RS Literature (Spring 26)

JANUARY

W 1/20; M 1/21
Syllabus

-Daily (15%), readings and annotations, freewrites, activities, discussion, homework assignments
-Project 1 (10%):  Writing Systems Poster and Presentation
-Project 2 (10%): 1984 Project and Presentation
-5 Unit Tests, 10% each (50% total); multiple choice and short answer
-Semester Test (15%): Multiple Choice Test over entire semester

Units of Study
-Unit 1: poetry, language, style, oral tradition (formalistic approach)
-Unit 2: Waterlily, supplemental readings, poetry, writing systems project (sociological approach)
-Unit 3: Cyrano de Bergerac (psychological approach)
-Unit 4: Man's Search for Meaning, poetry, supplemental readings (philosophical approach)
-Unit 5: 1984 and supplemental readings (political approach)
-Unit 6: non-fiction readings. This unit will be tested on the Semester Test.
*Semester Test: multiple choice over the entire semester

-explanation of what literature is, examples of "literature"
-FW: What is the purpose of studying literature? (10 pts)
- Common themes in literature and literary terms/concepts, and literary criticism approaches questions
-Unit 1:poetry, language, style, oral tradition (formalistic approach) 

-Formalism Handout and overview (This is also in the Unit 1 packet handed out in class)
-formalism example by The H: "In My Craft or Sullen Art"
-start assignment together, Sylvia Plath poem together using the questions

ASSIGNMENT
1. read literary criticism approaches questions for formalism and read "Formalism" (2 pages) in the Unit 1 handout: Formalism Handout.

2. Read and annotate the three poems below. Then apply formalist criticism to them using the formalism questions from the literary criticism approaches questions handout. For each poem, write a two sentence response to one formalist criticism question. Use a different question for each poem. Therefore, you will have 6 bullets with complete sentences total for the three poems. Choose the question on the formalist criticism list by which one seems to apply the most to the respective poem. (30 pts)

"Morning Song," by Sylvia Plath
"All watched over by machines of loving grace," by Richard Brautigan
"The Summer Day," by Mary Oliver

_______________________________________________________________________________________
W 1/22; M 1/23
-Jigsaw groups and analysis of poems (10 pts)

-Poetry Out Loud example: must apply: tone, pacing/tempo changes, emphasis, repetition, volume changes, sound effects, gestures, props.
-Resources for Poetry Out Loud Assignment

ASSIGNMENT  
1) Find a Poetry Out Loud poem (20 lines minimum) to read to your group next class and explain.  Resources for Poetry Out Loud Assignment.  Read and annotate it. Then apply formalist criticism to it using the formalism questions on the literary criticism handout. Write a three sentence response to 3 of the formalist questions. That's 9 sentences total. Then write 5 sentences explaining the theme of the poem. Use the "Important considerations" section in the Formalism handout to aid in your analysis. (30 pts)

2) For your reading of the poem to your group, include tone, pacing/tempo changes, emphasis, repetition, volume changes, sound effects, gestures, props (no phones). Should have notes on your poem that you chose, so you need to have it printed out. -Resources for Poetry Out Loud Assignment (20pts)
________________________________________________________________________________________
W 1/26; M 1/27
-Poetry Out Loud groups and readings (10 pts)
-Performance in your group, then  present your formalist critique, and then read your paragraph on the theme
-Group members take notes, record one formalist observation and summarize the theme in one sentence
-Group members share responses, and then go on to the next poem

-Choose one of the poems to perform. Divide evenly. Must include blocking, tone, pacing/tempo changes, emphasis, repetition, volume changes, sound effects, gestures (whatever emotions are pertinent to the poem) and add one sound effect minimum (not from phone or computer) and props.

ASSIGNMENT
1) practice your section of the poem to perform next class
2) read "A Very Old Man With Enormous Wings," by Gabriel Garcia Marquez. Annotate the story noting 6 specific events, characters, actions, or descriptions that are unusual or strange.  (24pts)
______________________________________________________________________________________

W 1/28; M 1/29
-Poem performances; 10 minutes prep time
-"A Very Old Man With Enormous Wings," by Gabriel Garcia Marquez and magical realism
-Verbal irony, example: 

The Cask of Amontillado: Montresor says, "And I, Fortunato—I drink to your long life," while planning to kill him. Or when Fortunato dismisses his severe cough, saying, "Enough... the cough is a mere nothing; it will not kill me. I shall not die of a cough," Montresor replies, "True—true".  (The second one is also an example of dramatic irony.)

-Groups find examples and explain each for the characteristics 1, 2, 7, 8, and 10 from the Magical Realism Characteristics.

-Find 2 examples of  verbal irony and 2 examples of situational irony; and explain in three sentences teh theme of the story
-Jung, Campbell

-Powerpoint: archetype defined. Rebirth, the hero's journey
- Archetypes List

 

ASSIGNMENT
1. Read excerpts from The Power of Myth and answer on a piece of paper the 13 questions linked below 

2. On paper, handwritten, answer the following questions as you read: 13 QUESTIONS (26pts)
_______________________________________________________________________________________________________________

FEBRUARY

W 1/30; M 2/2
-Discuss The Power of Myth reading and  13 QUESTIONS
Archetypes List
-Oral tradition around the world: creation stories
-Work on assignment

ASSIGNMENT
-read and annotate each creation story (Barotse, Hebrew, Lakhota)
-Using the Archetypes List handout, find three archetypes in each creation story, and write one sentence explaining it. That's 9 sentences total. (30pts)
-1/2 page on one similarity between the three stories (10pts)
-1/2 page on one difference between the three stories (10 pts)

______________________________________________________________________________________

W 2/3; M 2/4 (early out)
-Discuss archetypes you found in stories
-Groups: analysis of relationships in readings: attributes of creator; creator/human; nature/human; man/woman
-Groups: choose two stories and compare/contrast attributes using Venn diagram
-Pass out novel, Waterlily

ASSIGNMENT
-Unit 1 Test next class. Multiple Choice and short answer (10%). The test includes Common themes in literature and literary terms/concepts, and literary criticism approaches questions (for formalism only) and Formalism Handout as well as all other material studied or discussed thus far.  
________________________________________________________________________________________

 W 2/5; M 2/6

Unit 1 Test, Multiple Choice and short answer (10%)

Unit 2 packet with all materials for the unit, except the Harjo poems that are linked below.
-Unit Question: What is the nature of identity, community, and purpose in Waterlily?

-Start reading Waterlily and fill in  "character tree" as you read
-Waterlily Key Ideas and Concepts
-Read and annotate "The Sociological Approach to Literary Criticism"

ASSIGNMENT
-Read and annotate  "The Sociological Approach to Literary Criticism"
-Waterlily, read  pp. 3-20, and start filling out character tree and Reading Chart, writing down two cultural practices and noting the page/passage for each. (The Reading Chart is in your Unit 2 packet. Across the top it says Pages, Key Characters, Summary, Cultural Practices.)
-Read the poems by Joy Harjo and choose one line that stood out to you from each poem and write that line word for word on the same page as your 1/2 page handwritten freewrite about which poem you enjoyed the most and why. Joy Harjo Poems
___________________________________________________________________________________________

W 2/9; M 2/10
-Harjo poems and lines chosen, general class discussion
-Waterlily
-FW or discuss: Describe your reaction regarding the birth of Waterlily and how it took place.
-Groups fill in character tree and then the reading chart for pp. 3-20

-Linguistics and Natural Languages Notes: must choose a natural language. But it can be a dead language.
-Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Lakhota language example

ASSIGNMENT
1) Waterlily, read pp. 20-57 and note two examples of important Lakhota cultural  practices and write down the page number and paragraph number.
2) Write one page on how that practice (choose one of the two you noted) is similar or different than a cultural practice in contemporary American culture.
3) Be working on writing systems project: must choose a natural language. But it can be a dead language.
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project

________________________________________________________________________________________
W 2/11; 2/12

-Waterlily reading chart together, pp. 20-57
-Groups discuss the cultural practice and add them to your chart if you don't have it
-Class discussion of practices
-"Names Tell Stories" reading, Severt Young Bear
-name examples

ASSIGNMENT
-Read "Names Tell Stories" handout and annotate. Underline or note three key ideas or examples on each page.
-find out where your name came from, and also any "nicknames." What does it mean, why was it chosen, etc. Look up the etymology of your name as well as finding out why it was chosen.
-Be working on writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Waterlily reading due in two classes, pp. 57-83

________________________________________________________________________________________
(10)  W 2/17; M 2/18
-Overview of writing systems language project
-Friendship Round Dance Song: background, structure, translation, then listen to it
-Alex Firethunder: For love of the Land
-Review main points from "Names Tell Stories";  discuss and notes together
-Share history and etymology of your name; write down three facts about other people in your group
-Review The Storyteller section (pp. 49-57, esp. pp. 50-51)
-Watch Lakota storyteller Duane Hollow Horn Bear, The Star Boy and the Seven Sisters. Write down three lessons that this story teaches. Discuss.
-Review the sociological approach and purpose of stories
-work on reading and/or assignment

ASSIGNMENT
1) Waterlily, read pp. 57-83
2) Choose one question from the "The Sociological Approach to Literary Criticism", and write one page typed (350 words minimum), double-spaced, Times New Roman, 12 point font. The title of your paper is the question you've chosen. Make a list of ideas and support from the novel related to your question, and then write 350 word response. You will turn in both the paper and your notes.
3) Be working on writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
_________________________________________________________________________________________

 W 2/19; M 2/20 (3rd quarter midterm)

-Groups read papers to each other
-Discuss as a class if time
-Groups reading chart pp. 57-83
-Review characters tree
-Fill in key terms/cultural practices up to this point
-Hunka ceremony

-Reading time

ASSIGNMENT
1) Waterlily, read pp. 83-113
2)  Include on your reading chart khola, counting coup, war party, kit fox society, and harvesting of the buffalo
3) Be working on writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
_______________________________________________________________________________________
W 2/23; M 2/24
-Fill in study guide up to this point including pp. 83-113 and reading chart
-Watch  Owayawa-ta Woiyotiyekiye and quiz (20 minutes)
-Waterlily reading time or work on writing systems project (research/outline, etc)

ASSIGNMENT
-Writing Systems Poster and Presentation due next class
-Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Waterlily, read pp. 113-134; complete reading chart on your own for this section

_______________________________________________________________________________________

W 2/25; M 2/26
-Writing Systems Poster and Presentation (groups of 4)
-Audience writes down name of presenter, the language, three interesting thing learned, and three questions
-Languages/Writing Systems Project Rubric

ASSIGNMENT
Waterlily, read pp. 134-162
________________________________________________________________________________________

MARCH

W 2/27; M 3/2
-finish languages presentations (if necessary)
-Waterlily groups, reading chart, pp.134-162
-Worldview Chart
-Reading time

ASSIGNMENT:
-Waterlily, read pp. 162-199
_________________________________________________________________________________________

W 3/3; M 3/4 (early out)
-Groups-Complete reading chart for pp. 162-199

-Discuss Waterlily

ASSIGNMENT
-read Waterlily, pp. 199-227
______________________________________________________________________________________________________________________

W 3/5; M 3/6
-Groups complete reading chart for pp. 199-227
-Check Study Guide Terms

ASSIGNMENT
1) Unit 2 Test next class. Multiple Choice and short answer.
_______________________________________________________________________________________

W 3/9; M 3/10

-UNIT 2 TEST, multiple choice and short answer (10%)
-work on assignment

ASSIGNMENT
1) read and annotate Crane and Williams poems. Be sure to mark your favorite line. Write one page on which poem was your favorite and why. (20pts)

_____________________________________________________________________________________
W 3/11; M 3/12
Unit 3: Cyrano  de Bergerac
--Discuss characteristics and then group activity over; historical overview
-Stephen Crane v. Maria Helen Williams: -Naturalism versus Romanticism Activity
-Evaluate "Night Shift." How would you categorize it and why? Is it Naturalism or Romanticism?
-FW: Why do Crane and Williams have such different views of nature? Which view aligns more with how you see nature? (20 pts) (if time)

ASSIGNMENT
1) Read and annotate "Foundational Questions of Psychological Criticism" (10 pts)
2) Three bullet summary for each psychological school written on a separate sheet of paper. (25pts)
____________________________________________________________________________________________

W 3/13; M 3/16
-Discuss "Night Shift" poem
-Discuss "Foundational Questions of Psychological Criticism"
-Powerpoint on Gestalt psychology and handout on Cognitive Behavioral Therapy
-Cyrano, historical context and background (reading packet). Read the first two pages, "Notes" and "A Brief Biography"
-Opened in 1897, setting: Paris, France,1640
-Terms and definitions in reading packet
-Main Characters: Cyrano, Roxane, Christian
-Psychological approach: Defense mechanisms handout chart. We will note a couple of these in what we read together.
-Start  Act 1 together

ASSIGNMENT:.
1) Read  Act 1 and Act 2 of Cyrano De Bergerac.  
2) Make a list of four of Cyrano's character traits and another list of Roxane's and also Christians and include quotes and specific reference to the text for support for each list and each characteristic. For support, hand copy a line down for each characteristic (15 pts).
3) On the "Understanding motivation and emotion chart" passed out in class, write down two defense mechanisms that Cyrano uses, and note the page number and line and a brief description in the chart for each. Do the same for Christian and Roxane. (15pts)
4) Read and annotate handout on CBT (10)
_________________________________________________________________________________________
W 3/17; M 3/18
-Discuss CBT reading
-Discuss Cyrano's and Roxane's traits, and groups share and add to defense mechanisms worksheet
-Cyrano movie, watch first half, 50 minutes, to the end of Christian's training

If you are gone for the video, it can be found on youtube. Search: Cyrano de Bergerac (1950 Adventure) | Adventure, Drama, Romance. It is the 1950 version starring Jose Ferrer. 

-Freewrite: Are Cyrano and Christian justified in their deception of Roxane?

ASSIGNMENT: read Acts 3, 4, 5. Write one page about why you think Cyrano never told Roxane the truth, and then evaluate the ending of the play and explain how you think it should have ended or if you think the ending fit with the characters, plot, and theme, while also applying ideas from psychology, either a particular approach, or particular ideas (such as the defense mechanisms handout). (25pts)
____________________________________________________________________________________________

W 3/23; M 3/24
-Notes: Appearance, reality, and love
-Discussion of ending in groups after underlining main ideas in your paper
-Cyrano, watch second half and discuss

If you are gone for the video, it can be found on youtube. Search: Cyrano de Bergerac (1950 Adventure) | Adventure, Drama, Romance. It is the 1950 version starring Jose Ferrer.

-FW: What is the theme of the play?
-Look at evaluation form together and Maslow's Hierarchy of Needs

 ASSIGNMENT
1) Complete both sides of the "Mental Health Plan Assessment Form" in the handout packet for this unit for Cyrano. You must choose a point in the story at which an intervention occurs, and be sure to note it on the evaluation form. The section "Presenting Problem (nature and history) must be completely filled up with your description of the problem and evidence from the reading to support it. Make a pre-writing list of the three biggest issues faced by the character, the textual support for them, and the psychological cause for them. Then write that out in the space provided. (30pts) ___________________________________________________________________________________________

(20) W 3/25; M 3/26
-Review key ideas from the mental health plan for Cyrano, especially rumination
-Groups get together and share evaluations and write up course of therapy for Cyrano to help him reach self-actualization, or even self-transcendence! Be sure to address each stage of Maslow's Hierarchy of Needs. (20pts)

ASSIGNMENT
-Unit 3 Test multiple choice and short answer next class

__________________________________________________________________________________________

W 3/27(end of 3rd quarter); M 3/30
-UNIT 3 TEST, multiple choice and short answer (10%)
-UNIT 4: Man's Search for Meaning, poetry, supplemental readings (philosophical approach)
-Handout: Unit 4 reading packet

ASSIGNMENT
-In Unit 4 reading packet, read and annotate "Myth of Sisyphus" and write down the main idea of each paragraph on a separate sheet of paper and then state the thesis of the essay in your own words and write down/copy the specific sentence from the essay that you think most clearly states the thesis. (30pts)

__________________________________________________________________________________________

APRIL

W 3/31; M 4/1 (early out)
-Turn Cyrano De Bergerac books
-Discuss "Myth of Sisyphus" reading

-Unit 4: Philosophical Approach to Literary Criticism, notes and background
-Frankl, pass out books and start reading 

ASSIGNMENT
-Read pp. 3-27 of Man's Search for Meaning. Note two passages you thought were particularly interesting and write a paragraph about each of them. Next to each paragraph, make sure to note the page number each passage was on. One page total (30pts)

____________________________________________________________________________________________

W 4/2; M 4/7
-FW: Our primary drive in life is not the pursuit of pleasure (as Freud argued) but the discovery and pursuit of what we personally find meaningful. Do you agree with this statement? Explain.
-Notes: Identity, Community, Purpose

-Discussion over pp. 3-27, sharing paragraphs you noted and wrote about
-"The best of us. . . .", p. 6,
-notes on three stages, and the steps of the 1st stage, with examples, and 2nd stage
-reading time

ASSIGNMENT
1) Read pp. 28-62.5 of Man's Search for Meaning.
2) Write a one page response to the last paragraph on page 37, where Frankl writes that "love is the ultimate and the highest goal to which man can aspire." How would you define "love" as used in this paragraph, and how does it relate to his experience in the camp? How would you apply what he is saying to your own life? Also discuss the paragraph that follows. Why do you think Frankl chose to present his experience this way, moving from the thought of his beloved to some particular and concrete occurrence in the camp? (30pts)
3) Read and annotate poems in unit 4 reading packet, by Zofia Romanowicz and Martin Niemoller (his is on the back of the last page in the unit reading packet) (10pts)
_________________________________________________________________________________________

W 4/8; M 4/9
-Discuss writing assignment
-Henia Bryer Documentary (43 minutes). Write down 8 things learned while watching the video.
-Discussion of pp. 28-62.5

ASSIGNMENT
1) Read pp. 62.5-93 in Man's Search for Meaning, and read Forward and Preface IX-XVI and 97-101.
2) On pages 75-79, Frankl discusses suffering and its role in life and the meaning of life. Summarize his views in a paragraph, and then write a second paragraph about how this philosophy or approach helped him to survive the Holocaust, and make specific reference to the text for support/examples. (30pts)

___________________________________________________________________________________________

W 4/10; M 4/13

-Research and then present to class. 8 bullets and at least 3 sources and three quotes from the tradition: What is the role of suffering in the following philosophies/traditions?
Stoicism/stoics, epicureanism/Epicurus, Islam, Judaism, Buddhism, Hinduism, Christianity/anchorites, Lakhota

-Discuss pp. 62.5-93 and assignment, especially pp. 76-78

ASSIGNMENT
-Write one page, handwritten, responding to the following prompt: Respond to pp. 84–87 where Frankl discusses the over-simplification of decent vs. indecent or good vs. evil among human beings in the Holocaust. How do these labels either obscure or clarify the behavior of both the victims and the perpetrators? What does this book teach us about human nature? Use at least three references to other parts of the book for support. (30 points)

____________________________________________________________________________________________

W 4/14; M 4/15

Finish discussion of Man's Search for Meaning. Discuss papers/assignment

-Unit 5: 1984 and supplemental readings (political approach)
-Pass out books, 1984; 1984 Background Notes; 1984 terms and definitions, prep for reading
-What is human freedom and what is the nature of totalitarianism?

-Go over chart  in unit packet and discuss assignment due next class.
-reading time

ASSIGNMENT
-Unit 4 Test, multiple choice and short answer next class

The following will be due in two class, so 4/22, along with the assignment listed next class
1) Read 1984, Chapters I-IV (to page 53 in hardcover edition; to page 48 in paperback edition) of 1984.
2)  How is the world of 1984 different from the world we live in today? Fill out three rows on the chart. Use specific references from the book for support, with page numbers and quote. Include in the chart the effect or impact that difference has on the individual, family, community. (30 points)

_________________________________________________________________________________________

W 4/16; M 4/17

Unit 4 Test, multiple choice and short answer

-study hall, or 1984 Reading time

ASSIGNMENT
1) Read 1984, Chapters I-IV (to page 53 in hardcover edition; to page 48 in paperback edition) of 1984.
2)  How is the world of 1984 different from the world we live in today? Fill out three rows on the chart. Use specific references from the book for support, with page numbers and quote. Include in the chart the effect or impact that difference has on the individual, family, community. (30 points)

(3) 1984, read pp. 54-114. 

_________________________________________________________________________________________

W 4/20l M 4/21
-FW: choose one of the three examples on the chart and write about it
-Groups: Each person share one example. Read passage, and then explain. Add two more as a group at the bottom. Just add to the chart at the bottom.

-Choose two to tell the class about, read the passage and explain one of them

-1984 Part 1, pp. 3-114; Complete questions on your own or with a partner, handwritten, on paper (25pts)
-Part 1 Questions completed in class (90 points)
-reading time

ASSIGNMENT
1) complete Part 1 Questions for next class if you were gone today. Responses must be handwritten on a piece of paper.
2) 1984, read pp. 115-149
____________________________________________________________________________________________

W 4/22; M 4/23
-discuss Part 1 Questions

-China and the Guokau; subtle tyranny
-North Korea documentary; during video, make notes on connections with 1984, 6-8 points; class discussion
-1984 reading time

ASSIGNMENT 

1) Read pp. 149-182 and 182-220  (read to p. 246 for Wednesday, April 30)
________________________________________________________________________________________

W 4/24 (4th quarter midterm); M 4/27

-1984 project: Due May 8
-Join Google Classroom
- 1984 Project Rubric

Summary of Project: Outline and Google Slides Presentation
What are the lessons of 1984 applied to the world we live in today? Address this from the individual, national, and/or global perspectives and use specific examples and evidence to support your claims. You must establish two things with your lessons. One, that 1984 actually teaches that lesson, so you will supply direct reference to the text and a quote for support, and, two, how that lesson is applicable to today and the area(s) listed above. Also reference the reading material handed out in class: “1984 and the Politics of Dystopia” and “Hitler on Propaganda” and incorporate the role that language plays in influencing behavior, thoughts, ideas, politics, etc.

1) construct a formal outline, with introduction, supporting points, and conclusion, with five words minimum per line

2) develop supporting points, i.e. lessons/claims, and evidence for each point. Must establish first that 1984 actually teaches that lesson.

3) Finish with a conclusion that considers the ramifications of the observations/arguments you’ve presented regarding the lessons and the three perspectives you discussed. In other words, you’ve made these claims, now tell us what we should do about it (i.e., present three realistic and specific solutions).

OUTLINE FORMAT  

ASSIGNMENT
1) Read 1984, pp. 220-246. You will work on Part 2 Questions next class.
2) Read and annotate "Handout on Totalitarianism, Liberalism, and Marxism for 1984 Unit" (pp. 1-6 in unit handout)
__________________________________________________________________________________________

 30 W 4/28; M 4/29
-"Handout on Totalitarianism" reading/discuss

-Complete Part 2 questions. Groups will be assigned two questions to answer and will put responses on Moodle and present to class. Include first names of group members and include your question numbers and the full question at the top of your post, as well as one of your critical thinking questions.

ASSIGNMENT:
1) Be reading 1984, Part 3, pp. 247-326, which is due in two classes, Tuesday, May 6.
_____________________________________________________________________________________________

MAY

W 4/30; M 5/1
Part 2 questions discussion
-reading time for 1984

ASSIGNMENT
-Finish reading 1984, Part 3, pp. 247-326
___________________________________________________________________________________________
W  5/4; M 5/5
-Work on Part 3 Questions and complete in class
-Analysis and discussion of 1984, Part 3, pp. 247-326
-1984 project

 1984 Project Rubric

Summary of Project: Outline and Google Slides Presentation
What are the lessons of 1984 applied to the world we live in today? Address this from the individual, national, and global perspectives and use specific examples and evidence to support your claims. You must establish two things with your lessons. One, that 1984 actually teaches that lesson, so you will supply direct reference to the text and a quote for support, and, two, how that lesson is applicable to today and the area(s) listed above. Also reference the reading material handed out in class: “1984 and the Politics of Dystopia” and “Hitler on Propaganda” and incorporate the role that language plays in influencing behavior, thoughts, ideas, politics, etc.

1) construct a formal outline, with introduction, supporting points, and conclusion, with five words minimum per line

2) develop supporting points, i.e. lessons/claims, and evidence for each point. Must establish first that 1984 actually teaches that lesson.

3) Finish with a conclusion that considers the ramifications of the observations/arguments you’ve presented regarding the lessons and the three perspectives you discussed. In other words, you’ve made these claims, now tell us what we should do about it (i.e., present three realistic and specific solutions).

OUTLINE FORMAT  

ASSIGNMENT
1) Project due next class
2) Read and annotate "1984 and the Politics of Dystopia" essay.
_______________________________________________________________________________________

W 5/6 (early out); M 5/7
1984 Projects Due: 1984 presentations in small groups

ASSIGNMENT
1) UNIT 5 TEST, multiple choice and short answer next class
_______________________________________________________________________________________

W 5/8; M 5/11
-UNIT 5 TEST, multiple choice and short answer
-Start assignment
-Unit 6: non-fiction readings (this unit will be tested on the Semester Test)

ASSIGNMENT
1) read and annotate "The Two Year Window". Then make a list of the five most important ideas in the article. Choose one idea from the article and write a page exploring that idea.
2) read and annotate  "How the Internet May Be Damaging the Brain." Then make a list of the five most important ideas in the article. Choose one idea from the article and write a page exploring that idea.

_______________________________________________________________________________________

W  5/12; M 5/13
-Discuss readings
-Start on assignment

ASSIGNMENT:
Read and annotate The Talent Code, Introduction and Chapter 1, pp.1-29. Write a one page handwritten response about one idea in the reading that relates to your development regarding a particular academic, artistic, or athletic skill. 
________________________________________________________________________________________

W 5/14; M 5/15
-The Talent Code, discussion and analysis

ASSIGNMENT:
Study for Semester Test  (10%). All readings, handouts, lectures/notes, discussions, videos over the course of the semester
___________________________________________________________________________

W 5/18; M 5/19
Semester Test (10%). Multiple choice only. All readings, handouts, lectures/notes, discussions, videos over the entire semester