New Plan

Friday, March 6, 2020

Good bye Wuthering Heights (for now, maybe); hello Born a Crime.

13-17

Spring Break

April 6-10

Culminating assignment for Wuthering Heights followed by a viewing of the film.

March 30-April 3

Let's find out what happens. Continue reading and doing your work. Pay good attention and complete the required assignments in order to be certain you know what is going on in the book.

March 23-27

Monday, Handouts for chapters 10-17 due

Introduce chapters 18-34 Receive handouts and assignments

We will complete the novel over the course of the next two weeks. Please use your time in class wisely in order to not fall behind. I will have certain assignments due throughout the next two weeks.

Recall a time when you tried to help someone come to terms with feelings of hurt and anger. What did you say?

Journal

In your journal, describe what caused the person to feel so upset and what you said (or did) to help the person cope.

Setting a Purpose

Read to find out how the characters in Wuthering Heights learn to cope with their feelings.

antipathy [an tipə the ̄] n. strong dislike

cogitation [koj ́ə ta ̄shən] n. serious thought

expostulate [iks poschə la ̄ t ́] v. to argue with

indisposition [in ́dis ́pə zishən] n. a slight illness; a disinclination

obdurate [obdər it] adj. hardhearted, stubborn

peruse [pə roo ̄ ̄ ̄ z] v. to read carefully

perversity [pər vursə te ̄] n. the quality of being obstinate in opposing what is right, reasonable, or accepted

transgress [trans res] v. to break a rule or limit

vapid [vapid] adj. dull

March 16-20

Handouts and introduction to chapters 10-17

Do opposites really attract?

Discuss

Why might a person be attracted to someone whose temperament, personality, or background is different

from his or her own? What might some of the benefits of such a relationship be? What might the draw-backs be?

Setting a Purpose

Read to find out what “opposite” is attracted to Heathcliff.

Vocabulary:

avarice [avər is] n. greed for money

despondency [di spondən se ̄ ] n. loss of hope

expedient [iks pe ̄de ̄ ənt] adj. suitable for achieving a particular end in a given circumstance (implying

what is immediately advantageous without regard for ethics or principles)

lamentation [lam ́ən ta ̄shən] n. an expression of sorrow, mourning, or regret

obliterate [ə blite ra ̄ t ́] v. to destroy; to wipe out

ominous [omə nəs] adj. threatening

paroxysm [parək siz ́əm] n. a sudden, violent emotion or action

presumptuous [pri zumpchoo ̄ ̄ ̄ əs] adj. arrogant; bold

Handouts for chapters 10-17 are all due Monday, March 23

March 9-13, 2020

Monday - Wednesday

Read chapters 6-8 Work on handouts

Thursday We will read chapter 9 aloud in class and complete our handouts. The handouts for chapters 1-9 are due tomorrow, Friday, March 13.

Friday: Turn in all Chapter 1-9 work.

Discuss the novel thus far

March 2-6, 2020

Monday: Read, annotate, and discuss Pages 9-11 of the study guide. All information comes from the Glencoe Literature Library study guide.

Tuesday: Before You Read Focus Activity

Quickwrite: What are the most influential forces in the shaping of a child’s values and behavior? Parents, guardians, or other family members? Schooling? Friends?

Think-Pair-Share With a partner, list influences that are, in your opinion, important in a child’s development. Together, rate the importance of each influence. Then speculate on what may happen to a child if any of these influences are missing in his or her life.

Setting a Purpose Read to discover what forces are important in making Heathcliff, Catherine, and Hindley who they are.

BACKGROUND Inheritance Laws In England around the time in which Wuthering Heights is set, the property rights of female heirs were gener ally in the hands of their husbands and brothers. Until the coming of the Industrial Revolution (beginning in the late 1700s), European inheritance laws and traditions generally favored the eldest sons in landowning families. Because landowners wanted to keep family holdings intact, property was not divided among the children at the death of the father. Often, the eldest son of the family inherited most or all of his father’s land and wealth, with the other sons receiving little or nothing. Eldest sons were expected to accept responsibility for the financial welfare of their mothers and sisters and for maintaining the social status of the family. As you read, note the importance of inheritance laws in shaping the plot of Wuthering Heights.

Did You Know? In Wuthering Heights, Emily Brontë employs several narrative devices: She uses the voices of two minor characters, Mr. Lockwood and Nelly Dean, to give eyewitness accounts of the lives of the main characters. When neither Lockwood nor Nelly can observe what is happening, Brontë describes events through letters or diary entries of the main characters. As you read, think about the effects of these literary devices in shaping your impressions of the characters.

Vocabulary:

annihilate [ə n ̄ə la ̄ t] v. to destroy completely

caprice [kə pre ̄ s] n. whim; illogical or unpredictable action or idea

degradation [de ́rə da ̄shən] n. a lowering of rank, status, or moral character

laconic [ lə konik] adj. using few words; terse to the point of rudeness

malignity [mə linə te ̄ ] n. the quality of wishing or causing harm or evil to others

misanthropist [mis anthrə pist] n. one who hates other people

morose [mə ro ̄ s] adj. gloomy; depressed

Handout: pages 13-15. I will explain the handouts, which parts you need to complete, and when they are due.

Wednesday - Friday:

• Read chapters 1-4 and complete handouts for these chapters

Below is the address where you can read the book online free!

Friday, February 28, 2020

Please grab your laptop and go to the following site:

http://academic.brooklyn.cuny.edu/english/melani/novel_19c/wuthering/index.html

On a separate piece of paper, take notes on Emily Bronte. Please write down 5 things you learn about her from this site.

Go to this site and take notes on the themes on the same piece of paper you used earlier.

Turn in today.

Please put computers back in their correct places!!!

Thursday, February 27, 2020

You are going to kill me but, don't do that or my other classes (ERWC) will have to write about it as we're studying Juvenile Justice. I apologize but, in all the craziness, I have misplaced the brand new movie I purchased for us to view after completing Frankenstein. So sorry. We will get to it; I promise.

Please read the article, "The Romantic Novel, Romanticism, and Wuthering Heights". Please annotate the article. Also, take notes in both margins. I expect three margin notes, in each margin, on each page. Become familiar with all of the new concepts. Turn in the annotated article at the end of the period.

Wednesday, February 26, 2020 Health Fair

Tuesday, February 25, 2020 Lots of interruptions. If you were unable to finish the short story and write 3 examples of the 1st person group narration, please get that to me asap.

Monday, February 24, 2020

Okay, we finished Frankenstein. We didn't watch the video yet as we had lots of visitors. I will be attending a conference this Thursday and Friday so that is a great time for a movie! More on that later. I've decided that we will read Wuthering Heights by Emily Bronte next. I can't start the writing unit this week because of the conference so, we're going to read a short story to learn about POV before reading our next novel. If you are absent, please check this site. We don't have time to fall behind.

link to the short story:

• http://www.cje.ids.czest.pl/biblioteka/7117936-A-Rose-for-Emily.pdf

Point of view refers to who is telling or narrating a story. A story can be told in three different ways: first person, second person, and third person. ... The point of view of a story is how the writer wants to convey the experience to the reader.

Examples of Writing in Third Person. ... In fiction writing it enables the narrator to be all-knowing. The personal pronouns used in third-person writing are he, she, it, they, him, her, them, his, her, hers, its, their, and theirs.

Writing in first person means writing from the author's point of view or perspective. This point of view is used for autobiographical writing as well as narrative. ... The first person is also an alternative to third person, which uses "he," "she," or "it," as in the sentence "He is the most handsome person in the room."

Second person point of view is when the writer uses “you” as the main character in a narrative. Example using the first line of Ralph Ellison's Invisible Man: 1st person: “I am an invisible man.” 2nd person: “You are an invisible man.”

First-person collective narrator is part of the genius of "A Rose for Emily." First-person perspective uses personal pronouns like "I" and "we." It is a useful perspective because it brings readers very close to the action through the presence of the narrator as a character. First-person can be challenging, though, in that the character who is narrator must be physically present for every part of the plot. To tell the story of a recluse like Ms. Emily, one would imagine third-person to be necessary, or that Emily would need to tell it, but Faulkner bypasses this hurdle by turning his first-person narrator into a collective "we," representing the whole town of Jefferson, Mississippi.

Individuals within the town are present to give different eyewitness accounts and to relay heard rumors about Emily. Their gossip is filtered through the narrator's voice.

(https://www.enotes.com/homework-help/what-point-view-does-story-use-3963)

Tuesday, February 11

Complete the one pager for the novel, Frankenstein. Be sure to follow all instructions. Make it look the best you can!

Monday, February 10

Please complete the front side of the Socratic Seminar handout. We will be using this later in the week. Be sure to choose the best textual evidence and cite it.

February 10-15

Monday: Chapter 22 (224-235). Begin work on your assigned chapter presentation. These are due Friday!

Tuesday: Chapter 23 (236-244)

Wednesday: Chapter 24 (245-270)

Thursday: Debrief. Work on your chapter presentations

Friday: Chapter presentations due today, at the beginning of the period.

February 3-7

Read one chapter of Frankenstein a day. We will finish the novel next Friday. Keep up on the reading.

Monday: chapter 16 (165-175)

Tuesday: Chapter 17 (176-181)

Wednesday: Chapter 18 (182-191)

Thursday: Chapter 19 (192-200) and 20 (201-211)

Friday: Lit circle on chapter 20 and read chapter 21 (212-223)

Friday, January 30 Lit circle on chapter 14 for 20 minutes then read chapter 15. We need to pick up the pace on this novel or we won't finish at all. Have chapter 15 finished by tomorrow.

Thursday, January 29, 2020

Quiz on chapters 11,12, and 13 at the beginning of class.

Read chapter 14(148-154) independently and do your assigned job in preparation for lit circles tomorrow. The lit circle will be on chapter 14.

Wednesday, January 28, 2020

Continue reading Frankenstein. Be prepared for a quiz on chapters 11,12, and 13 tomorrow at the beginning of class.

Tuesday, January 27, 2020

Today you will read chapter 12 (134-140) in class. Please complete the handout for practice. I will let you know how you did so you know what to expect on your assigned chapter. If you were assigned chapter 12 I will talk to you on Thursday as I will be changing your chapter.

Monday, January 13, 2020

Read chapter 7, pages 87-98 and chapter 8, pages 99-108. Work on your assigned work in preparation for a literature circle tomorrow.

Tuesday, January 14, 2020

Lit circle on chapters 7-8, read chapter 9, pages 109-116 and chapter 10, pages 110-124

There will be a reading quiz on the final date covering chapters 7-10. Be ready.

Finals Wednesday through Friday.

Friday, January 10, 2020

First literature circle. Chapter 6. All work due at the end of the period.

Thursday, January 9, 2020

Grab your computer and let's take the chapter 5 reading quiz.

Introduction to and explanation of literature circles.

Read chapter 6, pages 78-86 and complete the required work for your role. We will have our first real lit circle tomorrow. Be prepared or you will hurt your entire group.

Wednesday, January 8

Quiz (quizziz) on chapters 1-4. Didn't go so well so we'll call it practice. Be ready for tomorrow's quiz on chapter 5.

Tuesday, January 7, 2020

I read the majority of chapter aloud to class and then asked students to finish the chapter on their own. Big news....tomorrow, the creature comes to life!!!

Monday, January 6, 2020

Continue reading Frankenstein

Wednesday, December 11

Working with your table, divvy up the questions on the four letters and answer them. Turn in at the end of the period.

Thursday, December 5

You may read the book, online, for free @ https://www.gutenberg.org/files/42324/42324-h/42324-h.htm

Friday, December 6

Wednesday, December 4

Read the article “Romanticism” and complete the directions once again for the “5 Word Summary” strategy. Brainstorm and come up with the 5 (or ten) MOST IMPORTANT words for each literary concept: Romanticism and Gothic Literature.

Quickwrite Activity (5 minutes): How would you define “ethics”? Where do our ethics come from? Are ethics the same as morals and values? (You may want to look up these terms) Do you think that young people today lack a sense of ethics? Explain your thoughts in a 5-minute quickwrite. You may be asked to volunteer to read your response or discuss it with a partner or in a group

Activity 4: Making Predictions and Asking Questions Use one or both of the articles, “How a New Generation’s Ethics Got Zapped,” by Barry Salzberg, and/or “Teens and Ethics,” by Rose Garrett, and have students respond to the following questions: 1. Look only at the title of the article: What does the title imply or suggest? What do you think this essay will be about? What is your response to the choice of words in the title? Do the words in the title set a particular tone? If so, how would you describe the tone? 2. Who do you think is the intended audience for this piece? How do you know this? 3. Read paragraphs 1-3: What is the topic of the text? What is the author’s opinion on the topic? How can you tell? 4. Read the remainder of the article: What do you think the writer wants us to do or believe? How did the author come to this conclusion? 5. Turn the title into a question: Did the writer answer the question? Are you able to answer the question after reading the article?

Activity 5: Rereading the Text Now that students have completed a rather cursory reading of one or both articles, take a closer look at the content by instructing students to read “against the grain” and make marginal notations. As students read each article either independently or with a partner, have them clearly label the following in the right hand margin: ● Introduction ● Issue or problem the author is writing about ● Author’s main argument(s) ● Author’s examples to support his claim ● Author’s solution to the problem (if provided) ● Conclusion In the left hand margin, students write their reactions to what the author is saying. Do they agree or disagree with his ideas? Are they surprised? Shocked? Angry? Do they have questions about what he is writing? If you choose to have students read both articles, you may want to model the procedure with one article, then have students work independently with the second article.