Monday - DO NOW: What were your impressions of Poe after reading his short story? Review reading questions in small groups from "The Fall of the House of Usher" and then come back together as a whole group. Gallery walk on SmartBoard. Close look at a "gothic" movie trailer.
Wednesday - DO NOW: How do experiences in an author's life affect his or her writing? Note taking on Poe's life. Assign out different parts of Poe's life and have groups pick out the key information. Begin reading Poe's poem, "Annabel Lee."
Thursday - Pick up with yesterday's exit slip. Discuss student answers. Read aloud "Annabel Lee." Think-pair-share on poem. Stanza by stanza questions. Looking at Poe's "Poetic Principle" and "The Philosophy or Composition." Exit ticket based on what we've learned so far on Poe's life.
Friday - Comparing "The Haunted Palace" to Roderick Usher - could the story be classified as an allegory? Group question work for the poem. "Philosophy of Composition" discussion.
Read "The Oval Portrait" and answer the corresponding questions for Tuesday.
Wednesday - Return essays from before break. Go over common areas of improvement for the essays. Review how to incorporate quotations into writing. Look at exemplary student essay. Pre-reading questionnaire for Poe mini unit. Discuss. Exit ticket. Read "The Fall of the House of Usher" and complete the questions.
Thursday - SNOW DAY
Friday - SNOW DAY
ESSAY OUTLINE IS ATTACHED
Monday - Quiz on the end of the book. Once the quiz is completed, the students will be given the last journal entry, which will be due on Wednesday.
HW - Journal entry due on Wednesday. Essay due on Friday.
Wednesday - Outline due. Work day in the computer lab.
Thursday - Last day to work on essay. Peer review, if completed.
Friday - Essays due. Wrap up and holiday show.
Monday - Return journal entry #1. Review chapters 11-12 before the students begin the next journal entry. Journal entry #2. Pass in journal entry at the end of class. If students complete the journal early, they may continue reading.
HW - Chapters 12-17 with questions due on Wednesday.
Wednesday - Go through chapter questions and clarify any confusion. "One Day in the Life of a Solider" group activity. Post activity questions. Time to read to end class.
HW - End of book due on Monday with questions. There will be a quiz on the end of the book on Monday.
Thursday - Journal entry review activity. How authentic is this book anyway? Analysis and review of the authenticity of The Red Badge of Courage. Exit slip. Read, if time.
Friday - The students will be given the essay assignment for The Red Badge of Courage. An outline will also be passed out to the students. Students will begin outlining and preparing for the essay. Time to read and prepare for Monday's quiz on the end of the book.
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.
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.
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." Begin SAT practice work. The students will work on analyzing how an author establishes and illustrates his/her thesis through various passages.
Wednesday - Finish up SAT practice work. 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 - DO NOW: Identify two specific connections between Dead Poet's Society and Thoreau/Emerson's beliefs. Four corner discussion from our movie viewing questions. Pass out final project and go through the requirements.
Wednesday - WORK DAY #1 IN THE COMPUTER LAB.
Thursday - WORK DAY #2 IN THE COMPUTER LAB.
Friday - Robert Frost's "Mending Wall" reading and activity. 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.
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 Poet's 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 - NO SCHOOL.
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"?
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.