Link to annotated reading:
Monday - Check and review reading questions for chapters 4-7 of The Red Badge of Courage. Descriptive words/imagery activity. Discussion. Student created descriptive paragarph, ala Crane. Begin watching movie.
Tuesday/Wednesday - Read for 15 minutes as a class to begin chapter 8. Taking a close look at the Battle of Chancellorsville. Share out and take notes. Introduction to spirituals. Journal entry on music's ability to make an emotional response with a person. Pictures and letters from Civil War soldiers.
HW - Read chapters 8-10 and fill out reading questions for Friday. Choose three quotes, with a paragraph analysis beneath, and mark them with a sticky note in your book.
Thursday - DO NOW: Think back to the poem "The Tide Rises, The Tide Falls." What are the importance of refrains? Analysis of "Swing Low, Sweet Chariot" and "Go Down, Moses." Review sticky notes in book through a four corner discussion.
Friday - Possible quiz? Chapter 8-10 review questions due; review and discuss as a class. DO NOW: What makes a great leader? What common attributes do all great leaders share? Analysis of Abrham Lincoln and Robert E. Lee's writings. Share out as a class.
HW - Read chapters 11-12 for Monday with three sticky notes.
Monday - DO NOW: Come up with three words that best describe the mind of an 18 year old. Give a brief explanation as to why you chose each of the three adjectives. This will be a perfect introduction into the erratic mind of the protagonist in our new book, The Red Badge of Courage. Prezi on Stephen Crane. Discuss article from over the weekend on Crane's life. Pass out books and materials.
HW - Read through chapter 3 and complete reading worksheet by Friday.
Tuesday/Wednesday - DO NOW: What stylistic elements and features would an author use to "wow" a reader? Discussion on journal entries and how Crane's style is now commonplace but it once was very innovative. Students will read a review on the book from a New York Times article from 1896. Worksheet in groups on the reading. Discussion.
HW - Continue reading and working on questions, which are due on Friday.
Thursday - DO NOW: How do you think Crane created such a realistic war book without ever being in battle himself? How would he educate himself on the intricacies of war? Looking at photographs from the Civil War and choosing descriptive words to describe each image. Imagery worksheet. Students will then create their own paragraph with descriptive words and vivid imagery, just like Crane.
HW - Finish reading and questions for tomorrow's class.
Friday - Review chapters 1-3 worksheet. Explain journal assignment and the importance of point-of-view within the book. Hand out journal #1 and let the students work on their journals. Turn in journals before the end of the period. Pass out SAT Vocabulary packet #3.
HW - Read through chapter 7 and complete reading questions for Monday. Within those chapters choose three important quotes/passages and mark them with a sticky note.
Monday - Transcendentalism projects are due. Gallery walk using students' projects as the "art." Article of the week.
Tuesday/Wednesday - Students will be given a New Yorker article on the life of Stephen Crane. The students will be responsible for reading and annotating the article over break. The link for the article is below, if needed.
Monday - NO SCHOOL.
Tuesday/Wednesday - DO NOW: Identify specific connections between Dead Poet's Society, Minimalism, and Thoreau/Emerson's beliefs. Finish watching Netflix documentary. Pass out final project and go through the requirements.
Thursday - WORK DAY #1 IN THE COMPUTER LAB.
Friday- WORK DAY #2 IN THE COMPUTER LAB. Projects will be due on Monday.