.
  2. Finish performing absurd plays.
  3. Ponder Death of a Salesman pre-reading questions; read/analyze Act One, focusing on image trace and guided reading questions.

 *Homework:  Prepare for group meeting Friday; research paper due Friday.

 Learning Goal(s): Understand essential elements of theatre of the absurd and apply them to your own social commentary.

 

Tuesday, March 29

  1. Warm –up: Ponder Death of a Salesman pre-reading questions.
  2. Read/analyze Death of a Salesman Act One, focusing on image trace and guided reading questions.

*Homework:  Prepare for group meeting Friday; research paper due Friday.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Wednesday, March 30

  1. Computer Lab: Continue drafting research papers.
  2. Read/analyze Death of a Salesman Act One, focusing on image trace and guided reading questions.

*Homework: Prepare for group meeting Friday; research paper due Friday.

 Learning goal(s): Analyze a range of writing, noting strategies to apply to improve your own.

 

Thursday, March 31

  1. Warm-up: View Death of a Salesman opening scenes; review exposition elements (character, setting, conflict).
  2. Continue analyzing Death of a Salesman Act One, focusing on image trace and guided reading question.

*Homework:  Prepare for group meeting Friday; research paper due Friday.

 Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Friday, April 1

  1. Warm –up: Turn in research papers.
  2. Collaborate with research groups to clarify research focus and plan museums.
  3. Compare/contrast film adaptation of Death of a Salesman with the original script.

*Homework:  Enjoy your break!

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text; create an engaging, interactive presentation to present your findings to the class.

March 18

Honors 9th Literature March 21-25

9th Lit Honors                                   

Planning Your Week: March 14-18

EXTRA CREDIT OPPORTUNITY Friday, March 25 Poetry Coffee House Extra Credit

F 3/25: Portfolio Check #2 reflections tipsPortfolio

M 3/28: The Night Circus final essay due.

 

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. VOCAB STANDARD: ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 

 

Monday, March 21

  1. Computer Lab: Work on TNC projects & portfolios.

 

Tuesday, March 22

  1. Computer Lab: Work on TNC projects & portfolios.

 

Wednesday, March 23

  1. Media Center: Work on TNC projects & portfolios.

 

Thursday, March 24—Substitute

  1. Review Vocab. Unit 8
  2. Read/analyze The Night Circus Part IV & V

 

Friday, March 25

  1. Media Center: Work on TNC projects & portfolios.
March 18

AP Literature March 21-25

Week 11

Monday, March 21

  1. Warm-up: MCM Monday
  2. Death of a Salesman; alpha-box for American Dream; perform The Sandbox. 
  3. Review Theatre of the Absurd; view and analyze clips from Absurd plays; brainstorm absurd aspects of current society.
  4. Assign absurd plays; create and rehearse absurd plays to perform Friday. 

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Friday.

 

  Tuesday, March 22

        1.      Continue to create and rehearse absurd plays to perform Friday.

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Fri.

  Wednesday, March 23

1. Media Center: Review secondary sources for your research novel; select relevant articles and create notecards with evidence for your thesis.

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Fri.

 

Thursday, March 24—Substitute

1.      Review relevant secondary articles for your research novel; select evidence for your thesis.

2.      Rehearse absurd plays for tomorrow’s performances.

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Friday.

 

    Friday, March 25

1.   Collaborate with research groups to clarify reading and plan museums; mini-Socratic seminars to share research articles and thesis statements.

2.   Perform absurd plays.

*Homework:  Choose a chapter from How to Read Literature Like a Professor that relate to your literary analysis thesis and explain connections, citing quotes from the novel to support your connections (post to Schoology).

March 11

Honors 9th Literature March 14-19

9th Lit Honors                                   

 

Planning Your Week: March 14-18

Th 3/17: Tent flyer for The Night Circus due at the end of class (we’ll be in the lab)Intro to Media Literacy

F 3/18: Vocab. Unit 7 Quiz; Quiz on The Night Circus Part III; answers to 2 of the Part III questions due.

Th 3/24: Portfolio Check #2

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, March 14

  1. Introduce Vocabulary Unit 7.
  2. Introduce The Night Circus flyer; mini-art school. Mini Art School WSINYE Videos Basics of Graphic Design
  3. Sketch a rough draft of your flyer, planning elements based on key quotes you identified for your attractions.
  4. Review elements of characterization Art & Reading ppt & compose a response to the narrative prompt.
  5. Analyze characters from The Night Circus.

Tuesday, March 15

  1. Computer Lab: Groups design flyer for The Night Circus—due Thursday at the end of class.
  2. Work on portfolio materials for check #2.

Wednesday, March 16

  1. Assess The Night Circus Part III (quiz); turn in completed questions for Part III.
  2. Read The Night Circus Part IV.

Thursday, March 17

  1. Computer Lab: Groups finish flyers for The Night Circus—due today.
  2. Begin research and development of tent projects.
  3. Work on portfolio materials for check #2.

Friday, March 18

  1. Vocabulary Quiz Unit 7.
  2. Read The Night Circus Part IV.
March 11

AP Literature March 14-18

WEEK 10

Monday, March 14

  1. Review Othello Acts IV-V; compare/contrast film director’s choices with original script.
  2. Summarize scenes from Act IV-V
  3. Complete word search and Iago’s bestiary; create infographic to illustrate your findings

*Homework:  Group meeting Fri.

 

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Tuesday, March 15

  1. Warm-up: Creative Writing Tuesday: write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3.
  2. Respond to the film analysis prompt for the Othello

*Homework:  Group meeting Fri.; Schoology post due Thursday.

 

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Wednesday, March 16

  1. Assess Othello

*Homework: Group meeting Fri.; Schoology post due Thurs.

 

Learning goal(s): Analyze a range of writing, noting strategies to apply to improve your own.

 

Thursday, March 17

  1. Warm-up: Theme Thursday (Schoology this week)
  2. Media Center: Explore available literary criticism on your research/museum novel; formulate a topic and working thesis statement and identify three potential secondary sources for your paper.

*Homework:  Group meeting Fri.; Schoology post due tonight.

 

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

.

Friday, March 18

  1. Warm-up: Brain teaser Friday logic problems
  2. Collaborate with research groups to clarify reading and plan
  3. Death of a Salesman; alpha-box for American Dream; perform The Sandbox. 
  4. Review Theatre of the Absurd; view and analyze clips from Absurd plays; brainstorm absurd aspects of current society.
  5. Assign absurd plays; create and rehearse absurd plays to perform 

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Thursday at the end of the period.             

             

Learning Goal(s): Understand essential elements of theatre of the absurd and apply them to your own social commentary.

March 4

Honors 9th Literature March 7-11

9th Lit Honors                                   

 

Planning Your Week: March 7-11

T 3/8: Ferdinand & Miranda paragraph due

W 3/9: Finish reading The Night Circus Part II p. 117-239; Literary Analysis Part II due.

Th 3/10: Pinwheel Discussion for The Tempest (unit test); you must turn in completed character tracker, theme tracker, discussion questions, and prepared quotes and questions (2 quotes for your character and 2 questions for others).

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, March 7 (Substitute)

  1. Explore vocabulary unit 6; complete book exercises (“Choosing the Right Word” and “Words in Context”) and compose a response to the prompt.
  2. Read/analyze The Night Circus through p. 293.

*Homework: Finish Ferdinand & Miranda paragraph for tomorrow. Read Part II of The Night Circus and work on literary analysis Part II due Wednesday. Review The Tempest and complete theme/character trackers and quotes/questions to prepare for pinwheel discussion Thursday.

 

Tuesday, March 8

  1. Review The Night Circus readings and literary analysis assignment.
  2. View “The Betrayed Duke Prospero,” “Prospero and Miranda,” “Parenting and Gender Roles in The Tempest,” and “Miranda’s Disobedience” (PBS)
  3. Respond to the following:
  4. How do you think having a woman play Prospera impacts the relationship between the main character and Miranda?
  5. In “Miranda’s Disobedience” Professor Marjorie Garber says, “If Miranda didn’t have her moment of disobedience, I would feel much less enthusiastic about her.” Why do you think Garber says that? Do you share Garber’s view? Why or why not?
  6. View Act IV of The Tempest and review characterization and thematic concepts for pinwheel discussion (Thursday).
  7. Revisit Prospero’s character (PBS video) “Prospero’s Power”; trace the development of the character over the course of the play & connect to theme

*Homework: Read Part II of The Night Circus and work on literary analysis Part II due Wednesday. Review The Tempest and complete theme/character trackers and quotes/questions to prepare for pinwheel discussion Thursday.

 

Wednesday, March 9

  1. Assess The Night Circus Part II; turn in Literary Analysis Part II.
  2. Review elements of characterization Art & Reading ppt; compose a character sketch using STEAL method.
  3. Read/analyze The Tempest Act V; compare/contrast with film adaptation.
  4. Review elements of characterization and theme in The Tempest; compose questions and quotes for tomorrow’s discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion tomorrow.

 

Thursday, March 10

  1. Analyze and debate thematic connections to The Tempest in pinwheel discussion.
  2. Ticket-out-the-door: summarize and extend your learning of The Tempest.

*Homework:

 

Friday, March 11

  1. Establish groups for The Night Circus project; review the project requirements and choose tents (choose one or two side attractions; identify key quotes that describe your attraction).
  2. Collaborate with circus groups to establish roles and communication: select an attraction and plan the project; find key quotes that describe your attraction; establish roles and communication, reflection on your work style (leader, worker bee, slacker, procrastinator, hard worker with drama/extra-curricular activities, organized, disorganized, pet peeves)
  3. Read/analyze The Night Circus Part III.

*Homework: Read The Night Circus Part III through p. 392; answer two of the Part III questions and prepare for quiz Wednesday, March 16.

March 4

AP Literature March 7-11

WEEK 9

Monday, March 7 (Substitute)

  1. Warm-up: FRQ Wednesday on Monday “The Other Paris”
  2. Read/analyze Othello Act III; analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

*Homework: Group meeting Fri.; Green-eyed monsters due Thurs.

               Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Tuesday, March 8

1.      Warm-up: Creative Writing Tuesday

2.      Read & analyze 3.4 (Lesson 18: “Ocular Proof”).

              3.      Review Act III; evaluate the director’s choices in the Fishburne adaptation.

              4.      Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”

              5.      Select two volunteers to read Act IV, Scene 3

*Homework: Group meeting Fri.; Green-eyed monsters due Thurs.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

Wednesday, March 9

       1.      Warm-up: MCM #7

       2.      On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”;                 write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3

       3.      Assign final casting call for Act V.Lesson 22 “Murder’s Out of Time”

       4.      Final conclusions Lesson 25 “Here Is My Journey’s End”

       5.      Review Othello Acts IV-V

*Homework: Group meeting Fri.; Green-eyed monsters due Thurs.

        Learning goal(s): Analyze a range of writing, noting strategies to apply to improve your own.

 

Thursday, March 10

1.      Warm-up: Theme Thursday—share green-eyed monsters

2.      Review word search and Iago’s bestiary for Othello test; create infographic to illustrate your findings.

3.      Differentiate between literary analysis and research papers; formulate thesis statements.

*Homework:  Othello test Wed.; Group meeting Fri.

        Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Friday, March 11

       1.      Warm-up: Brain teaser Friday logic problems.

2.      Collaborate with research groups to clarify reading and plan museums.

              3.      Research secondary sources to support thesis statements.

*Homework:  Othello test Wed.; group meeting Fri.

       Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.