SCROLL DOWN TO FIND THE PARTICULAR UNIT YOU ARE STUDYING. World Literature Deborah Morehead - 3rd period planning – school # is 221-2501 E-mail: deborah.morehead@gmail.com Gifted and Talented English 10 is a humanities approach to World Literature that follows a chronological order in coordination with World History and places an emphasis on multiculturalism and real audiences. Students use computers to facilitate research, collaborations, and presentations with a multi-discipline approach. World Literature focuses on four areas of study: literature, composition, grammar, and vocabulary. Literature is the inspiration for most writing assignments, including creative writing and writing using formal research skills and documentation. First semester assignments include eighteen creative writings and five essays. Second semester includes seven creative writings, three research papers, and two essays. All creative writings will be presented in class. Grammar instruction is a part of writing, with formal study in areas where students need additional practice. Students learn vocabulary through literature and by formal instruction using a vocabulary text. Each of these areas exceeds the Caddo Parish Curriculum Guide's requirements for English 10. Textbooks: World Masterpieces The Reader’s Choice Grammar and Language Workbook *1100 Words You Need To Know Evaluation: Methods of evaluation include tests, compositions, research papers, plays, oral presentations, workbooks, and computer projects. FIRST SEMESTER FIRST NINE WEEKS Summer Reading Tests, Vocabulary, Grammar Sumerian, Egyptian, and Hebrew Literature Gilgamesh epic Egyptian poetry Old Testament selections Passover - Friday, September 4 Greek Literature Homer Sappho Sophocles Pindar Plato Aesop Roman Literature Virgil Tacitus Catullus Ovid Horace Prandium - Friday, October 2 (wear a white or other solid color sheet) Outside Reading: The Chosen - Chaim Potok Julius Caesar – Shakespeare SECOND NINE WEEKS Vocabulary, Grammar Persian and Arabic Literature Firdawsi Omar Khayyam Sa’di Indian Literature Rig Veda Mahabharata Upanishads Panchatantra Chinese and Japanese Literature T'ao Ch'ien Basho TuFu Confucius Zeame Li Po Mei Yao Chen Wang Wei Yoshida Kenko Kakinomoto Hitomaro Orient Express - 4th hour - During lunch shifts Wednesday, November 4 (Indian/Oriental/Persian potluck at school) Storytelling at Stoner Hill - Thursday, Nov. 5 Middle Ages Literature Dante Chaucer Nibelungenlied Song of Roland Marie de France Perceval Villion Everyman One Act Play Outside Reading: Siddhartha - Herman Hess Much Ado About Nothing - Shakespeare SECOND SEMESTER THIRD NINE WEEKS Vocabulary Grammar Leap Tests Research Papers Essays Monologues Power Point Projects Renaissance Sonnets Shakespeare Luther Donne Boccaccio Cervantes Montaigne Renaissance Celebration Wednesday, February 10 Wear Costume - Field Trip Rationalism Voltaire Pope Goethe Moliere Milton Fontaine Outside Reading: Cyrano de Bergerac - Edmond Ronstand Night - Eile Wiesel FOURTH NINE WEEKS Vocabulary Grammar Writing Final Exam = Research Paper Romanticism and Realism: Ibsen Goethe Guy de Maupassant Wordsworth Tennyson Heine Keats Browning Tolstoy Pushkin Zola Chekhov Modern World & Contemporary World Hopkins Hardy T.S. Eliot Hesse Paton Lorca Nicol Leitner Soyinka Mansfield Mann Pirandello Joyce Kafka Lessing Lagerkvist Camus Ionesco Dinesen Dario Akhmatova Head Mahfouz Amichai Camus Narayan Pak Tu-jin Yasunari Thi Vinh Cortazar Marquez Solzhenitsyn Outside Reading: Count of Monte Cristo - Alexandre Dumas (Bantam Classic edition) Cry, The Beloved Country -Alan Paton Things Fall Apart -Chinua Achebe General Information Do you know that you will be absent? Turn in your work and take any tests before leaving. It is your responsibility to make up any work that you missed without being told. Check your calendar and the board to know exactly what needs to be done. You may come in before school or during Activity Period to make up a test. You may not make up tests during class. I get to school each morning about 7:30 AM, so I can help you or give tests before school. Late Papers: 1 day late = 75% is highest grade; 2 days late = 70% etc. Supplies: jump drive -- folder or notebook that can hold paper and that has pockets -- 1100 Words You Need To Know (*Please purchase this book. I placed orders with Barnes & Noble and Tower. ) Please bring the following, according to the hour you have English: 1st paper plates &16oz. paper cups 2nd 8 1/2 x 11 colored copy paper 4th 2 boxes Kleenex & plastic forks 5th 1 tablet of water color paper 6th plastic spoons & napkins (Check the board for updates on these items.) Class Fee - $5.00 for booklets, copies, buses, research books, etc. ********************************* ********************************* World Literature Comprehensive Curriculum Justification The Comprehensive Curriculum English II guide is designed for teachers who are teaching out of the tenth grade, genre based literature book. I do not teach from this book. Gifted students in Louisiana take World Literature. Just as teachers who teach American Literature teach chronologically, I teach World Literature in chronological order, from ancient to modern, country by country. Because of this, I teach a variety of genres in each unit. Rather than teaching six weeks of short story, six weeks of nonfiction, six weeks of drama, six weeks of poetry, six weeks of novel, and six weeks of epic, I will teach all of the Grade Level Expectations, but not in the order that they are listed in the English II Curriculum guide. For example, in teaching Hebrew literature, we will read poetry, write on some of the themes, read a novel, read several short stories, and compare a Hebrew story to a Samarian epic. In teaching Greek literature, we will read a play, read excerpts from an epic, read poetry, write on several of the themes, and apply Aristotle’s definition of tragedy to Sophocles’ plays and even apply it to the summer reading novel, Frankenstein. By the time we gave the GEE test, I had covered all the skills required. Lesson Plans for August 17 - September 4,2008 GLE Standards 2 a, b, c, d; 3a, b, c, d; 13; 31c The students will be tested on their summer reading and will discuss these novels. ELA-6-H1 ELA-1-H3 ELA-7-H3 ELA-1-H2 ELA-2-H1 ELA-4-H1 GLE Standard 1a The students will expand their vocabulary using the 1100 Words You Need to Know book. ELA-1-H1 GLE Standards 19 c, d, e, f, g, h; 25 a, b, c; 26 b, c, d, e, f, g; 27 b, d, 28 Students will learn formal writing rules and practice formal writing skills. ELA-2-H1 ELA-2-H3 ELA-3-H2 ELA-2-H5 ELA-2-H4 ELA-3-H3 GLE Standards 24d; 9 Students will practice a variety of creative writing skills. ELA-2-H2 ELA-2-H6 GLE Standards 36, 30, 38 a, c Students will present creative writings to the class and participate in peer critiquing. ELA-4-H4 ELA 4-H1 ELA-4-H6 GLE Standards 2a; 3a; 4; 6; 8 The students will read ancient Sumerian, Hebrew, and Egyptian, and Greek literature and make comparisons. ELA-1-H3 ELA-6-H1 ELA-6-H2 ELA-1-H2 ELA-6-H3 GLE Standards 25 a, b, c; 26 a, b, c, d, e, f, g; 27a, b, c, d; 28, 29 The students will learn and review basic grammar rules. ELA-3-H2 ELA-3-H3 GLE Standards 3a, 4d, 11f, 12b, 31c, 32c, 38b Students will learn epic hero characteristics and be able to identify this in literature. ELA-1-H2 ELA-1-H3 ELA-7-H1 ELA-7-H2 ELA-4-H1 ELA-4-H2 ELA-4-H6 _______8-17 The Learner will: 1. read and discuss “Appointment in Samara” - copies are on each desk Themes will relate to the entire year 2. receive syllabus, supplies & fees list, and calendar 3. learn how to read and understand the assignment calendar 4. read and discuss plagiarism definition _______8-18 The Learner will: 1. get books 2. read & discuss 410-413 in textbook 3. write down & discuss formal writing rules 4. write down & discuss epic hero characteristics 5. understand the assignment about writing a description of an afterlife 6. understand the difference in translations 7. receive a copy of Gilgamesh epic and begin reading - HW read assigned pages Formal Writing 1. Thou shalt not use contractions. 2. Thou shalt not use the word “thing.” 3. Thou shalt not write a 1-2 sentence paragraph. 4. Thou shalt not use “I.” 5. Thou shalt not use “you.” 6. Thou shalt not be redundant. Vary word choice. 7. Thou shalt build to the thesis statement, which is the last sentence in the first paragraph: thesis outlines the paper. 8. Thou shalt use active voice, not passive voice. Creative Writing Use “I.” Do not use “you.” Vary word choice. Use active voice. Do not use the word “thing.” All writing 1. Do not write on the back of the paper. 2. Type (if at all possible), otherwise, write in ink and skip lines. 3. When typing, use 12 pt. font and double space. 4. Proof all your work before turning it in. Epic Hero Characteristics 1. Embodies the ideas of his civilization 2. Larger than life, with both faults and virtues exaggerated 3. On a quest for wisdom, guided by the gods 4. Must face huge, often supernatural obstacles 5. Frequently a combination of god & human 6. His quest often takes him into the underworld, or at the very least, requires him to face death ___________8-19 The Learner will: 1. take the Good Earth test 2. read and discuss the “Battle with Humbaba” and “Enkidu’s Dream” 3. read The Epic of Gilgamesh 418-435 4. Assign afterlife description - a place after life - Be sure reader can visualize 8-20 The Learner will: 1. Compare Gil/Noah 427-28 to 435-39 Noah - Gilgamesh chart Gilgamesh 427-428 Noah 435-439 Reason for flood anger of gods anger of God # people saved family & craftsmen 8 animals wild & tame seed 2 7 days of rain 6 40 size of boat 7 deck 3 levels 450’ lgth 75’wd 45’ ht dove or raven dove/swallow/raven raven/dove/dove sacrifice? yes yes end result eternal life for Utnapishtim rainbow & promise mountain Mt. Niser Mt. Ararat days in ark ? 1 year_ 10 days 8/21 The Learner will: 1. take Frankenstein test 2. write or read Afterlife Description - Due August 24 Describe a place after life. Give us more than ideas. Describe it so that we can visualize this place. Your afterlife may be what you really believe or one that you make up. Examples: I heard singing and saw flowers. – Bad example I can not visualize this I saw yellow and red roses peeking up from the dead, brown grass. Good example. I can see this. Writing a Modern David Story - Due September 1 Sometimes people surprise us by what they are able to achieve against all odds. Recall a situation in which you were sure that someone was going to fail, but it did not happen. What factors seemed to make the success impossible? How did this person achieve a goal despite everything? Use these ideas to write a modern David story. Be sure you clearly illustrate a person battling against a giant opponent. “Goliath” can be a corporation, school, government, illness, or an imposing person. Rather than simply listing the difficulties of the situation, use your descriptions to suggest them. Dialogue will bring your story to life. Rather than merely telling the reader about your hero or heroine, show this person in action! In revising, be sure the reader will understand the qualities that led your “David” to succeed. August 24-28 _______8-24 The Learner will: 1. present afterlife descriptions 2. Bring the meaning of your name. Read “Ruth” (g bk 52-59) 8-265 The Learner will: 1. take the Exodus test ___ 8-26 1. write comparison essay in class and peer edit Comparing and Contrasting Heroes - You will write this in class August 26 Gilgamesh is a hero on a quest for eternal life. Think of a modern-day hero--from the movies, television, or fiction--who also journeys in search of a goal. Write an essay comparing and contrasting Gilgamesh to this modern hero. Consider such factors as the nature of the goal, the difficulties that must be overcome, the help, if any, that the hero receives, and the hero’s ultimate success or failure. Be sure that you organized it logically so that readers can follow your comparisons and contrasts. 1st paragraph = introduce both characters - last sentence is thesis statement Example: Gilgamesh and ______ are alike in ___ and ___ but differ in ____ and ____. 2nd paragraph = likenesses 3rd paragraph = differences 4th paragraph = conclusion ____8-27 The Learner will: 1. take the voc. 1 test 2. Continue “Ruth” 3. G 60-65, P 83-85, P 43-50 read about Sundiata on 83-85 Early African HW 43-50 - Tselane & the Giant Early African 3 giant stories 8-28 The Learner will: 1. read and discuss Esther Week of August 31 – September 4 August 31 1. read and discuss the first 2 chapters of “Job” 2. read and discuss Egyptian and Hebrew poetry on pages 38-40, 53-54, P32-33, P67-69, and BB 31-33 ______9-1 The learner will 1. present Modern David Story ¬¬¬¬_____9-2 1. take The Chosen test 2. read OPH 71-73, 77, 59-66 ______9-3 The learner will 1. take voc. 2-3 test 2. learn about the history of Joseph & the Israelites ______9-4 The learner will Participate in a modified Seder Formal Writing 1. Thou shalt not use contractions. 2. Thou shalt not use the word “thing.” 3. Thou shalt not write a 1-2 sentence paragraph. 4. Thou shalt not use “I.” 5. Thou shalt not use “you.” 6. Thou shalt not be redundant. Vary word choice. 7. Thou shalt build to the thesis statement, which is the last sentence in the first paragraph: thesis outlines the paper. 8. Thou shalt use active voice, not passive voice. Creative Writing Use “I.” Do not use “you.” Vary word choice. Use active voice. Do not use the word “thing.” All writing 1. Do not write on the back of the paper. 2. Type (if at all possible), otherwise, write in ink and skip lines. 3. When typing, use 12 pt. font and double space. 4. Proof all your work before turning it in. Epic Hero Characteristics 1. Embodies the ideas of his civilization 2. Larger than life, with both faults and virtues exaggerated 3. On a quest for wisdom, guided by the gods 4. Must face huge, often supernatural obstacles 5. Frequently a combination of god & human 6. His quest often takes him into the underworld, or at the very least, requires him to face death Afterlife Description - Due August 24 Describe a place after life. Give us more than ideas. Describe it so that we can visualize this place. Your afterlife may be what you really believe or one that you make up. Comparing and Contrasting Heroes - You will write this in class August 26 Gilgamesh is a hero on a quest for eternal life. Think of a modern-day hero--from the movies, television, or fiction--who also journeys in search of a goal. Write an essay comparing and contrasting Gilgamesh to this modern hero. Consider such factors as the nature of the goal, the difficulties that must be overcome, the help, if any, that the hero receives, and the hero’s ultimate success or failure. Be sure that you organized it logically so that readers can follow your comparisons and contrasts. 1st paragraph = introduce both characters - last sentence is thesis statement Example: Gilgamesh and ______ are alike in ___ and ___ but differ in ____ and ____. 2nd paragraph = likenesses 3rd paragraph = differences 4th paragraph = conclusion Writing a Modern David Story - Due September 1 Sometimes people surprise us by what they are able to achieve against all odds. Recall a situation in which you were sure that someone was going to fail, but it did not happen. What factors seemed to make the success impossible? How did this person achieve a goal despite everything? Use these ideas to write a modern David story. Be sure you clearly illustrate a person battling against a giant opponent. “Goliath” can be a corporation, school, government, illness, or an imposing person. Rather than simply listing the difficulties of the situation, use your descriptions to suggest them. Dialogue will bring your story to life. Rather than merely telling the reader about your hero or heroine, show this person in action! In revising, be sure the reader will understand the qualities that led your “David” to succeed. ********************* ******************* October 6 - November 10 GLE Standards 1a, 2a, b, c, d; 3 a, b, c, d; 13; 31c Objective 1) The students will expand their vocabulary using the 1100 Words You Need to Know book. ELA 1 H1 GLE Standards 2b, d, g, f; 17, a, b, d; 25a, b, c,; 26a b c d e f g Objective 2) Students will practice a variety of creative writing skills and one formal writing paper. 2H1 2H3 3H2 2H5 2H4 2H2 GLE Standards 1c; 2a, b, c; 3a, b, g, h, I; 6a, b, c, d, e; 7a, b; 8 Objective 4) The students will read and discuss Persian, Indian, Chinese, and Japanese literature and learn about those cultures. 1H2 1H3 6H1 6H2 6H3 6H4 7H1 GLE Standards 3b, c, d; 4a; 25 a, b, c; 26a, b, c, d, e, f, g; 27a, b, c, d; 28, 29 Objective 5) The students will learn and review basic grammar rules. 3H2 3-H3 GLE Standards 4g; 34a, b Objective 6) Students will tell stories from Japan, China, Persian, and India to elementary children. 4H1; 4H4 GLE Standards 30, 31, 36 Objective 7) Students will orally present all creative writing assignments. 4H Objective 8 The students will develop the ability to analyze and critique poetry in order that will be published in the school literary magazine. BEGIN INDIA, CHINA, & JAPAN UNIT THE STUDENT WILL: 10-6 Read and discuss: Koran 108-109 NPH Sailor 498-502 OPH Rubaiyat 100-102, Sadi 112-116, NPH Rumi 118-124 Shah-nama - OPH-89 HW write rubai 10-7 1. take Voc. 11-12 2. Continue readings 10-8 1. present rubai 2. Meet with counselor 10-09 INDIA POWERPOINT IN LECTURE HALL FOR WORLD GEOGRAPHY CLASSES AND WORLD LITERATURE CLASSES 1. watch a special powerpoint on India and learn about Painted Prayers G511-512 Panchatantra October 12-16 10-12 1. NP Intro to India 168-174 (Optional - look at pamphlets about India and share facts) Rig Veda NP181-182, Mahabharata192-199, Bhagavad-Gita200-207, Ramayana 208-216, Panchatantra 222-226 2. Receive sacrifice assignment 10-13 1. Continue reading 2. Receive fable assignment 10-14 1. take PSAT in the AM 2. Present sacrifice in PM 10-15 1. take Voc. 13-14 2. Present sacrifice in AM. 3. Receive storytelling assignment 10-16 NO SCHOOL October 19-23 STUDENTS WILL: October 19 SINCE I WILL BE OUT FOR A FUNERAL 10-22 & 10-23, I HAD TO MAKE CHANGES THIS WEEK AND NEXT. 1. begin Chinese Poetry OP203-206, 214-248 Write down basic beliefs of Taoism, Confucianism, and Buddhism that the teacher writes on the board. Taoism Confucianism Buddhism poem 210-211 Analects 214-215 poetry 229-231 Tao = path or way Book of Songs 219-221 freedom discipline eliminate desire through self-discipline and meditation simplicity respect for authority reincarnation mystical contemplation of nature not honor people of worth honor people of worth life on earth is filled with suffering, emptiness, & illusion not educate people stresses duty & education not encourage clever teach people to serve society people to act placing value results in concerned with moral behavior jealousy & strife people should seek to simplify system of subordination lives & free selves of desires family ruled by authoritarian then can focus on mystical father and obey without ? contemplation of nature state ruled by authoritarian king or emperor all are to serve and honor all are to be governed by ren= ren= human-heartedness The teacher and class will relate these ideas and current ideas to the 3 poems on 203-206 and read and discuss 214-215 and “Book of Songs” 219-221 2. get assignment to write a folk song 221 and build poem - 226 3. have questions taped to their desks about poems on 223-248; read silently the poem they are assigned and figure out the answers; read their poem to the class and discuss in light of the questions they have 10/20 1. Continue Chinese poetry and assign folk song and build poem 10-21 1. Continue folktale research 10:22 Siddhartha test and then work on folktales 10-23 Voc. 15-16 and read past one-act plays 10-26 - CHINA POWERPOINT IN Library FOR WORLD GEOGRAPHY CLASSES AND WORLD LITERATURE CLASSES 1. attend a special presentation on China which will compare/contrast the old China and the new China. 2. read poetry by Chinese poets Bring visuals to Class October 27 – 25 pts. Types of Visuals for Your Fables: Story Board, Flannel Board, Finger Puppets, Flip Chart, Story Book, Puppets Create Your Visuals Visuals Must: Be large enough to see across the room Not detract from the story Not be stuffed animals or magazine pictures Enhance your story 10-28 1. present folksongs or “build 2. Begin OP266-313 10-29 1. take voc. 17-18 test 2. read Japanese poetry 10-30 1. present folksong or “build” 2. receive choka/tanka assignment TENTH GRADE IEP MEETINGS ARE NOVEMBER 2-5 November 2-6 STUDENTS WILL: 11-2 1. present Choka & Tanka 2. bring visuals to class 3. read & discuss 265 gray bk 287-288 gray bk 613-618 purple 4. make lists of what makes them happy, sad, or angry 7. practice folk tales 11-3 IEP CONFERENCES TODAY 1. practice folk tales 2. Write observations 11-4 ORIENT EXPRESS AT LUNCH 1 Bring food to foyer of the PAC for lunch - 4th hour 1. practice folk tales 2. read Noh theater in gray book Orient Express Wednesday, November 4, 2009 I’ll be sure there are enough plates! Students will bring Chinese, Japanese, and Indian food to the foyer of the PAC before school; therefore, someone needs to be there between 8:00 and 8:30 to receive the food and figure out what all is there. Mothers probably need to begin cooking about 10:30. Students will eat at 1st lunch shift from 11:50 - 12:20 or at 2nd lunch shift from 12:50 - 1:20. I’ll find out about how many are on each lunch shift. What to bring - Electric skillets or woks to cook or warm food. Foil to place around food and put in skillet to keep warm. Rice cooker. Spatulas, spoons, etc. Sometimes mothers bring stir-fry and cook it. Students will sign up, and I will get a list to a room mother so she will have an idea of what needs to be cooked. The mothers who are cooking usually decide amongst themselves and bring a good bit of the food. We have 75ish students. The ice chest in my room works great to keep food warm! 11-5 GO TO STONER HILL 1. go to Stoner Hill to present folktales 1st Period - Leave CMHS 8:35 AM - Arrive Stoner Hill and tell stories - Leave Stoner Hill 9:20 AM 2nd Period - Leave CMHS 9:40 AM - Arrive Stoner Hill and tell stories - Leave Stoner Hill 10:25 AM 4th Period - Leave CMHS 12:25 PM - Arrive Stoner Hill and tell stories - Leave Stoner Hill 1:10 PM 5th Period - Leave CMHS 1:30 PM - Arrive Stoner Hill and tell stories - Leave Stoner Hill 2:15 PM Storytelling With Visuals Stoner Hill – Thursday, November 5 Name ________________________ Story _____________________________ Points Possible Points Earned Eye Contact 5 _______ Projection 10 _______ Knowledge of Story 15 _______ Visuals Enhance Story 20 _______ _____________________________________________ Total Points 50 Bring visuals to Class – 25 pts. Types of Visuals for Your Fables: Story Board Flannel Board Finger Puppets Flip Chart Story Book Puppets Create Your Visuals Visuals Must: Be large enough to see across the room Not detract from the story Not be stuffed animals or magazine pictures Enhance your story You must know your story well enough to be able to use your visuals and tell your story without distracting the audience. Storytelling With Visuals Eye Contact 5 Projection 10 Knowledge of Story 15 Visuals Enhance Story 20 Total Points = 50 . 11-6 HOMECOMING PICNIC 1. Present observations Nov. 9 1. review one-act play directions 2. begin reading Ibsen’s Doll’s House 878-898 to look for character development 3. list (board) characteristics of a successful relationship & draw a spider web on a piece of paper and write words that describe Helmer and Nora as they read Nov. 10 UNIT TEST Continue reading Doll’s House ****************************** ******************************* Lesson Plans Middle Ages Unit Nov. 11 – Dec. 5 and Introduction to the Renaissance Dec. 7 - 18 GLE Standards 1a, 2a, b, c, d; 3 a, b, c, d; 13; 31c Objective 1) The students will continue to expand their vocabulary using the 1100 Words You Need to Know book. ELA 1 H1 3H3 4H2 GLE Standards 9a, e ; 4 g ; 1c; 2a, b, c; 3a, b, g, h, I; 6a, b, c, d, e; 7a, b; 8 Objective 2. The students will read and discuss literature written in the Middle Ages or literature that uses Middle Age methods of writing 4-H6 5-H1 5-H2 5-H3 5-H4 5-H5 3-H2 3-H3 1-H2 1-H3 6-H1,H2,H3,H4 7-H1,H2,H3,H4 GLE Standards 9a, e ; 4 g ; 1c; 2a, b, c; 3a, b, g, h, I; 6a, b, c, d, e; 7a, b; 8 Objective 3. Students compare the Middle Age literature to characteristics of the Middle Ages 4-H6 5-H1 5-H2 5-H3 5-H4 5-H5 3-H2 3-H3 1-H2 1-H3 6-H1,H2,H3,H4 7-H1,H2,H3,H4 GLE Standards 2b, d, g, f; 17, a, b, d; 25a, b, c,; 26a b c d e f g Objective 4. Students will continue to develop creative writing skills and formal writing skills. 5-H1 5-H2 5-H3 5-H4 5-H5 3-H2 3-H3 2-H1,H3 3-H2 GLE Standards 3b, c, d; 4a; 25 a, b, c; 26a, b, c, d, e, f, g; 27a, b, c, d; 28, 29 Objective 5) The students will learn and review basic grammar rules. 3H2 3-H3 GLE Standards 30, 31, 36 Objective 6) Students will orally present all creative writing assignments. 4H Objective 7 The students will develop the ability to analyze and critique poetry in by reading, editing, and choosing the writings that will be published in the school literary magazine. STUDENTS WILL: 11/10 1. take the Unit Test 2. begin reading Ibsen’s Doll’s House 878-898 to look for character development 3. list (board) characteristics of a successful relationship & draw a spider web on a piece of paper and write words that describe Helmer and Nora as they read 11/11 1. fill in a worksheet during a lecture introducing and explaining characteristics of the Middle Ages 782-789 in book 2. receive Coat of Arms assignment 3. read & discuss the “Prologue to the Canterbury Tales” (435-446 Blue Book) 11/12 1. take voc. 19-20 2. continue Chaucer - draw the characters according to Chaucer’s descriptions 3. read and discuss “Pardoner’s Tale” (Blue Book 447-452) 4. continue Ibsen 11/13 1. finish Ibsen 2. work on grammar 3. work on Sampler The Learners Will: 11/16 1. begin learning about Dante - To get the students’ attention the teacher will ask students if they think that some wrongs are worse than other wrongs - discuss levels of sin - and tie this in the with fact that Dante thought that betrayal was the worse sin of all -teacher will explain the background of Dante 2. read and discuss Dante’s Inferno and look at Dore’s illustrations 656-690 in NPH book and illustrations in NGL 900-906 and critique in NGL 915-918 11/17 1. continue reading and discussing Dante and read 412-416 in blue book 2. begin writing a response to Dante in poetry or prose 11/18 1. present Dante’ responses 2. receive instructions for the animal symbolism paper due Dec. 4 3. read and discuss the morality play Everyman - character’s names are on the desks [teacher will show an 1844 copy of Pilgrim’s Progress and make a comparison of allegories] 4. H.W. 886-895 “Lay of the Werewolf” 11/29 1. take voc. 16-20 & 21-22 2. continue reading and discussing Everyman 3. Read Nubelungenlied in NPH 598, 610-618 in class as they finish the test 11/20 1. discuss Nibelungenlied: hunter becomes the hunted Siegfried hunts bear & plays with bear - others are hunting and toying with Siegfried 2. discuss “Lay of the Werewolf” - man is wolf in form - wife is wolf in behavior = human/bestial duality 3. read in NGL 919-932 Petrarch & Boccacio (finish for HW) 4. work on Sampler Thanksgiving Break Nov. 23-27 Students will: Nov. 30 1. go over any questions about the one-acts 2. begin reading & discussing Song of Roland NPH 598-609 December 1 1. each present his or her coat of arms 2. continue reading and discussing Song of Roland Heraldry & Coat of Arms Due December 1 The purpose of this project is to have you develop a new coat of arms for your family name. Do not look for the existing coat of arms. You must choose the attributes that you want displayed. Design your coat of arms with these in mind: The tinctures (colors) have special meanings. You must choose these carefully to express your attributes and have at least two. The charges (symbols) are the main way of displaying your attributes. Select from the sheet attached or carefully make a symbol for each of your attributes. Sometimes only one charge is used and is centered on the shield, but I want you to have at least four charges. Your symbols may be modern or ancient. Use ½ sheet of poster board for the drawing. Write a paragraph explaining your coat of arms. http://www.fleurdelis.com/meanings.htm You can google: Coat of Arms Heraldry Family Crests shield I you hit one that asks you to pay a fee, just clik out and go to anther site. December 2 2. read & discuss poetry & answer questions on desks Blue book 455-474 & OPH 649-651 (Assigned poems will be read by individual students and the class will discuss answers to the questions) 3. receive ballad assignment 4. discuss thesis statements for their paper due tomorrow December 3 1. take voc. 23-24 test 2. work on Animal Symbolism paper in class 3. work on Sampler - read and analyze poetry for critiquing purposes Animal Symbolism Essay - Due December 7 Animals are used as symbols in the Nibelungenlied, in “The Lay of the Werewolf,” and in Canto 1 of the Inferno. Write an essay analyzing the animal symbolism in at least two of these works. After taking notes on which animals are used as symbols and on what they represent, organize your notes around a clear thesis statement. Write your first draft, keeping in mind the distinction between a symbol and its intended meaning. Type our final copy. Look at your formal writing rules and obey them! Thesis Statement = Last sentence of the first paragraph - Stands alone - Outlines your paper Possible thesis statements: 1. Marie de France’s “Lay of the Werewolf” and the German national epic Nibelungelied use animals to show human beasitial duality. 2. “Canto 1” of Dante’s Inferno and Marie de France’s “Lay of the Werewolf” use animals to symbolize human characteristics. December 4 1. present ballad 3. work in grammar book Renaissance December 7-11 The Students will: Monday 1. turn in Animal Symbolism paper 2. begin reading and discussing Tempest Tuesday, Wednesday 1. continue reading and discussing Tempest Thursday 1. continue reading and discussing Tempest 2. take voc. 25-26 test Friday 1. take Tempest test and begin Much Ado video Notes on One-Act Play Directions World Literature Due Monday, December 14 Number of copies required: 1st = 8 copies 2nd = 8 copies 4th = 9 copies 5th = 8 copies 6th = 8 copies (This gives 1 copy to me, and enough plays for every 2 students to share a copy) You will assign parts, and we will read each play in class. Cover Page = Date, Your Name, Name of Play, My Name, Period (staple play) First Page = Name of play, Characters, Scene, Begin play (The scene is a detailed description of the stage) 6 pg. minimum Type - Single space dialogue and double space between speakers Place stage directions in parenthesis or in brackets (Be consistent) In your list of characters, do not give descriptions Do not use a narrator No phone conversations Remember - You are writing this for stage, not TV. Characters: 2 to 5 Use one setting - 1 location Do not bite off more than you can chew! Appropriate language and terminology - location & knowledge of your topic Character development - What he/she says What he/she does What others say about him/her Writers have all of these in conflict with each other **Take the time to fully develop ONE character. When we finish reading the play, we should know one of the characters and be able to describe this person. We do not want one-dimensional characters. Clarity - The audience needs to be able to understand the background, the setting, and what the characters are doing. Get into the conflict quickly. The main character must have suffered and learned. By the end of the play something must have happened to the main character to make him/her different. The problem is not necessarily solved, but the main character has a different outlook at the end of the play than at the beginning. The audience needs to recognize an underlying theme. I know that all plays do not make sense and that all plays do not have an underlying theme; however, you are to follow these guidelines for this assignment! Find something that impassions you. Write the play. When you think you are finished, go back and add more dialogue to develop the main character. Exam Criteria One day late = 75%, 2 days late 70%, etc. __________ out of 10 - Correct number of copies and stapled __________ out of 15 - Format: cover page, characters, scene, directions __________ out of 10 - Underlying theme __________ out of 10 - Appropriate language & punctuation __________ out of 15 - Clarity of background, setting, plot, dialogue __________ out of 30 - Character development __________ out of 10 - Main character must suffer and learn How quickly does the play get into conflict? (I double the grade, so it is worth 200 points.) One-Act Plays & Renaissance December 14-18 The Students will: Mon. 12-14 1. turn in correct # of copies of One Act Plays - Begin reading (students assign parts to their classmates and read each play) 2. bring Much Ado About Nothing to class and when there are a few minutes left at the end of the period, begin reading and discussing Students will be given scenes to read each night for homework while we are presenting plays in class. Tues. 12-15 1. continue reading plays Wed. 12-16 1. continue reading plays Thurs. 12-17 1. take Voc. 25-26-27 test 2. continue reading plays Friday 12-18 Much Ado Video |