DATE
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Agenda
Second Quarter
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Assessment/ Materials/
Standards/
Objectives/
Comments
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Oct
27
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Warm Up
What went wrong last term? How can you be more successful? What can we both do better?
MM-check Dialectical Journal.
Check Newspaper of Grotesque news (due Oct 29th)
HW=Name-Find out who gave you your name? Why this name? Who else in your extended family
has your name? What does this mean to you? What is the definition of your name? Do you
believe this?
Continue the chart on Lennie and George. Read Chapter 2 of Of Mice and Men and use this
reading to complete the chart...it should be long.
|
Get to the point!
Re-state your
question:"_____________
According to the text,
______________________
__. This example shows
that, _____________.
Another example, '
___________________,'
which proves
that_________."
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Oct 28
|
Read pages 124-136 in Language of Literature
VIS=yammered, craftily, morosely
Create a graphic organizer, per Reader's Notebook, pg. 124 for Cause and Effect; or use the
Cause and Effect handout. Then answer Comprehension Check , on page 136 and #2 and #3
from Thinking Critically of LOL
Answer the 5W and H questions for this selection. Who? What? Where? When? Why? and How?
In your WN, write a news article on those questions-pretend you are reporter.
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LA910.1.7.2;LA.9102.2.1-Un
derstand and appreciate a
memoir; LA.E.2.2.1
recognize cause and effect.
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Oct 29
Wed
|
Review previous class. Reinforce objectives.
VIS=reminisce, ominous, pugnacious
Read "Sit Ins," page 132 and clarify concepts used in terms of pronouns-you and their references
to the African Americans.
Read "A Eulogy to Martin Luther King, Jr." by Robert F. Kennedy.
Discuss the rhetorical elements of the piece: appeal to ethics, repetition and parallelism
WN=Why did John Steinbeck write Of Mice and Men the way he did, how is this novel structured?
What does the title mean?
HW= Read chapter 3 of MM, continue to fill out a chart that shows all adjectives, names, and
descriptions given to each character.
Mark up "A Eulogy to Martin Luther King, Jr." and answer multiple Choice questions
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LA.E.1.4.1
LA.E.2.4.2
FCAT E.1.4.2
LA.C.2.4.2
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Oct
30
|
VIS=solitaire; Luger; trigger; San Quentin
check HW
Review and reinforce
Read Of Mice and Men
Mid-Term Discussion
Writing-elements of the short story
HW=if you did not read chapter 3 you must read. Read chapter 4 of Of Mice and Men by Monday
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Oct
31
|
Vocabulary in Context-"Thriller"
Poetry elements
HW=Read MM to end of chapter Act 4. Continue to write adjectives and descriptors for all
characters as delivered by the author in all modes of characterization, and as perceived by you.
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Nov 3
Mon
|
Warm Up
Review writing-
Continue writing the short story.
Characterization in MM
Tone, style, mood
Of Mice and Men quiz
HW=DIDLS on "To a Mouse" by Robert Burns
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Nov 4
Tues
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Elections Day-No School
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Nov 5
Wed
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Check DIDLS assignment
VIS=derision, subdued, deliberate, hoosegow, reprehensible
Continue writing the short story
present and share Handout DIDLS and TPCASST
Of Mice and Men
HW=Read OF Mice and Men
Short Story due on Friday
|
Colmenares see me again!
Barack Hussein Obama
wins the elections to
become our 44th president.
Imagine that!
|
Nov 6
Thur
s
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Writing the thesis statement (use the Tennessee website)
Writing the Short Story
Vocabulary review
VIS chart check
Of Mice and Men
HW: Study for Vocabulary Test on Monday.
|
If you are absent, it is
YOUR responsibility to
make up the work. I
cannot re-teach and
cannot stop the lessons
to teach you alone. It is
not fair to the others
either. See me after
school or check this
agenda.
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Nov 7
Fri
|
Review Vocabulary words-Copy the list of words you need to study.
Take out your list of words with definitions
Discuss Vocabulary
Small Group short story reading
Of Mice and Men-What theme(s) are treated by Steinbeck? Thus far, what idea(s)
arise in Steinbeck's writing? (This is theme. Why do you think Steinbeck writes about
this/these ideas? What universal appeal do these have according to your
understanding of the reading? HW-Vocab Test on Monday
Of Mice and Men theme in chapter 4
Period 2-The Research Paper The Research Paper Handout
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Mon
Nov
10
|
Vocab Test Postponed
Of Mice and Men Quiz
Tone mood and war "Artillery Man's War" and "look at this)" page 646-648 and understand.
Topic for Research Paper due (there will be no handout-these will be posted to save paper, see
next column)
Write a Cinquain on war
HW=Study more for Vocab Test
Read Chapter 5 of Of Mice and Men
Select a topic to begin writing a Research Paper. Write your specific topic and turn it in (10
points)
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Research Steps and Due
Dates
Example of a Cinquain:
Snow
Snow
is white
and very cold
pretty as soft lace
making angels in the drifts
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Nov
11
Tues
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No School-Veteran's Day
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Nov
12
Wed
|
Warm UP: Word to Obama
Consider what you would like to say to Obama and in what things in the world you would like him
to try to change
Make a short list perhaps five that you feel are really important and that you think he could change
Vocabulary Test
Check Topic for Research Paper
Check Cinquain
Check Tone statement for literature of pages 646-648
Chap. 4 and 5 of Of Mice and Men
Developing a Paragraph
The Research Paper
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To get a glimpse of the
life of a WWI soldier. To
raise questions about
individual, group, and
governmental motives
for war. To examine the
moral and material
justifications for wars as
we look at the gains
and losses of WWI. To
compare the
characteristics of the
times to our times.
Ishmael Beah at the
Miami Book Fair tonight!
|
Nov
13
Thur
s
|
The Plot line PPT
Writing a paragraph ppt
The Research paper ppt and locating it in my Agenda
Dianahacker.com and the MLA Format paper: How it looks and what I expect.
Note: "You" is only necessary in a persuasive essay when you have established
your audience. Make sure that the use of this pronoun is not too repetitive. "You" is
necessary in a persuasive essay but you must not address the "You" alone, you
must address the audience (whomever it is you have to address according to the
prompt).
Essays require transitions, between paragraphs and between sentences.
Essays need details and elaboration; explain your point!
Tone-poems
understand poetry
DIDLS or TPCASST
|
Research Steps and Due
Dates
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Mon
14
Nov
|
Mrs. Reyes on Military Duty
Student will work with the poems on papges 648-649 by writing about them through
DIDLS/TPCASST (Class Notes). Answer question #8 Connect to Life and Literary Analysis.
Students will then read the material on John Steinbeck in the textbook,page 941-946. Answer in
Class Notes the Comprehension Check and Literary Analysis questions on page 945 from The
Language of Literature. Then they will conclude reading Of Mice and Men in class while taking
notes in their Class Notes.
HW: Thesis Statement for Research Paper due Monday, November 17th
|
Discuss the techniques
Steinbeck uses to convey
character and character
relationships
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Mon
Nov
17
|
WN-If several doctors told you that you will die in 65 days, how would you live the rest of your life?
Check Thesis statements
BAT Testing
|
|
Tues
Nov
18
|
KURL: page 546. Students turn in the SOAPS on this short story for points.
Tone, Mood, Irony
HW: Memorize meanings of these literary terms. Also, know the difference between tone and
theme (IMPORTANT!)
|
Analyze the importance of
literary elements: tone,
mood, dramatic
irony,foreshadowing, and
suspense on the
development of the story
|
Wed
Nov
19
|
VIS=succinct; circumlocution
LOL=Artillery's War, "Get this),p. 646
Annotated Bilbliography and handout
Tone, Mood, irony quiz
|
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Nov
20
Thurs
|
SAT Words-porcine-reminiscent of or pertaining to a pig.
exculpate-to free from guilt or blame; opportune-occurring at a good moment
WN=Write a list of 25 things for which you are thankful
"Queens" Tone and Mood and Irony post-test (final FCAT skills test)
Tone, mood, and irony-Read handout silently to answer questions later
Thesis Statement Take notes while you read these presentations in Class Notes section of your
binder.
Symbolism of the Mandala Learn its significance and its meaning. Take notes in Class Notes
Research work for your research paper.
HW=VIS
Of Mice and Men (conclude reading); Period 3 only-conduct a DIDLS on the novel
Research Paper-Evidence of Research is due Monday, Nov. 24
|
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Nov
21
Fri
|
VIS=symbol, imagery, figurative language
Of Mice and Men-chapter analysis, pages 66-84
Read one chapter on your own and discuss SIFT
HW=Evidence of Research due Monday, Nov. 24th
Conduct SIFT on the novel
SIFT
|
|
Nov
24
Mon
|
Thesis Statement Powerpoint
What is a thesis Statement
A Sample Paper
view the above and take notes in your Class Notes section
Period 3 check DIDLS on Of Mice and Men
Check Evidence of Research (20 Points)-Individual conferences.
All periods, check SIFT for pages 85-98 on Of Mice and Men
|
|
Tues
25
Nov
|
WN=Think about today and how you feel about this time of the year, how do you project you will be
ten year from now during this season? Is there a promise that you can make to yourself?
Where to find sample Works Cited page in Language of Literature textbook
Where to find sample Works Cited page in Writer's, Inc.
Presentation on how to create a Works Cited page
How to create a folder on the desktop, how to save to a folder
Show Research Paper sample again
HW: Using a Graphic Organizer, show the plot for Of Mice and Men. Show the most important
events of the novel and write down the conflict or conflicts present. Make sure you also mention
the major and minor characters...use the handout I gave you.
Plot graphic organizer
|
Discuss the dramatic
development of the novel in
terms of exposition, conflict,
climax, and resolution.
Writing to communicate
ideas effectively analyzing
literature (recalling and
explaining the author's
techniques).
|
Wed
Nov
26
|
Check Graphic Organizer
Give handouts for Of Mice and Men movie: characterization, sequence of events, adaptation,
theme and adaptation
HW=Outline for Research Paper (use Writer's Inc. and Language of Literature); Annotated
Bibliography; and Refined Thesis are due Dec. 1st Research Paper Handout
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Nov
27-28
|
Thanksgiving Day
|
|
Dec 1
Mon
|
VIS: slough; wispy; mollify
WN=Briefly write about any of the following themes as treated by the Steinbeck in Of Mice and
Men: the impossibility of the American Dream, loneliness and isolation during the Depression;
friendship and camaraderie; nature; violence
Show how Steinbeck uses the them; how he shows the theme; give examples (in this case you
do not have to use the novel nor quote unless you can recall) and explain.
Check outline, annotated bibliography, and refined thesis
Conclude MM movie
HW=Research Paper first draft is due December 8th (next Monday)
|
Identify words and
understand their meanings,
as well as apply them by
creating and producing
original sentences.
Use strategies to repair
comprehension of grade
appropriate texts.
Analyze the characteristics
of Mice and Men
Use organizational
strategies and tools to
develop writing.
|
Dec
2
|
VIS=gregarious, jocular
WN=Use this sentnece formula to write a sentence about your Research Paper topic:
S: "list of particulars"
For example: "A dedicated musician requires three things:an instrument, time to practice, and
inspiration."
House cleaning (giving back work and filing
Concluding Of Mice and Men
HW=Use this sentence formula to write a sentence about your research paper-
S: illustrative quotation
You must use one of today's vocabulary words in your sentence. Write this sentence on the same
page that you wrote you sentence for today's warm up.
See example: "The squalor of the streets reminded her of a line from the works of
Oscar Wilde: ' We are all in the gutter, but some of us are looking at the stars.' "
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Dec
3
Wed
|
VIS=contemporary; dubious
Check sentences for the previous day
Reinforce Irony, study the lyrics of Alanis Morisette's Ironic and decide whether the incidents are in
fact ironies or just plain coincidences or bad luck
Mandala Handouts
HW: Research Paper is due on Monday, Dec. 8th
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|
Dec 4
Thurs
|
Early Release
VIS:ambivalent; apathetic
WN=Check sentences-S;list; S:illustrative quotation; S: interpretive/amplifier
Lame Name handout-write a response in your WN
Irony-find instances on lyric sheet and mark it up. What is irony? What instances, as described by
Morisette, are ironic: what are coincidence? Why?
Grammar Girl-Irony
Name-
HW=Research Paper draft due Monday.
.
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Dec
5
Fri
|
Warm Up-
ViS= auspicious; auspices
Thesis Statements
Writing a thesis statement
Research Paper
HW=Research Paper rough draft
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Dec 8
Mon
|
VIS=benevolent; candor; cogent
Write your Christmas, Kwanzaa, Hanukkah, Holiday wish list
Research Paper Rough Draft
Antiogone, pg 1014
HW Review reading
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Dec 9
Tues
|
VIS=comprehensive; diligent
(VIS will be checked on Friday)
Antigone
Take notes-
KURL-students use index card for a commentary on the play
HW-Explain and analyze the ode on page 1031; point out all literary elements, use DIDLS to
give an orverall explanation of the the ode.
|
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Dec
10
Wed
|
VIS=Contemporary; dubious
Check ode analysis
Antigone, continue
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Dec
11
Thurs
|
VIS=eclectic; egregious
Write your sentences NOW!
Preview today's reading of Antigone, find the following and write the example (evidence) in your
Class Notes section:
1) alliteration (2)
2) personifications (2)
3) metaphors (3)
II Antigone
HW=WN how to the dramatic elements above help shape the play? Why? Complete at least one
page and a half of writing. VIS check tomorrow.
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|
Dec
12
Fri
|
Check VIS Charts
Students present their alliterations, personifications, and metaphors. They show the example
with page number and character that uses it. They explain the quote, why it appears in the play,
why Sophocles uses them and their purpose.
Return Rough Drafts
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|
Mon
Dec
15
|
Begin Julius Caesar
VIS=cogination; indifference; encompass
WN=Based on who you are today, who do you think you could have been in a former lifetime?
Why?
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LA.A.1.4
LA.A.2.4
LA.B.2.4
LA.C.1.4 LA.E.1.4
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Tues
Dec
16
|
VIS=loath; surly; ghastly
Write Poets In-house Field Trip
HW: Create a Mandala of your chosen character, due Friday (worth 50 points)
Make sure that you understand the ten terms to the right, as listed on the board in class. If you do
not remember what these are and cannot identify them in the novel. Go to your literature textbook
and find them in the glossary
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Dec
17
Wed
|
VIS=portentuous, adj.; augment,vb.; insurrection, n
Julius Caesar
HW=remember to work on the Research Paper due Jan 5, 2009
Review Julius Caesar
Work on Vocab
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2nd period did not go
well today
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Dec
18
|
Mandala Due
Characterization
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Dec
19
|
Julius Caesar
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Dec
20-Ja
n 4
|
Winter Break
|
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Mon
Jan 5
|
Read essay on Name
Read article on Name (Goering)
Julius Caesar
HW: Research Paper is due January 12th
Review Julius Caesar
FCAT Tutoring after school or saturday-Extra Credit
FCAT Explorer work, at least two sessions, extra credit
|
Due Dates for Tasks
Class Grade for January
Research Paper 1/12
Name Essay January
13th
Books Collected 1/13
Finals 1/14-1/15
Early Release 1/15
No School 1/16 End of
Quarter
|
Tues
Jan 6
|
Hand outs:
"Notes to a Young Writer" by Sandra Cisneros
Julius Caesar-class conversations and analysis
Guidelines for Writing a Thesis Statement
Writing the Thesis
Name Rubric
HW=
- Forming the Thesis Statement (15 points) please use a loose-leaf
paper to write your five thesis statements according to each of the
prompts given.
- Research Paper due January 12th
- Name Essay due January 13th
- Forming the Thesis Statement (15 points) due tomorrow
(be neat!)
- Review Julius Caesar, there will be a class discussion (pts.)
|
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Wed
Jan
7th
|
Reading Test
Check HW Thesis Statementss
Julius Caesar-discuss the symbols or motifs that appear in the play (students evaluated for
|
LA.B.1.4; LA.B.2.4;
LA.C.1.4; LA.C.3.4;
LA.D.1.4; LA.D.2.4;
LA.E.1.4; LA.E.2.4
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Jan 8
|
Review Reading Test
Read Julius Caesar
|
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Jan 9
|
Conclude Julius Caesar!
Coverit Live Julius Caesar
FCAT Explorer
HW=Research Paper is due 1/12
Name Essay is due 1/13
|
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Jan
12
Mon
|
Warm Up
Review each other's research paper
Collect Research Paper
Discuss Benchmark Reading Test
HW: Name Essay Due tomorrow
Books due tomorrow-Writer's Inc, and Language of Literature
|
LA.1.4.1; LA.B.1.4.1LA.
B.2.4.1LA.C.1.4.1
Planning ahead:
grades to come-
- notebook
- binder
- class grade
- Julius Caesar-
drama-literature
final test
- name essay
- VIS words grade
|
Jan
13
|
Arrange desks into pinwheels
Take out books and Name essay
Announcements
Listening to our voices
Quoting Julius Caesar
Reviewing Language Arts/Final Review
HW=Study for English Final Test
|
|
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PLEASE TO NOT READ FROM HERE DOWN.
|
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I. Warm Up
A. D.E.A.R=Drop Everything and Read Night-take notes as you read. Have homework out for me
to check. (45 minutes) William Shakespeare; This I Believe
II. All Periods read to Act II Scene 1 Julius Caesar
·
II. Provide copies of Sample Outlines-request questions
III. Holocaust terms and things to know about Night Handout
IV. Read My Name Essay
V. Writing on a card about your name (if time permits)
VI. Homework:
Review Play.
Make sure SAT words are ready in Writer's Notebook
II. Classwork-Give handout Research Databases:
Calendar Update
http://show.zoho.com/ViewURL.sas?USER=celeste33&DOC=agendapp-ppt2
|
SAT
Use this website to your
benefit.
|
| |
Review Acts I and II of Julius Caesar,
Read Act III
HW: Review Act III, read ahead Act IV
|
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Review Act II JC Period 2 need to answer questions 7-10 of today's handout (review
for Act I and II)
My Name
Mock a month Essay-Reflective/Expository
Act IV of Julius Caesar
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|
| |
Warm Up:
What are morals? What are values? How important are they? Why?
Julius Caesar-
Read Act IV Document ideas about the personalities and qualities that each have. Analyze each
of the characters…what are their ambitions? Are each appropriate or inappropriate?
Honors-Collect Sonnet
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Conclude Julius Caesar
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Revise and edit essays in small groups, due typed on Monday.
Small groups are posted on the board.
Study for final-Julius Caesar and all vocab words.
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I. Warm UP-Using pages 225-236 define the following important terms:
A. Vocabulary:
1) Poetry-lyrical prose written in verses that may capture symbols and present thoughts with
or without rhyme
2) Alliteration-
3) Assonance-
4) Consonance-
5) Rhyme
6) Onomatopoeia-
7) Rhythm
8) Personification
9) Rhyme scheme
10) Iambic pentameter
II. Reading Shakespeare: pages 683-688
III. Analyzing Sonnets, Sonnet 30 by Edna St. Millay-write the rhyme scheme for sonnets on
pages 233-236
IV. Review Night-use Review Sheet, Conclude novel
V. Review Holocaust-what do you know? Conclude the description of Damascene’s killing
according to Left to Tell, page 86-87, pgs. 151-155
HW
Using pages 543-544-Define Verbal, Situational, Dramatic Irony
Using pages 686-688-Define: tragedy, tragic hero, blank verse, puns, soliloquy, aside, allusion,
rhetorical devices, and iambic pentameter Honors Only: Hamartia, catharsis, hubris, ataraxia.
|
LA. 1.4.1; LA.B.1.4.1;
LA.B.2.4.1
|
| |
I. Warm UP
A. In journal, write about the ways or strategies that you have personally incorporated to
preserve Earth.
B. On a separate piece of paper, quietly and individually without the dictionary or notes, define
the following words (Write NEATLY):
1. Metaphor
2. Tragey
3. Smili
4. Blank verse
5. Soliloquy
6. Rhyme
7. Sonnet
8. Allusion
9. Aside
10. Iambic pentameter
Honors add: hamartia, catharsis hubris atarazxia
II. Check HW: Bibliography
III. Shakespeare and Julius Caesar
HW: Thesis Statement
Sonnet FOR Wednesday
|
· Have a greater regard
for reading and taking
notes, while learning
how to think during
reading.
· Extend reading ability
and capability.
· Enhance their
vocabulary.
|
| |
I. Warm Up:
A. Read to the end of Act One
B. Using the first three scenes of Act One of Julius Caesar determine the following for each of the
characters involved in the all scenes of the first act:
Pro-Caesar Neutral-Caesar Anti-Caesar
-Create a chart, diagram, or any type of graph that will show this.
II. Collect Sonnet, Collect Thesis Statement
III. Name handout by Marilyn Vos Savant
IV. Julius Caesar Handout
V. Working on Characterization-Analyze the characters, find out what their ambitions are, find
out if their ambitions are appropriate or inappropriate.
VI. Slideshows:
A. Julius Caesar the non-fictional character-slide shows
B. Theater-Greek Theater; Antigone, etc. slideshows
HW: CHILL! Notebooks due on Friday
|
Students will learn new
vocabulary to enhance their
language skills.
Students will practice
writing and use their
language skills while
exercising their grammar
knowledge, and using
semantics, mechanics, and
conventions.
Students will finally watch
the movie version of JC
|
| |
Early Release
The 70th anniversary of Guernica
Standards:
Objectives:
· To analyze personal convictions and put forth thoughts and feelings about peace.
· To write creatively about abstract ideas that are in reality palpable and of high importance.
· To discuss how as individuals we can creatively produce positive change.
I. Warm Up:
A. Think about what gives you peace, makes you feel really good and relaxed. Now either
draw or describe peace on the piece of paper that has been given to you.
B. Read the Handout “70 years later, Guernica holds secrets,” by Paul Haven
II. Guernica-Describe Picasso’s Guernica
III. How can we creatively produce positive change?
IV. HW: Journals due tomorrow.
Characterization
Recall “My Name” by Sandra Cisneros and use audio for Name “When I was
young, I used to think_________ (write about something that you once believed, but
now have changed your mind about). “But now that I am older, I know instead
that______.“ You can go into detail about one thing only that you used to believe-
especially if it was really funny! Or you can take on several things that you believed
and now think differently about, recounting each in turn. Your personal narrative
should be about a page and a half long; have fun reminiscing. II. Read “My Name”
aloud for Voice
|
To Write; To Read; To Listen;
To View; To Speak; To Be Me
WHOLE-HEARTEDLY with
Respect to ALL.
|
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Objectives
Read the entire Acrt II of JC
Understand dialogue, drama andblank verse, soliloquy, aside and rhetorical devices
Warm UP:
Find your character in Act III of Julius Caesar ; know who you are
Questions to ponder: When do you believe? Why?
What are your morals?
II Read JC aloud
B. Take notes about the characters and each characters’ ambitions
III. Comprehension check; rrhetrorical devices
HW: Research Paper now due on May 7th
|
To read and to feel Lit!
E.w/.4.3; E.1.4.4)
|
| |
Write on a separate piece of paper what you believe drives each main characters’ ambitions.
Think about the main characters and give this character an adjective based on the character’s
speech. Then tell if the character was right in doing what he or she did. To help you, look at the
cast and think about what each does in the play. Is the action appropriate or inappropriate?
Describe the main events of the play
Name Rubric
Julius Caeasar handout-cartoon of ….
Research Paper Rubric
Return Student work
HW Bring your poetry to share
Work on your research paper
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Warm Up
Think bank "when" you first began to feel "a man" or a "woman" What exactly indicated that
feeling? Why? Do you still feel the same when you feel about that feeling? Do you feel more like
a child, or like an adult, or both? Which feeling do you prefer? Why?
Poetic Pallet
|
http://www.argo217.k12.il.us/dep
arts/english/blettiere/OMAM_jeo
pardy.ppt
|
| |
I. Warm Up
A .Journal Response: Williams quote
"Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond
measure.
It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant,
gorgeous, talented, and fabulous? Actually, who are you not to be? You are a child of God. Your
playing small doesn't serve the world.
There is nothing enlightened about shrinking so that other people will not feel insecure around
you. We were born to make manifest the glory of God that is within us.
It is not in just some of us; it is in everyone. And as we let our own light shine, we unconsciously
give people permission to do the same. As we are liberated from our own fear, our presence
automatically liberates others. " - Marianne Williamson
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|
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I. Warm Up
A .Journal Response: Williams quote
"Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond
measure.
It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant,
gorgeous, talented, and fabulous? Actually, who are you not to be? You are a child of God. Your
playing small doesn't serve the world.
There is nothing enlightened about shrinking so that other people will not feel insecure around
you. We were born to make manifest the glory of God that is within us.
It is not in just some of us; it is in everyone. And as we let our own light shine, we unconsciously
give people permission to do the same. As we are liberated from our own fear, our presence
automatically liberates others. " - Marianne Williamson
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Vocab
DOL
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. Understand tragic hero
. Understand dramatic irony
Understand protagonist/antagonist
4. Students will get together in groups and answer the questions from Literary Analysis for
Classical Drama.
a. They will write their answers on a transparency and share with the class.
5. Period 2 has the examples of dramatic irony for homework
HW: Continue working on Research Paper
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Read, read, and act!
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I Warm UP
Take out Writing Journal
Period 3 takes out yesterday’s assignment-Finding the examples of dramatic irony in Antigone
II Discuss examples of dramatic irony
III Listen to Santha Rama Rau’s “By Any Other Name”
IV Discuss how the author relates her background by talking about her name.
V Classroom Maintenance-return student work and file.
HW:
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To Feel Lit!
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a. Understand tragic hero
b. Understand dramatic irony
c. Understand protagonist/antagonist
Evaluate: Students will get together in groups and answer the questions from Literary Analysis for
Classical Drama.
2. Santha Rama Rau “By Any Other Name”
Evaluate: Discuss how the author relates her background by talking about her name.
3.
4.
5. Classroom Maintenance
Other periods:
I Warm Up-
Take out English Notebooks to take notes
II Discuss Isabel Allende’s “And of Clay We Are Created,” pg. 983
III PowerPoint Presentation on Greek Drama
IV Handout on My Name-students to return because I only have 31 copies.
V Read My Name to students
V Handout Poetry Portfolio Instructions, Rubric and Reflection sheets
HW: Ode/ Abcederian
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· Students in second
period will catch up.
· Students in second
period will conclude
Antigone, read into
Dramatis Personae.
· Students will evaluate
dramatic irony.
· Students will learn about
the reasons in which the
Choral Ode represents the
rest of the play.
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I. Warm UP-
A. Students copy from the board the Julius Caesar vocabulary words they are to
learn for the play. Julius Caesar Vocabulary Words
B. Students read a handout “Filipinos Hip Hop Anthem”
II. Stamina Reading-
A. Students read another Handout-“Leaving Baghdad”
B. Students then read pages 1120-1143
III. Writing-Clocking Students check each others’ Research Papers.
HW: Students need a break…they have poems to write. Tomorrow there will be
reading assigned.
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Writing: Students will view
other students’ work.
Students will become more
aware of their own writing
styles and projection.
Students will learn more
about writing research
papers.
LA.A.2.4.1;LA.A.1.4.2
Reading:
LA A.2.4.6; LA B.1.4.2; LA.B.
1.4.3
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