December 10

Honors World Literature December 12-21

Honors World Literature                      

 

Planning Your Week: December 12-16

No more Membean practice!

 

Monday, December 12

LG: Understand political and cultural issues surrounding the Holocaust and how Elie Wiesel portrays his experiences.

  1. Opener: IAN ponder and respond: Based on what you know about the Holocaust and what we have learned from Elie Wiesel’s interview with Oprah, write three potential theme statements that may come from his memoir.
  2. Student-Led Work Session—
    1. View the United States Holocaust Memorial Museum video “Confronting the Holocaust: American Responses” https://www.youtube.com/watch?v=EMTPAE53PqE
    2. Read/analyze “The Voyage of the St. Louis” and the emigration guidelines and immigration guidelines (handouts).
    3. Discuss: Why are refugee situations so complex? Why don’t countries simply help people? Dictionary.com’s 2016 word of the year is xenophobia. How does this connect to the immigration issues in the late 1930s/early 1940s.
    4. Begin reading Night and complete the reading guide for chapters 1-3.
  3. Closer—Complete a 3-2-1 card (3 feelings you had or things you learned, 2 questions you would like to ask, and 1 major understanding and what you might do with it).

Tuesday, December 13

LG: Understand political and cultural issues surrounding the Holocaust and how Elie Wiesel portrays his experiences.

  1. Opener: IAN ponder and respond: Review the statistics on the Holocaust. https://www.ushmm.org/wlc/en/article.php?ModuleId=10008193 Compare/contrast the way you respond to charts and graphs and the way you respond to narratives like Wiesel’s memoir. How is one voice more powerful than statistics?
  2. Student-Led Work Session—
  3. Read/analyze chapters 1-3 of Night and complete the reading guide.
  4. Read “Cattle Car” and complete the handout connecting the short story to Wiesel’s description of the cattle car in
  5. Closer— How is one voice more powerful than statistics?

Wednesday, December 14

LG: Understand political and cultural issues surrounding the Holocaust and how Elie Wiesel portrays his experiences.

  1. Opener: IAN ponder and respond: Should current generations be held responsible for their ancestors’ transgressions?
  2. Student-Led Work Session—
    1. Overview the Bitburg controversy and watch the ABC news commentary on Reagan’s visit to Bitburg, Germany https://www.youtube.com/watch?v=IHIfnQWCZRg
    2. Read/analyze Wiesel’s speech, analyzing rhetorical strategies he employs; watch his delivery of the speech: https://www.youtube.com/watch?v=xcnFPW2o28I . (Reagan arriving at Bitburg https://www.youtube.com/watch?v=CRP1LMttSOY)
  3. Closer: Read chapters 4-5; complete the flow chart, analyzing Wiesel’s struggle with his changing views on religion.

Thursday, December 15

LG: Understand political and cultural issues surrounding the Holocaust and how Elie Wiesel portrays his experiences.

  1. Opener—Consider the myth of Pandora’s box. How does Wiesel use the concept of hope (and hopelessness) as a powerful tool in his narrative?
  2. Student-Led Work Session—
    1. Read/analyze chapters 6-9, examining the concepts of hope and hopelessness.
    2. Review the theme statements from your IAN; clarify them and add complexity.
  3. Closer—Reflect on the experience of reading How do you deal with Wiesel’s caution against indifference?

Friday, December 16

LG: Analyze cultural elements depicted in film, focusing on what is emphasized in this account and how the director develops character over the course of the text to advance plot and develop theme.

  1. Opener—IAN Ponder and Respond: Read the excerpt from Schindler’s List; how does this narrative compare to Wiesel’s? What details are emphasized?
  2. Student work session: View Schindler’s List (edited for content); analyze the director’s choices.
  3. Closer—Compare/contrast the film depiction with the narrative.

 

Monday, December 19

 Review for final exams; finish Schindler’s List (edited for content).

Tuesday, December 20-Wednesday, December 21—FINAL EXAMS (See schedule for details.)

December 9

AP Literature December 12-21

Week 18

Monday, December 12

  1. Finish reading Death of a Salesman Act II & Requiem Full Text pdf
  2. Analyze production posters for thematic elements.
  3. Read/analyze Achebe’s article; prepare for discussion on Heart of Darkness.

*Homework:  HOD Book 3 quiz Wednesday; quotes & questions due.

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

 

Tuesday, December 13

  1. Computer Lab: Finish director project research and polish presentations.

*Homework:  HOD Book 3 quiz Wednesday; quotes & questions due.

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

 

Wednesday, December 14

  1. Discuss HOD.

*Homework:  Film director projects due tomorrow.

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

 

Thursday, December 15

  1. Present film director project

*Homework:

Learning goal(s): View film as a “text”; apply knowledge of how texts are constructed to analyze “author” style and theme.

 

Friday, December 16

  1. Present film director project

*Homework:

Learning goal(s): View film as a “text”; apply knowledge of how texts are constructed to analyze “author” style and theme.

 

WEEK 19

Monday, December 19

  1. Present film director projects

*Homework: 

Learning goal(s): View film as a “text”; apply knowledge of how texts are constructed to analyze “author” style and theme.

 

 

Tuesday, December 20

  1. 1st & 2nd Period FINAL EXAM

 

 

Wednesday, December 21

  1. 3rd & 4th Period FINAL EXAM

 

December 4

AP Literature December 4-8

WEEK 17

 

Monday, December 5

  1. MCM practice prose passage
  2. Assign film director projects
  3. Read/analyze Death of a Salesman Act I; complete guided reading questions and notes for image trace.

*Homework:  HOD Book 2 questions & quotes for quiz Wednesday

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

 

Tuesday, December 6

  1. Read/analyze Heart of Darkness Book II
  2. Lab: Film analysis project

*Homework:  HOD Book 2 questions & quotes for quiz Wednesday

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

 

Wednesday, December 7

  1. Heart of Darkness Book II quiz
  2. RAFT for Death of a Salesman: imagine yourself as a psychologist treating one of the family members, and in the format of your physician’s note, analyze your character’s emotional issues, citing evidence, and create a treatment plan. *DIFFERENTIATION: Students choose the character to analyze; products will vary.

*Homework:  HOD Book 3 questions & quotes for quiz Friday

Learning goal(s): Apply writing feedback to new topics

 

Thursday, December 8

  1. Read/analyze DOAS Act II.
  2. View Act I, comparing/contrasting director’s choices with the script.

*Homework:  HOD Book 3 questions & quotes for quiz Wednesday.

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

 

Friday, December 9

  1. Read/analyze HOD Book 3
  2. Media Center: Film analysis project.

*Homework:  HOD Book 3 quiz Tuesday. 

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

December 3

Honors World Literature Dec. 5-9

Honors World Literature                      

 

Planning Your Week: December 5-9

 

Monday, December 5

LG: Understand political, geographical, and cultural features of Tibet that shape and influence its literary texts.

  1. Opener—Review the Dalai Lama’s speech to the United Nations World Conference on Human Rights; review your AP prompt essay and score from the Margaret Thatcher prompt; reflect on how you would approach the Dalai Lama’s speech if it were a prompt (consider the cultural context you now have as well as the rhetorical approaches in the speech itself).
  2. Student-Led Work Session—
    • List ten activities you normally do in a regular day. Review the list and eliminate any activities that require electricity and replace them with activities that do not require electricity. In groups in three minutes list as many activities that do not require electricity as you can. Score like Boggle. Review how the characters in the movie used electricity and how it was limited.
    • Play the electricity game; reflect on alternate energy sources and conservation, relating back to culture and values depicted in The Cup.
    • Play the sponsorship game; reflect on the culture and values depicted in The Cup.
  3. Closer—Summarize the point of view and cultural experience reflected in The Cup.

Tuesday, December 6

LG: Understand artistic and cultural features of Tibet that shape and influence its literary texts.

  1. Opener: IAN ponder and respond: View sample Tibetan mandalas and identify common symbols, shapes, and compositions as well as both natural and man-made mandalas.
  2. Student-Led Work Session—
    • Read three Zen parables (320), focusing on how paradoxes underpin the themes. Consider which elements of Buddhist teachings can relate to these morals. Answer “Literary Analysis” questions #1-3.
    • Read the excerpt from Poor Richard’s Almanack (275). Based on these readings and on your experience viewing The Cup, what are some differences you notice between eastern and western philosophies? After brainstorming with your group, each member will compose a well-developed paragraph, citing evidence from your class materials, to explain at least one difference you’ve discovered between these global perspectives.
    • Create your own mandala.
  1. Closer—Explain your symbolic and creative choices; reflect on your performance during the unit and how well you met the standards of analyzing a particular point of view or cultural experience and various accounts of a subject told in different mediums, determining which details are emphasized in each account.

Wednesday, December 7

LG: Understand geographical, political, and cultural features of North Korea and South Korea that shape and influence its literary texts.

  1. Opener: IAN ponder and respond: Analyze the map, statistics, and flags for North Korea and South Korea.
  2. Student-Led Work Session—
    • Play the chair game to understand population density.
    • Play the gestures/body language game to analyze the way people nonverbally express emotions.
  3. Closer: View the opening scene and discuss your immediate reactions to the film; answer the questions to analyze the initial characterization of the boy and his grandmother.

Thursday, December 8

LG: Refine research skills with Holocaust research.

  1. Read introductory materials over the St. Louis and refugee documentation from World War II. Compare and contrast to modern refugee policies. With a partner, consider historical implications – Based on your previous research on the Syrian refugee crisis, in what ways have policies changed since the 1940s? Why have policies changed? How do large-scale events shape global and national perspectives? What inspires policy to change? Is large-scale trauma and suffering a prerequisite for humanitarian change? Why?
  2. Create at least three research questions about the Holocaust to focus on during research time. What will you choose to learn more about? Write these three research questions on a piece of notebook paper (leave yourself plenty of room for note-taking)
  3. Visit the Media Center for a virtual tour on the Holocaust:
    1. EVERYONE USES THIS RESOURCE: http://comingofagenow.org/student-instructions/ – visit the Museum of Jewish Heritage, and follow the student instructions for examining and analyzing survivor profiles/stories. Pick the story of at least one survivor to study in detail.
    2. USE YOUR RESEARCH QUESTIONS to explore the following resources:

Friday, December 9

LG: Analyze cultural elements depicted in film, focusing on what is emphasized in this account and how the director develops character over the course of the text to advance plot and develop theme.

  1. Opener—Journal walk: rotate from desk to desk at least four times, reading peers’ journal entries from yesterday’s closer.
  2. Student work session:
    • Review key scenes from the film to complete the character handout “The Character of Sang-Woo.”
    • Compose a paragraph analyzing how and why Sang-Woo’s character changes throughout the film.
  3. Closer—Reflect on how you interact with your grandparents (or other elderly relatives). How do/did your parents interact with their grandparents?