english_4_syllabus_fall_2015.pdf | |
File Size: | 481 kb |
File Type: |
Welcome back to the second semester of English IV! As we head toward graduation, be sure to keep up to date with all assignments!!
Login to Textbook:
Go to my.hrw.com
Username: s123456.pfisd.net (123456=your student ID)
Password: xMM/DDPF! (MM/DD is month and date of your birth)
May Schedule
Wednesday, May 11 - Project presentations, read Book 3 1984
Friday, May 13 - Project presentations, read Book 3 1984
Tuesday May 17 - Project presenations, read Book 3 1984
Thursday May 19 - 1984 socratic seminar and essay test
Monday May 23 - Louder than a Bomb???
Wednesday May 25 - 1st and 2nd period Final exams - 3rd period Louder than a Bomb?
Friday May 27 - 3rd period final exam
SPRING 2016
1/5-15 Students began their study of Shakespeare by learning about the sonnet form. Students then began the play Hamlet. Students will be writing a sonnet as a major assignment and will be reading the play Hamlet for the next few weeks.
1/19 Students begin class with their writer's notebook. The prompt asks students to discuss a time that they either advised a sibling or were advised by a sibling. Students without siblings are asked to consider such an experience with a close cousin, other relative or friend. Students will then review the rules of sonnet writing and the guidelines for the sonnet major grade assignment Students will complete the study of Hamlet Act I.
1/21 Students will be asked to write on the prompt: Discuss the difference between revenge and justice. Students will then complete a list of stage techniques and literary devices used by Shakespeare that will be the focus of our study. Students will then begin study of Act II of Shakespeare's Hamlet, paying careful attention to the theme and motif in the play. Homework: Complete sonnets
1/25/2016 Sonnets are due!! Students will write in response to the prompt: Hamlet struggles in Act III with carrying out revenge by killing his uncle because of his beliefs about an afterlife and punishment of sins in the afterlife. Write about your ideas concerning the afterlife and punishment of sins. Do you think that people behave differently when they believe in an afterlife? We will analyze the famous "to be or not to be" soliloquy and read/view the rest of Act III. Students will answer questions analyzing the development of the characters and the plot of the play.
1/27/2016 Students will write in response to the prompt: At the end of Act III, Hamlet confronted his mother and killed Polonius. Do you think that Hamlet is in his right mind at this point in the play. Has his acting mad made him mad? Write about Hamlet's actions and your opinion of his state of mind throughout Act III.
Students will read/view Act IV of Shakespeare's Hamlet.
1/29/2016 Students will write in response to the prompt: In Act V, Hamlet will learn of Opehlia's death. Do you think that the death of a friend or family member can change a person? Write a full page essay in which you discuss how a person might be changed by death. Students will read/view the rest of Act V and answer questions analyzing the development of the characters and plot of the play.
2/2/2016 Students will write in response to a prompt: Which character do you admire more: Hamlet, the intellectual who thinks carefully about everything and is worried about the moral consequences of his actions; or Fortinbras, the man of action who leads an army across Denmark for a petty purpose? Finish play Hamlet. Students will select a theme/motif with which to develop a 1 pager which explores Shakespeare's use of the theme/motif in the play. Homework: Rewrite, Type and mount poems.
2/4/2016 Typed sonnets due, Students will work on 1 pager assignment on Themes and Motifs. Review for Hamlet Test.
2/8/2016 Test on Shakespeare's sonnets and Hamlet. Poetry assignment.
2/10/2018 Poetry. Students will read and analyze Carpe Diem and other love poetry. Introduction to Research project, plagiarism, and Three Topic Summary.
2/12/2018 Poetry analysis. Students will cover any Intro to Research information not covered in previous class. Students will then work on Three Topic Summaries in class.
2/17/2018 Write about a time that a machine/technology helped you. Students will finish their article summaries and work on their 3 topic summaries.
2/19 Topic summaries due. District Assessment.
2/23
2/25
Fall 2015
Lessons
8/26 Students will learn class procedures and discuss the syllabus. Students will practice the TRTW model and practice annotating a text.
8/28 Students will attend a class meeting. Students will introduce themselves to the class with a 1 minutes presentation.
9/1 After the SAT warm-up and writer's notebook prompt, students will annotate an article and begin writing an analytical essay.
9/3 After the SAT war-up and writer's notebook prompt, students will complete the analytical essay. Homework: Students begin brainstorming for the college essay and review for the SAT grammar quiz.
9/8 SAT grammar quiz. No writer's notebook today as we are continuing our writing assessment. Today students will self-assess their analytical essays. Students who finish will work on the college essay. Homework: Work on college essay.
9/10 SAT Vocabulary: Latin root words. Writer's notebook. College essay writing. Homework: continue work on college essay. Finish Latin root words.
9/14 Meet with Ms. Tappendorf to complete Common Application and other tasks pertaining to college readiness. Students who finish will be asked to work on the college essay.
9/16 College essay due!! Students will learn some Latin bases in English vocabulary for SAT readiness. Students will write for 10 minutes on the following prompt: Discuss your family heritage. What do you know about your grandparents, great grandparents and even further back. To what extent is your family heritage part of your own identity? Be sure to include examples of the three comma rules we learned last class: between two independent clauses, after introductory clauses or phrases, and in series or coordinating adjectives. Students will practice annotation and SAT reading comprehension.
9/18 Students will practice Latin root words for SAT prep. Students will write for 10 minutes in the writer's notebook on the following prompt: Write your favorite film, television or book character. Describe the character in detail and explain what the character does that you so admire. Why does this character stand out among other similar characters? Students will then begin discussing character archetypes. Students will learn the definition of various archetypes and will discuss examples of the archetypes covered. Homework: complete character archetype exercise.
9/22 Students will continue study with Latin bases for SAT vocabulary. Students will write for 10 minutes on the following prompt: What is the most scary and disturbing character/creature you have encountered in film, television or literature. What sets this character apart from others like him, her,it? Students will continue the study of archetypes focusing on symbolic and situational archetypes. Students will discuss the definitions and brainstorm examples of each archetype. Homework: Complete symbolic archetype worksheet.
ARCHETYPE NOTES FOR TEST!!
archetypes_notes__2_.doc | |
File Size: | 35 kb |
File Type: | doc |
9/24 Students will complete the grammar review of commas with quotations. Students will practice using these commas in their writer's notebook by completing the following prompt: write a paragraph reporting a dialogue about the qualities of a hero between yourself and a favorite hero archetype in literature or film. Students will then finish the definitions of the situational and symbolic archetypes. Then students will do the archetype one pager. Students will conference with Ms. O'Shea during this period about their college essays. Homework: Study for quiz on commas. Edit and revise the college essay.
9/28 Students will take a brief quiz on commas. Students will write for 10 minutes on the following prompt: Which archetypal figure do you think best suits you? Explain in detail why you believe that you fit this archetype. Students will be introduced to the story of the Lord of the Rings by J. R. Tolkein. Students will analyze passages from The Fellowship of the Ring and identify archetypes. Homework: edit and revise the college essay.
9/30 Archetype review activitey Students will read and annotate excerpts from Tolkein's Fellowship of the Ring. Students will work on the rewrite of their college essays. Homework: Review archetypes and work on college essays.
10/2 Students will review archetypes and continue to read and annotate excerpts from Fellowship of the Ring. Students will have a final opportunity to work on the college essay.
10/5 College essay is due at start of class. Students will complete study of Tolkein's Fellowship of the Ring and review for test.
10/7 Students will take Archetype Test. Students will be introduced to Anglo-Saxon literature by completing a mini research project on the time period.
10/ 13 Students will begin studying the Exeter poem, "The Seafarer." Students will discuss the relationship between the themes of the poem and the cultural background research the previous week.
10/15 Writer's Notebooks Due for Assessment. Students will study the Exeter poems, "The Wanderer" and "The Wife's Lament." Students will analyze the poems for theme and discuss the relationship of imagery to theme.
10/19 Students will finish reading and analyzing the Exeter poems. Students will annotate and answer questions on the poems. Students will collect images and connect them to a thematic statement for the poems. Students will work on the Exeter poetry project.
10/21 Students will respond to writing prompt 1 for Beowulf: What do you think society regards as the qualities of a hero? What do you see as the qualities of a hero? In what way is your vision of a hero different from that of society? Do you think that the definition of a hero is someone who reflects the values of his/her society? Students will define and practice the literary device kenning. Students will also define hyperbole and caesura, and review alliteration, personification, metaphor and simile. Students will read Beowulf and develop an understanding of the Anglo-Saxon hero. Guiding questions: What aspects of the hero reflect the values of the Anglo-Saxon society? Would Beowulf be considered heroic in our society? Are there universal heroic qualities? Read Beowulf to end.
10/23 Students will respond to writing prompt 2 for Beowulf: Why do you think mankind is so fascinated with the archetypal battle between good and evil? Discuss the ways that humans use this archetype and why you believe there are so many iterations. Students will read and answer Anglo-Saxon and modern riddles. Students will analyze Beowulf and develop an understanding of the Anglo-Saxon hero. Guiding questions: What aspects of the hero reflect the values of the Anglo-Saxon society? Would Beowulf be considered heroic in our society? Are there universal heroic qualities?
10/27 Students will respond to writing prompt 3 for Beowulf: Write about yourself in a boasting manner. Write about your best physical and personal qualities. Discuss your many achievements, whether they be academic, musical, athletic, artistic, social etc. Students will reread and analyze Beowulf's boasts. Students will finish the reading of Beowulf and analyze the work in terms of archetypes and literary devices.
10/29 Students will respond to writing prompt 4 for Beowulf: We all have dragons that we must face and wrestle with in life. For some these dragons are external: events or people who delay us on our path in life. For others the dragons are within, character traits, unresolved hurts, or bad habits that we must conquer before moving on to the quest. Write about a "dragon" that you face in your own life. Describe your dragon and your battle to defeat this obstacle in your life. Students will finish their study of Beowulf and work on the Beowulf Boast assignment. Homework: Work on the Beowulf Boast.
11/2 Watch the history channel video on Beowulf Background. Review Beowulf for quiz. Work on Boast poem. Boast draft due at end of class. Homework: Study for Beowulf quiz.
11/4 Beowulf quiz. Type out final draft of Beowulf poem, finish symbol and mount on construction paper.
11/6 Beowulf Boast Day. Students will share boasts. Food and drink are welcome into the hall!! Students will begin reading excerpts from The Iliad. Students will be introduced to the Beowulf group project.
11/10 Students will respond to the following prompt: Do you think that heroes should have flaws? What are some examples of flawed heroes? Does the flaw have any influence on their heroism? Explain your opinion of flawed heroes in detail Students will continue to read the excerpts from the Iliad. Students will work on the characterization project.
11/12 Students will respond to the prompt: Do you believe that there are universal truths. Write thoughtfully about your opinion on this philosophical question. Students will finish the story of the Iliad and work on the characterization project.
11/16 Characterization 1 pager is due at beginning of class. Students will respond to the prompt: Who are the outcast in our society today? How do these peoople become outcast and how do others treat them? Students begin reading Grendel.
11/18 District Assessment. Students will read Grendel after assessment.
11/20 TBA
12/1 Students will study the elements of Greek tragedy by reading Euripides play, Medea. We will begin with the prompt:"What does tragedy mean to you? What are some examples of tragedy in our world today? How do people respond to tragedy?" After discussion, we will define terms related to tragedy and discuss the origins of Greek tragedy. Students will then learn the background myth of Jason and the Argonauts and the daughters of Pelias. Finally, we will begin reading the play in class.
12/3 Students will respond to the prompt:"Have you ever been betrayed?What were the circumstances of the betrayal? How did you respond to the situation? What values did you and the person who betrayed you demonstrate?" After discussion, students will read the play Medea and discuss. Students will paraphrase a speech from the play. Students will hand in the writer's notebook for a major grade for the 9 weeks.
12/7 Students will write an in class essay relating the theme of a work we have studied to an archetype. The in class essay is the last major grade of the 9 week period. Students who finish the essay will be asked to finish reading the play Medea and/or complete their paraphrase.
12/9 Students will discuss and respond to questions on the play Medea.
12/11 1st period will celebrate the Adopt-a-Child party!! All other classes will finish Medea and watch excerpts from the film
The Trojan Women."