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 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?
November 23

Honors World Literature November 28-December 2

Honors World Literature                      

 

Planning Your Week: November 28-December 2

Sun. 12/4—Membean practice due

 

Monday, November 28

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

  1. Opener: IAN ponder and respond: What do you know about the Himalaya and Tibet? Brainstorm questions for research about this region and people.
  2. Student-Led Work Session—
    • Use ipads and research materials to explore the geographical, political, and cultural features of the Himalayas and Tibet (https://www.lonelyplanet.com/nepal)
    • Fill in maps and discuss the Chinese occupation; analyze the flags and symbols associated with China & Tibet.
    • Choose your topic: create your own flag, plan a trip to the Himalayas, or research the Yeti.
  3. Closer-Read the excerpt from Siddhartha and brainstorm teachings that can help the suffering of mankind (both little problems and major events like death).

Tuesday, November 29

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

  1. Opener: IAN ponder and respond: The Buddha’s teachings say that attachment is the cause of our suffering, because nothing lasts; everything (including us) is impermanent. Things change, fall apart, dissolve, decay; people change, grow old, and die. We all know the suffering of loss, or the bittersweet of good times coming to an end. But is it possible to enjoy something for the moment that it is there and not wish for more? Have you ever enjoyed something, and when it was over you were satisfied to let it go? Conversely, have you ever got what you really wanted, and then not actually enjoyed it as much as you thought you would?
  2. Student-Led Work Session—
    • List the steps a physician takes when a patient comes seeking help; read the Four Noble Truths and connect to the steps a physician takes.
    • Examine the 8-Fold Path and brainstorm dos and don’ts for each.
  3. Closer-Review the excerpt from Siddhartha and identify what motivated him on his quest, what he wanted to avoid, and what he wanted to achieve.

Wednesday, November 30

LG: Analyze cultural elements depicted in film, focusing on what is emphasized in this account.

  1. Opener: IAN ponder and respond: Imagine you started following the 8-Fold Path of Buddhism. How would it change your daily life?
  2. View The Cup. Take note of examples of Western and/or modern life.
  3. Closer: Discuss your immediate reactions to the film.

Thursday, December 1

LG: Analyze cultural elements depicted in film, focusing on what is emphasized in this account.

  1. Opener—Review the basic plot diagram and brainstorm plot events from The Cup.
  2. Student work session:
    • Create event strips for major plot events; sequence them and group exposition, rising action, climax, falling action/denouement, and resolution/conclusion, adjusting the diagram to fit the story.
    • Fill in graphic organizer for character actions and motivations; revisit the Four Noble Truths and analyze their motivations according to Buddhist principles.
  3. Closer—Identify thematic topics for The Cup and write a theme statement; Read the Frontline interview with Adam Yauch of the Beastie Boys; respond based on your thematic connections to The Cup and your understanding of the culture and religion of Tibet.

Friday, December 2

LG: Analyze cultural elements depicted in film, focusing on what is emphasized in this account and comparing with informational texts on similar topics.

  1. Opener—Play the greeting game then respond in your IAN: How did you feel when greeted by other groups? How did people from other groups react to your greeting? How does misunderstanding a person’s culture affect your reaction to them?
  2. Brainstorm a mind map/web for what comprises culture; review the cultural elements from The Cup.
  3. Student work session:
    • Complete the refugee handout “Packing to Go.”
    • Generate questions and research refugee populations in the world today.
    • Read/analyze the Dalai Lama’s speech to the United Nations World Conference on Human Rights.
  4. Closer—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).
November 11

Honors World Literature November 14-18

Honors World Literature                      

 

Planning Your Week: November 14-18

Mon. 11/14–Julius Caesar reading quiz (finish reading Act IV & V); No Fear Shakespeare

Sun. 11/20 and Sun. 11/27—Membean practice extra credit opportunity

 

Monday, November 14

LG: Understand plot, character development, and dramatic irony in Julius Caesar.

  1. Opener: IAN ponder and respond: Toward the end of the play, do you think Cassius would still say to Brutus, “The fault, dear Brutus, is not in our stars, / But in ourselves, that we are underlings”?
  2. Student-Led Work Session—
    • Reading quiz on Acts IV & V
    • View film version of Acts IV and V of Julius Caesar
    • Small group discussion questions
    • Work time on Caesar choice board projects
  3. Closer-in your opinion, who is the real hero of Julius Caesar?

*Homework: Students should continue to work on JC Choice Board and practice Membean

 

Tuesday, November 15

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Finish movie and small group discussion leftovers as needed.
  2. Lab time to complete Caesar choice board projects
  3. Membean practice in the lab if projects are complete

*Homework: Students should continue to work on JC Choice Board and practice Membean.

 

Wednesday, November 16

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Lab time to complete Caesar choice board projects
  2. Membean practice in the lab if projects are complete

 

Thursday, Nov. 17

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—Review the rubric for AP Lang FRQs
  2. Student work session: students will compose an in-class essay response to an AP Lang FRQ focused on rhetorical analysis.
  3. Closer—students will peer assess the essential elements of a successful FRQ

 

Friday, Nov. 18

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—return to the rubric for AP essays; view concrete language and descriptors of the specific score qualifications
  2. Student work session:
    • In Roman empires, round robin read the College Board released anchor papers.
    • Score each student essay using the rubric to justify the numerical values assigned to each paper. Be able to note how the writer was successful and convincing versus how the writer was merely adequate or perhaps entirely unsuccessful.
    • Compete a class calibration chart on the projector or white board
    • Students will then score their own essay and one peer essay using the AP rubric to justify their scores.
  3. Closer—What are the traits of the high scoring essays? (Whole group discussion) What improvements must I make to my own essays to be ready for AP Lang? (Individual reflection)
November 4

Honors World Literature November 7-11

Honors World Literature                                            

 

Planning Your Week: November 7-11

Sun. 11/6—Membean practice due.

Thurs. 11/17—Julius Caesar choice board due

 

Monday, November 7

LG: Analyze a film director’s interpretation of Julius Caesar focusing on character and theme.

  1. Opener—Review vocabulary from Act I, II, and III.
  2. View Julius Caesar, analyzing the film director’s choices (camera angles, choice of actors, set, costumes, sound effects, music, etc.) and evaluating the effectiveness of this interpretation.

*Homework: Continue to work on JC Choice Board.

 

Tuesday, November 8—Student Holiday/Election Day

 

Wednesday, November 9

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.  

  1. Opener: watch a scene from Law and Order https://www.youtube.com/watch?v=PjG2AMYiyrg where the lawyers deliver closing arguments from a murder. Critique the persuasive and rhetorical moves each lawyer makes.
  2. Review Act III of Julius Caesar, considering the question of whether the conspirators are justified in killing Caesar.
  3. Analyze evidence supporting and refuting the conspirators’ actions. For example, consider the following:
    • Caesar’s physical limitations (I ii 95-131)
    • Why should Caesar be king? (I.ii. 135-141)
    • The fate of Marullus and Flavius (I.ii. 281-287)
    • Brutus’s reasons for killing Caesar (I.i. 10-34)
    • Caesar refuses the crown (I. ii. 220-246)
    • Caesar’s will (III.ii. 240-244 and 249-254)
  4. Teams will compile text evidence in the style of persuasive “closing argument remarks” and vote if Caesar should be assassinated based on the evidence up to Caesar’s speech 3.1.58-73.
  5. Closer—Defend your vote in a short response and summarize Caesar’s good and bad qualities according to the text thus far.

 

Thursday, November 10

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—IAN Ponder and Respond: React to the statement “if people do not like what is happening around them, they must speak up and do what is necessary to change things.”
  2. Work session: choral reading of Act IV of Julius Caesar (with a twist)
    1. Divide Act IV into sections
    2. Small groups/pairs of students will be responsible for performing each section of text.
    3. Each group will be given a “style/tone” card that indicates a specific manner in which to perform the lines (cowboy, astronaut, sassy teen, rapper, etc.)
    4. Groups will rehearse their lines and perform the scene: the audience will try to guess what style/tone card each group received.
  3. Closer—How does emotion and inflection positively or negatively impact an audience’s understanding of the play?

 

Friday, November 11

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—students will read the LA Times article on Brasil and Congress’ open letter the Secretary of State John Kerry to assess the rhetorical strategies employed
    1. http://www.latimes.com/world/mexico-americas/la-fg-brazil-impeachment-20160725-snap-story.html
    2. https://conyers.house.gov/media-center/press-releases/40-house-democrats-urge-secretary-kerry-call-democracy-brazil
  2. Lab—Work on Julius Caesar choice board due next Thursday, 11/17.

 

October 29

Honors World Literature October 31-November 4

Honors World Literature                                            

 

Planning Your Week: October 31—November 4

Sun. 10/31—Membean practice due.

Thurs. 11/17–LAST DAY to turn in Julius Caesar choice board assessments. No work will be accepted after Thanksgiving break.

 

Monday, October 31

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener— Review Act I Scene 2 Lines 25-189, p. 24-30, and from Cassius’s rhetoric identify one example each of ethos, logos, and pathos. Include a lead-in, citation, and commentary/interpretation for each quote you select.
  2. Review differences in narrative techniques between poetry and prose; summarize Hamlet’s “To be or not to be” soliloquy and view three clips to critique various interpretations of a scene
    1. https://www.youtube.com/watch?v=ei0fnP9s0KA Mel Gibson
    2. https://www.youtube.com/watch?v=SjuZq-8PUw0 Kenneth Branagh
    3. https://www.youtube.com/watch?v=muLAzfQDS3M Adrian Lester
    4. https://www.youtube.com/watch?v=5ks-NbCHUns Sir Laurence Olivier
  3. Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures); model with 1.2.1-82.
  4. Student-Led Work Session— analyze a section of Act II, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects.
  5. Closer—How does the physical and vocal delivery of a monologue affect the audience’s perception of a character? Cite examples from one of the clips viewed today.

*Homework: Continue to work on JC Choice Board.

 

Tuesday, November 1

LG: Understand plot, character development, and dramatic irony in Julius Caesar 

  1. Opener— Rehearse with your group to review your plan to perform student adaptations of Julius Caesar
  1. Work session—student groups perform adapted scenes
  2. Closer—Consider JC Choice Board level 2 option for a monologue. Revisit JC Word Trace (handout). Review the section of Act II that you performed; select this single most important sentence that connects to a thematic topic (see the Word Trace handout for ideas). Paraphrase the line and explain how it connects to one of the thematic topics.

*Homework: Continue to work on JC Choice Board.

 

Wednesday, November 2

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—Paraphrase 2.2.41-51, focusing on connections between the speakers.
  2. Student-led work session: Students will compete to organize the events of a scene from Act III of Julius Caesar.
    1. Roman Empire groups will receive a text summary of a scene from Act III of Julius Caesar.
    2. They will also receive a Ziploc baggy of lines cut into strips from their assigned scene.
    3. Using the summary of the act, they must paraphrase the lines in order to chronologically sequence the actors’ lines into a cohesive order that fits the action of the summary.
    4. They will assemble their lines in order on a butcher paper poster.
  3. Read/analyze Act III, focusing on Antony’s and Brutus’s actions in the immediate aftermath of Caesar’s death. Complete STEAL graphic organizer for each character.
  4. Closer—Mystery envelopes

*Homework: Continue to work on JC Choice Board.

 

Thursday, November 3

LG: Analyze a film director’s interpretation of Julius Caesar focusing on character and theme.

  1. Opener—Review vocabulary from Act I, II, and III.
  2. View Julius Caesar, analyzing the film director’s choices (camera angles, choice of actors, set, costumes, sound effects, music, etc.) and evaluating the effectiveness of this interpretation.

*Homework: Continue to work on JC Choice Board.

 

Friday, Nov. 4

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener: watch a scene from Law and Order https://www.youtube.com/watch?v=PjG2AMYiyrg where the lawyers deliver closing arguments from a murder. Critique the persuasive and rhetorical moves each lawyer makes.
  2. Review Act III of Julius Caesar, considering the question of whether the conspirators are justified in killing Caesar.
  3. Analyze evidence supporting and refuting the conspirators’ actions. For example, consider the following:
    • Caesar’s physical limitations (I ii 95-131)
    • Why should Caesar be king? (I.ii. 135-141)
    • The fate of Marullus and Flavius (I.ii. 281-287)
    • Brutus’s reasons for killing Caesar (I.i. 10-34)
    • Caesar refuses the crown (I. ii. 220-246)
    • Caesar’s will (III.ii. 240-244 and 249-254)
  4. Teams will compile text evidence in the style of persuasive “closing argument remarks” and vote if Caesar should be assassinated based on the evidence up to Caesar’s speech 3.1.58-73.
  5. Closer—Defend your vote in a short response and summarize Caesar’s good and bad qualities according to the text thus far.
October 21

Honors World Literature October 24-29

Honors World Literature                           

 

Planning Your Week: October 24-28

Sun. 10/23—Membean practice due.

 

Monday, October 24

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
  2. Review (whole class) Marc Antony’s monologue from Act 3, Scene 2 of Shakespeare’s The Tragedy of Julius Caesar (lines 1-35 on the handout). Analyze the rhetorical impact of the speech by completing SMELL graphic organizer. (Springboard)
  3. Student-Led Work Session— Students choose between passage 2, 3, or 4 to complete SMELL analysis independently on a second monologue.
  4. Introduce Caesar choice board and guidelines for study of the play.
  5. Closer—IAN: Share examples of impactful language with the class. How do these diction choices affect tone?

 

Tuesday, October 25

LG: Debate thematic connections to Julius Caesar.   

  1. Opener—Listen to the soldier scenario; read it independently and begin to formulate opinions on the discussion questions.
  2. Collaborate with Roman Empire groups to debate the issues.
  3. View Shmoop Introduction to Caesar.
  4. Read/analyze opening scenes in Act I.
  5. Closer—choose from the Caesar choice board to begin focusing your study of the play.

*Homework:

 

Wednesday, October 26

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—Review elements of characterization; compose a character sketch based on a painting, using STEAL method.
  2. Read/analyze Julius Caesar Act I; fill in character graphic organizers (STEAL).
  3. View PBS America: The Great Commanders
  4. Closer—review Caesar choice board and add to notes.

*Homework:

Thursday, October 27

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—students will read the LA Times article on Brasil and Congress’ open letter the Secretary of State John Kerry to assess the rhetorical strategies employed
  1. Work session—students will compose a persuasive letter employing rhetorical techniques
    • Write a persuasive letter to a peer attempting to convince him to join your cause to overthrow the student council president or write a letter to the student council president warning her about a political scheme brewing to remove her from office
    • Consider the question: Are the conspirators justified in killing Caesar?
    • Divide the class into two groups. Individuals in each group will keep journals during the course of their reading.
      • Group one will look for evidence supporting the conspirators’ actions.
        • For example:
          1. Caesar’s physical limitations (I ii 95-131)
          2. Why should Caesar be king? (I.ii. 135-141)
          3. The fate of Marullus and Flavius (I.ii. 281-287)
          4. Brutus’s reasons for killing Caesar (I.i. 10-34)
  2. Group two will look for evidence refuting the conspirators’ actions.
    • For example:
      1. Caesar refuses the crown (I. ii. 220-246)
      2. Caesar’s will (III.ii. 240-244 and 249-254)
    • At the end of Caesar’s speech (III. i. 58-73), have students vote to decide if he should be assassinated. Have them defend their votes in a short response.
    • Begin reading act II of Julius Casear
  3. Closer—What are Caesar’s good/bad qualities according to the text thus far?

 

Friday, October 28

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—IAN Ponder and Respond

Consider the following lines of the play:

“Men at some time are masters of their fates:

The fault, dear Brutus, is not in our stars,

But in ourselves, that we are underlings.”

React to the statement “if people do not like what is happening around them, they must speak up and do what is necessary to change things.”

  1. Work session: choral reading of Act II of Julius Caesar (with a twist)
    1. Divide Act II into sections
    2. Small groups/pairs of students will be responsible for performing each section of text.
    3. Each group will be given a “style/tone” card that indicates a specific manner in which to perform the lines (cowboy, astronaut, sassy teen, rapper, etc.)
    4. Groups will rehearse their lines and perform the scene: the audience will try to guess what style/tone card each group received.
  2. Closer—How does emotion and inflection positively or negatively impact an audience’s understanding of the play?
October 14

Honors World Literature October 17-21

Sun. 10/16—Membean practice due.

Wed. 10/19—PSAT Day

 

Honors World Literature                                             October 17-21       

Planning Your Week:

 

Sun. 10/16—Membean practice due.

Wed. 10/19—PSAT Day

 

Monday, October 17–Substitute

LG: Compare film adaptations to primary sources, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

  1. Opener: Revisit Friday’s list of evidence; anticipate additional comparisons with Disney’s
  2. View scenes from Mulan: Rise of a Warrior and Disney’s Mulan, analyzing what is emphasized and what is absent from the film treatment of Mulan.
  3. Closer—organize your evidence from the texts and films to support analysis.

Tuesday, October 18

LG: Examine a seminal U.S. document for its historical and literary significance, analyzing style and structure for rhetorical effectiveness.

  1. Opener— PSAT skill practice – Examine the informational graphics from the Freedom of the Press Report 2015. Consider both the written text and the information presented in the graphics to answer synthesis questions. (Pearson, My Perspectives)
  2. Student-led Work Session— Read Source D, an excerpt from “Writing Chinese American into Words and Images: Storytelling and Retelling of The Song of Mu Lan.Review sources A, B, C, and then respond to the following prompt: How do authors use source materials (legends, myths, religious texts, historical figures, etc.) to reflect cultural and/or societal values?
  3. Read the preamble to the Universal Declaration of Human Rights. Observe some rhetorical strategies and cite text evidence to reflect on their effectiveness. (HMH – Collections, Close Reader)
  4. Closer – Create and share claim statements in response to the following prompt: “Why do you think the Preamble from the Universal Declaration of Human Rights is considered a seminal document?”

Wednesday, October 19

PSAT Day – only 3rd and 4th periods will meet.

 

Thursday, October 20

LG: Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.  

  1. Opener—IAN Brainstorm: What makes for an effective persuasive speech?
  2. Student Work Session—Read Malala Yousafazi’s speech at the United Nations. Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer, explain the intended effect on the audience for each of these rhetorical examples. (Pearson, My Perspectives)
  3. Adverbial Clause review – identify the adverbial clause, and subordinating conjunction, then describe the clause’s function in three model sentences from Yousafazi’s speech.
  4. View Diane Sawyer’s interview with Malala Yousafazi (under 7 minutes: https://www.youtube.com/watch?v=ev-jPT5M9cU). Learn the media vocabulary lead-in, close-up shot, and slant, then answer the “Media Vocabulary” questions provided.
  5. Analyze the texts (speech and interview) for “mirror details.” Complete chart to compare how details are presented in the two different texts.
  6. CloserIAN: Answer the following question: (a) Which facts or other information appear in both the speech and the interview but are presented differently? (b) How do you account for those differences? Consider the medium of each text—one a written text, and one a work of broadcast journalism.

Friday, October 21

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
  2. Read (whole class) Marc Antony’s monologue from Act 3, Scene 2 of Shakespeare’s The Tragedy of Julius Caesar (lines 1-35 on the handout). Analyze the rhetorical impact of the speech by completing SMELL graphic organizer. (Springboard)
  3. Student-Led Work Session— Students choose between passage 2, 3, or 4 to complete SMELL analysis independently on a second monologue.
  4. Closer—IAN: Share examples of impactful language with the class. How do these diction choices affect tone?
October 7

Honors World Literature Oct. 10-14

Honors World Literature                                             October 10-14       

 

Planning Your Week:

Sun. 10/9—Membean vocabulary practice due.

Tues. 10/11—The Joy Luck Club Socratic discussion (annotated article due along with 10 questions for the discussion; you should also prepare your book and print your scholar’s journal).

 

 

Monday, October 10

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. 

  1. Opener—IAN: Construct a theme statement about The Joy Luck Club.
  2. Participate in the mini-fish bowl discussion.
    • You will unite with a second Chinese family to form a group of 8-12 members.
    • Four members will participate at a time.
    • The remaining group members will watch and take notes over the discussion.
    • For 10-15 minute rotations, the fishbowl group will conduct a conversation in the style of a mah jong game.
    • The person in the east chair will ask a question to begin.
    • The participant in the south chair will respond to the question.
    • Once the answer has been given by the student in the south chair, any further discussion can be followed by the participant in the west chair and then the north chair.
    • After the question is successfully completed for the first question, the east chair participant will ask the next question. Discussion will follow through the same path as before until all participants have asked and answered questions.
  3. Student-led work session: finalize Socratic seminar deliverables
    • Finish perfecting questions
    • Outline anticipated responses
    • Polish annotations on scholarly article
    • Prepare guide sheet
  4. Closer—exit ticket—answer in writing one of the questions discussed in today’ fishbowls.

 

Tuesday, October 11

LG: Collaborate effectively in peer discussion.

  1. Opener—Gather materials for the discussion and position yourself to evaluate a speaker.
  2. Discuss The Joy Luck Club in Socratic seminar groups
  3. Closing—Reflect on your own performance in the discussion and extend your thinking. Students who have not discussed yet will plan their responses for tomorrow’s discussion.

 

Wednesday, October 12

LG: Collaborate effectively in peer discussion.

  1. Opener—Gather materials for the discussion and position yourself to evaluate a speaker.
  2. Discuss The Joy Luck Club in Socratic seminar groups
  3. Scholar’s Celebration of The Joy Luck Club
  4. Closing—Reflect on your own performance in the discussion and extend your thinking.

 

Thursday, October 13

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. 

  1. Opener—PSAT Writing Practice
  2. Read “The Ballad of Mulan” and excerpts from Maxine Hong Kingston’s Woman Warrior, analyzing the character of Mulan and the thematic elements of each text.
  3. Compare/contrast the representations of Chinese culture in both texts.
  4. View scenes from Mulan: Rise of a Warrior, analyzing what is emphasized and what is absent from the film treatment of Mulan.
  5. Closer—list evidence from the film to support analysis of comparison/contrast to the texts we have read.

 

Friday, October 14

LG: Compare film adaptations to primary sources, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

  1. Opener—revisit yesterday’s list of evidence; anticipate additional comparisons with Disney’s
  2. View scenes from Disney’s Mulan, analyzing what is emphasized and what is absent from the film treatment of Mulan.
  3. Closer—organize your evidence from both films to support analysis of comparison/contrast to the texts we have read.
October 4

Honors World Literature October 3-7

 

Honors World Literature                                             October 3-7       

 

Planning Your Week:

Mon. 10/3—The Joy Luck Club Scholars’ Journal entries (15 entries from 10 chapters) if you did not participate in early turn-in.

Sun. 10/9–Membean vocabulary practice due.

 

Monday, October 3

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they create meaning/tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” with Brueghel’s painting Landscape with the Fall of Icarus, including what is emphasized or absent in each treatment).

 

  1. IAN: PSAT skills review: what have we learned so far? How can we apply it to PSAT multiple choice questions? Complete sample critical reading passage.
  2. With your Chinese family, discuss the following question: The Garden of Marriage—Tan uses garden and weed imagery to show the condition of Ted and Rose’s marriage in “Without Wood.” Even Mr. Chou is incorporated into the image pattern. Trace the images through Rose’s story and decide what each images represents and how it fits into the pattern. Consider what the former condition of the garden shows about Ted; what the present condition reveals about Rose; what the imagery suggests about the future of their marriage. Explain how hulihuda connects to the imagery. What is the significance of Rose’s final dream? Her name?
  3. Using butcher paper, create a group response that answers the questions about “Without Wood”, provide text evidence to justify your group’s thinking. You may also add symbolic illustrations to enhance your response.
  4. Closer—How does the text structure employ parallel elements? What impact does this grammatical and stylistic feature have on the reader?

 

*Homework: Bring a copy of your literary analysis Part II responses for peer editing.

 

Tuesday, October 4

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 theme.

 

  1. IAN: PSAT skills review—parallelism
  2. In your groups, read over the rubric for the responses. Decide what elements must be included in a top response. Peer review the responses among your Chinese family, making suggestions for content and style improvements. Consider such aspects as parallelism, sentence boundaries, coordination of complex ideas, etc.
  3. Meet with the teacher for writing conferences individually for specific concerns.

 

*Homework: Even in short responses, writer’s need to employ strong verbs, vivid text details with appropriate lead-ins, citations, and rich, stylistically strong commentary. Use this as a chance to improve your final response without a late penalty. Final responses will be due tomorrow.

 

 

Wednesday, October 5

LG: Research to deepen understanding of a topic depicted in a literary work, gathering evidence to use in scholarly discussions. 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.

 

  1. IAN: PSAT skills review (membean words and modifiers to create beauty/clarity)
  2. Complete researching an article to complement your scholars’ journal; annotate and prepare questions/comments to use in the Socratic discussion next week. In your article, find and label a modifier we’ve covered or a membean word and note its impact on meaning.
  3. Complete bibliography entries for Works Cited page

 

*Homework:

 

Thursday, October 6

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 theme.

 

  1. Opener–IAN: An-mei’s mother tells her about the turtle that eats tears and knows a person’s misery. The tears produce magpies, birds of joy. She says, “Your tears do not wash away your sorrows. They feed someone else’s joy. And that is why you must learn to swallow your own tears.” Pick from one of the following women in the novel to explain how they “swallow their tears”: Suyuan, Taitai, An-mei, Lindo, Ying-ying, Lena, Rose, or Waverly.
  2. Pick your two favorite chapters of JLC and construct practice questions for a mini-fishbowl discussion in your group. 2 openers, 5 interpretive, and 3 evaluative level questions per chapter.

 

Friday, October 7

LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 theme.

  1. Opener—IAN: Construct a theme statement about the Joy Luck Club.
  2. Participate in the mini-fish bowl discussion.
    1. You will unite with a second Chinese family to form a group of 8-12 members.
    2. Four members will participate at a time.
    3. The remaining group members will watch and take notes over the discussion.
    4. For 10-15 minute rotations, the fishbowl group will conduct a conversation in the style of a mah jong game.
    5. The person in the east chair will ask a question to begin.
    6. The participant in the south chair will respond to the question.
    7. Once the answer has been given by the student in the south chair, any further discussion can be followed by the participant in the west chair and then the north chair.
    8. After the question is successfully completed for the first question, the east chair participant will ask the next question. Discussion will follow through the same path as before until all participants have asked and answered questions.
  3. Closer—exit ticket—answer in writing one of the questions discussed in today’ fishbowls.