Week 6
Monday 8/31
Goal: SWBAT state one of the major themes from the text by finding textual evidence to support their claim.
11-12.RL. 1& 2
11-12 L 2 (grammar practice)
Bellwork: What is the most shocking factor of the first three chapters of Brave New World? Why?
Instructional Sequence:
Correct DGP Sentence #5
In Groups: Find a quote that connects to a major theme developing in the first three chapters of the novel. Be prepared to share.
World State Analysis Activity & Discussion
Due Tuesday:
Read Brave New World chapter 4
**Reading homework packet & directions
Tuesday 9/1
Goal:SWBAT analyze how the author’s diction impacts the mood of the novel by finding examples of textual evidence and discussing it as a class.
11-12. RL 1&4
11-12 L 2 (grammar practice)
Bellwork: What are some ways that individuality is eliminated in Brave New World?
Instructional Sequence:
Discuss BNW chapter four
Read/Summarize BNW chapter five
Take notes on word choice & its impact on the novel’s mood. Be prepared to share as a class. Diction activity. (if there’s time)
Due on Block Day (Wednesday or Thursday):
Read Brave New World chapter 6
**Reading homework packet & directions
Wednesday 9/2
Goal: SWBAT state one of the major themes from the text by finding textual evidence to support their claim.
11-12.RL. 1& 2
11-12 L 2 (grammar practice)
Bellwork: "A healthy attitude is contagious but don't wait to catch it from others. Be a carrier." - Tom Stoppard. What does this quote mean to you?
Instructional Sequence:
Brief Grammar Quiz
Discuss BNW Ch. 6
Focus Question: What is the most important theme (message/lesson) that this book is trying to convey? Why is it so important for modern day society?
BNW Innovations Map Activity & Discussion
Due Friday:
Read Brave New World chapter 7-8
**Reading homework packet & directions
Friday 9/4
Goal: SWBAT analyze how the author’s diction impacts the mood of the novel by finding examples of textual evidence and discussing it as a class.
11-12. RL 1&4
11-12 L 2 (grammar practice)
Bellwork: Letter: What is a challenge that you have overcome? What did you learn?
Instructional Sequence:
Wrap-up Innovations Map Activity
Discuss BNW chapter seven
Due Monday:
No HW! R&R Weekend.
Vocabulary (week 6): censor, vulnerable, hypocritical, eccentric disdain, abstract, valid, subtle, enigma, inevitable
Previously, in English...
Teacher's Note:
Brave New World
Aldous Huxley published Brave New World in 1932; incidentally, he was the French teacher of George Orwell, who later published 1984 in 1948. After observing several totalitarian governments across the globe and political spectrum during the early 20th century, both authors wanted to investigate the methods and tactics of tyranny in a modern world.
Orwell believed that complete government control could only come through censorship, surveillance, and torture.
Huxley believed that people would not need to be terrorized into submission if government overlords found it more efficient to simply numb and entertain away peoples’ moral compasses and desire for freedom.
When Orwell published his book, he sent a copy to his former French teacher, who wrote him a letter thanking him but essentially arguing that his [Huxley’s] conception of totalitarianism was more realistic and would ultimately be more effective.
Huxley bemoaned science’s increased interest in hypnosis, which he said had been “made easy and indefinitely extensible through the use of barbiturates [drugs], which induce a hypnoid and suggestible state in even the most recalcitrant subjects. Within the next generation I believe that the world’s rulers will discover that infant conditioning and narco-hypnosis are more efficient, as instruments of government, than clubs and prisons…” (Letter from Huxley to Orwell, 1949)
Huxley’s purpose in including these themes was certainly to shock early 20th century readers into the idea that any level of moral degradation was possible so long as people were placed in the right conditions--when their guards were down--for a long enough period of time.
Whereas Orwell thought that total oppression would come from forcing everyone’s guards up to stringent and unyielding levels, Huxley thought that the most efficient way to force people to get in line was to calm them down and keep them distracted with material distractions.
If Huxley was right and this is a control strategy, then how do we stop it? We talk about it. We discuss with students what it means to have one’s guard up against moral decay and distraction and loss of freedom (in an external, civic sense, and in an internal, moral sense) even when entertainment is easy, accessible, and emotionally numbing.
Nearly 100 years have passed since Huxley’s publications, and historians, literary critics, and even psychologists have spent the last three-quarters of a century debating whose vision of totalitarian control was more accurate. Though Huxley certainly did not envision today’s 1984-esque capacity for surveillance, the constant danger of toxic, distracting, hypnotic influences are more prevalent than ever.
Our aim at BFCS is to help students develop their moral character. At the lower levels, that means constantly offering examples of the good, the true, and the beautiful, and training students how to pursue those ideals. By the time we reach the upper levels of our high school program, we need to also discuss the evil, the false, and the ugly to prepare students to choose right in a false, evil, and ugly world.
This first quarter of senior year, they are investigating the proper relationship between the self and government. All Quiet on the Western Front and excerpts of 1984 are both part of that analysis, and understanding tactics of totalitarian governments and how they ought to respond to resist such control is a central part of this quarter.
Week 5
Monday 8/24
Goal: SWBAT work cooperatively in a group to read excerpts of 1984 and analyze key elements of dystopian literature to share with the class.
11-12.RL. 1 & 2
11-12 SL 4
11-12 L. 1&2 (grammar practice)
Bellwork: How is surveillance used by the Party to maintain control over the population? Explain your answer based on your understanding of the 1984 excerpts. How can you connect these ideas to our society?
Instructional Sequence:
Grammar - Sentence #4
Discuss 1984 Excerpts
Group analysis: surveillance, Big Brother, totalitarian government, Newspeak, doublethink, and rewriting history
Exit Question: What is the most important theme (message/lesson) that this book is trying to convey? Why is it so important for modern day society?
Due Tuesday:
1984 excerpts in the 12th Grade Reader: Book III: : Ch. II and VI
Tuesday 8/25
Goal: SWBAT explore key ideas of Brave New World while taking notes.
11-12.RL.1
11-12 L. 1&2 (grammar practice)
Bellwork: Write a paragraph about the ideal society. What would it look like? Who would rule it? How would jobs and salaries be decided?
Instructional Sequence:
Grammar - Sentence #4
Discuss 1984 Excerpts (Wrap-up)
Intro to Brave New World
Begin Chapter 1
Due on Block Day (Wednesday or Thursday):
Read Brave New World chapter 1
Wednesday/Thursday 8/26-27
Goal: SWBAT describe the setting and support with a quote from the text.
11-12.RL.1
11-12 L. 1&2 (grammar practice)
Bellwork: What do we know so far about the society depicted in Brave New World?
Instructional Sequence:
Grammar - Sentence #4
Intro to Brave New World (Wrap up as needed)
Discuss BNW Chapter 1 & Setting
Exit Question: Describe the authoritarian government and society that Bernard and Lenina live in. In what ways does this society reflect our modern day experience?
Begin reading Chapter 2
Due Friday:
Read Brave New World chapter 2
Friday 8/28
Goal: SWBAT identify the speaker's point of view and explain its effect on the story.
11-12.RL.6
11-12 W. 3 (bell work)
11-12 L. 1&2 (grammar practice)
Bellwork: Quote of the week:"Everybody needs beauty as well as bread, places to play in and pray in, where nature may heal and give strength to body and soul." -John Muir. Write about how this applies to your life.
Instructional Sequence:
Grammar - Sentence #4
Discuss BNW
Exit Question: Is the speaker a member of this society or someone outside of it? Is he commending or critiquing society? How do you know?
Due Monday:
Read Brave New World chapter 3
**Reading homework packet & directions
Vocabulary (week 5): prodigal, assess, deter, complacent, contempt, eloquent, virtue, vital, guile, biased
Week 4
Monday 8/17
Goal: SWBAT explain the function of a specific event in a plot by analyzing and discussing key quotes from the novel.
11-12.RL.5
11-12 L. 1&2 (grammar practice)
Bellwork: If you got a choice, would you rather vacation at the beach or the mountain? Why?
Instructional Sequence:
Discuss All Quiet on the Western Front Ch. 10
Reading Quiz (TBD)
Review Expectations & Rubric for Socratic Seminar
Due Tuesday:
Read All Quiet on the Western Front by Erich Maria Remarque Ch. 11-12
Tuesday 8/18
Goal: SWBAT make at least two comments during the socratic seminar, one of which demonstrates analysis.
11-12.RL.2
11-12 L. 1&2 (grammar practice)
Bellwork: Your best friend has just given you the best present ever. Write a thank you card to them.
Instructional Sequence:
Grammar Practice - Sentence #3 (due Friday)
Discuss All Quiet on the Western Front Ch. 11-12
Socratic Seminar
Note for students regarding seminars: Absent the day of the seminar? You must write a two-paragraph analysis on two of the Socratic Seminar questions and utilize two pieces of textual evidence from the text for 60% of the seminar grade. Then, you will need to coordinate a Conference period with Mrs. Cherry to make up a small discussion to receive 40% of the seminar grade.
Due on Block Day (Wednesday or Thursday):
Wednesday/Thursday 8/19-20
Goal: SWBAT apply their understanding of a novel’s theme by writing an essay with textual evidence.
11-12.RL. 1
11-12 L. 1&2 (grammar practice)
11-12 W. 2
Bellwork: How have the characters in All Quiet on the Western Front lost their humanitas? In what ways have any characters maintained aspects of humanitas?
Instructional Sequence:
Finished early? Begin reading HW.
Due Friday:
**(reading homework directions)
Friday 8/21
Goal: SWBAT make at least two comments during the socratic seminar, one of which demonstrates analysis.
11-12.RL. 1, 2, 5
11-12.SL. 1
11-12 L. 1&2 (grammar practice)
Bellwork: Analyze poem and connect to novel
Instructional Sequence:
Exit Question: Describe the authoritarian government and society that Winston lives in. In what ways does this society reflect our modern day experience?
Due Monday:
1984 excerpts in the 12th Grade Reader: Book I: Ch. II, IV, V, and VII
**(reading homework directions)
Vocabulary (week 4): expository, bolster, daunt, inclined, uniform, perceptive, superficial, lucid, immune, aesthetic
Week 3
Monday 8/10
Goal: SWBAT identify and explain the function of point of view and voice/style in a narrative by discussing and analyzing textual evidence.
11-12.RL.6
11-12 L 2 (grammar practice)
Bellwork: What virtues do you align with the most? What comes easy to you? What areas in your life do you think you could improve on? Explain.
Instructional Sequence:
Exit Ticket: How do Paul and his friends talk about their school knowledge? Describe the voice. What impact does this have? (Small Groups)
Begin reading ch. 7
Due Tuesday:
Tuesday 8/11
Goal: SWBAT explain the function of a metaphor by answering questions with textual evidence.
11-12.RL.4
11-12 L 2 (grammar practice)
Bellwork: What have you noticed so far from All Quiet on the Western Front. Has anything stood out to you or made you wonder about the war, soldiers, etc?
Instructional Sequence:
Discuss All Quiet on the Western Front excerpts & characters
Mini Writing Workshop: Topic and Concluding Sentences (will hold off on this mini workshop until I return from leave based on their writing habits so far)
Due on Block Day (Wednesday or Thursday):
Wednesday/Thursday 8/12-13
Goal: SWBAT explain how a character’s actions and speech reveal complexities in that character.
11-12.RL. 1
11-12 L 2 (grammar practice)
Bellwork: WW1 Image Analysis
Instructional Sequence:
Reading Check
Discuss All Quiet on the Western Front excerpts & Paul’s leave
Symbolism Analysis (small groups & then whole group discussion)
Due Friday:
Friday 8/14
Goal: SWBAT write an analysis paragraph in response to a prompt by including a topic sentence, integrated quotes as evidence, and reasoning.
11-12.W. 1
11-12. W. 4
Bellwork: What have you learned about Paul, his comrades, and the brutalities of WWI so far in AQWF? How can you connect ideas from this novel to the values of BFHS?
Instructional Sequence:
Focus Question: Consider Paul’s conversation with his comrades or his interaction with the Frenchmen. How does Remarque display the soldier’s relationship with the war and the enemy?
Literary Analysis HW Paragraph: How have Paul and his generation changed? What have they gained? What have they lost?
Student Writing Conferences (review Literary Analysis HW #1)
Due Saturday:
Lit Analysis HW Paragraph (due on Google Classroom at 11:59pm)
Due Monday:
Vocabulary (week 3): reprove, pessimism, cursory, profligate, miser, jocular, fracas, caricature, corroborate, precarious
Week 2
Monday
Goal: SWBAT describe the complex relationship between the characters.
11-12.RL.1
11-12 L 2 (grammar practice)
Bellwork: What is your goal this year? What needs to be done and by when do you want to do this? How can you measure your progress and know if you've successfully met your goal? When should this goal be reached and is it realistic?
Instructional Sequence:
Grammar (sentence 1) - due Friday
Discuss All Quiet on the Western Front excerpts & characters
Exit Ticket - Character Analysis Question - Describe Paul’s relationship with his unit. How are the relationships the same? How is each relationship unique?
Due Tuesday:
Tuesday
Goal: SWBAT explain the function of conflict in a text.
11-12.RL.2
11-12 L 2 (grammar practice)
Bellwork : Pretend you are Paul from AQWF. Write a letter to Kemmerich’s mother after Kemmerich’s death. What would you say?
Instructional Sequence:
Grammar (sentence 1) - due Friday
Discuss All Quiet on the Western Front excerpts & the role of authority in the novel
Focus Question: Conflict / Authority Question - Based on the text, how should we feel about the misuse of power and how can we avoid being a bystander when you face it?
Due on Block Day (Wednesday or Thursday):
**(link to reading packet)
Wednesday/
Thursday
Goal: SWBAT explain the narrator’s reliability.
11-12.RL.1
11-12 L 2 (grammar practice)
Bellwork: Write a short letter to a President of the United States about a topic that concerns you (please be civil). Consider your role, audience, format, and tone before answering the prompt. Followed by grammar practice.
Instructional Sequence:
Grammar (sentence 1) - due Friday
WW1 Images - Reflection Stations
Discuss All Quiet on the Western Front excerpts & narrator’s reliability
Character analysis activity (due at the end of class)
Due Friday:
Friday - Half Day
Goal: SWBAT write an analysis paragraph in response to a prompt by including a topic sentence, integrated quotes as evidence, and reasoning.
11-12.RL.3
11-12 L 2 (grammar practice)
Bellwork: How would you define Salubritas (the virtue of August)? Put it in your own words and provide examples to explain your definition.
Instructional Sequence:
Grammar (sentence 1) - due Friday
Review Literary Analysis Paragraph Requirements
Literary Analysis HW Paragraph: What role does power and the desire for power play in war? Student Writing Conferences.
Due Saturday:
Lit Analysis HW Paragraph (due on Google Classroom at 11:59pm)
Due Monday:
**(link to reading packet)
WEEK 1
Monday
Goal: SWBAT review the course syllabus and procedures on the first day of school by following along and asking questions.
11-12.SL.1
Bellwork: What are three books that have shaped you as a reader? At the end of the day, what is studying literature about?
Instructional Sequence:
Review Homework and Schedule for the Week
Due Tuesday:
Syllabus sign-off form (last page)
Read “Harrison Bergeron” for Baseline Test on Tuesday. P. 205 in the reader.
Tuesday
Goal: SWBAT complete the baseline test.
Bellwork: Write about an idea for a senior gift and its benefits to the school.
Instructional Sequence:
Baseline Test
After test/homework: Letter to your future self
Due Friday:
Letter to your future self due at the end of block class
Gather Q1 reading materials / book check on Block for AQWF
Wed/Thur Block
Goal: SWBAT review key concepts before reading AQWF by engaging in discussions about major ideas presented in the text.
11-12.SL.1
Bellwork: Ozymandias by Percy Bysshe Shelley
Instructional Sequence:
Finish Baseline (if needed)
Pre-book seminar
Intro to AQWF & Notes
Finish:Letter to your future self
Due Block Day:
Read All Quiet on the Western Front by Erich Maria Remarque Ch. 1 **(link to reading packet)
Letter to your future self due at the end of class
Friday
Goal: SWBAT explain the function of setting in a narrative.
11-12.RL.1
Bellwork: How would you define humanitas? Put it in your own words and provide examples to explain your definition.
Instructional Sequence:
Discuss All Quiet on the Western Front excerpts & setting.
Exit Ticket: Setting Question - What elements of setting does Remarque focus on? How do these details reveal the realities of war?
Due Monday:
Vocabulary: apathy, ambiguous, fervent, vagrant, undermine, oblivious, indifferent, obscure, objective, revere