This Week

Driving Question: How do I relate to the main characters in the novel “Lord of the Flies”?
Subject: English 11 British Literature Prepared By: Desiree’ Fuller


Overview & Purpose

UNIT OBJECTIVES - Lord of the Flies
1. Through reading William Golding's Lord of the Flies, students will study human nature and consider the question of whether or not man is inherently good or evil.
2. Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal.
3. Students will consider what it means to be "civilized."
4. Students will study the symbolic images in Lord of the Flies.
5. Students will experience making a civilization through a group activity.
6. Students will be given the opportunity to practice reading aloud and silently to improve their skills in each area.
7. Students will answer questions to demonstrate their knowledge and understanding of the main events and characters in Lord of the Flies as they relate to the author's theme development.
8. Students will enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons prepared for use in conjunction with the novel.
9. The writing assignments in this unit are geared to several purposes:
a. To have students demonstrate their abilities to inform, to persuade, or to express their own personal ideas
Note: Students will demonstrate ability to write effectively to inform by developing and organizing facts to convey information. Students will demonstrate the ability to write effectively to persuade by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for
an identified audience. Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements.
b. To check the students' reading comprehension
c. To make students think about the ideas presented by the novel
d. To encourage logical thinking
e. To provide an opportunity to practice good grammar and improve students' use of the English language. 1.1 Understand and practice writing as a recursive process.
1.2 Use writing, speaking, and visual expression for personal understanding and growth.
1.4 Develop and use the tools and practices of inquiry and research —generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report.
2.1 Develop critical reading, listening, and viewing strategies.
2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.
3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genre representing many time periods and authors.
4.2 Understand how language variety reflects and shapes experience.



Date/ Day of Week Objectives and Procedures Homework
Monday

Objectives:

1. Students will receive their announcements for the week.
2. Distribution of the Novel: Lord of the Flies
3. Distribution of the Reading Schedule
4. Distribution of the Vocabulary sheets.
5. Author Study. 1. Reading Assignment
Chapters 1-2
Vocabulary 1-2 Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books
• Novel- Lord of the Flies
Tuesday
NO SCHOOL
- 1. Reading Assignment Chapters 3-4
2. Vocabulary 3-4
3. Sonnet emailed by 3:00pm
Wednesday

NO SCHOOL



1. Reading Assignment
Chapters 5-6
Vocabulary 5-6
Thursday


1. Review of Chapters 1-6
2. Submission of Vocabulary Assignments 1-6
Friday Quiz on Chapters 1-6
Junior Workshop In class paper.
Advisory - Peer Mentoring Training
- Conflict Resolution amongst peers
- Evaluation of Progress Reports
- Community Service Project
- Work Ethic

This WEEK

Driving Question: What makes a writer authentic?

Subject:

English 11 British Literature

Prepared By:

Desiree’ Fuller

Overview & Purpose This week we will continue forward with the English Renaissance. We will focus upon Shakespearean Drama, The Rise of Humanism, Spiritual and Devotional Writings, and The Metaphysical and Cavalier Poets. We will have a literary analysis workshop on the Sonnet Form and read “The Passionate Shepherd to his Love” by Christopher Marlowe and “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh.

1.1 1.2. 1.4 2.1 2.2 2.3 3.2 4.2 3.2.2 4.1.5

Date/ Day of Week	Objectives and Procedures	Homework
Monday	Objectives: 1. Students will receive their announcements for the week. 2. Understand the historical and cultural text of the English Renaissance. Take Notes by charting main ideas and details. Students will read, analyze and summarize the following: Shakespearean Drama The Rise of Humanism Spiritual and Devotional Writings. Recording of key vocabulary: Farcical Secular Devices Mindset Versatile Prolific Unobtrusively Retrospect Exploit Hallmark Cynical.	Original Sonnet Due IN CLASS FRIDAY!	Materials Needed · Paper · Pencil. · Computer · Online Blogs · Text Books ·
Tuesday	Objectives Today, students will read about Renaissance literature. - The Metaphysical Poets - The Sonnet Form and Origin. During this session, students will engage in multiple activities that will show them how to recognize the difference between a regular poem and a sonnet poem.	Students will begin composing their own sonnet with a partner. This will be due in class on FRIDAY!
Wednesday	Students will read: “The Passionate Shepherd to His Love” by Marlowe and The Nymphs Reply to the Shepherd.” By Raleigh. There will be in depth discussion regarding these readings.
Thursday	Project Day: Students will be given this hour to either retake the English Renaissance Test for a higher score/ or work on the composition of their Sonnet with their partner.
Friday	Presentation of the Sonnet.
Junior Workshop	Continuation of Week Three
Advisory	- Peer Mentoring Training - Conflict Resolution amongst peers - Evaluation of Progress Reports - Community Service Project - Work Ethic
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.

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

This week we will focus on peer editing techniques. On Monday the students will submit their research papers that were assigned four weeks ago. In class, students will work in papers to edit the work of their peer. This will help strengthen their skills for the ACT English Test. Much of the test is acknowledging the sentences structure and grammatical errors of a written text.

In the event that the room reservation was granted, the students will debate within class. 1.1 Understand and practice writing as a recursive process.
1.2 Use writing, speaking, and visual expression for personal understanding and growth.
1.4 Develop and use the tools and practices of inquiry and research —generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report.
2.1 Develop critical reading, listening, and viewing strategies.
2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level.
2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.
3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genre representing many time periods and authors.
4.2 Understand how language variety reflects and shapes experience.



Date/ Day of Week Objectives and Procedures Homework
Monday

Objectives:

1. Students will receive their announcements for the week.
2. Peer Editing Workshop.
Revision of Research Paper

Blog Entry: Which decisions I make today will affect me for my entire life?

Due Saturday 5:00pm Materials Needed
• Paper
• Pencil.
• Computer
• Online Blogs
• Text Books•
Tuesday
Objectives
Discussion of ACT strategies.
Clarification of the Expectations pertaining to the ACT.
Prefix/ Suffix Review ( Common Roots)
Wednesday

In- Class ACT- English Test. Grading of the English Test During class.



Paper Revision Final Papers MUST HAVE

- The Word Count Posted on the last page.
- An Abstract
- Superior Word Choice
- Superior Organization

Remember This is Due on FRIDAY IN MORNING MEETING. 250 PTS
Thursday


1. Discussion of the ACT- English Test- Strategies that Could have been used. Explanation of Answers, Paper Revision
Friday Practice English ACT test- Worth Grade Recorded in grade book. Revised Paper

DUE FOR ALL STUDENTS!
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
- Community Service Project
- Work Ethic
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

The Research Paper

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!

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

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 . . .”

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.