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.
Monday - DO NOW: Favorite quote from Walden? Look through examples of transcendental thought worksheet and explain the importance of the quote. Reading partner questions from the reading. Begin reading Thoreau's "Civil Disobedience." Finish reading for homework.
Tuesday/Wednesday - Partner questions for "Civil Disobedience." Discuss as an entire class. Social change activity. What would Thoreau think of today's society and our style of government? What changes would he make? Dead Poets Society to end class.
Thursday - DO NOW: What are your essentials of life? Name the five items that you cannot live without and explain why these five are absolutely essential. Go over our daily schedules and identify what is needed and what is a waste of time/experience. Quote translation activity for Thoreau. Begin reading our last piece for this unit, "Pond Scum." Homework is to finish reading "Pond Scum" and write a FRJ on it.
Friday - Review FRJs on "Pond Scum." Begin Minimalism. Announce schedule for next week and the upcoming portfolios.
Monday - DO NOW on gender roles during time period. Intro to Margaret Fuller and "The Dial." In groups, read "The Announcement of the Dial" by Fuller and Emerson. Answer reading questions when done. Discuss. Exit slip: Why the name "The Dial"?
Tuesday/Wednesday - What is an aphorism? The students will react to five important excerpts from the text and analyze each. Write down three quotes or aphorisms that you truly believe in. Print them out and write a paragraph for each. Why are they important to you? What about them do you believe in? If you had to write an essay, like Emerson's "Self-Reliance," what would you focus on? If you were to write an essay to another high school student, what would advice would you give? Conference with groups and share out as a class.
Thursday - Read two poems by Henry Wadsworth Longfellow. Answer reading questions and discuss the similarities/differences between the two poems. How do they relate to transcendentalism and what we have read thus far from Emerson and Whitman?
Friday - Begin Thoreau portion of unit. Gain background knowledge on Thoreau and discuss the impact Emerson had on him. Symbols in nature. Class discussion after questions.
HW - Read "Walden" over the weekend and answer close reading questions.
Monday - DO NOW - What part of "Beauty" did you connect most with? Explain. Review "Beauty" by Emerson by having students get into groups and share out their double-entry journals. Open discussion on the similarities and differences between "Nature" and "Beauty" by Emerson.
Tuesday/Wednesday - Half-day schedule. Review five tenants of transcendentalism. How to to be a transcendentalist in today's world. Come up with a transcendentalist activity and then find its contemporary counterpart. Begin watching The Dead Poets Society.
Thursday - Another half-day schedule. Vocabulary quiz.
Friday - We will read one Emily Dickinson poem and answer questions. Continue with movie and our viewing packets.
Monday - Begin transcendentalism unit with a clip from the famous Disney movie, Pocahontas. Students will understand the concepts of the period and see how their lifestyles matches up with the tenants of transcendentalism through a Prezi presentation. Re-watch movie clip and look for the major tenants within. Anticipation guide questions in journals.
HW - Paragraph response to the following prompt: "Where in nature do you go when you need to get perspective/relax?"
Tuesday/Wednesday - We will be going outside for class today, weather permitting. The students will be handed a worksheet that will make them think deeply about their relationship with nature. After answering their personal questions, they will get into groups and discuss their answers. After that, the students will create their own definition of transcendentalism and what it means to them at this early point in the unit. Explain and handout homework assignment.
HW - Read "Nature" by Emerson. Use double-entry journal to write down three reactions to the essay.
Thursday - Comparing group transcendentalism definitions to UShistory.org's definition. Review "Nature" by Emerson and answer questions that came up in the students' double-entry journals. Read an analyze "When I Heard the Learn'd Astronomer" by Walt Whitman. Students will be asked to write down answers to questions on the poem in their journals. Discuss.
HW - Read "Beauty" by Emerson and write down five entries to double-entry journal.
Friday - Students will get into groups and break down "Beauty" using each student's double-entry journal. After analyzing the essay, the students will be given "Commodity" by Emerson and they will highlight the key concepts of the essay and present their findings to the class. FRJ entry to end class.
HW - Read excerpt of "Self-Reliance" and answer questions.
Tuesday/Wednesday - Review seminar procedures, pass out any more materials, assign out groups, Remainder of the time will be left for preparing for the seminar/writing rough draft for accompanying paper.
Thursday - SOCRATIC SEMINAR.
Friday - Pass out next SAT vocabulary packet, which will be due in two weeks. Article of the week on a current events issue.
Monday - Today will we will review Act III by working on an activity that deals with the legal process of the Salem Witch Trials. Students will be given proof and confession scenarios that will make them think critically about the implications that their decisions have on others - just like in The Crucible. Share out scenarios to the class.
HW - Act IV questions due on Thursday. Read to page 140 for Wednesday's class.
Tuesday/Wednesday - Finish reading The Crucible as a class. Journal entry on the ending of the book. Share out. Students can work on their character charts, Act IV questions due on Thursday. Movie, if time.
HW - Act IV questions due on Thursday.
Thursday - Finish watching movie, if needed. Review Act IV questions. Integrity and final verdict activity. Share out answers and discuss as a class. FRJ on the book as a whole.
Friday - Introduce Socratic Seminar. Prezi on the process and procedures of the seminar. Students will be given questions for the Socratic Seminar, which must be completed before the seminar on next Thursday (10/11).
Monday - Share out FRJs from over the weekend. Hand in FRJs. Act II reading questions in groups. Continue watching movie.
HOMEWORK - End of Act III reading due on Thursday.
Tuesday/Wednesday - Read as a class to begin the class. Speaking like a Puritan activity. Share out. McCarthyism Prezi and note taking. Pass out "Why I Wrote The Crucible" and finish article for homework.
HOMEWORK - Finish Act III and finish the article for homework.
Thursday - Go over questions from last night's reading. Share out. Continue reading as a class. Questions on Act III? Review character chart and questions from Act III. Movie, if time. Maybe, possibly, a quiz tomorrow on Act III?
HOMEWORK - FRJ on Act III due tomorrow.
Friday - Quiz on Act III reading? Maybe! Looking at text evidence for characterization within the play. Partner work. Share out. Begin Act IV and continue with movie.
Monday - Quiz on Act I of The Crucible. Continue reading as a class. Watch movie, if time.
Tuesday/Wednesday - Read aloud for 20 minutes as a class. Go over different forms of hysteria and the reasons and causes. Current events article on hysteria. Does hysteria change? What breaks the cycle? Movie, if time.
Thursday - Introduce free response journal to students for upcoming reading analysis assignments. Continue to read as a class. Write first free response journal (FRJ) and make sure students understand what these entail. 4 corner discussion about what each student wrote about. Movie, if time.
Friday - Vocabulary quiz! Read after quiz. Movie, if time.