I hope you guys are enjoying your break. Just some reminders:
A. The research paper must be printed and submitted in your classes on January 3, 2011.
B. The paper should be no less than 1800 words.
C. Ensure that you have followed your outline.
D. Save extra copies because we will refer back to them.
E. The paper is going to be edited in class by a peer and myself. Please understand if your paper is late you will not only lose points, but you will not be able to participate in class.
F. At this point please do not bombard me with emails as to what your topic is. There were TWO weeks spent working on your topics in class and the brainstorming process. It is time to be accountable and responsible for our materials.
G. Remember you should have a MINIMUM of SEVEN articles!
H. The paper must be in A.P.A. format and the references should be correct. Remember, the reference for a book is different from the reference of a periodical.
SEE YOU SOON!
Monday, December 27, 2010
Wednesday, December 8, 2010
THIS WEEK
Driving Question: What evidence do I have that I am committed to learning?
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
The Power of Research
The purpose of this unit is to develop relevant research skills. Throughout this two week unit students will learn how to:
1. Select and shape a topic
2. Plan Research
3. Identify relevant Sources
4. Choose the best research tools, including primary and secondary sources.
5. Evaluate information and sources, including non fiction books, newspapers, periodicals, and Web sites.
6. Make source cards and take notes.
7. Paraphrase and summarize information
8. Avoid Plagarisim
9. Verify information, detect bias, and develop personal perspective.
10. Prepare to write their research papers over the holiday break.
ACT COLLEGE READINESS STANDARDS
Revise sentences to correct awkward and confusing arrangements of sentence elements.
Select the most logical place to add a sentence within a paragraph.
Identify the central idea or main topic of a written piece.
Determine whether a complex essay has accomplished a specific purpose.
Use conjunctions of punctuation to join simple clauses.
MMC
3.4
4.1
4.2.
3.2
2.1
1.5
1.2
1.3
1.4
Date/ Day of Week Objectives and Procedures Homework
Monday
Objectives:
1. Today students will receive and extensive over view of the requirements for the literary analysis paper.
2. Students will begin the brainstorming process by composing their opinions of the novel and develop their “Attention Getter” for the introduction
The Picture of Dorian Gray. Pages 1-200. Students are completing an independent study.
The literary analysis is due on December 10, 2010. Printed and submitted in morning meeting.
Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books
•
Tuesday
Objectives
Today we will
1. Provide context for exploring research questions
2. Use prior knowledge of history science, technology and literature.
3. Make connections to current events and personal interests.
4. Discuss the power of research
5. Differentiate between the biographical and the historical research paper.
6. Decide whether or not there are patterns in history.
7. Discuss how Science may or may not control our lives.
8. Discuss the times where literature mirrors real life.
Wednesday
Lecture: Developing a Research Focus.
1. Choosing and shaping a topic
2. Exploring topics and perspectives
Reteaching: Review of topics covered so far
Thursday
Lecture” Developing a Research Plan
1. Formulate Research Questions
2. Identification of Relevant Sources
3. Primary and Secondary Sources
Friday Submission: Literary Analysis
Lecture: Online Research
1. Evaluating and Choosing Sources
2. Finding reliable web sites.
Direct Application of what was learned.
Advanced Topics Development of 2010 version of Taming of the Shrew.
Contemporary Tragedies
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
The Power of Research
The purpose of this unit is to develop relevant research skills. Throughout this two week unit students will learn how to:
1. Select and shape a topic
2. Plan Research
3. Identify relevant Sources
4. Choose the best research tools, including primary and secondary sources.
5. Evaluate information and sources, including non fiction books, newspapers, periodicals, and Web sites.
6. Make source cards and take notes.
7. Paraphrase and summarize information
8. Avoid Plagarisim
9. Verify information, detect bias, and develop personal perspective.
10. Prepare to write their research papers over the holiday break.
ACT COLLEGE READINESS STANDARDS
Revise sentences to correct awkward and confusing arrangements of sentence elements.
Select the most logical place to add a sentence within a paragraph.
Identify the central idea or main topic of a written piece.
Determine whether a complex essay has accomplished a specific purpose.
Use conjunctions of punctuation to join simple clauses.
MMC
3.4
4.1
4.2.
3.2
2.1
1.5
1.2
1.3
1.4
Date/ Day of Week Objectives and Procedures Homework
Monday
Objectives:
1. Today students will receive and extensive over view of the requirements for the literary analysis paper.
2. Students will begin the brainstorming process by composing their opinions of the novel and develop their “Attention Getter” for the introduction
The Picture of Dorian Gray. Pages 1-200. Students are completing an independent study.
The literary analysis is due on December 10, 2010. Printed and submitted in morning meeting.
Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books
•
Tuesday
Objectives
Today we will
1. Provide context for exploring research questions
2. Use prior knowledge of history science, technology and literature.
3. Make connections to current events and personal interests.
4. Discuss the power of research
5. Differentiate between the biographical and the historical research paper.
6. Decide whether or not there are patterns in history.
7. Discuss how Science may or may not control our lives.
8. Discuss the times where literature mirrors real life.
Wednesday
Lecture: Developing a Research Focus.
1. Choosing and shaping a topic
2. Exploring topics and perspectives
Reteaching: Review of topics covered so far
Thursday
Lecture” Developing a Research Plan
1. Formulate Research Questions
2. Identification of Relevant Sources
3. Primary and Secondary Sources
Friday Submission: Literary Analysis
Lecture: Online Research
1. Evaluating and Choosing Sources
2. Finding reliable web sites.
Direct Application of what was learned.
Advanced Topics Development of 2010 version of Taming of the Shrew.
Contemporary Tragedies
Sunday, December 5, 2010
LIT ANALYSIS INSTRUCTIONS
Instructions for Literary Essay
Prewriting: As you read, find quotes and write down page numbers, so you have them handy when you write the paper. Don’t wait until you have finished the novel to start.
Introduction: The beginning should introduce the book and your opinion of it.
Follow the ANT pattern for the introduction.
Attention-getter: The attention-getter should be general and interesting. It should draw the reader in. It should also connect thematically to the thesis.
Necessary information: You will need to state the author’s name, the title of work, and a brief plot summary.
Thesis: Here are two general rules about developing a literary thesis that will pass:
• You must have an opinion about this book —you may not just tell what happened. (See “Outside Links” on the Lit Analysis page.)
• Your opinion must be more in-depth than I liked it / I didn’t like it / it’s great / it stinks.
Brainstorm Starters:
Think about the outlook of world presented by the author. Why did they have this opinion of the world? Does it address any important issues in a person’s life or in our society? What message was it trying to give the reader? Here are some examples:
Although over twenty years old, The Breakfast Club still demonstrates the difficulties and classifications teenagers face today.
Douglas Grath’s version of Emma offers viewers of romance films a bonus—a character that gets the guy and learns a valuable lesson about life.
Although clever and entertaining, Judd Apatow’s film The Forty-Year Old Virgin is distrurbing in its portrayal of someone who doesn’t have sex as bizarrely different.
After capturing the viewer’s hearts with a poingnant life-and-death family story, Nick Cassavete’s film John Q, disappoints audiences by turning into a political commerical.
Oliver Stone’s Platoon far exceeds any film he directed before or after.
Rocky III shows that when a person gets soft, they lose the goal of their dreams, because there will always be someone who wants it more.
Sense and Sensibility, as directed by Ang Lee, demonstrates the two ways women can handle emotionally difficult situations.
Body Paragraphs:
After the writer introduces the idea in the introduction, the bulk of the literary analysis paper becomes a place to prove that point.
If, in the introduction, the writer stated that “Oliver Stone’s Platoon far exceeds any film he directed,” the middle portion must now compare specific qualites of Platoon to Stone’s other films—Nixon, JFK, etc.
If, in the introduction, the writer stated that “Judd Apatow’s film The Forty-Year-Old Virgin is distrurbing in its portrayal of someone who doesn’t have sex,” the writer may in the middle discuss how our society is over-focused on sex, specific ways the main character is portrayed as an outsider to society, etc.
You need to provide four examples, so you will need to have four body paragraphs.
Follow the TIQA pattern:
Topic Sentence: this should have the topic of perspective taking and the limiting idea of whatever example you are providing in the paragraph.
Introduce example and quotes: Put the quote or example you are about to provide into context. You may not just put a quote down. You need to say something such as When Scout stands on the Radley’s porch, she says,“--insert quote ” (32).
Quote or example. You can quote from dialogue or narration. If the quote is thirty nine words or less, simply include it in your paragraph using quotation marks. If the quote is forty words or more, indent it and do not use quotation marks. Either way, you must put the page number—for example, (10).
Analyze the quote or example. After you have provided the example or quote, you must spend a few sentences explaining how the example or quote supports the topic sentence, which probably says that the character you are talking about has experience perspective taking. Then you need to explain what the character has learned. Provide examples that support that the character is better off. Or that good came from perspective taking.
Normally, you can repeat TIQA twice per paragraph. The T the second time stands for transition.
Conclusion
DO NOT start your conclusion paragraph with “In conclusion” or “To summarize” or any other overused phrase. Just write the conclusion
Restate your thesis. RESTATE, not rewrite. Say your thesis again but differently.
Move into a brief general discussion of the theme of perspective taking and its importance to our lives in general. How might the world be different if certain real people were to experience what some of these characters have experienced. Use specific examples from real life.
Clincher—Round off—your last impression to the reader should relate back to the attention-getter.
Post-Draft Work:
Your title must be original – it cannot simply be the title of the book or movie. See How to Make a Great Title.
Re-read to make sure your sentences make sense.
Absolutely do not use the first person (I, me, my). Do not use “I think,” “In my opinion,” and so on.
DO NOT. Let me repeat, DO NOT begin body paragraphs with such words and phrases as “first,” “second,” “third,” “to begin,” “next.” These are lame ways to transition. You may want to use, not overuse, “Another example of . . . is . . .”
Prewriting: As you read, find quotes and write down page numbers, so you have them handy when you write the paper. Don’t wait until you have finished the novel to start.
Introduction: The beginning should introduce the book and your opinion of it.
Follow the ANT pattern for the introduction.
Attention-getter: The attention-getter should be general and interesting. It should draw the reader in. It should also connect thematically to the thesis.
Necessary information: You will need to state the author’s name, the title of work, and a brief plot summary.
Thesis: Here are two general rules about developing a literary thesis that will pass:
• You must have an opinion about this book —you may not just tell what happened. (See “Outside Links” on the Lit Analysis page.)
• Your opinion must be more in-depth than I liked it / I didn’t like it / it’s great / it stinks.
Brainstorm Starters:
Think about the outlook of world presented by the author. Why did they have this opinion of the world? Does it address any important issues in a person’s life or in our society? What message was it trying to give the reader? Here are some examples:
Although over twenty years old, The Breakfast Club still demonstrates the difficulties and classifications teenagers face today.
Douglas Grath’s version of Emma offers viewers of romance films a bonus—a character that gets the guy and learns a valuable lesson about life.
Although clever and entertaining, Judd Apatow’s film The Forty-Year Old Virgin is distrurbing in its portrayal of someone who doesn’t have sex as bizarrely different.
After capturing the viewer’s hearts with a poingnant life-and-death family story, Nick Cassavete’s film John Q, disappoints audiences by turning into a political commerical.
Oliver Stone’s Platoon far exceeds any film he directed before or after.
Rocky III shows that when a person gets soft, they lose the goal of their dreams, because there will always be someone who wants it more.
Sense and Sensibility, as directed by Ang Lee, demonstrates the two ways women can handle emotionally difficult situations.
Body Paragraphs:
After the writer introduces the idea in the introduction, the bulk of the literary analysis paper becomes a place to prove that point.
If, in the introduction, the writer stated that “Oliver Stone’s Platoon far exceeds any film he directed,” the middle portion must now compare specific qualites of Platoon to Stone’s other films—Nixon, JFK, etc.
If, in the introduction, the writer stated that “Judd Apatow’s film The Forty-Year-Old Virgin is distrurbing in its portrayal of someone who doesn’t have sex,” the writer may in the middle discuss how our society is over-focused on sex, specific ways the main character is portrayed as an outsider to society, etc.
You need to provide four examples, so you will need to have four body paragraphs.
Follow the TIQA pattern:
Topic Sentence: this should have the topic of perspective taking and the limiting idea of whatever example you are providing in the paragraph.
Introduce example and quotes: Put the quote or example you are about to provide into context. You may not just put a quote down. You need to say something such as When Scout stands on the Radley’s porch, she says,“--insert quote ” (32).
Quote or example. You can quote from dialogue or narration. If the quote is thirty nine words or less, simply include it in your paragraph using quotation marks. If the quote is forty words or more, indent it and do not use quotation marks. Either way, you must put the page number—for example, (10).
Analyze the quote or example. After you have provided the example or quote, you must spend a few sentences explaining how the example or quote supports the topic sentence, which probably says that the character you are talking about has experience perspective taking. Then you need to explain what the character has learned. Provide examples that support that the character is better off. Or that good came from perspective taking.
Normally, you can repeat TIQA twice per paragraph. The T the second time stands for transition.
Conclusion
DO NOT start your conclusion paragraph with “In conclusion” or “To summarize” or any other overused phrase. Just write the conclusion
Restate your thesis. RESTATE, not rewrite. Say your thesis again but differently.
Move into a brief general discussion of the theme of perspective taking and its importance to our lives in general. How might the world be different if certain real people were to experience what some of these characters have experienced. Use specific examples from real life.
Clincher—Round off—your last impression to the reader should relate back to the attention-getter.
Post-Draft Work:
Your title must be original – it cannot simply be the title of the book or movie. See How to Make a Great Title.
Re-read to make sure your sentences make sense.
Absolutely do not use the first person (I, me, my). Do not use “I think,” “In my opinion,” and so on.
DO NOT. Let me repeat, DO NOT begin body paragraphs with such words and phrases as “first,” “second,” “third,” “to begin,” “next.” These are lame ways to transition. You may want to use, not overuse, “Another example of . . . is . . .”
LIT ANALYSIS
The 11th graders are working within new territory, The Literary Analysis.
Students were informed of this assignment on November 22, 2010. The Lit Analysis is based upon the novel "Pictures of Dorian Gray" written by Oscar Wilde.
However, the books were not issued to students who did not return the Frankenstein novel. Please check and ensure that your child submitted the novel and received the new one.
The Literary Analysis:
Due Date: December 10, 2010 in MORNING MEETING.
Format: American Psychological Association ( A.P.A)
Length: 1, 200 words ( 7 paragraphs, 7 sent. per paragraph)
Worth: 250 points
Papers must be typed AND PRINTED. Students have received enough notice in an effort to ensure that they can find a printer.
Papers will be considered late at 8:30am and points will be deducted. Students may turn in the assignment early.
Students were informed of this assignment on November 22, 2010. The Lit Analysis is based upon the novel "Pictures of Dorian Gray" written by Oscar Wilde.
However, the books were not issued to students who did not return the Frankenstein novel. Please check and ensure that your child submitted the novel and received the new one.
The Literary Analysis:
Due Date: December 10, 2010 in MORNING MEETING.
Format: American Psychological Association ( A.P.A)
Length: 1, 200 words ( 7 paragraphs, 7 sent. per paragraph)
Worth: 250 points
Papers must be typed AND PRINTED. Students have received enough notice in an effort to ensure that they can find a printer.
Papers will be considered late at 8:30am and points will be deducted. Students may turn in the assignment early.
Tuesday, November 23, 2010
Sunday, November 14, 2010
STUDY QUESTIONS
Introduction, Preface, Letters
1. Why did Mary Shelley write Frankenstein?
2. What discussions influence the development of her idea?
3. In the preface, what does the author say she is trying to preserve?
4. What is the structure, or form, of the novel?
5. Who is writing the letters?
6. To whom are the letters written?
7. Where is the writer of the letters, and why is he there?
8. How does he meet Victor Frankenstein?
9. How does Robert feel about his guest?
10. Why is Frankenstein in the Arctic?
Chapters 1-5
1. Who is telling this part of the story?
2. How did Elizabeth come to live with the Frankensteins?
3. Who is Frankenstein’s closest friend?
4. What was one of the themes of the writers who influenced Frankenstein?
5. What natural phenomena influenced Frankenstein?
6. What two major events happened to Frankenstein when he was seventeen?
7. What goal did Frankenstein decide to pursue?
8. How did Frankenstein feel when his experiment succeeded, and the creature came to life?
9. What happened to Frankenstein the day after he completed his creation?
10. Who took care of Frankenstein during his illness?
Chapters 6-9
1. What did Clerval give Frankenstein when he was better?
2. How did Frankenstein and Clerval spend the next several months?
3. What news did the letter from Frankenstein’s father bring?
4. What did Frankenstein see just outside the gates of Geneva as he was returning home?
5. Who was accused of committing the murder, and why?
6. What was Frankenstein’s reaction to this accusation?
7. What did Frankenstein do about his dilemma?
8. What happened to the accused person?
9. What was Frankenstein’s state of mind after the trial and its conclusion?
10. Where did Frankenstein go to seek relief?
14
Short Answer Study Guide Questions Frankenstein page 2
Chapters 10-15
1. Whom did Frankenstein meet after he had ascended to the summit of Montanvert?
2. How did Frankenstein react to this meeting?
3. What did the creature want of Frankenstein?
4. How did the creature feel when he first felt life?
5. What was the reaction of the villagers the creature encountered?
6. Where did the creature take shelter?
7. What observations did the creature make about the people in the cottage?
8. What does the creature learn to do, and how does he learn this?
9. What was the elder De Lacey’s reaction when the creature entered the cottage and began
speaking with him?
10. What was the reaction of the De Lacey family when they saw the creature?
Chapters 16-20
1. What did the creature do at the cottage when he returned and found that the De Laceys had
moved out?
2. What was the reaction of the man whose daughter was saved from drowning by the creature?
3. What discovery did the creature make when he approached another human?
4. What did the creature do to this person?
5. How did the creature feel after his deed?
6. What did the creature tell Frankenstein about the locket?
7. What did the creature ask Frankenstein to do, and why?
8. How did Frankenstein react to this request?
9. What threat did the creature make when he saw Frankenstein destroy his second creation?
10. What happened to Frankenstein when he landed his boat?
Chapter 21-24
1. Who had been the creature’s most recent victim?
2. What happened at Frankenstein’s trial?
3. What event occurred next in Frankenstein’s life?
4. What happened on Frankenstein and Elizabeth’s wedding night?
5. What happened to Frankenstein’s father as a result of this latest tragedy?
6. What was the magistrate’s response when Frankenstein told him the entire story of the creature?
7. What did Frankenstein do after he left the magistrate?
8. What request does Frankenstein make of Robert Walton?
9. What happened to Frankenstein at the end of the novel?
10. What happened to the creature at the end of the novel?
1. Why did Mary Shelley write Frankenstein?
2. What discussions influence the development of her idea?
3. In the preface, what does the author say she is trying to preserve?
4. What is the structure, or form, of the novel?
5. Who is writing the letters?
6. To whom are the letters written?
7. Where is the writer of the letters, and why is he there?
8. How does he meet Victor Frankenstein?
9. How does Robert feel about his guest?
10. Why is Frankenstein in the Arctic?
Chapters 1-5
1. Who is telling this part of the story?
2. How did Elizabeth come to live with the Frankensteins?
3. Who is Frankenstein’s closest friend?
4. What was one of the themes of the writers who influenced Frankenstein?
5. What natural phenomena influenced Frankenstein?
6. What two major events happened to Frankenstein when he was seventeen?
7. What goal did Frankenstein decide to pursue?
8. How did Frankenstein feel when his experiment succeeded, and the creature came to life?
9. What happened to Frankenstein the day after he completed his creation?
10. Who took care of Frankenstein during his illness?
Chapters 6-9
1. What did Clerval give Frankenstein when he was better?
2. How did Frankenstein and Clerval spend the next several months?
3. What news did the letter from Frankenstein’s father bring?
4. What did Frankenstein see just outside the gates of Geneva as he was returning home?
5. Who was accused of committing the murder, and why?
6. What was Frankenstein’s reaction to this accusation?
7. What did Frankenstein do about his dilemma?
8. What happened to the accused person?
9. What was Frankenstein’s state of mind after the trial and its conclusion?
10. Where did Frankenstein go to seek relief?
14
Short Answer Study Guide Questions Frankenstein page 2
Chapters 10-15
1. Whom did Frankenstein meet after he had ascended to the summit of Montanvert?
2. How did Frankenstein react to this meeting?
3. What did the creature want of Frankenstein?
4. How did the creature feel when he first felt life?
5. What was the reaction of the villagers the creature encountered?
6. Where did the creature take shelter?
7. What observations did the creature make about the people in the cottage?
8. What does the creature learn to do, and how does he learn this?
9. What was the elder De Lacey’s reaction when the creature entered the cottage and began
speaking with him?
10. What was the reaction of the De Lacey family when they saw the creature?
Chapters 16-20
1. What did the creature do at the cottage when he returned and found that the De Laceys had
moved out?
2. What was the reaction of the man whose daughter was saved from drowning by the creature?
3. What discovery did the creature make when he approached another human?
4. What did the creature do to this person?
5. How did the creature feel after his deed?
6. What did the creature tell Frankenstein about the locket?
7. What did the creature ask Frankenstein to do, and why?
8. How did Frankenstein react to this request?
9. What threat did the creature make when he saw Frankenstein destroy his second creation?
10. What happened to Frankenstein when he landed his boat?
Chapter 21-24
1. Who had been the creature’s most recent victim?
2. What happened at Frankenstein’s trial?
3. What event occurred next in Frankenstein’s life?
4. What happened on Frankenstein and Elizabeth’s wedding night?
5. What happened to Frankenstein’s father as a result of this latest tragedy?
6. What was the magistrate’s response when Frankenstein told him the entire story of the creature?
7. What did Frankenstein do after he left the magistrate?
8. What request does Frankenstein make of Robert Walton?
9. What happened to Frankenstein at the end of the novel?
10. What happened to the creature at the end of the novel?
Monday, November 8, 2010
WEEK OF NOV 8, 2010
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Students will take the reading and English portions of the ACT for diagnostic purposes. Students will use the opportunity to use the strategies that they have learned in class and assess their strengths and weaknesses. As a class we will comb through each question together. ACT COLLEGE READINESS STANDARDS
Revise sentences to correct awkward and confusing arrangements of sentence elements.
Select the most logical place to add a sentence within a paragraph.
Identify the central idea or main topic of a written piece.
Determine whether a complex essay has accomplished a specific purpose.
Use conjunctions of punctuation to join simple clauses.
Solve Basic grammatical problems.
Recognize a clear intent of an author
Locate basic facts within a written piece.
Understand the implication of a familiar word or phrase.
Date/ Day of Week Objectives and Procedures Homework
Monday
Objectives:
1. Students will receive their announcements for the week.
2. Students will take the English Portion of the ACT in class, 45- min.
2 Blogs
Blog 1: Reflect upon the ACT English test.. What do you think your strengths and weaknesses are? How can you approve? (Due Wednesday Night 11:59pm)
Blog 2: Reflect upon the ACT Reading test.. What do you think your strengths and weaknesses are? How can you approve? (Due Friday Night 11:59pm) Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
Objectives
1. Data Analysis- Students will have their tests graded by one of their peers and get their papers back.
2. As a class we will go through the answers, strategies and do’s and don’ts. Continue working on the blogs!
Wednesday
3. Students will take the Reading Portion of the ACT in class, 35- min.
4. Discussion and wrap up of “The Iliad” Groups will present the questions that they were assigned to the class!
5. Review of the main themes from the “Illiad”
BLOG 1 IS DUE TONIGHT!
Thursday
3. Data Analysis- Students will have their tests graded by one of their peers and get their papers back.
As a class we will go through the answers, strategies and do’s and don’ts.
Friday PARENT TEACHER CONF. EXTRA CREDIT GIVEN TO STUDENTS WHO BRING THEIR PARENTS BLOG 2 IS DUE TONIGHT
Advanced Topics Development of 2010 version of Taming of the Shrew.
Tragedies and performance
Students will continue making their sonnets with their partners.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
- ACT Registration
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Accomodations
Overview & Purpose
Students will take the reading and English portions of the ACT for diagnostic purposes. Students will use the opportunity to use the strategies that they have learned in class and assess their strengths and weaknesses. As a class we will comb through each question together. ACT COLLEGE READINESS STANDARDS
Revise sentences to correct awkward and confusing arrangements of sentence elements.
Select the most logical place to add a sentence within a paragraph.
Identify the central idea or main topic of a written piece.
Determine whether a complex essay has accomplished a specific purpose.
Use conjunctions of punctuation to join simple clauses.
Solve Basic grammatical problems.
Recognize a clear intent of an author
Locate basic facts within a written piece.
Understand the implication of a familiar word or phrase.
Date/ Day of Week Objectives and Procedures Homework
Monday
Objectives:
1. Students will receive their announcements for the week.
2. Students will take the English Portion of the ACT in class, 45- min.
2 Blogs
Blog 1: Reflect upon the ACT English test.. What do you think your strengths and weaknesses are? How can you approve? (Due Wednesday Night 11:59pm)
Blog 2: Reflect upon the ACT Reading test.. What do you think your strengths and weaknesses are? How can you approve? (Due Friday Night 11:59pm) Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
Objectives
1. Data Analysis- Students will have their tests graded by one of their peers and get their papers back.
2. As a class we will go through the answers, strategies and do’s and don’ts. Continue working on the blogs!
Wednesday
3. Students will take the Reading Portion of the ACT in class, 35- min.
4. Discussion and wrap up of “The Iliad” Groups will present the questions that they were assigned to the class!
5. Review of the main themes from the “Illiad”
BLOG 1 IS DUE TONIGHT!
Thursday
3. Data Analysis- Students will have their tests graded by one of their peers and get their papers back.
As a class we will go through the answers, strategies and do’s and don’ts.
Friday PARENT TEACHER CONF. EXTRA CREDIT GIVEN TO STUDENTS WHO BRING THEIR PARENTS BLOG 2 IS DUE TONIGHT
Advanced Topics Development of 2010 version of Taming of the Shrew.
Tragedies and performance
Students will continue making their sonnets with their partners.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
- ACT Registration
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Accomodations
Wednesday, November 3, 2010
WHAT TO EXPECT
Driving Question: What Inspires Courage?
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Through Class Discussions and Lecture, Students will embark on their individual journey’s through British Literature. Students will also participate in various class discussions that directly relate to the Canterbury Tales and The Illiad. Education Standards Addressed
CE.1.1.2
CE.1.4.2
CE.1.5.1
CE.2.1.1
CE.2.1.7
CE.2.2.1
CE.3.1.7
CE 1.3.1
CE 1.3.3
CE 1.5.4
CE 2.1.12
Standard 3.1 is covered
Date/ Day of Week Objectives and Procedures Homework
Monday
No School
No School Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
No School
Wednesday
Objective: Students will collaboratively as a class compose the “We Can” wall.
Lecture: Breaking Down Common Roots, Prefixes and Suffixes.
Group Activity: The students will work in groups to break down the meaning of a 45 letter word: Pneumonoultramicroscopicsilicovolcanoconiosis
Blog Entry:
Classify Characters: Characters in the Illiad show courage in different ways. What courageous actions does each of the following perform? What is your reaction and opinion to their courageous act?
500 words: Due Sunday at 5:00pm ON YOUR BLOGS
Thursday
Themes from Across Cultures.
Literary Analysis
-Explore the key idea of courage
- Identify and analyze similes and epic similes
- read an epic poem
Re-teaching activity
Exploring the key concepts and main ideas of “The Illiad”
Students will address various discussion questions during class. Home Work: BRING A PEN THAT IS NEITHER BLACK NOR BLUE TO CLASS FOR FRIDAY!
Friday Objective:
Writing Test: College Admission Test Questions.
PEER EDITING AND REVIEW
To be Completed in class.
Advanced Topics Development of 2010 version of Taming of the Shrew.
Finish viewing the movie “ 10 Things I Hate About You”
Students will continue making their sonnets with their partners.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
- ACT Registration
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Through Class Discussions and Lecture, Students will embark on their individual journey’s through British Literature. Students will also participate in various class discussions that directly relate to the Canterbury Tales and The Illiad. Education Standards Addressed
CE.1.1.2
CE.1.4.2
CE.1.5.1
CE.2.1.1
CE.2.1.7
CE.2.2.1
CE.3.1.7
CE 1.3.1
CE 1.3.3
CE 1.5.4
CE 2.1.12
Standard 3.1 is covered
Date/ Day of Week Objectives and Procedures Homework
Monday
No School
No School Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
No School
Wednesday
Objective: Students will collaboratively as a class compose the “We Can” wall.
Lecture: Breaking Down Common Roots, Prefixes and Suffixes.
Group Activity: The students will work in groups to break down the meaning of a 45 letter word: Pneumonoultramicroscopicsilicovolcanoconiosis
Blog Entry:
Classify Characters: Characters in the Illiad show courage in different ways. What courageous actions does each of the following perform? What is your reaction and opinion to their courageous act?
500 words: Due Sunday at 5:00pm ON YOUR BLOGS
Thursday
Themes from Across Cultures.
Literary Analysis
-Explore the key idea of courage
- Identify and analyze similes and epic similes
- read an epic poem
Re-teaching activity
Exploring the key concepts and main ideas of “The Illiad”
Students will address various discussion questions during class. Home Work: BRING A PEN THAT IS NEITHER BLACK NOR BLUE TO CLASS FOR FRIDAY!
Friday Objective:
Writing Test: College Admission Test Questions.
PEER EDITING AND REVIEW
To be Completed in class.
Advanced Topics Development of 2010 version of Taming of the Shrew.
Finish viewing the movie “ 10 Things I Hate About You”
Students will continue making their sonnets with their partners.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
- ACT Registration
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Monday, October 25, 2010
THIS WEEK
Driving Question: What Inspires Courage?
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Through Class Discussions and Lecture, Students will embark on their individual journey’s through British Literature. Students will also participate in various class discussions that directly relate to the Canterbury Tales and The Illiad. Education Standards Addressed
CE.1.1.2
CE.1.4.2
CE.1.5.1
CE.2.1.1
CE.2.1.7
CE.2.2.1
CE.3.1.7
CE 1.3.1
CE 1.3.3
CE 1.5.4
CE 2.1.12
Standard 3.1 is covered
Date/ Day of Week Objectives and Procedures Homework
Monday
Today students will present their video presentations of the Canterbury Tales.
Blog Assignment due on Wednesday at 11:59pm
What Inspires courage?
400 WORDS Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
Objective: Students will continue to deliver their video presentations of the Canterbury Tale that they were assigned.
Students will take notes on the Tale.
Wednesday
Objective: Students will complete the Canterbury Tales unit with a quiz that is derived from the presentations that they gave.
Continuation: ACT strategies and preparation.
Blog Entry: What inspires courage?
250 words: To be completed By Sunday October 10, 2010 at 5:00pm
Thursday
Themes from Across Cultures.
Literary Analysis
-Explore the key idea of courage
- Identify and analyze similes and epic similes
- read an epic poem
Reading
-classify Characters
Vocabulary
Abstain
Defile
Felicity
Havoc
Ponderous
Rancor
Scourge
vulnerable
Friday Objective:
Writing Test: College Admission Test Questions.
To be Completed in class.
Advanced Topics Development of 2010 version of Taming of the Shrew.
Students will continue making their sonnets with their partners.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Accomodations
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Through Class Discussions and Lecture, Students will embark on their individual journey’s through British Literature. Students will also participate in various class discussions that directly relate to the Canterbury Tales and The Illiad. Education Standards Addressed
CE.1.1.2
CE.1.4.2
CE.1.5.1
CE.2.1.1
CE.2.1.7
CE.2.2.1
CE.3.1.7
CE 1.3.1
CE 1.3.3
CE 1.5.4
CE 2.1.12
Standard 3.1 is covered
Date/ Day of Week Objectives and Procedures Homework
Monday
Today students will present their video presentations of the Canterbury Tales.
Blog Assignment due on Wednesday at 11:59pm
What Inspires courage?
400 WORDS Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
Objective: Students will continue to deliver their video presentations of the Canterbury Tale that they were assigned.
Students will take notes on the Tale.
Wednesday
Objective: Students will complete the Canterbury Tales unit with a quiz that is derived from the presentations that they gave.
Continuation: ACT strategies and preparation.
Blog Entry: What inspires courage?
250 words: To be completed By Sunday October 10, 2010 at 5:00pm
Thursday
Themes from Across Cultures.
Literary Analysis
-Explore the key idea of courage
- Identify and analyze similes and epic similes
- read an epic poem
Reading
-classify Characters
Vocabulary
Abstain
Defile
Felicity
Havoc
Ponderous
Rancor
Scourge
vulnerable
Friday Objective:
Writing Test: College Admission Test Questions.
To be Completed in class.
Advanced Topics Development of 2010 version of Taming of the Shrew.
Students will continue making their sonnets with their partners.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Accomodations
Sunday, October 17, 2010
This Week
Driving Question: How do I demonstrate that I am open-minded enough to learn from my experiences?
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Focus for 1st Quarter:
Big ideas:
xx The Power Of Language To Transform Lives
xx oral tradition/ storytelling
xx the power of language to transform lives
xx the journey
xx honor
xx truth
xx heroic codes
xx value systems
xx use of language
xx transformation/ transformational thinking
Themes
In the transformation from oral language to the written word, universal truths of human nature were formalized.
The evolution of language impacts life.
Sometimes the journey itself is more important than the destination Education Standards Addressed
CE.1.1.2
CE.1.4.2
CE.1.5.1
CE.2.1.1
CE.2.1.7
CE.2.2.1
CE.3.1.7
Date/ Day of Week Objectives and Procedures Homework
Monday
1. Introduction to the Canterbury Tales.
2. Students will be introduced to the Canterbury Tales Project.
3. Groups will be formed
4. Tales will be assigned. Answer Focus Question 2: Tell what you think it is that the opposite sex wants more than anything else. Answer Plan:
1 Restate the prompt as an intro to the answer.
2 Write several sentences giving examples. Use quotes if possible.
3 Conclude with a statement of your opinion.
DUE ON Thursday October 21, 2010 Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books
• Alternate Version of Canterbury Tales
• http://www.librarius.com/cantales.htm
•
Tuesday
Tues:
Students will work within their groups on the Canterbury Tales Project.
Wednesday
Students will work within their groups on the Canterbury Tales Project. Complete the Writing Assessments for the week. Due on Thursday
Thursday
Submit the Writing Prompt for this week.
Continue working within groups on the Canterbury Tales Project.
Friday Reading for Information
Textbook: Pages 70 and 71
Advanced Topics Development of 2010 version of Taming of the Shrew.
Impromptu Speeches
Continuation of the Sonnets lessons.
Advisory - Peer Mentoring Training
- College Searchers
- The importance of Tutoring.
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Accomodations
Subject: English 11 British Literature Prepared By: Desiree’ Fuller
Overview & Purpose
Focus for 1st Quarter:
Big ideas:
xx The Power Of Language To Transform Lives
xx oral tradition/ storytelling
xx the power of language to transform lives
xx the journey
xx honor
xx truth
xx heroic codes
xx value systems
xx use of language
xx transformation/ transformational thinking
Themes
In the transformation from oral language to the written word, universal truths of human nature were formalized.
The evolution of language impacts life.
Sometimes the journey itself is more important than the destination Education Standards Addressed
CE.1.1.2
CE.1.4.2
CE.1.5.1
CE.2.1.1
CE.2.1.7
CE.2.2.1
CE.3.1.7
Date/ Day of Week Objectives and Procedures Homework
Monday
1. Introduction to the Canterbury Tales.
2. Students will be introduced to the Canterbury Tales Project.
3. Groups will be formed
4. Tales will be assigned. Answer Focus Question 2: Tell what you think it is that the opposite sex wants more than anything else. Answer Plan:
1 Restate the prompt as an intro to the answer.
2 Write several sentences giving examples. Use quotes if possible.
3 Conclude with a statement of your opinion.
DUE ON Thursday October 21, 2010 Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books
• Alternate Version of Canterbury Tales
• http://www.librarius.com/cantales.htm
•
Tuesday
Tues:
Students will work within their groups on the Canterbury Tales Project.
Wednesday
Students will work within their groups on the Canterbury Tales Project. Complete the Writing Assessments for the week. Due on Thursday
Thursday
Submit the Writing Prompt for this week.
Continue working within groups on the Canterbury Tales Project.
Friday Reading for Information
Textbook: Pages 70 and 71
Advanced Topics Development of 2010 version of Taming of the Shrew.
Impromptu Speeches
Continuation of the Sonnets lessons.
Advisory - Peer Mentoring Training
- College Searchers
- The importance of Tutoring.
Differentiated Instruction Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking,
Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world.
Accomodations
Saturday, October 16, 2010
Weekend Homework
Read The Wife of Bath's Tale and Complete the Take Home Quiz. This is due on Monday in class.
Those of you who have lost your books, I suggest that you visit a library or check your email for the story.
Good Luck!
Video's
http://www.youtube.com/watch?v=-ZqHeJivX3M
http://www.youtube.com/watch?v=kDdaEQTqvsI
Those of you who have lost your books, I suggest that you visit a library or check your email for the story.
Good Luck!
Video's
http://www.youtube.com/watch?v=-ZqHeJivX3M
http://www.youtube.com/watch?v=kDdaEQTqvsI
Monday, October 11, 2010
Homework Assignment Due Dates
Monday Night Reading- The Pardoner's Tale Pages 500-543
Tuesday Night Writing Assignment:
Read "The Prologue" and answer Focus Question 1: Describe the character of the Pardoner as it is presented in "The Prologue".
Answer Plan: 400 Words
* Handwritten with the word count at the bottom of the paper!
1 Restate the prompt as an intro to the answer.
2 Write several sentences giving examples. Use at least TWO quotes!
Citation- Chaucer(1964)
3 Conclude with a statement of your opinion.
Wednesday Night Homework- Begin writing the paper due on Friday IN CLASS- Handwritten in class. PRINT ONLY NO CURSIVE!
Wed-Thurs: Writing for this Week: CHOOSE ONE! 500 WORDS
Option 1: Chaucer's "The Pardoner's Tale" is based on the theme, "Money is the root of all evil." Do you agree or disagree with this statement? Why?
Option 2: Write on the theme of hypocrisy. Analyze how Chaucer uses this tale to critique human behavior. What message is Chaucer attempting to portray by these pilgrims' experiences? How are they applicable to today's society?
Resources to help:
1. Online Version: http://www.umm.maine.edu/faculty/necastro/chaucer/translation/ct/15pardt.html
2. Animated Version
http://www.youtube.com/watch?v=cnVLLQna1-c
Tuesday Night Writing Assignment:
Read "The Prologue" and answer Focus Question 1: Describe the character of the Pardoner as it is presented in "The Prologue".
Answer Plan: 400 Words
* Handwritten with the word count at the bottom of the paper!
1 Restate the prompt as an intro to the answer.
2 Write several sentences giving examples. Use at least TWO quotes!
Citation- Chaucer(1964)
3 Conclude with a statement of your opinion.
Wednesday Night Homework- Begin writing the paper due on Friday IN CLASS- Handwritten in class. PRINT ONLY NO CURSIVE!
Wed-Thurs: Writing for this Week: CHOOSE ONE! 500 WORDS
Option 1: Chaucer's "The Pardoner's Tale" is based on the theme, "Money is the root of all evil." Do you agree or disagree with this statement? Why?
Option 2: Write on the theme of hypocrisy. Analyze how Chaucer uses this tale to critique human behavior. What message is Chaucer attempting to portray by these pilgrims' experiences? How are they applicable to today's society?
Resources to help:
1. Online Version: http://www.umm.maine.edu/faculty/necastro/chaucer/translation/ct/15pardt.html
2. Animated Version
http://www.youtube.com/watch?v=cnVLLQna1-c
Sunday, October 10, 2010
What to Expect 11TH GRADE WEEK OF OCTOBER 11TH
Driving Question: What evidence do I have that I am committed to learning?
| Subject: | English 11 British Literature | Prepared By: | Desiree’ Fuller |
| Overview & Purpose Focus for 1st Quarter:
Themes
| Education Standards Addressed CE.1.1.2 CE.1.4.2 CE.1.5.1 CE.2.1.1 CE.2.1.7 CE.2.2.1 CE.3.1.7 |
| Date/ Day of Week | Objectives and Procedures | Homework | |
| Monday | 1. Introduction to the Canterbury Tales. 2. Students will be introduced to the vocabulary to this week and use the time to record the words into their notebooks. Notebook checks will be conducted prior to the end of class. 3. Vocabulary:
4. Students will receive a copy of the Canterbury Tales. | | Materials Needed · Paper · Pencil. · Computer · Online Blogs · Text Books · Alternate Version of Canterbury Tales · http://www.librarius.com/cantales.htm · |
| Tuesday | Tues: Read "The Prologue" and answer Focus Question 1: Describe the character of the Pardoner as it is presented in "The Prologue".
1. Online Version: http://www.umm.maine.edu/faculty/necastro/chaucer/translation/ct/15pardt.html 2. Animated Version http://www.youtube.com/watch?v=cnVLLQna1-c | | |
| Wednesday | Quiz on the Pardoner’s Tale Wed-Thurs: Writing for this Week:
Option 2: Write on the theme of hypocrisy. Analyze how Chaucer uses this tale to critique human behavior. What message is Chaucer attempting to portray by these pilgrims' experiences? How are they applicable to today's society? | Complete the Writing Assessments for the week. Due on Friday | |
| Thursday | Re-teaching and review of the key concepts from the reading selection. | | |
| Friday | Test: On the Content discussed the previous 2 week. | | |
| Advanced Topics | Development of 2010 version of Taming of the Shrew. Continuation of the Sonnets lessons. | | |
| Advisory | - Peer Mentoring Training - Credit Recovery - The importance of Tutoring. | | |
| Differentiated Instruction | Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking, Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world. | | |
Accomodations
Monday, October 4, 2010
What to expect the week of October 4, 2010
Driving Question: • What is evil and does it exist in today’s society?
| Subject: | English 11 British Literature | Prepared By: | Desiree’ Fuller |
| Overview & Purpose Through Class Discussions and Lecture, Students will embark on their individual journey’s through British Literature. Students will also participate in various class discussions that directly relate to the Epic story Beowulf. | Education Standards Addressed CE.1.1.2 CE.1.4.2 CE.1.5.1 CE.2.1.1 CE.2.1.7 CE.2.2.1 CE.3.1.7 CE 1.3.1 CE 1.3.3 CE 1.5.4 CE 2.1.12 Standard 3.1 is covered |
| Date/ Day of Week | Objectives and Procedures | Homework | |
| Monday | Class Discussion: In order to accommodate for the numerous amount of students who would be absent from my first hour class, I decided to use this opportunity to talk to the students about planning for college. ACT scores and how to present themselves before a College Admission Rep. | | Materials Needed · Paper · Pencil. · Computer · Online Blogs · Text Books · |
| Tuesday | a. In class reading of the epic story Beowulf. Pages 51- 58 Students will read this narrative aloud and answer an series of questions pertaining to text. Students will also continue to take notes while reading in an effort to strengthen the skills learned during this unit. | Writing Assignment Write an Analysis: Write a 3-5 paragraph ( 7 sentences per paragraph) of Beowulf, explaining what elements of the poem bring it to life for you. You might focus on its characters, its vivid descriptions, or the elements characteristic of Old English Poetry. A successful Analysis will: * discuss why Beowulf is a distinctive and powerful work of literature. · use details from the poem to support your opinion. This assignment should be TYPED and EMAILED to Ms. Fuller by 5:00pm Sunday October 10, 2010 | |
| Wednesday | The Conclusion of Beowulf In Class a. Students will read the passage aloud during class and answer pivotal questions that will assist them in understanding the text. | Blog Entry: What is evil? 250 words: To be completed By Sunday October 10, 2010 at 5:00pm | |
| Thursday | Students will complete in pairs the After Reading Comprehension, Literary Analysis, and Literary Criticism sections on page 67. I will work with the students who have accommodations. | | |
| Friday | Review: Beowulf Jeopardy During class, the students will be divided into two teams and they will answer questions pertaining to the text in the Jeopardy game show form! | | |
| Advanced Topics | Development of 2010 version of Taming of the Shrew. Introduction of Sonnets. Iambic Pentameter | | |
| Advisory | - Peer Mentoring Training - Conflict Resolution amongst peers - Weekly Writing Prompt | | |
| Differentiated Instruction | Various simplified questions and checks will be made pertaining to the reading a timeline skill lesson, note taking, Students will interact with me while we are discussing critical lenses through the comparing them with lenses we use in the real world. | | |
Accomodations
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