February 17

Honors 9th Literature Feb. 18–March 3

Honors 9th Lit                          February 27-March 3, 2017    

 

Planning Your Week:

S 2/19 and S 2/26: Membean 45 min. practice will count as extra credit!

Th 3/2: Nonfiction compare/contrast essay due to Turnitin.com

S 3/5: Membean 45 min. practice

M 3/6: Obtain a copy of The Night Circus by Erin Morgenstern

 

Monday, February 27

LG: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image. LG: Define the elements of drama, explain the difference between comedies and tragedies, and understand how to analyze a play. ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest.
  2. View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share.
    • View the images, selecting one that inspires you.
    • Study the picture and construct a hypothetical narrative based on the elements you see.
    • Using a list of Shakespearean terms and phrases, choose lines that relate to the picture and your hypothetical narrative.
    • Without adding ANY words (articles, prepositions, etc.) students must juxtapose phrases and words to tell the story of their painting.
  1. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.
  2. Write a reflection for your Shakespearean poem.

*Homework: Read Act I, Scene 1 of The Tempest http://www.folgerdigitaltexts.org/PDF/Tmp.pdf Don’t worry if you don’t understand.

 

Tuesday, February 28

LG: Develop skills for analyzing the poetry of Shakespeare. 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. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

  1. Review claim statements, lead-ins, and commentary for nonfiction compare/contrast essay.
  2. Analyze, rehearse, and perform Act I Scene 1 https://folgereducation.wordpress.com/2015/02/03/5-great-ways-to-start-a-shakespeare-unit/ (pantomime, self-reflection, group discussion; add dialogue).
  3. Compare/contrast student performances with professional adaptations of the play.

*Homework:

 

Wednesday, March 1

LG: Develop skills for analyzing the poetry of Shakespeare. 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. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

  1. Assign theme & character development trackers; review historical info on Shakespeare (NearPod).
  2. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection.
  • Annotate the scene
  • Write the actions that your groups need to complete
  • Prepare props and timing
  • Perform the scene
  • Summarize the exposition

 

Thursday, March 2

LG: Develop skills for analyzing the poetry of Shakespeare. 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. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

  1. Perform group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection; analyze characters and themes introduced in Act I (using the character & theme tracker graphic organizers).
  2. Review “The Betrayed Duke Prospero” PBS video.
  3. Review elements of exposition Art & Reading ppt; summarize the exposition of The Tempest.
  4. Compose an exposition Art & Reading ppt.

 

Friday, March 3

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

  1. Compose a response to the Theme: Revenge and Mercy prompt.
  2. Read Act II Scenes 1-2; analyze the scenes with Socratic seminar questions, character and theme trackers, and reader response questions.

*Homework:

February 17

AP Literature Feb. 18-March 3

Enjoy your break! Make sure you post your lit. review to Turnitin.com Friday, Feb 17. If you have not finished reading your research novel, please do so over the break. We will finish your research papers and work on museum projects when you return. Work on your film director projects by watching the films you selected.

WEEK 8

Bring your research novel to class every day.  

S 2/19 and S 2/26—Membean OPTIONAL for extra credit.

F 3/3—Bring articles and novel for group meeting; (directors should provide an agenda; reading coaches should provide discussion questions); plan to discuss the group’s review of the criticism.

Th 3/9—Film Director style montage due in class

 

Monday, February 27

  1. MCM Prose analysis
  2. Review Death of a Salesman exposition, opening scene
  3. Read/analyze DOAS Act I, filling in reading guide and image trace.

*Homework:

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand photography as text.

 

Tuesday, February 28

  1. Creative Writing Tuesday: Screenplay (dialogue and description)
  2. Read/analyze DOAS Act I, filling in reading guide and image trace.

*Homework:

Learning Goals: Summarize available literary criticism on a novel; begin developing a thesis to add to the analysis.

 

Wednesday, March 1

  1. FRQ Open
  2. Read/analyze Death of a Salesman Act I, focusing on image trace and reading guide questions.

*Homework:

Learning Goals: Compose a rough draft of your research paper.

 

Thursday, March 2

  1. Pondering Poetry
  2. Read/analyze Death of a Salesman Act I, focusing on image trace and reading guide questions.

*Homework:

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

 

Friday, March 3

  1. Fun Friday: Rebus puzzles
  2. Research stylistic techniques for your film director; begin compiling clips and analysis for your montage.
  3. View the Production 101 videos; submit a list of the three films you plan to watch for your film director.
  4. Group Meeting to discuss research novels and plans for museum presentations.

*Homework:

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play or novel, including uncertainties; understand that texts may illustrate multiple themes with many implications.

February 10

Honors 9th Lit Feb. 13-17

Honors 9th Lit                          February 13-17, 2017  

 

Planning Your Week:

S 2/12: Membean 45 min. practice

T 2/14: Nonfiction choice scholar’s journal due to Turnitin.com

W 2/15: Two additional texts, annotated, with works cited page due at the end of the period.

F 2/17: Portfolio Check #1; comparison/contrast chart due at the end of the period.

 

Monday, February 13

LG: Analyze character development and conflicting motivations in a short story. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

  1. Read “The Sniper”; analyze diction, mood, and character development.
  2. Compose a response to the EOC narrative prompt for “The Sniper.”
  3. Freshman Advisement: CCC @11:15

 

Tuesday, February 14

LG: Understand how to supply the most relevant and complete evidence to support a claim. Be able to point out strengths and limitations of claims and evidence. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  1. Evidence Match
  2. Scavenger Hunt—One Claim, One Source, Different Evidence
  3. Complete EOC prompt from “The Sniper”

 

Wednesday, February 15

LG: Use research tools to narrow a search and broaden your perspective on a topic. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

  1. Research to locate two additional texts on your nonfiction choice person; annotate the texts and develop a works cited page.
  2. Begin comparing/contrasting the way each article’s author uses diction to develop a persona and create a tone about the person you chose to research.

 

Thursday, February 16

LG: Use research tools to narrow a search and broaden your perspective on a topic. (See Wed. for standards.)

  1. Continue comparing/contrasting the way each article’s author uses diction to develop a persona and create a tone about the person you chose to research; complete a comparison/contrast chart.

 

Friday, February 17

LG: Use research tools to narrow a search and broaden your perspective on a topic. (See Wed. for standards.)

  1. Portfolio Check #1
  2. Compose your comparison/contrast essay for the nonfiction choice book and your two additional texts.
February 10

AP Literature Feb. 13-17

WEEK 7

Bring your research novel to class every day.  

S 2/12—Membean and post your research novel precis (3) and film director biography/filmography paragraph to Turnitin.com.

M 2/13—Annotated articles due in class.

F 2/17—Bring articles and novel for group meeting; (directors should provide an agenda; reading coaches should provide discussion questions); plan to discuss the group’s review of the criticism.

S 2/19 and S 2/26—Membean OPTIONAL for extra credit.

 

Monday, February 13

  1. View “Death at an Early Age” and analyze using the Visual Rhetoric analysis handout.
  2. Read/analyze James Dickey’s “The Leap,” using the guided reading questions to develop an interpretation.
  3. Compose a paragraph response to the prompt.

*Homework: Lit review for research paper due Thursday night.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a poem, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand photography as text.

 

Tuesday, February 14

  1. Lab 113: Analyze research articles and complete your review of the literature, drawing comparisons and contrasts among the articles you chose.
  2. Research stylistic techniques for your film director; begin compiling clips and analysis for your montage.
  3. View the Production 101 videos; submit a list of the three films you plan to watch for your film director.

*Homework: Lit review for research paper due Thursday night.

 

Learning Goals: Summarize available literary criticism on a novel; begin developing a thesis to add to the analysis.

 

Wednesday, February 15

  1. MCM on a Wednesday—
  2. FRQ Wednesday—Prose

*Homework: Lit review for research paper due Thursday night.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a poem, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Thursday, February 16

  1. Pondering Poetry
  2. Analyze the opening stage directions for Death of a Salesman, sketching the set on stage.
  3. Watch Production Tips (Writing Dialogue #1 & #2).
  4. Read/analyze Death of a Salesman Act I, focusing on image trace and reading guide questions.

*Homework: Lit review for research paper due Thursday night.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Friday, February 17

  1. Fun Friday:
  2. Group Meeting to discuss research novels and plans for museum presentations.
  3. View Death of a Salesman; fill in the chart for film analysis.

*Homework: Enjoy your break! Membean is extra credit this week, 2/19, and next week, 2/26.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play or novel, including uncertainties; understand that texts may illustrate multiple themes with many implications.

February 3

Honors 9th Lit. February 6-10

Honors 9th Lit                          February 6-10, 2017    

 

Planning Your Week:

Please check Schoology for any documents you may have misplaced. 

S 2/5: Membean 45 min. practice

T 2/7: 5 entries for your nonfiction choice scholar’s journal submitted to Schoology

Th 2/9: “I Remember You” poem multimedia presentation due

 

 

Monday, February 6

LG: Analyze nonfiction for primary claim, tone, and diction. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  1. Create parts of speech and noun review foldables; connect to PSAT style questions
  2. Read “The News” p. 476—487; answer the Reading Check questions in the margins at the bottom of each odd page. Answer parts a) and b) of “the BIG question” on p. 486: Is knowledge the same as understanding?
  3. Read nonfiction choice book and complete scholar’s journal entries.

 

Tuesday, February 7

LG: Analyze nonfiction for primary claim, tone, and diction. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  1. Complete Q1 Touchstone assessment (skills assessment for the first quarter).
  2. Read nonfiction choice book and work on scholar’s journal.
  3. Polish “I Remember You” presentations.

 

Wednesday, February 8

LG: Analyze nonfiction for primary claim, tone, and diction. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  1. Read articles (choose Princess Diana, Madonna, or Tom Brady); analyze diction, tone, and claim, focusing on rhetorical strategies; compare/contrast persona in both articles.
  2. Read nonfiction choice book and work on scholar’s journal.

 

Thursday, February 9

LG: Develop a presentation with strategic use of digital media. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  1. Present “I Remember You” poems.
  2. Read nonfiction choice book and work on scholar’s journal and portfolio reflections.

 

Friday, February 10

LG: Analyze character development and conflicting motivations in a short story. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

  1. Read “The Sniper”; analyze diction, mood, and character development.
  2. Compose a response to the EOC narrative prompt for “The Sniper.”
February 3

AP Literature Feb. 6-10

WEEK 6

Bring your research novel to class every day.  

S 2/5—Membean and post your research novel analysis to Schoology.

T 2/7—Post style passage and analysis paragraph for research novel to Schoology.

Th 2/9—Submit precis for three research articles to Turnitn.com.

F 2/10—Three annotated articles due in class; bring materials for group meeting (directors should provide an agenda; reading coaches should provide discussion questions)

S 2/12—Membean due; submit film director biography and filmography to Turnitin.com.

M 2/13—Film analysis handout due in class.

 

Monday, February 6

  1. Warm-up: Multiple Choice Monday
  2. Review “The Other Wife” and write 3 multiple choice questions
  3. Introduce research process and paper requirements.
  4. Introduce director’s project Part I: Biographical Analysis

*Homework: Read research novel and prepare for group meetings.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a prose piece, including uncertainties; understand that texts may illustrate multiple themes with many implications.

                

Tuesday, February 7

  1. Warm-up: Creative Writing Tuesday
  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.
  3. Research your director’s biography and body of work, selecting one film to view and analyze.

*Homework:  Post style passage and analysis to Schoology; research director’s biography and filmography; read research novel and prepare for group meetings.

 

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

 

Wednesday, February 8

  1. FRQ Wednesday: Follow up for “The Other Wife”
  2. Annotate research articles, identifying 2 quotes and 1 paraphrase in each; compose precis for each article.

*Homework: Research director’s biography and filmography; read research novel and prepare for group meetings.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.

 

Thursday, February 9

  1. Theme Thursday: Analyze the depiction of the American Dream in multiple genres and contexts.
  2. Ponder Death of a Salesman pre-reading questions; group therapy.

*Homework:  Submit precis for research articles to Turnitin.com tonight; bring annotated articles to class tomorrow. Research director’s biography and filmography; read research novel and prepare for group meetings.

 

Learning Goal(s): Understand that similar themes emerge across different texts and time periods; texts may illustrate multiple themes with many implications; understand film as text.

 

Friday, February 10

  1. Fun Friday: Alphabox for parent-child relationships.
  2. Collaborate with research groups to analyze literary elements and discuss research progress.
  3. Read/analyze Death of a Salesman Act I, focusing on symbolic images.
  4. Compare/contrast opening scene with the text.

*Homework:  Research director’s biography and filmography and submit to Turnitin.com by Sunday; view a film from your director and complete the analysis handout due Monday.

 

Learning Goal(s): Understand that similar themes emerge across different texts and time periods; texts may illustrate multiple themes with many implications; understand film as text.