Friday, December 8, 2017

American Literature

8 December 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To continue the study of Poe, this time analyzing the meaning as well as author’s craft in “The Raven.” (STANDARD RL.1-2, RL.3-4, W.3)

Success Criteria: Students will show mastery by summarizing the plot, identifying the rhyme scheme (internal and external rhyme), alliteration, and consonance. 

Agenda:

1.      SSR - 20 min

2.      Chapter Expert Presentations (Chapters 19-21)

3.      Read “The Raven” – 20 min

4.      Watch The Simpson’s version of “The Raven” – 10 min

5.      Student work time to complete Creative Piece Part IV, due Monday at the end of the block

Assessment: 

Homework: Divergent Chapters 22-24 p. 282-315

---

AP English Literature and Composition

8 December 2017

http://www.planbookedu.com/s/R8BKS

WOD: tumbril (noun): a farmer’s cart, especially one for hauling manure, that can be tilted to discharge its load; a wheelbarrow; one of the carts used during the French Revolution to convey victims to the guillotine

EX: “…not even the Doctor’s entreaties could prevent his being carried to his home on men’s shoulders…he more than once misdoubted his mind being in confusion, and that he was in the tumbril on his way to the Guillotine” (Dickens 291). 

Student Learning Objective: To discuss the imminent conflict produced by Gabelle’s letter to Charles Darnay (and to critique the author’s choice in introducing this conflict with a letter). (STANDARD RL.5)

Success Criteria: Students will show mastery by debating the effectiveness of introducing a conflict in this way by making a pro and con chart with a table partner. 

  

Agenda:

1.      Discuss Book the Second, Chapters 22- Book the Third, Chapter 1

2.      Introduce Book the Third, Chapters 2-7

Assessment: Class Discussion Questions, BTS, Chapters 22 – Book the Third, Chapter 1

1.      II, 22: How did Madame Defarge and the other villagers of St. Antonie treat the prisoner old Foulon?

2.      II, 23: The road-mender has company along the road.  They make some plans.  What is the outcome of these plans?

3.      II, 24: How does Dickens use the letter to the Marquis de Evermonde to generate suspense?

4.      II, 24: What tough decision does Darnay make, and how do you think it will go?

5.      III, 1: What is the full significance of the chapter’s title?

6.      III, 1: Of what is Charles reminded as he paces to and fro in his cell in La Force?

7.      III, 1: How does the readers’ attitude towards Ernest Defarge change in this chapter?

Homework: A Tale of Two Cities, Book the Third Chapters 2-7p. 262-298 (36 pages)

Thursday, December 8, 2017

American Literature

7 December 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To continue the study of Poe, particularly comparing and contrasting the murderers’ regrets in “Cask of Amontillado,” “The Tell Tale Heart,” and "The Black Cat." (STANDARD RL.1-2) 

Success Criteria: Students will show mastery by filling in the spreadsheet (EXIT SLIP) to use as a resource for today's writing assignment.

Agenda:

1.      Notebook – 20 min

2.      Chapter Expert Presentations (Chapters 17-18)

3.      Read aloud: “The Black Cat” – 45 min

4.      Poe writing assignment: Compare and contrast the "murderers' regrets" in the three Poe short stories. - 15 min

Assessment: Spreadsheet (EXIT SLIP) and Poe stories comparisons

Homework: Divergent Chapters 19-21 p. 242-281

---

AP English Literature and Composition

7 December 2017

http://www.planbookedu.com/s/R8BKS

WOD: beseeching (verb): to implore urgently; to beg eagerly for; solicit

EX: “…torn, bruised, panting, bleeding, yet always entreating and beseeching for mercy” (Dickens 227). 

Student Learning Objective: To discuss the numerous uses of foreshadowing in this section of the novel. (STANDARD RL.4)

Success Criteria: Students will show mastery by making a list of things foreshadowed in Chapters 17-21 and discuss those with a table partner. 

  

Agenda:

1.             Discuss Book the Second, Chapters 17-21

a.   Chapters 17-18 – Maya

b.   Chapters 19-20 – Blake

c.    Chapter 21 - Sarah

2.        Introduce Book the Second, Chapters 22 – Book the Third, Chapter 1

3.        Introduce “A Modest Proposal” – must be read and ready to be discussed on Monday

Assessment: Class Discussion Questions, BTS, Ch. 17-21

1.      II, 17: Chapter 17 takes place the evening before Lucie and Charles’ wedding.  What is the mood/tone of this chapter?  Why?

2.      II, 17: What was the new living arrangement to be, so as to not separate Lucie from her fragile, loving father?

3.      II, 18: Why does the Doctor emerge from his conference with the bridegroom deathly pale?

4.      II, 18: What happens to Dr. Manette after the couple leaves for their honeymoon, and how do Mr. Lorry and Miss Pross handle it?

5.      II, 19: Why do Mr. Lorry and Dr. Manette speak of Mr. Lorry’s friend in the third person?  What is resolved with this conversation?

6.      II, 20: What was Lucie’s plea to Charles in this chapter?

7.      II, 21: It is now July, 1789.  How has life changed for Lucie, Charles, and their household? 

8.      II, 21: What is Carton’s relationship with the Darnay family?

9.      II, 21: How does Mr. Lorry’s news indicate the revolution is beginning?

10.  II, 21: For the first time in the novel, Dickens puts both settings (England and France) in one chapter.  Why does Dickens decide to do that here?

11.  II, 21: How does Dickens intensify our repulsion for Madame Defarge?

12.  II, 21: What is foreshadowed in the last paragraph of this chapter?

Homework: A Tale of Two Cities, Book the Second Chapters 22 – Book the Third, Chapter 1 p. 223-262 (39 pages); Read “A Modest Proposal” to be discussed Monday

Wednesday, December 6, 2017

American Literature

6 December 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To locate and analyze the Romantic characteristics within “The Tell Tale Heart.” (STANDARD RL.1, RL.2, RL.9)

Success Criteria: Students will show mastery by locating three Romantic characteristics within the short story and analyzing the significance of those three characteristics to the story.

Agenda:

1.      SSR – 20 min

2.    Review Characteristics of the Romantic Literary Period – 5 min

3.    Read from handout: “The Tell Tale Heart” with EXIT SLIP – 45 min

4.    Discuss Divergent Chapters 14-16 (Chapter Expert Presentations) – 15 min

Assessment: EXIT SLIP

Homework: Divergent Chapters 17-18 p. 209-241

---

AP English Literature and Composition

6 December 2017

http://www.planbookedu.com/s/R8BKS

WOD: the turnkey (noun): a person who has charge of the keys of a prison; jailer

EX: “…Defarge, the turnkey, and Jacques Three, linked hand and arm, went with all the speed they could make” (Dickens 220). 

Student Learning Objective: To discuss the three very different, seemingly unrelated subplots in Chapters 14-16.  (STANDARD RL.5)

Success Criteria: Students will show mastery by locating and analyzing the seemingly unrelated subplots in Chapters 14-16. 

  

Agenda:

1.             Chapter Expert Presentations

a.   Chapter 14 – Emma

b.   Chapter 15 – Kailey

c.    Chapter 16 - Natasha

2.      Introduce Book the Second, Chapters 17-21

Assessment: Class Discussion Questions BTS, Ch. 14-16

1.      II, 14: From what point of view is the narrative of Chapter 14 given?  Why does Dickens change it up?

2.      II, 14: What characteristics of Chapter 14 are bildungsroman-like?

3.      II, 14: Before we actually see Jerry in his true professional capacity, what clues does Dickens provide to add suspense?

4.      II, 14: Although we do not see the conclusion of the fishing expedition, how do we know something has gone wrong?

5.      II, 15: What does the road-mender reveal to the Jacques?

6.      II, 15: Explain the significance of Chapter 15’s title “Knitting”.

7.      II, 16: Why does Defarge not answer to the name “Jacques” when greeted by the stranger in the wineshop?  What clue does his wife give him that the stranger is a spy?

8.      II, 16: What information given by Barsad strongly affects the Defarges?

Homework: A Tale of Two Cities, Book the Second Chapters 17-21 p.188-223 (35 pages)

Tuesday, December 5, 2017

American Literature

5 December 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To locate and analyze the Romantic characteristics within “Cask of Amontillado.”(STANDARD RL.1, RL.2, RL.9)

Success Criteria: Students will show mastery by locating three Romantic characteristics within the short story and analyzing the significance of those three characteristics to the story.

Agenda:

1.    Notebook: Slam Poem – 20 min

2.    Review Romantic Literary Period – 5 min

3.    Read from textbook: “Cask of Amontillado” with EXIT SLIP – 45 min

4.    Discuss Divergent Chapters 11-13 and introduce Chapter Expert Assignment – 15 min

Assessment: EXIT SLIP

Homework: Divergent Chapters 14-16 p. 167-208

---

AP English Literature and Composition

5 December 2017

http://www.planbookedu.com/s/R8BKS

WOD: laudable (adjective): deserving praise; praiseworthy; commendable

EX: “Impelled by a laudable ambition to study the art and mystery of his father’s hones calling, Young Jerry…held his honoured parent in view” (Dickens 161). 

Student Learning Objective: To explore the imminent man versus man conflicts suggested in this section and make predictions on how they will play out. (STANDARD RL.2, RL.3

Success Criteria: Students will show mastery by making a list of the numerous man versus man conflicts and ranking them in order of importance (with a table partner). 

  

Agenda:

1.        Chapter Expert Presentations

a.   Chapter 9

b.   Chapter 10

c.    Chapter 11-12

d.   Chapter 13

2.      Introduce Book the Second, Chapters 14-16

Assessment: Class Discussion Questions BTS, Ch. 9-13

1.      II, 9: What is implied when Dickens writes, “Monseigneur received him [Charles Darnay, his nephew] in a courtly manner, but they did not shake hands” (121)? 

2.      II, 9: Though closely related, how do the Marquis and his nephew from England radically differ?

3.      II, 9: How does the note around the murder weapon explain why the Marquis was killed?

4.      II, 10: What is discussed in a conversation between Charles Darnay and Dr. Manette?

5.      II, 10: Why does the Doctor suffer a relapse and return to his cobbler’s bench?

6.      II, 10: What are the “Two Promises”?

7.      II, 11: Why does Stryver continually criticize and belittle Sydney Carton for his social lapses?  Why does Carton endure such abuse?

8.      II, 12: Why does Dickens have Mr. Lorry rather than Lucie herself reject Stryver’s repulsive, egotistical absurd proposal?

9.      II, 12: Why did Stryver go to Lorry before actually proposing? 

10.  II, 13: Why does Dickens call Carton ironically “the fellow of no delicacy”?

11.  II, 13: How does Carton (and Lucie) compare to Hamlet (and Ophelia)?

Homework: A Tale of Two Cities, Book the Second Chapters 14-16p. 155-188 (33 pages)

Monday, December 4, 2017

American Literature

4 December 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To review the main events from the first third of the novel. (STANDARD RL.1, RL.2)

Success Criteria: Students will show mastery by working with a table partner to answer all Discussion Questions from the Week #1 packet.

Agenda:

1.    SSR – 20 min

2.    Discuss Divergent Ch. 8-10 – 20 min

3.    Group work time to discuss Discussion Questions by Chapter (Week 1) – 20 min

4.    Practice SAT passage – 13 min

5.    Individual reading time – 20 min

Assessment: Table partner discussions on Week 1 Questions

Homework: Divergent Chapters 11-13 p. 118-166

---

AP English Literature and Composition

4 December 2017

http://www.planbookedu.com/s/R8BKS

WOD: ostentatious (adjective): characterized by or given to pretentious or conspicuous show in an attempt to impress others; intended to attract attention

EX: “‘Now, don’t let my announcement of the name make you uncomfortable, Sydney,’ said Mr. Stryver, preparing him with ostentatious friendliness for the disclosure he was about to make…” (Dickens 141). 

Student Learning Objective: To further explore the social injustices in France between the rich and the poor and to consider Dickens’ intentions for writing the novel in this way. (STANDARD RL.5)

Success Criteria: Students will show mastery by looking at Chapter 7 through a Marxists lens and having relevant table partner discussions. 

  

Agenda:

1.      Discuss Book the Second, Chapters 5-8

2.      Introduce Book the Second, Chapters 9-13

Assessment: Class Discussion Questions BTS, Ch. 5-8

1.            II, 5: What is the relationship between the so-called “Jackal” and the “Lion”?

2.            II, 6: What do the “Hundreds of People” and the “echoing footsteps” represent/foreshadow?

3.            II, 7: How does Dickens use sarcasm to introduce Monseigneur the Marquis?

4.            II, 7: Why had Monseigneur taken his sister from a convent and married her off (below her social status) to a very rich Farmer-General?

5.            II, 7: The accident? The coin? The knitting?
II, 7: In Chapter 7, the Marquis thought of the peasants as rats and dogs, and here he addresses the road-mender as “pig” (115).  Why is his rudeness ironic here?

6.            II, 8: How does the road-mender respond when the Marquis asked, “What did you look at, so fixedly?” (115)? 

7.            II, 8: How does Chapter 8 confirm a connection between Charles Darnay and the Marquis?

Homework: A Tale of Two Cities, Book the Second Chapters 9-13 p. 119-155 (36 pages)