Week 20 - January 4-8 - Welcome Back!

Monday 1/4

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Independent Reading (10 minutes)



>Share what happened over Christmas break

>Hand back Sem. 1 papers

>Student discussions on Resume & Interview Unit

>Put together student comments for interviewers

>Review class Web site

>Review Sem. 2 changes

>Review Sem. 2 focus

>Plagiarism Reviewexternal image vnd.ms-powerpoint.png plagiarism.ppt



Tuesday, 1/5

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Independent Reading (10 minutes)



Perspective... it's all in how you look at it.

>What can you see from where you are?

+Take a quarter sheet and, from your seat, SILENTLY write down a description of the object uncovered before you; write in detail what you see from your vantage point.
+Class discussion about our DESCRIPTIONS and our PERSPECTIVE of the object

>What can you see when you look through a special lens?

+Now number off 1 through 5.
+REMAIN SILENT
+Ones, analyze the object now from the lens of a humanist - looking for anything relating to humans, their needs, and their desires.
+Twos, analyze the object now from the lens of an environmentalist - looking for anything relating to nature and our environment.
+Threes, analyze the object now from the lens of an economist - looking for anything relating to goods, materials, production, and wealth
+Fours, analyze the object now from the lens of religion - looking for anything relating to religion, spirits, and powers.
+Fives, analyze the object now form the lens of a mathematician - looking for anything relating to numbers, geometrics, problems, and solutions.
+Class discussion on FINDINGS and PERSPECTIVES.

>Now, apply that same lens to literature:

"Wrist-Wrestling Father"

"Richard Corey"



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Wednesday, 1/6

Thursday, 1/7

Friday, 1/8




Week 21 - January 11-15 - Literary Lenses & Language

Monday 1/11

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Independent Reading (10 minutes)


Perspective continued... it's all in how you look at it.

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//Starry Night// by Vincent //van Gogh//

reader response vs. formalism/new criticism

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Guernica by Pablo Picasso
archetypal vs. new historicism

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Saddam Captured, retrieved from http://www.chandrakantha.com - Music of India

cultural

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"The Problem We All Live With" by Norman Rockwell

Marxist vs. Feminist

Tuesday, 1/12

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Independent Reading (10 minutes)


Moving from the lens to the language

>Introduction and review of literary terms




Wednesday, 1/13

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Find a LITERARY TERMS poster from yesterday and begin copying information in the LITERARY TERMS poster passing game

Research Workshop on Background of The Epic of Gilgamesh (in media center)

+Number off 1 through 7.

+Get together with your like numbers and research the following question for presentation:

+Ones - What is The Epic of Gilgamesh?

+Twos - Who wrote The Epic of Gilgamesh and when was it written?

+Threes - Where is the setting of The Epic of Gilgamesh?

+Fours - Where and when was The Epic of Gilgamesh found?

+Fives - How was The Epic of Gilgamesh discovered?

+Sixes - When and Who discovered and translated The Epic of Gilgamesh?

+Sevens - How was The Epic of Gilgamesh written?

+Prepare a group PowerPoint to present your information, using at least one visual

>>SAVE YOUR PowerPoint ON YOUR SERVER FILE SO WE WILL BE ABLE TO PULL IT UP IN OUR ROOM<<

<Be ready to present your findings to the class tomorrow.>



Thursday, 1/14

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Review LITERARY TERMS for tomorrow's quiz



Class presentations of Gilgamesh background




>After class presentations, discuss WHY The Epic of Gilgamesh is important for us to read and experience.



Friday, 1/15 (Mrs. Hartwig Gone)

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Review LITERARY TERMS for today's quiz


Literary Terms Quiz

The Connection and history between Ancient World History, Modern-day Iraq, and The Epic of Gilgamesh

>Work through the following website to complete your background knowledge:

The Epic of Gilgamesh

>On a quarter sheet, write down at least two items you learned from the websites about each of the following:

++form of writing
++origin of the story of Gilgamesh
++civilization at the time of Gilgamesh
++plot and/or details of the story of Gilgamesh
++details about the character of Gilgamesh

>Write your name on your quarter sheet and hand in.

If time allows, please READ SILENTLY.



Week 22 - January 18-22 - The Epic of Gilgamesh & Archetypes

Monday, 1/18

(No School - Teacher In-Service)



Tuesday, 1/19

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Independent Reading (10 minutes)


Introduction to Archetypes

>What is an archetype?

>What are some common archetypes found throughout literature?

>How can characterization affect the plot of a literary work?

>How are archetypal characters a reflection of human nature?

>Why have archetypal patterns been prevalent in literature throughout history?

>Archetypal Bingo

++ 5 across = 1 treat
++ 5 diagonal = 1 treat
++ 6 down = 2 treats
++ black-out = 4 treats


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Wednesday, 1/20

Thursday, 1/21




Friday, 1/22

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Independent Reading (10 minutes)


ARCHETYPAL PERSPECTIVE

>What do you and your archetype have in common?

>Review the Archetypal Questionnaire and then complete the personal response column of the questionnaire.

<Assignment DUE MONDAY: Reflect and complete the personal response column of the Teenage Archetypal Questionnaire>



Week 23 - January 25-29 - The Epic of Gilgamesh

Monday, 1/25 (Mrs. Hartwig Gone)

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Independent Reading (10 minutes)


<Teenage Archetypal Questionnaire DUE (just your own personal response column)>


The Epic of Gilgamesh Text, page 502 of purple Literature book


>In pairs, begin reading The Epic of Gilgamesh and complete the following:

1-As you read, use stickie notes to annotate your text for the following:

++figurative language

++archetypes

++trouble spots

++questions

++personal/real-world connections

2-Complete the Figurative Language handout with the figurative language you find in your reading of The Epic of Gilgamesh

3-Using your archetype handouts from last week, search and record (on a separate sheet of paper) as many archetypes as you can find (the winning pair gets a prize on Wednesday!)


Tuesday, 1/26 (Mrs. Hartwig Gone)

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Independent Reading (10 minutes)

The Epic of Gilgamesh Text, page 502 of purple Literature book

>Continue reading The Epic of Gilgamesh as you did yesterday.

1-As you read, use stickie notes to annotate your text for the following:

++figurative language

++archetypes

++trouble spots

++questions

++personal/real-world connections

2-Complete the Figurative Language handout with the figurative language you find in your reading of The Epic of Gilgamesh

3-Using your archetype handouts from last week, search and record (on a separate sheet of paper) as many archetypes as you can find (the winning pair gets a prize on Wednesday!)

If you and your partner finish before the end of class, silently read your independent reading book.

<FIGURATIVE LANGUAGE HANDOUTS DUE BY END OF CLASS - hand in to Mr. Mitchell>

<LIST OF ARCHETYPES DUE BY END OF CLASS- hand in to Mr. Mitchell>


Wednesday, 1/27 (early out)

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Review your annotations for discussions


The Epic of Gilgamesh Text

>discuss annotations from Monday and Tuesday:

++ trouble spots

++ questions

++ connections

++ figurative language

++archetypes

Hand out prize for archetype winners!


Thursday, 1/28

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Independent Reading (10 minutes)


The Epic of Gilgamesh Review



Friday, 1/29

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Journal about your independent reading this week



The Epic of Gilgamesh Review



The Epic of Gilgamesh Text


<The Epic of Gilgamesh Test on MONDAY>



Week 24 - February 1-5 - The Iliad

Monday, 2/1

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Get with a partner for 10 minutes of Review for Test



The Epic of Gilgamesh Test

When done with test:

>Get in groups of 3-4 to research The Iliad and the Trojan War background.

>What do you remember from The Odyssey?

>Answer the Who, What, When, Where, Why & How of The Iliad

>Make the connections

>Be ready to present your findings Wednesday in class on either a poster or a PowerPoint in a 2-3 minute presentation



Tuesday, 2/2

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Independent Reading (10 minutes)


Moving ahead over 1,500 years from The Epic of Gilgamesh to Homer's The Iliad

>In your groups from yesterday, continue researching The Iliad and the Trojan War background.

>What do you remember from The Odyssey?

>Answer the Who, What, When, Where, Why & How of The Iliad

>Make the connections

>Be ready to present your findings tomorrow in class on either a poster or a PowerPoint in a 2-3 minute presentation.



Wednesday, 2/3

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Independent Reading (10 minutes)


Presentation of The Iliad and the Trojan War background

>Assign chapters of The Iliad

>discuss annotating & summarizing



Thursday, 2/4

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Independent Reading (10 minutes)


>Presentation of "The Golden Apple"


>Begin reading and annotating your individual chapter(s) of The Iliad




Friday, 2/5 (Mrs. Hartwig Gone)

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Take a 1/4 sheet and write down 5 main points from your reading so far.


>Continue reading and annotating your individual chapter(s) of The Iliad



Week 25 - February 8-12 - The Iliad

Monday, 2/8 (2-hour late start)

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Take out your main points, your book, and any annotations you have made so that Mrs. Kennon can note your work.


>Annotations and Main Points are DUE AT BEGINNING OF CLASS<

>Mrs. Kennon will note on the grade sheet whether or not you have annotated (in your book and/or on a separate sheet) and completed your main points at the beginning of class.

>Summary writing workshop - use your annotations and main points to compose a summary of your designated chapter(s).


Tuesday, 2/9

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Take out your main points, your book, and any annotations you have made so that Mrs. Hartwig can note your work.

>Annotations and Main Points are DUE AT BEGINNING OF CLASS<

>Your annotations and main points will be noted at the beginning of class.

>Summary writing workshop - use your annotations and main points to compose a summary of your designated chapter(s).

We will watch the movie Troy tomorrow, Thursday, Monday, and possibly Tuesday. Since this movie is rated R for its violent scenes, you MUST HAVE PARENTAL PERMISSION in order to watch this movie. Those without a permission slip will be permitted to go to the media center during viewing.



Wednesday, 2/10 (early out)

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Presentation of Troy


<Assignment DUE MONDAY: Reflect and complete the Hero's response column of the Teenage Archetypal Questionnaire with the response of either Gilgamesh, Achilles, or one of the other heroes from The Iliad>



Thursday, 2/11 (early out)

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Continue watching Troy

REMINDER: 1st annotation is due Monday, February 15th


Friday, 2/12 (NO SCHOOL)



Week 26 - February 15-19 - The Iliad

Monday, 2/15 (SNOW DAY)

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Independent Reading


The following was originally planned before the snow day:

REMINDER: 1st annotation is due TODAY.

REMINDER: Your summary of your assigned chapter(s) of The Iliad was due Tues. 2/9/10

ASSIGNMENT #1 due Wednesday: Prepare to present your summary of The Iliad. Your presentation must include at least one visual that helps support your chapter(s). Your visual can be a drawing, an Internet image, a picture from a book or magazine, etc.

ASSIGNMENT #2 due Friday: Prepare a 1-to-2-page (TYPED, double-spaced) essay comparing AND contrasting The Iliad and the movie Troy.

Continue watching Troy


Tuesday, 2/16 (2-hour late start)

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Independent Reading



REMINDER: 1st annotation was due yesterday; however, because of the snow day, a one-day extension has been granted. Therefore, your 1st annotation is DUE TODAY.

REMINDER: Your summary of your assigned chapter(s) of The Iliad was due Tues. 2/9/10; if you have not yet turned it in, you have a zero in the grade book.

ASSIGNMENT #1 due Thursday: Prepare to present your summary of The Iliad. Your presentation must include at least one visual that helps support your chapter(s). Your visual can be a drawing, an Internet image, a picture from a book or magazine, etc.

ASSIGNMENT #2 due Monday: Prepare a 1-to-2-page (TYPED, double-spaced) essay comparing AND contrasting The Iliad and the movie Troy, including a strong thesis about the epic's story line supported by at least 3 comparisons and 3 contrasts.

Alternate ASSIGNMENT #2 due Monday for those not watching the movie: Prepare a 1-to-2-page (TYPED, double-spaced) essay summarizing the Trojan War and how The Iliad fits into the war as a whole, including a strong thesis about the epic's story line supported by at least 5 textual examples.

Continue watching Troy



Wednesday, 2/17

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Independent Reading



REMINDER: Your 1st annotation was due yesterday.

REMINDER: Your summary of your assigned chapter(s) of The Iliad was due Tues. 2/9/10; if you have not yet turned it in, you have a zero in the grade book.

ASSIGNMENT #1 due Thursday: Prepare to present your summary of The Iliad. Your presentation must include at least one visual that helps support your chapter(s). Your visual can be a drawing, an Internet image, a picture from a book or magazine, etc.

ASSIGNMENT #2 due Monday: Prepare a 1-to-2-page (TYPED, double-spaced) essay comparing AND contrasting The Iliad and the movie Troy, including a strong thesis about the epic's story line supported by at least 3 comparisons and 3 contrasts.

Alternate ASSIGNMENT #2 due Monday for those not watching the movie: Prepare a 1-to-2-page (TYPED, double-spaced) essay summarizing the Trojan War and how The Iliad fits into the war as a whole, including a strong thesis about the epic's story line supported by at least 5 textual examples.

Continue watching Troy




Thursday, 2/18

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Independent Reading



Student version of The Iliad

ASSIGNMENT #1 due TODAY: Present your summary of The Iliad. Your presentation must include at least one visual that helps support your chapter(s). Your visual can be a drawing, an Internet image, a picture from a book or magazine, etc.

ASSIGNMENT #2 due Monday: Prepare a 1-to-2-page (TYPED, double-spaced) essay comparing AND contrasting The Iliad and the movie Troy, including a strong thesis about the epic's story line supported by at least 3 comparisons and 3 contrasts.

Alternate ASSIGNMENT #2 due Monday for those not watching the movie: Prepare a 1-to-2-page (TYPED, double-spaced) essay summarizing the Trojan War and how The Iliad fits into the war as a whole, including a strong thesis about the epic's story line supported by at least 5 textual examples.

>The Iliad Review

>Compare/Contrast Essay workshop



Friday, 2/19

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Independent Reading


Continue with student version of The Iliad

TODAY'S ASSIGNMENT (due by end of class): Compose a well-developed paragraph that explains your understanding of the general plot of The Iliad.

CHANGE IN ASSIGNMENT PARAMETERS: I have decided to add a specific instructional point to your essay assignment. We will be studying 3rd person narrative. Therefore, your essay is due Wednesday rather than Monday. However, if it is not done, you will not watch the movie.

ASSIGNMENT #2 due Wednesday: Prepare a 1-to-2-page (TYPED, double-spaced, 3rd person) essay comparing AND contrasting The Iliad and the movie Troy, including a strong thesis about the epic's story line supported by at least 3 comparisons and 3 contrasts.

Alternate ASSIGNMENT #2 due Wednesday: Prepare a 1-to-2-page (TYPED, double-spaced, 3rd person) essay summarizing the Trojan War and how The Iliad fits into the war as a whole, including a strong thesis about the epic's story line supported by at least 5 textual examples.






Week 27 - February 22-26 - The Iliad Expository Essay Writing

Monday, 2/22

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Independent Reading


>First of all - what is an expository essay?

>Essay Writing in the Third-Person Point of View

>Compare/Contrast Essay workshop

Compare Contrast Essay Thesis options:

  • Though the 2004 movie Troy was inspired by Homer’s epic poem The Iliad and so shares much of the same information, differences in the storyline of each abound.

  • Since Warner Brothers’ 2004 movie Troy is a loose adaptation of Homer’s epic poem The Iliad, the two stories have both similarities and differences.

  • Both Warner Brothers’ 2004 movie Troy and Homer’s epic poem The Iliad tell the story of Achilles and the Trojan War; however, they share not only similarities but also difference.

The Iliad/Trojan War Thesis options:

  • The Trojan War lasted more than10 years and is told through a cycle of epics, one of those epics being Homer’s The Iliad, which tells of the rage of Achilles during the last year of war.

  • The Trojan War, one of the most important stories in Greek mythology, includes the hero Achilles and the fall of the city Troy, which is told in part through Homer’s epic poem The Iliad.


Tuesday, 2/23

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Independent Reading


>Compare/Contrast Essay workshop

<While composing your essay, mentally (or better yet - in writing) refer back to a bare bones outline format to ensure you are developing enough content for your essay:

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ASSIGNMENT #2 due Wednesday: Prepare a 1-to-2-page (TYPED, double-spaced, 3rd person) essay comparing AND contrasting The Iliad and the movie Troy, choosing one thesis statement from below supported by at least 3 well-developed comparisons and 3 well-developed contrasts. (In this essay, a 4-paragraph essay will work: 1-intro, 2-comparisons, 3-contrasts, 4-conclusion.)

Compare Contrast Essay Thesis options:

  • Though the 2004 movie Troy was inspired by Homer’s epic poem The Iliad and so shares much of the same information, differences in the storyline of each abound.

  • Since Warner Brothers’ 2004 movie Troy is a loose adaptation of Homer’s epic poem The Iliad, the two stories have both similarities and differences.

  • Both Warner Brothers’ 2004 movie Troy and Homer’s epic poem The Iliad tell the story of Achilles and the Trojan War; however, they share not only similarities but also difference.

Alternate ASSIGNMENT #2 due Wednesday: Prepare a 1-to-2-page (TYPED, double-spaced, 3rd person) essay summarizing the Trojan War and how The Iliad fits into the war as a whole, choosing one thesis statement from below supported by at least 5 well-developed textual examples. (In this essay, a 4-paragraph essay will work: 1-intro, 2-Trojan war summary, 3-Iliad war summary, 4-conclusion)

The Iliad/Trojan War Thesis options:

  • The Trojan War lasted more than10 years and is told through a cycle of epics, one of those epics being Homer’s The Iliad, which tells of the rage of Achilles during the last year of war.

  • The Trojan War, one of the most important stories in Greek mythology, includes the hero Achilles and the fall of the city Troy, which is told in part through Homer’s epic poem The Iliad.


<ILIAD ESSAYS are DUE AT BEGINNING OF CLASS TOMORROW. If you are not, you will not watch the movie.>




Wednesday, 2/24 (2-hour early out)

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Independent Reading


<ILIAD ESSAYS DUE AT BEGINNING OF CLASS. If you are not, you will not watch the movie.>

>Watch the ending of Troy


Thursday, 2/25

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Find your compare/contrast essay and answer the following questions on a quarter sheet:

>Is your paper typed in 12 point Times New Roman?

>Did you double space your entire paper?

>Did you include a header in the top left corner that looks like this?

Your Name

Mrs. Hartwig

English 2R

25 February 2010

>Did you use one of the thesis statements provided?

>Did you use 3rd person point of view (not "I," "us," "we," "you," etc.)?

>Did you develop your introduction?

>Is your thesis statement the last sentence in your intro?

>Did you develop and support your comparisons (not just list them)?

>Did you develop and support your contrasts (not just list them)?

>Did you develop your conclusion and "echo" your thesis?

>The Iliad/Troy Compare Contrast Essay Revision Workshop



Friday, 2/26

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Independent Reading


>Oedipus The King - An original 9-act play... by YOU




Week 28 - March 1-5 - Oedipus The King

Monday, 3/1

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Independent Reading


>Oedipus The King - In the beginning...

>Begin Reading, Annotating & Interpreting



Tuesday, 3/2

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Independent Reading


Little Eddy Movies

<Assignment: Oedipus Cartoon - Due TOMORROW>

>Oedipus The King - Continue Reading, Annotating & Interpreting



Wednesday, 3/3

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Independent Reading


<Oedipus Cartoon - Due TODAY>

>Oedipus The King - Continue Reading, Annotating & Interpreting


Thursday, 3/4

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Independent Reading


>Oedipus The King - Continue Reading, Annotating & Interpreting


Friday, 3/5

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Independent Reading



>Oedipus The King - Continue Reading, Annotating & Interpreting




Week 29 - March 8-12 - Oedipus The King

Monday, 3/8

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Independent Reading


>Oedipus The King - Begin taping class rendition of play



Tuesday, 3/9

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Independent Reading


>Oedipus The King - Continue taping class rendition of play



Wednesday, 3/10 (EARLY OUT)

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Independent Reading



>Oedipus The King - Complete taping class rendition of play



Thursday, 3/11

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Independent Reading


>Oedipus The King - Watch class renditions of play

>Discuss tragedy terminology & importance of tragedies in society

>QUIZ TOMORROW

Friday, 3/12

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Independent Reading


>Oedipus The King - QUIZ

>Literary Terms Review




Week 30 - March 15-19 - Research Paper & SPRING BREAK

Monday, 3/15

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Independent Reading



>World Literature Heroes/Archetypes Wrap-up

>Considering Gilgamesh, Achilles, Hector, Paris, and Oedipus, now complete the Hero's response column of your Teenage Archetypal Questionnaire

>Research Project Introduction

Research is like a road trip


Tuesday, 3/16

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Independent Reading


>Getting started on your research




Wednesday, 3/17

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Independent Reading

>Analyze your PLAN Test results



Thursday, 3/18 SPRING BREAK!!

Friday, 3/19 SPRING BREAK!!



Week 31 - March 23-26 - Career Research Project


Monday, 3/22 SPRING BREAK!!


Tuesday, 3/23

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Get a Career Research packet and begin reviewing components.

>Remember to bring note cards for your research

>Ms. Bechtold will present information on Internet and career research

>Begin researching your chosen career.

>Remember to test the waters by doing initial research and background reading

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Wednesday, 3/24 (early out)

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Gather Career Research packet and research materials

>Remember to bring note cards for your research

>Continue research



Thursday, 3/25

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Gather Career Research packet and research materials

>Remember to bring note cards for your research

>Continue research


Friday, 3/26

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Gather Career Research packet and research materials

>Remember to bring note cards for your research

>Continue research

>NOTE CARDS DUE MONDAY<

>OUTLINE DUE TUESDAY<

Remember that your support material is the meat of your essay. Choose a variety of forms of support material that help you stay within your objective third-person language/voice.

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Week 32 - March 29-April 2 - Career Research Project


Monday, 3/29

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Take out your note cards, outlines, Career Research packet, and other research materials.

>NOTE CARDS DUE TODAY <

>BEGIN WORK ON OUTLINES AND ROUGH DRAFTS

>OUTLINE DUE TOMORROW<



Tuesday, 3/30

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Take out your note cards, outlines, Career Research packet, and other research materials.


>CONTINUE WORK ON OUTLINES AND ROUGH DRAFTS

>OUTLINES DUE TODAY <



Wednesday, 3/31

bell.jpgTake out your note cards, outlines, rough drafts, Career Research packet, and other research materials.

>CONTINUE WORK ON ROUGH DRAFTS

>1st and 2nd Page Header Walk-Through

>ROUGH DRAFTS DUE TOMORROW at the end of class<

REMINDER: 2nd annotation is due Thursday, April 1st


>>>Example of a short direct quote from a WEB source WITHOUT a known author:

MLA_Web_no_author.png

>>>Example of a long direct quote from a WEB source WITHOUT a known author:

[[image:file/view/MLA_long_web_quote_.png width="703" height="313"]]MLA_long_web_quote_.png

>>>Example of a paraphrase from a WEB source WITH a known author:

MLA_Web_with_author.png

>>>Example of a paraphrase from a PRINT source WITH a known author:MLA_Book_with_author.png

>>>Example of a Works Cited

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Thursday, 4/1

bell.jpgTake out your note cards, outlines, rough drafts, Career Research packet, and other research materials.

REMINDER: 2nd annotation is DUE TODAY, Thursday, April 1st

>ROUGH DRAFTS DUE TOMORROW <

>CONTINUE WORK ON ROUGH DRAFTS

>REVISION WORKSHOP TOMORROW<



Friday, 4/2

bell.jpgTake out a notebook and open up your rough draft on your computer.



>CONTINUE ROUGH DRAFT WORKSHOP

>ROUGH DRAFT PAPERS DUE TODAY BY END OF CLASS<

>PEER EDIT MUSICAL CHAIRS MONDAY<

>FINAL PAPER DUE TUESDAY AT BEGINNING OF CLASS<



Week 33 - April 5-9 - Wrap-Up of Research Project... Beginning of John Steinbeck's Of Mice and Men


Monday, 4/5

bell.jpgTake out your research documents and review your paper for the questions below.

>FINAL RESEARCH PAPERS DUE WEDNESDAY<

REVISION WORKSHOP - Mrs. Hartwig skimmed (NOT thoroughly proofed) your rough drafts, noted required topics that were missing, noted obvious formatting issues, and determined we need at least one more day of revision to achieve a successful end product. Therefore, we will be having another revision workshop today. Please review your outline and rough draft and ask yourself the following, remembering that revision is the heart of the writing process:

+Does my thesis set out the main points that I am explaining in my paper (my sub-points grouped into categories)?

+Have I answered all 10 questions/topics in my pink packet, including the "other interesting information"?

+Do I have a separate paragraph for each of the 10 required questions/topics, not just one for each main point?

+Did I start each paragraph with a topic sentence that indicates the question/topic I am addressing in that paragraph?

+Does my conclusion REVIEW my main points, not just RESTATE my main points? (e.g. Instead of restating like, "Given the facts of the job description, the benefits, and the education required, becoming an elementary teacher..." a solid conclusion will REVIEW or SUMMARIZE the information from the main points, such as, "Given the facts that elementary teachers are able to nurture and educate kids from kindergarten through 6th grade, are able to benefit from school-year employment, and are continually learning throughout their entire career, becoming an elementary teacher can...")

+Did I end my paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)

+Did I successfully use third person point of view by not using you, I, we, us, me, my, mine, yours but instead by using anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual, etc.?




Tuesday, 4/6

bell.jpgOpen your research paper on your computer & place a blank sheet of paper next to your computer for your peers' comments.

WORKSHOP - musical chairs peer editing

Watch for the following:

+Does the thesis set out the main points that are being explained in the paper (the sub-points grouped into categories)?

+Is there a separate paragraph for each of the required 10 questions/topics?

+Does each paragraph start with a topic sentence that indicate the question/topic being addressed in that paragraph?

+Does the conclusion REVIEW the main points, not just RESTATE or list them? (e.g. Instead of restating like, "Given the facts of the job description, the benefits, and the education required, becoming an elementary teacher..." a solid conclusion will REVIEW or SUMMARIZE the information from the main points, such as, "Given the facts that elementary teachers are able to nurture and educate kids from kindergarten through 6th grade, are able to benefit from school-year employment, and are continually learning throughout their entire career, becoming an elementary teacher can...")

+Did the paper end with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)

+Is the third person point of view used throughout with the words anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual, not you, I, we, us, me, my, mine, yours?


>FINAL RESEARCH PAPERS DUE WEDNESDAY AT BEGINNING OF CLASS<




Wednesday, 4/7 (early out)

bell.jpgGet out research paper & personal connection/evaluation and pat yourself on the back!

>FINAL RESEARCH PAPERS DUE TODAY AT BEGINNING OF CLASS<

>CAREER RESEARCH PROJECT FINAL WRAP-UP




Thursday, 4/8

bell.jpgJ: Write down different facts that you know about the 1930s, the Great Depression, and the Dust Bowl. Be prepared to share.


>A Look at the 1930s, the Dust Bowl & the Migrant Worker



Friday, 4/9

bell.jpgOn a 1/4 sheet, write down three specific bits of knowledge you learned about the research paper process. Be prepared to share.



Introduction to John Steinbeck

Introduction to the themes of Steinbeck's Of Mice and Men


Week 34 - April 12-16 - John Steinbeck's Of Mice and Men

Monday, 4/12

bell.jpgGet an Of Mice and Men book and a reading guide and leaf through each to familiarize yourself with them.


Begin Read Aloud of Steinbeck's Of Mice and Men - Chapter 1

>Complete Chapter 1 Reading Guide during reading


Tuesday, 4/13

bell.jpgComplete Chapter 1 paragraph question in reading guide.


Read Aloud of Steinbeck's Of Mice and Men - Chapter 2

+Mrs. Hartwig will begin the read aloud.

+Student pairs will finish the read aloud of Chapter 2.

>Complete Chapter 2 Reading Guide during reading



Wednesday, 4/14

bell.jpgChapter 2 Quiz


Read Aloud of Steinbeck's Of Mice and Men - Chapter 3

>Complete Chapter 3 Reading Guide during reading



Thursday, 4/14

bell.jpgReview Chapter 3 reading guide for Of Mice and Men.



Read Aloud of Steinbeck's Of Mice and Men - Chapter 3

>Break into pairs and read remainder Chapter 3 while completing Reading Guide.



Friday, 4/15

bell.jpgChapter 3 Quiz


Read Aloud of Steinbeck's Of Mice and Men - Chapter 4

>Complete Chapter 4 Reading Guide during reading

>Begin watching film



Week 35 - April 19-23 - John Steinbeck's Of Mice and Men & Mad Macbeth Marathon

Monday 4/19

bell.jpgReview reading guide for Of Mice and Men and make sure your answers are in complete sentences.



Read Aloud of Steinbeck's Of Mice and Men - Chapters 5 & 6

>Complete Chapter 5-6 Reading Guide during reading

>Continue watching film



Tuesday 4/20

bell.jpgChapter 4-6 Quiz


Review themes of Steinbeck's Of Mice and Men

>Pick one of the issues in Of Mice and Men that you have a solid opinion about. Identify that issue and compose a well-developed paragraph explaining your position on the issue. This paragraph will eventually become your position paper, which is the final grade you will receive for the Of Mice and Men unit. You will develop your paragraph on the issue you have chosen to write about and support your opinion using textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.

>Discourse Conventions to remember for Literary Position Paper:
  • You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
  • When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).
  • Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
  • Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.
  • Avoid summarizing the plot; instead, use examples that you explicitly connect to your opinion in a way that supports your opinion.
  • Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.

>Continue watching film


Wednesday 4/21 (early out - COMMUNITY SERVICE DAY)

raking-leaves.gifNo class today - giving our time to the community instead


Thursday 4/22

bell.jpgYou were to have written a paragraph on Tuesday identifying a theme from Of Mice and Men that you had a solid opinion about and explaining that opinion. Anyone who did not complete his/her paragraph must do so now and then immediately continue with task. Without reviewing that paragraph, give it to a peer and have them read it silently. After your peer reads your paragraph, explain the issue and your opinion verbally. Then with your peer discuss any differences between what you explained verbally and what you explained in writing. Consider any dissonance (lack of harmony between your two explanations) and make necessary changes to your paragraph. Then hand in.

>Of Mice and Men Study Guide Due Tomorrow<

>MAD Macbeth MARATHON: The plot

>Watch key scenes of Macbeth



Happy Birthday William Shakespeare!

Friday 4/23

bell.jpgTake your peer's paragraph about an issue presented in Of Mice and Men and identify your peer's issue and his/her stance on that issue in a one-sentence summary. You will review and evaluate a total of three peers' paragraphs. Hand in each evaluation.

>Of Mice and Men Study Guide Due Today<

Shakespearean Sonnet "S"elebration



Week 36 - April 26-30 - The Writing Lab

Monday 4/26

bell.jpgReview your Of Mice and Men position paper for clarity.


Grade Review - Less than 5 weeks remain in your 10th grade year. Make these last weeks count! Do your best work! FINISH STRONG!!


Drafting Workshop

>Remember: This is your final grade for Of Mice and Men and it is to be a solid position paper (not just a paragraph). You must develop your opinion on the issue you have chosen to write about and support your opinion using textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.

1. Mrs. Hartwig will give you your paragraph and your peers' three evaluations from Friday. Review the evaluations, consider any dissonance between your paragraph and your peers' evaluations, and then revise your original paragraph accordingly and hand in.

2. Mrs. Hartwig will give you three of your peers' papers (one at a time). Read each peer’s paper and make suggestions for further textual or real-life support that your peer should add to support his/her position.

>Continue watching film Of Mice and Men



Tuesday 4/27

bell.jpgIndependent Reading


Drafting/Review Workshop

>Remember: This is your final grade for Of Mice and Men and it is to be a solid position paper (not just a paragraph). You must develop your opinion on the issue you have chosen to write about and support your opinion using textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.

1. Mrs. Hartwig will return your paper and your peers' three evaluations from yesterday. Review the evaluations and consider their suggestions. NEATLY rewrite your position paper on a clean sheet of paper (NOT a 1/4 sheet), adding more textual support from Of Mice and Men, as well as real-life situations, that give support to your position. (6-8 minutes)

2. Exchange your revised position paper with someone who has not read your paper at all. Read your peer’s paper to 1) question and 2) make suggestions regarding the logic of your peer's opinion and justifications, as well as the organization of their argument and textual evidence. Is the organization and logic of your peer's paper strong? (Does the topic sentence introduce the theme/issue? Is there an obvious thesis/position statement? Does the textual evidence flow logically or jump around? Is there enough textual support?) Remember: you are helping your peers strengthen their papers, just like your peers are helping YOU, so offer productive and constructive suggestions.

3. After 4 minutes of review, hand your evaluation to your peer and exchange your paper with another peer. Perform the second review for 4 minutes, returning your evaluation to the appropriate peer.

4. Then exchange that paper with another peer for your third and final 4-minute peer review of the day, returning your evaluation to the appropriate peer when done.

5. Then staple together the peer evaluations you received and hand them in with your revised position paper.

>Finish watching film Of Mice and Men

(starting at the barn scene with Lennie and the puppy)



Wednesday 4/28

bell.jpgIndependent Reading


Revision Workshop

1 Mrs. Hartwig will hand you your paper and your peers' three reviews. Review your peers' suggestions, consider any clarification and/or changes to your logic and organization that need to occur in your own paper. Revise your paper, paying special attention to your introduction, thesis, topic sentences, textual support, and conclusion (which should reiterate your thesis). Then hand in your revision.

2. Mrs. Hartwig will then give you three of your peers' papers for the LAST TIME. This time, EDIT your peers' papers for conventions and hand in.

3. Mrs. Hartwig will give you your own paper for the LAST TIME for you to review the edit suggestions and consider any corrections that need to occur. Please then neatly rewrite your final paper and hand in.

YOUR POSITION PAPER IS NOW DONE! Good Job!!!



Thursday 4/29

bell.jpgGrab a To Kill a Mockingbird book, a reading connection packet, and a Webquest answer sheet.


>Move to the media center desktops to begin To Kill a Mockingbird webquest



Friday, 4/30

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Please take a book and a Webquest Answer Sheet


>Chapter 1 VOCABULARY


>To Kill a Mockingbird, Chapter 1

Maycomb_map.gif




Week 37 - May 3-7 - Harper Lee's To Kill a Mockingbird

Monday, 5/3

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>Silent Reading


>Chapters 1-3 Quiz

>Chapters 2-3 VOCABULARY

>Then & Now Connection: themes



Tuesday, 5/4

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J: Ch. 4-5 - What memories of your own childhood come to mind as you read about Scout’s experiences?

>Silent Reading

>Chapters 4-5 VOCABULARY

>Then & Now Connection: class issues

>A look through the cultural lens:

+What do we learn about the culture of Maycomb in the 1930s?

+Has To Kill a Mockingbird helped to shape the culture of America? If so, in what ways?



Wednesday, 5/5

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>Reading Quiz through chapter 4-7

>Silent Reading



>Chapters 6-7 VOCABULARY

>Issues & Opinions: Where do you stand?



Thursday, 5/6

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>Reading Quiz Chapters 8-9

>Silent Reading


>Chapters 8-9 VOCABULARY

>Then & Now Connection: racial issues

>A look through the new historical lens:

+Why did Atticus say, "Simply because we were licked a hundred years before we started is no reason for us not to try to win"?

+Does Harper Lee's work promote or undermine the prevailing power structures of the time and place in which it was written/published?



Friday, 5/7

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J: Ch 10-11 - What connection might there be between what is required of Atticus to shoot the mad dog and what is required of him to defend Tom Robinson?

>Silent Reading



>Chapters 10-11 VOCABULARY

Then & Now Connection: character issues

>A look at characters:

+Who are our characters?

+Think of 2-3 personal qualities of each character shown by their words and actions.

>A look at characterization:

+What makes a person good? Bad? Strong? Weak? Mean? Nice? Hero? Villain? Popular? Outcast?

+Which characters fit each characteristic?

+What life lessons do Atticus and Calpurnia teach Scout and Jem?

+Are any of these lessons you've learned from your family and elders?

>Begin watching To Kill a Mockingbird Film Classic




Week 38 - May 10-14 - Harper Lee's To Kill a Mockingbird

Monday, 5/10

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langston_hughes.JPG
langston_hughes.JPG
>Reading Quiz Chapters 12-13:

Your reading quiz for today is to think of three interesting connections (things you remember happening or found interesting) in each chapter that you read for today (chapters 12 & 13) and write them down in the form of a specific question (6 in all). After forming your 6 questions, turn your paper over, get out your book, locate the answer to those 6 questions, and write down the answer and its corresponding page number.

>Silent Reading for the remainder of the 15-minute bell-ringer activity

Langston Hughes image found at
<http://drake.marin.k12.ca.us/stuwork/comacad/poets/HUGHES/CONTEXT.HTM>

>Chapters 12-13 VOCABULARY

>Then & Now Connection: racial issues

>Another look through the cultural lens:

+Langston Hughes's "Freedom's Plow"

This poem makes reference to an old spiritual, "Keep Your Hand on the Plow," made most famous by Mahalia Jackson.

mahalia-jackson.jpg
mahalia-jackson.jpg











Mahalia Jackson image found at
http://whenevawhateva.files.wordpress.com/2009/06/mahalia-jackson.jpg

<With a partner, read through "Freedom's Plow," discussing the following two questions:

  1. What connections can you make between Langston's Hughes's "Freedom's Plow" written in 1943 and and Harper Lee's To Kill a Mockingbird published in 1960?

  2. What can the works teach us about specifics of African-American heritage, culture, and experience?

<After you have read and discussed the poem and questions, write a well-developed paragraph explaining your opinions (due tomorrow).



Tuesday, 5/11

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>HAND IN REFLECTION OF LANGSTON HUGHES'S POEM

J: Ch. 14 & 15 - In your reading for today, Scout unwittingly prevents the Old Sarum mob from taking and lynching Tom Robinson. What is your understanding of what lynching was all about? Further, what was your emotional reaction to lynching the first time you heard of it or saw a picture of a lynching? (Keep your journals for later reflection.)


>Chapters 14-15 VOCABULARY

Lynching Statistics

"Strange Fruit"

Billie_Holiday_strange_fruit.jpg
Billie_Holiday_strange_fruit.jpg


















Billie Holiday Image found at <content.answers.com/main/content/img/amg/pop_albums/cov200/dre300/e355/e35513m2htv.jpg>

*PLEASE BE PREPARED FOR GRAPHIC IMAGES*




J: After discussing lynching and viewing the "Strange Fruit" video clip, what reactions do you have to lynching? What reactions do you have to the history of Jim Crow laws? What reaction do you have to "the South"? What reaction do you have to the fact that the Old Sarum mob came to exact their own punishment on Tom Robinson?





Wednesday, 5/12

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<<Reading Quiz Chapter 16

>Silent Reading


>Chapters 16 VOCABULARY

>Then & Now Connection: justice issues

+Rodney King incident

+O.J. Simpson - a reversal of power and influence





Thursday, 5/13

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>RAFT:

Role: Tom Robinson

Audience: Wife Helen

Format: private conversation in prison cell

Topic: What was going through your (Tom's) mind during the testimony of Bob and Mayella Ewell and what you are going to say when Atticus questions you

>Silent Reading

>Chapters 17-19 VOCABULARY

Begin watching 1962 film To Kill a Mockingbird



Friday, 5/14

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>Silent Reading

>Reading Quiz Chapters 17-19


>Chapters 20-21 VOCABULARY>Trial Guide Review

>Then & Now Connection: trials and the court system

>CONSIDER YOUR FINAL PROJECT FOR RECORDING WITH MRS. HARTWIG ON TUESDAY<




Week 39 - May 17-21 - Harper Lee's To Kill a Mockingbird

Monday, 5/17

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>Silent Reading

Reading Quiz 20-23



>Chapters 22-23 VOCABULARY

>Trial Guide Review

>CONSIDER YOUR FINAL PROJECT FOR To Kill A Mockingbird & RECORD TOMORROW<

>Continue watching film




Tuesday, 5/18

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J: Ch. 24-25 - Why did Scout say, "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed"? Justify your opinion.

>Silent Reading


>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY<

>Chapters 24-25 VOCABULARY

Jim Crow and Tom Robinson's Trial

>Continue watching film



Wednesday, 5/19

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Think of three interesting connections in each chapter that you read for today (chapters 26 & 27) and write them down in the form of a question (6 in all). Then turn your paper over, get out your book, locate the answer to those 6 questions, and write down the answer and its corresponding page number on the back of your paper.


>Chapters 26-27 VOCABULARY

>Then & Now Connection: The Psychology of Society

>A look through the psychoanalytical lens:

+Do you feel Harper Lee's text and narration infers she was sympathetic to the plight of African Americans?

+What types of relationships exist in the text

+Are there any inner conflicts within characters?

+How are these conflicts revealed?

+How are these conflicts dealt with?

+Are they ever resolved?

>We get a good idea of the inner conflicts and change in maturity within Scout since she is the narrator; however, what conflicts and changes does Jem encounter?

+In groups of twos or threes, read one of the following scenes and prepare a monologue by Jem to describe the inner conflict he is dealing with and his resolution:

++Chapter 7 (middle of 61 to 63) about Nathan Radley’s explanation of the tree

++Chapter 11 (middle of 110 to 112) about Atticus’s punishment of reading to Mrs. Dubose

++Chapter 14 (139 to 141) about Dill running away from home

++Chapter 26 (middle of 244 to 247) about Jem's reaction to Scout when she talks about Miss Gate's comments about Hitler

>Continue watching film (if time allows)


Thursday, 5/20

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Reading Quiz Chapters 28-29



>Touch base with Mrs. Hartwig about your final project status<

>Chapters 28-29 VOCABULARY

>Then & Now Connection: To look through the Feminist Lens, consider the following three main areas of study/points of criticism:

1. differences between men and women

++does the basic assumption that gender determines everything (including values and language) hold true in Lee's text?

++Do you feel there would be any differences in the topics or issues written about in this text had Lee been a man rather than a woman?

2. women in power or power relationships between men and women

++Do the women in this text have any power? If so, what type of power and over what does that power reign?

++What are the divisions of labor and economics between men and women in this text?

3. the female experience

++what aspects of feminine life are included in the work?

++contrast the traditional view that women are dependent on men for everything and analyze what situations and characters show male dependence on females.

>In small groups, read/scan one of the following chapters: 9, 13, 14, 23, and 29. Identify, discuss, and document comments made by Scout, Atticus, Jem, Calpurnia, and Aunt Alexandra that illustrate the role that Aunt Alexandra plays in Scout’s development as a Southern young lady. Each group will present its list and explanations to the class.

>Continue watching film



Friday, 5/21

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J: Ch. 30-31 - Reader Response Criticism: What is your emotional response to Harper Lee's work, specifically how she ends the story? What is your intellectual response to the work and its themes? HAND IN.



>Review book ending & share reactions

>Continue watching film


Week 40 - May 24-27 - Last Week of School!

Monday, 5/24

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Get a symbolism worksheet and begin working quietly on completing it.

>A Look Through the New Critic's Lens: Exploring the symbolism of the mockingbird:

>After you have completed the CLOZE Activity from pages 90 & 241 or 119 & 323, answer the following questions:

1. Why do Atticus and Miss Maudie say it is a sin to kill a mockingbird?

2. How is Tom like a mockingbird?

3. Think of an example of a “mockingbird” from your own life or from other readings you have completed.

<FINAL PROJECT WORKSHOP

<CHECK WITH MRS. HARTWIG ON YOUR GRADE!!!

<CONTINUE WATCHING FILM



Tuesday, 5/25

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Get out your final project documents and resources to present.

>FINAL PROJECT DUE TOMORROW for Period 7 and Thursday for Periods 4 & 6<

FINAL PROJECT WORKSHOP



Wednesday, 5/26

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Get out your final project documents and resources to present.


>FINAL PROJECT DUE TODAY for Period 7<


FINAL PROJECT WORKSHOP

(Period 4 will have study hall)



Thursday, 5/27


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Get out your final project documents and resources to present.


>FINAL PROJECT DUE TODAY for Periods 4 & 6<

FINAL PROJECT WORKSHOP

sunshine.jpgHave a Sensational Summer, everyone!!

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