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.
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