2010+S2+Eng2R

=** Week 20 - January 4-8 - Welcome Back! **= = = =Monday 1/4 = = =

>Review Sem. 2 focus
===>Plagiarism Review [|plagiarism.ppt]===

=** Tuesday, 1/5 **= = =

>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.

= = = = =** Wednesday, 1/6 ** = =** Thursday, 1/7 ** = =Friday, 1/8 =

= Week 21 - January 11-15 - Literary Lenses & Language = =Monday 1/11 = = =

[|//Starry Night// by Vincent //van Gogh//]
reader response vs. formalism/new criticism



[|Guernica by Pablo Picasso] archetypal vs. new historicism



__ Saddam Captured, retrieved from [] - Music of India __
cultural



__[|"The Problem We All Live With"] by Norman Rockwell__
Marxist vs. Feminist

=**Tuesday, 1/12 **=

= =

>Introduction and review of literary terms


=Wednesday, 1/13 = = =

** **
=**Thursday, 1/14 **=

= =

>After class presentations, discuss WHY __The Epic of Gilgamesh__ is important for us to read and experience.
=**Friday, 1/15 (Mrs. Hartwig Gone) **=

= =

>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

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 **= = =

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

= = = = = = = = = = = = = = = = = = = = =<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 1/20 = =<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 1/21 =

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= = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 1/22 **= = =

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= Week 23 - January 25-29 - __The Epic of Gilgamesh__ = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 1/25 (Mrs. Hartwig Gone) **= = =

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 1/26 (Mrs. Hartwig Gone) **= = = = =

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 1/27 (early out) **= = =

Hand out prize for archetype winners!
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 1/28 **= = = = =

__The Epic of Gilgamesh__ Review
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 1/29 **= = = = =

= Week 24 - February 1-5 - __The Iliad__ = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 2/1 **= = =

>Be ready to present your findings Wednesday in class on either a poster or a PowerPoint in a 2-3 minute presentation
= = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 2/2 **= = = = =

>Be ready to present your findings tomorrow in class on either a poster or a PowerPoint in a 2-3 minute presentation.
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 2/3 **= = =

= =

>discuss annotating & summarizing
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 2/4 **= = = = =

>Begin reading and annotating your individual chapter(s) of __The Iliad__
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 2/5 (Mrs. Hartwig Gone) **= = = = =

= Week 25 - February 8-12 - __The Iliad__ = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 2/8 (2-hour late start) **=

>Summary writing workshop - use your annotations and main points to compose a summary of your designated chapter(s).
= = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 2/9 **=

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

>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. ===

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 2/10 (early out) **= = = = 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__> ==

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 2/11 (early out) **= = = = Continue watching __Troy__ =

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

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 2/12 (NO SCHOOL) **=

= Week 26 - February 15-19 - __The Iliad__ = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 2/15 (SNOW DAY) **=

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. ====

Continue watching __Troy__
= = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 2/16 (2-hour late start) **=

Independent Reading
= =

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. ==

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 2/17 **=

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__
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 2/18 **= = =

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. ==

>Compare/Contrast Essay workshop
= =

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 2/19 **= = = = =

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 = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 2/22 **=

= =

**__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 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.//===

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 2/23 **=

= =

== 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.//===

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 2/24 (2-hour early out) **=

= =

= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 2/25 **=

= =

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;"> Friday, 2/26 **=

= =

= Week 28 - March 1-5 - __Oedipus The King__ = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 3/1 **=

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 3/2 **=

= =

>__Oedipus The King__ - Continue Reading, Annotating & Interpreting
= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 3/3 **=

>__Oedipus The King__ - Continue Reading, Annotating & Interpreting
= = = =

= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 3/4 **=

>__Oedipus The King__ - Continue Reading, Annotating & Interpreting
= =

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 3/5 **=

>__Oedipus The King__ - Continue Reading, Annotating & Interpreting
= Week 29 - March 8-12 - __Oedipus The King__ = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 3/8 **=

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 3/9 **=

= =

>__Oedipus The King__ - Continue taping class rendition of play
= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 3/10 (EARLY OUT) **=

>__Oedipus The King__ - Complete taping class rendition of play
= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 3/11 **=

= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 3/12 **=

>Literary Terms Review
= Week 30 - March 15-19 - Research Paper & SPRING BREAK = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 3/15 **=

[|Research is like a road trip]
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 3/16 **=

= =

[[file:Quality Research.ppt]]
=** Wednesday, 3/17 **=

[[file:Bare Bones Outline Expository.doc]]
= =

>Analyze your PLAN Test results
= = = = = = =** Thursday, 3/18 <span style="color: #ff007c; font-family: 'Arial Black',Gadget,sans-serif;">SPRING BREAK!! **= =** Friday, 3/19 ** SPRING BREAK!! =

= Week 31 - March 23-26 - Career Research Project =

=** Monday, 3/22 SPRING BREAK!! **=

= Tuesday, 3/23 =

>Remember to test the waters by doing initial research and background reading
= = = = = Wednesday, 3/24 (early out) =

>Continue research
= Thursday, 3/25 =

media type="file" key="VID00008.MP4" width="624" height="624"
= Friday, 3/26 =

[[image:support_material_forms.png width="203" height="198" align="right"]]
= Week 32 - March 29-April 2 - Career Research Project =

=** Monday, 3/29 **=

= Tuesday, 3/30 =

>OUTLINES DUE TODAY <
= Wednesday, 3/31 =

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

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

__>>>Example of a paraphrase from a PRINT source WITH a known author:[[image:MLA_Book_with_author.png]]__
= = = = =__ >>>Example of a Works Cited __=

[[image:mla-works-cited.gif]]
= Thursday, 4/1 =

>REVISION WORKSHOP TOMORROW<
= Friday, 4/2 =

>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 **=

>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 : ==

+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 =

[[image:bell.jpg width="34" height="37"]] Open 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 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) =

[[image:bell.jpg width="34" height="37"]] Get out research paper & personal connection/evaluation and pat yourself on the back!
= =

= Thursday, 4/8 =

>A Look at the 1930s, the Dust Bowl & the Migrant Worker
media type="file" key="Great Depression.mov" width="480" height="480" = = media type="file" key="Dust Bowl.mov" width="480" height="480" = = = = = = = = = = = = = = = = = Friday, 4/9 =

[[image:bell.jpg width="34" height="37" align="left"]]On 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 =

>Complete Chapter 1 Reading Guide during reading
= = = = = = = Tuesday, 4/13 =

= Wednesday, 4/14 =

>Complete Chapter 3 Reading Guide during reading
= = = = = = = Thursday, 4/14 =

>Break into pairs and read remainder Chapter 3 while completing Reading Guide.
= Friday, 4/15 =

>Begin watching film
= Week 35 - April 19-23 - John Steinbeck's //Of Mice and Men &// Mad //Macbeth// Marathon = = Monday 4/19 =

>Continue watching film
= = = = = = = Tuesday 4/20 =

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) = = No class today - giving our time to the community instead =

= = = = = = = Thursday 4/22 = === You 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. ===

= = = = = = =<span style="color: #ff007c; font-family: 'Arial Black',Gadget,sans-serif;">Happy Birthday William Shakespeare! = = Friday 4/23 = === Take 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<
=<span style="font-family: 'Arial Black',Gadget,sans-serif;">Shakespearean Sonnet "S"elebration = =<span style="font-family: 'Arial Black',Gadget,sans-serif;"> =

= Week 36 - April 26-30 - The Writing Lab = = Monday 4/26 =

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 =

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. ===

//(starting at the barn scene with Lennie and the puppy)//
= Wednesday 4/28 =

===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 =

>Move to the media center desktops to begin //To Kill a Mockingbird// webquest[[file:TKAM Webquest.ppt]]
= = = = = Friday, 4/30 =

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

= Monday, 5/3 =

[[file:Harper Lee.ppt]]
= Tuesday, 5/4 =

+Has //To Kill a Mockingbird// helped to shape the culture of America? If so, in what ways?
= Wednesday, 5/5 =

[[file:TKAM Issues & Opinions.doc]]
=** Thursday, 5/6 **=

+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 = === 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? ===

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

= = = = = Monday, 5/10 =

[[image:langston_hughes.JPG width="207" height="223" align="right" caption="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. ===

Langston Hughes image found at <[]>

Mahalia Jackson image found at []

<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 =

>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.) ===

[|Lynching Statistics]
=[|"Strange Fruit"]=

*PLEASE BE PREPARED FOR GRAPHIC IMAGES*
media type="file" key="Strange Fruit.mov" width="300" height="300"

=== 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 =

+[|O.J. Simpson] - a reversal of power and influence
media type="file" key="OJ Gloves.mov" width="300" height="300"

= Thursday, 5/13 = = =

= Friday, 5/14 = = =

= =

= Week 39 - May 17-21 - Harper Lee's //To Kill a Mockingbird// = = = = Mon day, 5/17 =

= Tuesday, 5/18 = = = === 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. ===

= Wednesday, 5/19 = = = === 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. ===

= Thursday, 5/20 = = =

++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. ===

= Friday, 5/21 = = = === 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. ===

= Week 40 - May 24-27 - //Last Week of School!// = = = = Monday, 5/24 =

[[image:bell.jpg width="34" height="37" caption="bell.jpg"]] Get a symbolism worksheet and begin working quietly on completing it.
= =

<CONTINUE WATCHING FILM
= Tuesday, 5/25 =

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

= Wednesday, 5/26 =

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>FINAL PROJECT DUE TODAY for Period 7**<**
= **FINAL PROJECT WORKSHOP** = = **(Period 4 will have study hall)** =

= **Thursday, 5/27** =

**>FINAL PROJECT DUE TODAY for Periods** 4 & 6<
= FINAL PROJECT WORKSHOP = = = = = = = = Have a Sensational Summer, everyone!! = = = = =

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