Day |
Daily Writing Prompt |
Focus of Lesson |
Homework/Handouts |
Turned In |
|
3/30/05 |
|
Finish
discussing Gatsby questions. Modernism Read “The Love
Song of J. Alfred Prufrock” Think about
significance of title, characterization of Profrock, tone, figurative
language and imagery. |
Read Grapes of
Wrath—will begin tomorrow; reader response/dialectical journal due on
Friday. In-class quiz over Grapes of
Wrath on Monday. |
Turn in American Dream
paper. |
|
3/22/05 |
Overhead—looking at detail
from GG |
Look carefully
at two passages (68 & 65) Discuss/write
about the diction, imagery, and detail.
Specifically, look at the vision of American culture conveyed through
the speaker’s ambivalent attitude toward the automobile and its owner. |
Rough draft of
American Dream paper due Wednesday Discussion ? due
Wednesday Grapes of
Wrath due next Tuesday as
well as reader response or dialectical journal (10 entries) |
Analysis of passage |
|
3/21/05 |
Choice of 6 questions—see
me for specifics |
Great Gatsby |
Analyze the
tone, diction of a passage from Great Gatsby Discussion Questions—complete
for Wednesday Grapes of Wrath
due 3/29/05 |
|
|
|
Spring Break |
|
|
|
|
3/7/05 |
Would you date/marry
someone just for his money? |
Great Gatsby Daisy/Myrtle-- nuances of
setting, imagery, and figurative language |
Dramatic Monologues
due tomorrow New theme paper
topic—American Dream Long-term
reading: Grapes of Wrath is due 3/29/05. You may select a dialectical journal or reader response. |
|
|
4th Quarter |
4th Quarter |
4th Quarter |
4th
Quarter |
4th Quarter |
|
2/10 |
|
Finish Character Debates (symbols, plot, tragic character) |
Finish Unit 2
exercises for Tuesday Bring Death of a
Salesman Monday Read
Gatsby—character journal |
|
|
2/9 |
shortened classes |
Symbols Guernica—painting by Picasso |
Read definition of
tragedy. Consider who in The G.M.
might qualify as the tragic hero. |
|
|
2/8 |
|
Essay—AP application essay |
Re-read scene 7
and answer the following questions for Wednesday: Tom acknowledges
he has “a poet’s weakness for symbols.” list all the symbols you can find and
write about two. Consider the
social background of the play. How is the 1930’s setting relevant to the
characters’ lives and the play’s plot. |
|
|
2/7 |
|
In-class debate GM |
Re-read scene 7
and answer the following questions for Wednesday: Tom acknowledges
he has “a poet’s weakness for symbols.” list all the symbols you can find and
write about two. Consider the
social background of the play. How is the 1930’s setting relevant to the
characters’ lives and the play’s plot. |
|
|
2/4 |
|
Shortened classes—watch scene 7 GM, character analysis |
Glass
Menagerie—character analysis for Monday’s debate |
Final Drafts—Color Purple
Essay |
|
2/3 |
|
Glass Menagerie—character mystery; prepare for character debate Monday. |
Final drafts due
Friday Glass
Menagerie—character analysis for Monday’s debate |
|
|
2/02 |
|
Glass Menagerie Peer edit rough drafts |
Final Drafts due
Friday Re-read scenes 1
& 2 |
Rough drafts |
|
2/01 |
|
Scenes 1 and 2—Glass Menagerie |
Rough drafts due
tomorrow |
Reader Response Journals
(25 points) |
|
1/31 |
|
Concept of memory play Creative writing activity—free write Consider the thought process—how are memories affected by present experience. |
The Glass
Menagerie & reading journals due Tuesday. Rough Drafts—Color
Purple essays due Wednesday |
|
|
1/28 |
|
Write rough drafts Color Purple &/or read The Glass Menagerie |
The Glass
Menagerie & reading journals due Tuesday. Rough Drafts—Color
Purple essays due Wednesday |
|
|
1/27/05 |
|
Open-forum discussion and questions Continue brainstorming and/or prewriting |
Typed rough
drafts—Color Purple essays due Wednesday Read The Glass
Menagerie & reading journals—due Tuesday |
|
|
1/26/05 |
|
Finish CP |
Brainstorm/Pre-write
(outline) for your paper. Read The Glass
Menagerie & reading journals. |
Topics with thesis
statements, purpose, and audience for CP papers. Similarities and differences
between CP novel and movie. |
|
1/25/05 |
|
Continue The Color Purple Think about a thesis for a paper over The Color Purple. |
Color Purple
Paper—topic of your choice. Think
about/write down your topic, thesis statement, purpose of the paper, and the
audience. Turn in Wednesday. Final draft (3-4 typed, double-spaced pages) will be
due next Thursday, 2/03/05 Read The Glass
Menagerie for 2/01/05 Response journal—6
entriesDialectical journal—6 entries What Does Your Character Want? (3
complete entries for one character at beginning, middle, and end of play). |
|
|
1/24/05 |
|
Watch The Color Purple. As you watch—note five things portrayed in the movie exactly as they are in the novel. In addition, write down five things portrayed differently in the movie. You will use the similarities and differences as specific evidence for an evaluation paper. |
Long-term—Read
T. Williams Glass Menagerie for 2/01/05. You have a
choice of the following to be turned in the day is due: Response journal—6 entries Dialectical journal—6 entries What Does Your Character Want? (3 complete entries for one character
at beginning, middle, and end of play). |
|
|
|
|
Please see Mrs. Wilcox for specifics. |
Harlem
Renaissance Poetry—TPCASTT and The Color Purple |
|
|
1/7/05 |
|
Harlem Renaissance Poetry—history & Langston Hughes—listen to “The Negro Speaks of Rivers” TPCASTT—practice poem “Janet Waking” |
Complete TPCASTT
for one of your Harlem Renaissance poets (must be typed). If your poem is not in 101 Greatest
American Poems, please print and turn in with TPCASTT. Due Monday 1/10 Bring Vocabulary
books on Monday Color Purple WDYCW/dialectical journals & quiz over
reading Tuesday. Read “Sweat” by
Zora Neale Hurston for Wednesday (anthology, 594) |
|
|
2 Snow Days |
|
|
|
|
|
1/04/05 |
Is education a right or a
privilege? |
F. Douglass—tone and diction |
Finish
Douglass’s excerpt, 191-194 Select one of the
following poets: Claude McKay, Jean Toomer, Langston Hughes, Countee Cullen,
Paul Laurence Dunbar. After choosing the poet, complete the following: A.
write down
five biographical author facts B.
read poem
in 101 Greatest American Poems C.
Find/print/bring
another example of his poem to class |
|
|
2nd Semester |
2nd Semester |
2nd Semester |
2nd
Semester |
2nd Semester |
|
12/13 |
|
Review for exam |
Study!!! |
|
|
12/10 |
|
Review for exam |
Transcendentalism
essays—passed back |
|
|
12/9 |
|
Present Emily Dickinson poems. |
Look over study
guide. Bring questions tomorrow. |
|
|
12/8 |
|
Present Emily Dickinson poems. |
Read “The Yellow
Wallpaper” for Thursday. |
Poems after presentation. |
|
12/7 |
Respond to the poem you read
for today? What do you think Dickinson’s
message is? |
Emily Dickinson—background notes on life and style. |
Present poems
tomorrow. Read “The Yellow
Wallpaper” for Thursday (115). Long
Term—Read The Color Purple by 1/11/05 |
|
|
12/6 |
N/A |
“A White Heron” Silent Chat (discussion on paper) |
Emily Dickinson
poems—read one poem from the anthology or 101 Greatest American Poems. Answer three questions from the E.D.
handout Long
Term—Read The Color Purple by 1/11/05 |
“A White Heron” questions |
|
12/3 |
If you had been in Mrs.
Peter or Mrs. Hale’s situation, would you have told the men your assumptions?
Why or why not? |
Check “A Jury of Her Peers” questions & discuss |
Read “A White
Heron” for Monday (84-93) in Great American Short Stories Emily Dickinson
handout & assignment due Tuesday. |
|
|
12/2 |
Opinion questions—role of
women |
Women in 1800s and today—Chopin story and Glaspell story |
Re-read “A Jury
of Her Peers” and answer assigned questions Bring anthology
and 101 Greatest Poems |
Chopin questions |
|
12/1 |
|
“Story of an Hour” irony & “A Pair of Silk Stockings” |
Complete
questions and turn in tomorrow Read “A Jury of
Her Peers” (179-190) |
|
|
11/30 |
|
Read “Ain’t I a Woman” In class notes—realism “Story of an Hour” |
Read “A Pair of
Silk Stockings” Chopin |
|
|
11/29 |
|
In-class essay |
Bring Great
American Short Stories & anthology for tomorrow Simplification
essays due Tuesday 11/30 Look up
“realism” and define in your own words—see my recommend links—American Literary
Units. |
|
|
11/23 |
|
Dramatic reading of Whitman’s Song of Myself |
Simplification
response due 11/30; needs to be 1-1.5 pages, typed & double-spaced. Prepare for in-class essay
on 11/29 (Transcendentalism) |
|
|
11/22 |
N/A |
Dramatic reading of poem |
In-class essay will be
postponed until Monday, 11/29 Response to “simplicity”
journal due 11/30 |
|
|
11/19 |
Based on biography, how is
Whitman similar to Transcendentalists (provide at least 4 examples)? |
“A Noiseless Patient Spider” “When I Heard the Learn’d Astronomer” |
Dramatic reading
assignment for Monday. “I Sit and Look Out” “I Hear America Singing” “O Captain! My Captain!” “Song of Myself”—divide
into sections Read your assigned poem, look
up any vocabulary words, pronunciations, etc. Present a dramatic reading
on Monday |
|
|
11/18 |
Describe “your” journey through Oates’s story. Where do you go and what happens? |
Analyze her use of 2nd person point of view |
Read
Whitman biography and “When I Heard the Learn’d Astronomer” (135-137) Bring
101 Greatest American Poems and anthology to class tomorrow. |
|
|
11/17 |
Thoreau describes specific
technological innovations as examples of supposed improvements in life that might
be more detrimental. Choose a device
from this century and discuss how it has both improve dour lives and how it
has made our lives worse. |
Robert Frost “The Road Not Taken” Mark Doty “The Mackerel” 3rd hour—finish Walden |
Read
the following: “Journey”
Oates, 220 3rd
hour Frost
and Doty poems Tuesday—in-class
writing essay |
McCandless and Thoreau
comparisons |
|
11/16 |
|
Plan Test |
|
|
|
11/15 |
|
Finish Walden—present |
|
Group presentation—Walden |
|
11/12 |
|
Walden—continue |
|
|
|
11/11 |
“Simplicity, simplicity,
simplicity,” urges Thoreau. List five practical,
achievable ways you could simplify your life. |
Select one of your five ways to simplify. Attempt to live with the change for at least four days. Journal your thoughts. Write a reflection in a couple weeks. |
1.
highlight two or three
main ideas and summarize each idea 2.
figurative language—find
two or three examples (what is being compared? How effective is it?) 3.
Describe his
purpose—is it to persuade, describe, entertain or a combination? |
|
|
11/10 |
One of Emerson’s main
points is the importance of the individual.
Describe a time you followed “that iron string” of your heart. Was it easy to go against the
majority/peer pressure? Explain |
Complete Transcendentalism notes Discuss “Nature” and “Self-Reliance” |
|
Summary of “Self-Reliance” Nature poem/essay |
|
11/9 |
|
Plan Test—fill out information |
|
|
|
11/8 |
Define/discuss the meaning of
the following words: nonconformity, conformity, rebel, norm, and
society. Use definitions or examples
from history. |
Transcendentalism—take notes |
|
Nature/response aphorisms |
|
11/4 |
Discuss Chief Seattle |
Chief Seattle Implementing quotations in essays Upcoming assignments |
|
|
|
11/3 |
Describe Chris (Alex)
McCandless’s unique morality. How
does it compare to society’s modern values? |
“Death of an Innocent” Finish reading in class. Moral qualities discussion. |
|
|
|
11/2 |
|
Peer revising—comparison contrast essay |
|
Rough draft and peer
revising |
|
11/1 |
Shortened class—no DWP |
“Miriam” |
|
Summary & gothic
elements in “Miriam” |
|
10/29 |
|
1st hour—“Miriam” and “Black Cat” 3rd hour—“Miriam” and finish presentations |
|
|
|
10/28/04 |
|
“A Rose for Emily”—confer with partner and present question |
|
|
|
10/27/04 |
After reading the last
sentence in “A Rose for Emily” describe your initial reaction. |
Analysis—assigned question, complete for homework |
|
|
|
10/26 |
N/A |
Romanticism presentations |
|
Papers and posters |
|
10/25 |
N/A |