Semester 2 Lesson Plans

Week 1: 2/1-2/5

Junior English: *Write a Critique of Semester 1*Read, Analyze, Discuss and Explain “Letter to John Adams” by Abigail Adams

-Observe, Question and Record Insights-3 quotes analysisTRIAC explanation

*Read, Analyze and Paine’s “Crisis #1” and Crevecoeur’s from Letters from an American Farmer.

Notes: Observations, Questions, & InsightsCreate Acrostic for one of the two that captures the meaning of the work>

Select one word that sums up the readingCreate an acrostic off that word.

Honors English 2:*Read, analyze & Discuss Chaucer’s: “The Nun’s Priest’s Tale.

-Observe, Question and Record Insights-3 quotes analysisTRIAC explanation: Explain Chaucer’s use of irony to enhance

meaning in the tale.

*Block Day: TRIAC Explanation: How Chaucer uses irony and hyperbole to enhance meaning and mood within “The Nun’s Priest’s Tale”

English IV:*Life Journal*Read, analyze and TRIAC Chaucer’s “The Pardoner’s Tale” *TRIAC: Explain the “The Pardoner’s Tale”:

-Observe, Question and Record Insights-3 quotes analysisFocus on the ironic

Block Day: TRIAC explanation: *Block Day: TRIAC Explanation: How Chaucer uses irony to infuse meaning and mood into “The Nun’s Priest’s Tale”

*Background Study: “The English Renaissance”—P. 279-Observe, Question and Record Insights-Create an acrostic: ENGLISH RENAISSANCE that captures key points of the time

period

WR 121:*Background Study: “The Tale of Beren and Luthien”

-The Ainulindale-The Three Families of the Elves and the conflict of Feanor-Return to Middle Earth-The Elves in Middle Earth

The Family Trees of Finwe and Elwe/Luthien-The coming of Men

The Houses of Beor, Haleth, and Hador-The Wars and ultimate desolation of Beleriand, Kingdom’s of the Noldor, and the 3

faithfulhouses of men

*Read “Beren & Luthien”-Notes: Observations, Questions, and Insights

Week 2: 2/08-2/12

Honors English 2:*Overview of the Renaissance Period*Read, Analyze, Discuss Montaigne’s “Of the Inconsistency of Our Actions”*TRIAC analysis

English III:*Complete Overview of “New England Renaissance”*Compose an Acrostic of “New England Renaissance”*Analyze famous Quotations of Emerson and Thoreau

English IV:*Complete Overview of “English Renaissance”*Compose an Acrostic of “English Renaissance”*Read, Analyze and Discuss excerpt of Edmund spenser’s “The Faerie Queen” and Sonnet 75

WR 121:*Analysis of Tolkien’s “Of Beren and Luthien”

~Plot analysis~Quotation analysis~Rhetorical Analysis

Monday 2/15-Friday 2/19:*Monday is President’s Day English III:* Read and Analyze the following works:

“Thanatopsis” (Bryant 201)“The Chambered Nautilus (Holmes 206)“This is my letter to the World” (Dickinson 216)From Self Reliance (Emerson 276)

*Study Creative Writing: How to Show rather than Tell.

Honors English 2:*Warm-up: Choose an essay topic. Write an essay with the aroma of Montaigne or Bacon

~a multi-week project.*Complete TRIAC explanation of Montaigne’s “Of the Inconsistency of Our Actions”*Read, Analyze and Discuss “Of Studies” and “Of Riches” by Sir Francis Bacon

~Observe, Question and Interpret~Rhetorical analysis~ summarize or paraphrase each sentence of “Of Studies.”

*TRIAC Explanation of one.

English IV:*Compose an analysis of language in Spenser’s poetry, how it accents the meaning of his poetry

-Archaic, Poetic, Elegant language-Diction-the Musical quality of the language

*Read and Analyze Renaissance Poetry-“The Passionate Shepherd to His Love”-“The Nymph’s Reply”

*TRIAC explanation of Sir Walter Raleigh’s response. What is the speaker’s opinion of the Passionate Shepherd’s Invitation? Which techniques does Raleigh use to intensify the clarity of this opinion? WR 121:*Compose Claim of Value Statements for “Of Beren and Luthien”*Compose a rough draft Claim of Value for “Of Beren and Luthien”

~RD 1: Due Tuesday next week~RD 2: Due Thursday next week

*Block Day: Library Work time. February 22-February 26:English III*The Poetry of Emily Dickinson:

~Background Study: Author + Selected Poems~Read and Analyze the Poetry:

-Key Features: Brevity, Images, Punctuation: No end sentence Marks; Dashes*TRIAC: Total Meaning analysis; Poem of Choice

1. Explain the Total Meaning of your favorite Emily Dickinson poem. Discuss specific techniques

Dickinson uses to create that meaning. Consider her use of language, images, capitalization and punctuation. Explain how these text features confirm/support your interpretation.

2. Write a personal reaction to the poem. How did you connect with the poem on a personal

level? Explain why, and what that poem means to you.

Honors English 2*Conclude Analysis of Bacon’s essays:

~Discuss “Of Studies”~Create acronyms for both RICHES & STUDIES

-Staple Notes beneath.*Continue Warm-up: Essay of Choice*Freewrite re. life*Read, Analyze and Discuss excerpt from Milton’s Areopagitica.

~QOI Notes ~Discuss the link between Milton’s illustrations and the point he is trying to make to parliament. English IV:*Analysis: “On My Doubt of Future Foes”

~Line-by-Line Analysis~Analyze the concept of Total Meaning: Purpose= Theme/Subject + Tone/Voice +

Speaker-Subject-Reader Relationship (POV) + Structural and Language Features

~TRIAC: Explain what Queen Elizabeth was trying to communicate and the techniques

she used to get that idea across clearly to her audience.*Read and analyze Sonnets: Shakespeare, Petrarch, Spenser

~Explain the structural features: The objective in each quatrain or unit; the end rhyme

~Blank Verse~Speaker-Subject-Reader relationship

~The importance of voice/tone~Total Meaning/Purpose

 WR 121:* “Beren & Luthien” Claim of Value:

Peer Revise RD 1 TuesdayPeer Revise RD 2 Thursday

*Final Draft due next Tuesday.*Lab Time*Develop a story: “Plotting your Character’s Character”

February 29-March 4:Honors English 2:*Continue Analysis of Areopagitica*Assign TRIAC: Areopagitica

~Express your opinion of Milton’s ideas and argument within your analysis.

English III*Read, analyze & discuss Poe’s “The Raven”

~What is the effect of telling this narrative in verse form?~Analyze the new form Poe helped introduce: Detective Stories; Horror Stories~Complete TRIAC Analysis of “The Raven: analyze the techniques Poe uses to bring

thePoem alive: Rhyme + Meter, Repetition, Allusion, Imagery, Diction.

*Read, Analyze and Discuss Emerson’s “Self-Reliance” English IV:*Analysis of Shakespearean Sonnets:  #s 116 + Sonnets in the book:  How Iambic Pentameter, alliteration, end rhyme scheme, and images work together to build an understanding of what true love is.*TRIAC analysis:  Shakespeare idea of what "true love" is.  Explain how the content + techniques of the sonnet work together to create a Shakespearean portrait of of true love. (DUE NEXT MONDAY)

Discussion Questions:What was More’s vision? Explain Utopia. Describe it. What stood out to you.What ideas make Utopia an unusual place?Would you like to live there? Why/Why not?How do Utopians use gold and silver?Why do they use it this way?Describe the Utopian economic system.Describe how the Utopian’s organize their labor force. Would the USA benefit from applying More’s ideas?

*Read and analyze Petrarch’s Sonnets (342) WR 122:*Analysis of Rottenberg Chapters 1

- “The Declaration of Independence”*Find and annotate an editorial of at least 2 paragraphs. Bring to class Thursday.

-Write an opinion-response to the article.*Find a controversial argument in a newspaper or online source. You will annotate it in class Thursday.*In-class debate: Potential Topics: Mandatory Health Care? GMOs? Immigration? Terrorism? Sales Tax in Oregon?

March 7-11:*Read, Analyze, & Take notes: Francis Bacon’s “Of Studies” (OQI)

~Write a TRIAC analysis: What Bacon was revealing to his reader in “Of Riches.”*Read, Analyze, & Take notes: John Milton’s Areopagitica (OQI)

~

English III*Read, Analyze and Discuss Emerson’s “Self-Reliance”

~Consider essay style: How does Emerson develop his Thesis?-TRIAC?-Particular techniques? The LanguageChallenging the reader!-Content, Organization, Sentence Fluency, Conventions, Word Choice, Voice

*Warm-ups: Freewrite; Reaction to Emerson’s ideas; Record Emerson’s opinions on what it means to be an individual; Read and write a reaction to the poem “Rhodora”

Honors English II:*Analysis of Shakespearean Sonnets:  #s 116:  How Iambic Pentameter, alliteration, end rhyme scheme, and images work together to build an understanding of what true love is.*TRIAC analysis:  Shakespeare idea of what "true love" is.  Explain how the content + techniques of the sonnet work together to create a Shakespearean portrait of of true love. (DUE NEXT MONDAY)*Begin Part Reading The Tempest

~Background Study: About Shakespeare, the theatre, the time, and the play~Assign Parts

*Assignments: 1. Maintain an action timeline: On the White Board2. OQI’s3. Quote Analysis: 1/10 pages

*Block Day: Update Timeline & spend 30 minutes on QPC analysis

English IV:*Read, Analyze and Discuss Bacon’s “Of Riches”

~OQI~TRIAC: What is Bacon revealing to readers about Riches?

*Read, Analyze and Discuss Milton’s Areopagitica.~OQI + Quotes Analysis~TRIAC: Opinion: Critique Milton’s strongest points in arguing for Free Speech.

WR 122:*Complete P. 24 and 25: Exercises 1, 2, & 5*Read, Analyze & Discuss Chapter 2: “Responding to Argument”

~Through P. 31 by Tuesday, & complete by Wednesday.*Read, Analyze and Discuss: “The Pursuit of Whining”

~Analyze the techniques and mentality of Annotating a text.*Select and Annotate an Editorial—Friday *Warm-up: Freewrite; complete critique of “Pursuit of Whining” annotations; annotate selected article*Begin Reading and Analysis of Chapter 3: Claims

March 14-18:English III*Read, Analyze and Discuss Thoreau’s excerpts from “Walden”

~OQI Notes

~Quote Analysis~Create an Acrostic of THOREAU or WALDEN

*TRIAC essay: What does it mean to be an individual?~Use the FRAYER diagram to flesh out the concept—in the definition & illustration

sections

Honors English II:*Reflective Journal*Read, Analyze, and Discuss The Tempest

~Timeline Review~OQI Review: Setting Analysis~Key Speech Analysis

*Significant Idea Analysis: What is being revealed about: ~a significant theme or issue ~the human condition ~the world in which we live*Finish the play*AP English Open-Ended Question 2011B:[In The Writing of Fiction (1925), novelist Edith Wharton states the following:

At every stage in the progress of his tale the novelist must rely on what may be calledthe illuminating incident to reveal and emphasize the inner meaning of each situation.Illuminating incidents are the magic casements of fiction, its vistas on infinity.

Write a well-organized essay in which you describe an “illuminating” episode or moment from a novel or play and explain how it sheds light on the meaning of the work as a whole. Avoid mere plot summary.

Speech 1: III, i, 94- 103At mine unworthiness, that dare not offerWhat I desire to give, and much less takeWhat I shall die to want. But this is trifling,And all the more it seeks to hide itself, The bigger bulk it shows. Hence, bashful cunning, And prompt me, plain and holy innocence.I am your wife if you will marry me.If not, I’ll die your maid. To be your fellowYou may deny me, but I’ll be your servantWhether you will or no.

Speech 2: III, iii, 104-110. . . Of my instruction hast thou nothing batedIn what thou hadst to say. So, with good lifeAnd observation strange, my meaner ministersTheir several kinds have done. My high charms work,And these mine enemies are all knit upIn their distractions. They now are in my power;And in these fits I leave them. . .

Speech 3: IV, i, 163-175You do look, my son, in a mov'd sort, As if you were dismay'd: be cheerful, sir: Our revels now are ended. These our actors, As I foretold you, were all spirits and Are melted into air, into thin air: And, like the baseless fabric of this vision, The cloud-capp'd towers, the gorgeous palaces,

The solemn temples, the great globe itself, Yea, all which it inherit, shall dissolve And, like this insubstantial pageant faded, Leave not a rack behind. We are such stuff As dreams are made on, and our little life Is rounded with a sleep. . . .

*Discuss the timeline events from yesterday’s reading*Field questions on yesterday’s reading*Finish the play.

English IV:*Unit Test: The English Renaissance: Monday & Tuesday*King Lear

~Background Study: Lecture-The Play-Shakespeare-The Theatre-Shakespeare’s Language-Understanding the text

~Part Read the Play-OQI Notes-Monumental Moments Timeline-Line Analysis

WR 121:*Analyze Chapters 3 & 4: Definitions: Read, Take Notes, Discuss ~The tools of definition: Dictionary; Stipulation; Example; Negation; Extended Definition*Assign Definition Essay: “Topic of Choice” ~RD 1 due 3/29, RD 2 due 3/31, and Final due 4/5. ~Prewrite assignment: FRAYER + TRIAC of Marriage or Family (Block Day: 3/17/14)

3/22-3/30: Spring Break/Easter

March 28-April 1:

English III:*Compose Expository Essay: “What is an Individual?”

~Use the ideas of Emerson and Thoreau as a departure point, whether you agree with their ideas

or not.~Library time: Monday-Wednesday~Revision, Editing, and Publishing~Final Product is due Wednesday

Honors English II:*Finish the play*AP English Open-Ended Question 2011B:[In The Writing of Fiction (1925), novelist Edith Wharton states the following:

At every stage in the progress of his tale the novelist must rely on what may be calledthe illuminating incident to reveal and emphasize the inner meaning of each situation.Illuminating incidents are the magic casements of fiction, its vistas on infinity.

Write a well-organized essay in which you describe an “illuminating” episode or moment from The Tempest, and explain how it sheds light on the meaning of the work as a whole. Avoid mere plot summary.

Speech 1: III, i, 94- 103At mine unworthiness, that dare not offerWhat I desire to give, and much less takeWhat I shall die to want. But this is trifling,And all the more it seeks to hide itself, The bigger bulk it shows. Hence, bashful cunning, And prompt me, plain and holy innocence.I am your wife if you will marry me.If not, I’ll die your maid. To be your fellowYou may deny me, but I’ll be your servantWhether you will or no.

Speech 2: III, iii, 104-. . . Of my instruction hast thou nothing batedIn what thou hadst to say. So, with good lifeAnd observation strange, my meaner ministersTheir several kinds have done. My high charms work,And these mine enemies are all knit upIn their distractions. They now are in my power;And in these fits I leave them. . .

Speech 3: IV, i, 163-175You do look, my son, in a mov'd sort, As if you were dismay'd: be cheerful, sir: Our revels now are ended. These our actors, As I foretold you, were all spirits and Are melted into air, into thin air: And, like the baseless fabric of this vision, The cloud-capp'd towers, the gorgeous palaces, The solemn temples, the great globe itself, Yea, all which it inherit, shall dissolve And, like this insubstantial pageant faded, Leave not a rack behind. We are such stuff As dreams are made on, and our little life Is rounded with a sleep. . . .

*Discuss the timeline events from yesterday’s reading*Field questions on yesterday’s reading*Finish the play.

English IV:*Unit Test: The English Renaissance: Monday & Tuesday*King Lear

~Background Study: Lecture-The Play-Shakespeare-The Theatre-Shakespeare’s Language-Understanding the text

~Part Read the Play-OQI Notes

-Monumental Moments Timeline-Line Analysis

WR 122:*Warm-up Assignment: FRAYER analysis: “Essence”; Write a TRIAC explanation of the concept.*Reminder: RD 1 of Def. Essay is due Tuesday; RD 2 is due Thursday, and the Final due next Tues. 4/5.*Continue analysis of Definition essays in Chapter 4:

~Addiction Is Not a Disease”; “The Nature of Prejudice”; “What Sexual Harrassment Is—and Is

Not”; “Heroes on Our Doorstep”

English IV:*Lecture: “Shakespeare’s Publications” & “Shakespeare’s King Lear”*Notes Explained: ~Action Timeline ~Character Profiles ~Character Web: Composed on the White Board in class (Students will copy) ~Speech Analysis: Hand out Assigned Speeches for Act I -What to include: Contextual Analysis (Relation to what came before and what will come after; Significance (Character Dev., Theme Dev., Conflict Dev., Analysis of

Devices/Elements.*Begin the Movie: Show Act I, Scene i and the opening speech of I, ii. ~Ask questions to prompt and check for understanding.*Homework: first 7 speeches from the list; Character Profile notes

April 4-April 8:

Junior English:*Continue The Scarlet Letter: Libri vox recording

~Read “The Custom House” along with the Libri Vox Recording~Take Notes ~Write a TRIAC explanation: 1 paragraph

*Begin reading and analyzing the main story:~Monumental Moments panoramic~Read 20 pages/day. Be to page 65 by Monday 4/11.~OQI Notes: Observations, Questions, Insights/Interpretations

*TRIAC explanation of “The Custom House”~Explain the significance, the big idea of the chapter. What was Hawthorne

showing us?-Support your interpretation with at least two quotes from the reading.

Honors English II:*Finish Tempest Examination*Begin Reading and Analysis of Pride & Prejudice: -Monday: vi-Ch. 3; Tuesday: C. 4-7; Wednesday: C. 8-11; Thursday: C. 12-16; Friday: C. 17-18 -Weekend: C. 19-23*Review Notes: ~Defining Moments of each chapter? ~Chapter Titles? ~Character Development? Lizzy and the Bennet family; Bingley, Darcy, Caroline, Wickham, Mr. Collins, Charlotte, the Lucas Family ~Settings: Longbourn; Meryton; Hertfordshire; Netherfield—the social atmosphere

~Character Web*Features to be conscious of? ~The Narrator/Point of View ~The Tone: both the Narrator’s and characters’ in dialogue*Relationship Web*Major Themes (The first is identified in chapter 1)*Significant Sections? (1, top; 5, top, 9, middle; 12, 14; 17; 19/20; 21; 23; 28; 30; 32; 35; 39

English IV:*Read, Discuss, and take notes: King Lear: Act I, i-Act I, iv*Review Act 1, Scene 2:

~Key Speech Analysis~Character Analysis~Action Timeline Notes

*Monday: I, ii; Tuesday: I, iv; Wednesday: Analyze I, iv; Thursday: Quiz + Watch I, v- II, i

WR 122:*TRIAC: What I have learned about the importance of definitions?*Collect Final Draft of Definition Essays*Read and Take Notes Chapter 5: Support ~In-Class Discussion ~Essay analysis: “S-S Ed. Benefits Men Too*Claim of Fact Essay: ~Practice forming Fact Claim statements with mapping sentences (Tuesday) ~Select a topic ~Prewrite: Develop an outline

RD1 is due Tuesday next, RD2 is due Thursday next, and the final is due Tuesday, 4/19.*Homework: Read & take Notes: Chapter 6: Warrants

~Be ready to discuss Monday.

Claim essay #1: ~ Topic: Your choice ~Type of claim: Fact ~Audience: The teacher and students of this class ~Prewriting Activity: Write claim statements with mapping sentences for 5

different claims. Select your favorite, most relevant of the five for the essayResearch and select support that is compelling and relevant to your audience.

~Timeline: RD 1 due 4/14; RD 2 due 4/17; Proof 4/21; Final due 4/22 ~Word Count: 500-1000 words*Claim of Value due 5/13; Claim of Policy due 6/3.

April 11-15:

English III:*Talk to Anna Moser about taking the class to the computer lab to preview Smarter Balanced*Read and Review The Scarlet Letter day-by-day. Twenty pages/day: 85-T, 104-W, 143-F, 195-M

Next week: 221-T, 243-W; 269-F.

~Discuss OQI and Monumental Moments~Show students my notes~Play Fact or Question

*Writing Practice and Review of fundamentals; hand back essays; invite students to make improvements.

~T+3 Formation practice; next week show students how to use the T + 3 to build an outline.

Honors English II:*Begin Pride and Prejudice: Check out books and assign the reading:

~Read and take OQI notes on the background~Minimum 20 pages/day~Record Monumental Moments + OQI Notes

~The Netherfield Ball: Family antics ~Bingley’s withdrawal: Trying to comprehend: Lizzy, Jane, Mrs. Bennet ~Mr. Collins’ antics ~Wickham’s change of interest ~Aunt Gardiner’s influence: Counseling Lizzy, Providing refuge for Jane ~Mr. Collins’ marriage to Charlotte Lucas: The Reactions: Mrs. B’s, Mr. B’s, Lizzy’s ~Miss Bingley’s treatment of Jane: Jane’s Reevaluation ~Charlotte’s invitation to Lizzy>>Hunsford (the Parsonage of Rosings Park—Lady Catherine)*This week’s reading Assignment: (Book II)

~Mon: 1-4; Tues: 5-8; Wednesday: 9-11; Thur: 12-14; Fri: 15-19; Sat: off*Review Questions 150 & 151 + 188 & 189

English IV:*Review Panorama of Act I Monumental moments*OQI discussion*Model Analysis of illuminating episodes: Edmund in Act II, scene i.*Commence Act II: Read/Listen, Discuss, and Take Notes

Read through Act III, iv, 120Play Fact or Question

*Formative Assessment: speech analysis*Character Web Analysis

WR 122:*Peer Revision and Editing RD 1 of the Claims of Fact Essays (Tuesday & Thursday)

~The final draft is due Tuesday 4/19.Revision of Argument #1: Primary Concerns:

~Clarity, Significance and Relatability of the Claim? Mapping Sentence Analysis~Strength of Support? (Examples, Facts, Opinions, Emotional Appeals)

-Subordinate Claims are provided as necessary~Reasoning/Logic?~Research/Citations?

~Effective Structure/Organization?-Introduction? Conclusion?

Revision/Editing #2 Primary Concerns:

~Phrasing and Diction: Rhetorical Power~Reasoning and Logic~Citation Format (as necessary)~Transitions and Unifying Phrases~Audience Relationship~Eloquence

*Analysis of Chapter 6: Warrants~Class discussion of the content Monday~Analyze: “A Case for Torture”; “A Proposal to Abolish Grading”; “A Nation of

Enemies”

April 18-22

English III:*Create a T + 3: “Wealth” or “Poverty”*Use the T + 3 to create an outline/composition map.Model: Going on vacation can be hard work because it means having a different routine, living out of a suitcase, and being faced with the unknown.A. Different routine:

1. Wake Timea. When doing long-haul drivingb. When visiting late into the nightc. No private place

2. Getting ready for the daya. When camping

i. May not have a sinkii. May not have a mirror.

b. In a motelc. In somebody else’s house.

3. Variety of plans (etc.)a.

4. Meals5. Bed Time

B. Living out of a Suitcase:1. Wrinkled Clothes2. Limited Options3. Finding things—especially in Duffle Bags.4. Forgetting something

C. Facing the Unknown:1. En Route2. When Camping3. When Visiting Friends and Relatives4. At Restaurants, Amusement Parks, or other Social Events.

*Continue Reading The Scarlet Letter: Play Fact or Question day-by-day.~221-T, 243-W; 269-F.~F or Q~Character Web~Character Analysis

~Illuminating Incidents/Defining Moments~Themes

Honors English II:*Analyze Book 1 P & P: Fact or Question.*Go over Book Titles for the first ten books.*Book II Analysis:

~Chapter Titles and Character Profile notes~ Darcy’s Proposal @ Hunsford/Lizzy’s Rejection (Take bulleted notes)~Darcy’s Apology letter (Take bulleted notes)

~Lizzy’s Reaction to Darcy’s letter (Take bulleted notes)~Lizzy’s Visit to Pemberly—meeting Mrs. Reynolds, seeing the grounds + Pemberly And Seeing Darcy & Bingley, Meeting Georgiana, Enduring Caroline’s Jab~Receiving Jane’s Letters and Disclosing the Calamity to Darcy~The Patch job on Lydia and Wickham’s Affair~Lizzy Learning of Darcy’s Presence @ the Wickham Wedding~Letters of Truth: LizzyMrs. Gardiner: Learning of Darcy’s Role~Bingley’s Visit to Longbourne & Mrs. Bennet’s Social Ridiculosity *TRIAC analysis

(Due Friday, *Due next Thursday (4/28): An illuminating episode analysis from Book 2 of Pride and Prejudice

*Pride & Prejudice AP Prompt: (Due Friday, 5/2)In a literary work, a minor character, often know as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

WR 122:*Submit Claim of Fact Essays Tuesday*Craft 7 claim of value statements

Select one and form an outline based on a T + 3 or other effective structure.*Complete analysis of Death Penalty essays*Closing comments on the Warrant Section*Review Language and Thought Chapter, key points*Begin Claim of Value Assignment (Outline Due 4/26, RD 1 Due 4/28; RD 2 Due 5/5; Final Due 5/11)

~7 Potential Value Claims due Thursday.~Begin crafting a preliminary outline Thursday.

*Outline “The Speech the Graduates Didn’t Hear” & Discuss; consider the warrants.

Florence, Oregon is an amazing place to raise a family.A. Its Beauty & Aura

1. Unlike other coastal Oregon cities: Coos Bay, Lincoln City, Newporta. Organization

b. Cleanliness; not run down like others2. Setting

a. Bridge crossing from the south1. Bay Street lit up at night as you drive in from the south2. The View up and down the river

b. Carved into the dunes and rhododendron/pinewood vegetationB. Its Natural Attractions

1. Pacific Oceana. Ocean fishing

i. Salmonii. Bottom fishingiii. Crabbing

b. Whale watching2. The Dunes!

a. Riding on the Dunesb. Pick mushrooms

3. The Siuslaw Rivera. Fishing for salmon, steelhead and troutb. Canoe ridesc. Clam digging on the mud flatsd. Swimming up the river

4. Nearby Lakes and hiking trailsa. Siltcoosb. Suttonc. Cape Perpetua & Vicinity

5. Many different living situations availablea. Housing developments

i. In townii. Along Rhododendron Drive

b. More rural settingsi. Dunes Cityii. Canary Rd./Clear Lakeiii. North Forkiv. North of town

C. Its Community Spirit

Examples: ~Wrestling is one of the best sports for encouraging good character in competitors. ~Not engaging in pre-marital sex is a superior choice.~Language skills, creativity, resourcefulness, and relational complexity make humans the most amazing

of creatures.~Florence, Oregon is the finest of Coastal Oregon towns because it is more beautiful, has many natural

attractions nearby, and has amazing community spirit.~The Bible is the most important book to humankind because of its practical wisdom, its historical and scientific consistency, its incomparable prophetic record, and its thorough and multi-faceted explanation of Jesus Christ.

~Florence, Oregon is an amazing place to raise a family.

English IV:*Collect the analysis of III, ii, 305-327.*White Board Act II Illuminating Incidences*Student Homework: Act III timeline: Due Thursday.* White Board Act III Illuminating Incidences*Speech analysis III

~III, ii, 65-72; III, iii, 8-20~Highlighted speeches: III, iv, 91-116 through II, vii, 101-112

*Character Relations Web Analysis*Speech Analysis Quiz: III, vi, 63-64

April 25-April 29:

English III:*Create an Outline of a second prompt.*Conclude review of The Scarlet Letter.

Key Features Analysis: ~Dialogue~Symbolism and Metaphorical language~Biblical allusion~The Setting: Puritan New England~Characters~Narrator

*Test on The Scarlet Letter~Explain the big idea Hawthorne was attempting to convey to readers.

-Consider both his commentary on life in Puritan New England and his commentary

On humanity. Does he capture a timeless truth?~Analyze how he uses symbolism/metaphor to convey sophisticated ideas to

readers.

Honors English II:*Analysis: *Continue Reading & Analysis according to the reading list. Be to P. 310 by Monday.*Due Monday, 5/2. : Illuminating Incident Essay:~The Storyteller (Narrator): The most subtle character: What she allowed readers to see, and

How they were allowed to see it: Foreshadows, Inklings, Obscurity/Ambiguity (Teasing)~The Plots: Predictable, yet not! The twists, turns, ironies, and subtle foreshadowings~ Letters: Witty, Humorous, Ridiculous, Shocking, Serious -List of the letters in the story -Rank the letters by importance: Degree 1, 2, or 3 (like burns)

-Provide rationale behind ranking~Conversations/Dialogue: Witty, Humorous, Ridiculous, Shocking, Serious

-List of the major conversations in the story

-Rank by importance: Degree 1, 2, or 3 (like burns)-Provide rationale behind ranking

~Enjoyable Characters/Characterization: Lizzy, Darcy,the narrator, Wickham, Mr. Bennet,the Gardiners, the caricatured characters (Mr. Collins, Lydia, Lady C, Caroline, the Lucases @ Pemberly), Charlotte, Mrs. Reynolds

~Themes/Meaningful Ideas/Realities we are caused to reflect upon throughout the novel:*Analysis of the AP Prompt*Chapter Title Review and Character Profiles: Book II (Tuesday); Book III (Wednesday)

English IV: *Review IV: White Board Monumental Moment Analysis*Watch Acts 4 & 5*Listen to Act V. Summative assessment: Timeline of Act V*Speech Analysis Practice*Features Analysis ~Soliloquys & Asides ~Characters: Character Profile Analysis ~Most Significant Speeches ~Defining Moments of Each ActTest: 2 Speech analysis challenges; 1 analysis of soliloquys; one character analysis; Timeline Analysis

WR 122: *Collect the 5 Value Claims*Analysis of Induction and Deduction

~ “Not All Men Are Sly Foxes”~ “Advice for the Anti-Smokers: Take a Message from Garcia”

*Analysis of Logical Fallacies~Logical Fallacy Exercises

*Read and Analyze Sample essays (Analyze the use of language): ~ “Not All Men Are Sly Foxes”~ “Advice for Anti-Smokers”~ “On Nation and Race”~ “People Like Me”

*Outline of Value claim is due Tuesday, RD 1 is due Thursday, RD 2 is due next Tuesday, and Final is

due next Thursday.~Peer Review Thursday, first half of class.

*Read “On Nation and Race” --A. Hitler (Due Monday, 5/2)

May 2-6:

Honors English II:*Collect the illuminating incident AP Lit & Comp essay: Announce the penalty for late essays: 100 points summative credit.*Concluding analysis of Pride & Prejudice*AP In-class Essay:

Option A: Critic Roland Barthes has said, “Literature is the question minus the answer.” Choose a novel or play, and, considering Barthes’ observation, write an essay in which you analyze a central question the work raises and the extent to which it offers answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary.

Option B: Often in literature, a character’s success in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all. Choose a novel or play of literary merit that requires a character to keep a secret. In a well-organized essay, briefly explain the necessity for secrecy and how the character’s choice to reveal or keep the secret affects the plot and contributes to the meaning of the work as a whole.

Option C: In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

English IV: *Collect the final exam essay section: Announce the penalty for late essays: 100 points summative credit.*Unit 7 Review: “The Restoration and the 18th Century: 566-570*Unit 8 Review: “The Romantic Era (1785-1832): 660-662*Unit 9 Review: “The Victorian Age (1832-1900): 768-774*Preview The Scarlet Pimpernel *Scarlet Pimpernel Reading Schedule: Read up to page. . . Monday Tuesday Wednesday Thursday Friday

20 (5/5) 36 (5/6)59 (5/9) 77 (5/10) 99 (5/11) 111 (5/12) 126 (5/13)147 (5/16) 169 (5/17) 194 (5/18) 210 (5/19) 228 (5/20)255 (5/23) Done (5/24)

WR 122:*Claim of Value RD 2 is due Tuesday, and Final is due next Wednesday.*Analyze remaining Fallacy Scenarios at the end of the chapter.*Analyze “Of Race and Nations”—Analyze 3 quotes & discuss Wednesday.

~Write a 1+ page TRIAC reaction and submit Friday.*Read and analyze “People Like Me” & discuss.*Read & Analyze Chapter 9: “Writing an Argumentative Paper” (Due Monday)

English III:*Complete The Scarlet Letter essays: Remind students of the late penalty system: -10%/day.*Civil War Unit Review: 318-322: Class Discussion*Analyze selected Readings:

~Narrative by Frederick Douglass (324)~ “Swing Low Sweet Chariot” (330)

~ “The Battle Hymn of the Republic” (341)~ “The Gettysburg Address” (344)~ “Ain’t I A Woman” (350)

May 9-13:

Honors English II:*Background of Charles Dickens and the French Revolution ~The Socio-Political Situation: Background of the French Revolution ~Charles Dickens: A Professional Writer; A Critic of Societal Heartlessness; A master of: intrigue/plot twists; description; characterization; symbolism; irony ~The Continuing development of the Novel as a genre ~Background to Dickens’ writing and to this story.*Assignment: 20ish pages/day, 6 days per week = 120 pages per week.

~Come to each class ready to discuss—to ask and respond to questions that stem from the

assigned reading. ~Projected date for finishing the Novel: Monday 6/3 ~Notes: Character Web; Key Occurrences by chapter (Link to titles! Conversations and

-Reading Goals: 1. Determine the significance of each chapter; 2. Understand the characters;

3. Unravel the mysteries as you read; 4. An analysis of irony, symbolism & figurative language*Narrative Insights>>Character Development; Unveiling of Mysteries; Developing Conflict; Themes *Reading plan for A Tale of Two Cities: Read up to page. . . Monday Tuesday Wednesday Thursday Friday

15 (5/10) 37 (5/11) 51 (5/12) 76 (5/13)100 (5/16) 114 (5/17) 137 (5/18) 158 (5/19) 179 (5/20)201 (5/23) 218 (5/24) 239 (5/24) 261 (5/25) 279 (5/26)309 (5/29) 327 (5/30) 347 (5/31) Done (6/1)

English III:*Smarter Balanced testing.*Background reading: “Slavery and Civil War”

~Preparation for To Kill a Mockingbird.*Begin reading To Kill a Mockingbird.Reading Plan: Be ready to start reading the chapter indicated each day:Monday Tuesday Wednesday Thursday Friday5/16: 2 5/17: 4 5/18: 6 5/19: 7 5/20: 95/23: 11 5/24: 12 5/25: 14 5/26: 15 5/27: 175/30: 18 5/31: 20 6/1: 23 6/2: 24 6/3: 276/5: 29 6/7: Done

English IV:*Begin reading The Scarlet Pimpernel.

Week’s Reading: 59 (5/9) 77 (5/10) 99 (5/11) 111 (5/12) 126 (5/13)

*Homework: Be sure to complete the readings and record Illuminating Incidents for each chapter. *Play Fact or Question day-by-day

WR 122:*Discuss Chapter 9: “Writing an Argumentative Essay”*Read & Analyze Chapter 10: “Writing an Argumentative Paper” (Due Tuesday).*Decision: Which topic for Claim of Policy essay (from “Opposing Viewpoints”)? Due Monday 5/16 Claim of Policy Due Dates: Topic Selection: Monday, 5/16 (from “Opposing Viewpoints” section in the text.) Annotated Bibliography & Outline: Thursday, 5/19Rough Draft 1: Monday, 5/23Rough Draft 2: Thursday, 5/26Proofreading: Wednesday, 6/1Final: Friday, 6/3

Claim of Policy Requirements: ~Contents: Title Page, Outline, Essay, Annotated Bibliography, Works Cited Page ~Minimum 5 academically respected sources: 3 must be from the text; one must be a contemporary

Source that you locate. ~MLA style (Provide Necessary Citations in the body of your essay) ~1000-1500 in length ~Headers or Footers with name and page # ~Audience, Purpose and Word Count recorded at the end of the essay.

May 19-May 23:

English III:*Complete State Assessment Training*To KILL A MOCKINGBIRD Reading Plan: Be ready to start reading the chapter indicated each day:Monday Tuesday Wednesday Thursday Friday5/16: 2 5/17: 4 5/18: 6 5/19: 7 5/20: 9

~Analyze settings, characters and key questions of the novel:-How did Jem break his arm? Is Boo Radley really a monster?

Honors English II: Tale of Two Cities: *Reading plan for A Tale of Two Cities: Read up to page. . . Monday Tuesday Wednesday Thursday Friday100 (5/16) 114 (5/17) 137 (5/18) 158 (5/19) 179 (5/20)

~Challenge Students to discern what is important: Description, Action, and Dialogue.

~Analyze “Hundreds and People and the “leprosy of unreality.”~Fact or Question day by day

English IV: The Scarlet Pimpernel: *Scarlet Pimpernel Reading Schedule: Read up to page. . . Monday Tuesday Wednesday Thursday Friday147 (5/16) 169 (5/17) 194 (5/18) 210 (5/19) 228 (5/20)

~Challenge Students to discern what is important: Description, Action, and Dialogue.

~Analyze “Richmond” and “Farewell”~Fact or Question day by day

WR 122:*Independent Work Time in the Library*Review the elements of an annotated bibliography.*Annotated bibliography and outline is due Thursday.*Independent Work Time, Revision and Editing: Claim of Policy >Deadlines: RD 1: 5/21 or 22; RD 2: 5/28; Proof: 6/2; Final Draft: 6/3

May 26-29:

Monday: Memorial Day: No School

Honors English II:*Reading plan for A Tale of Two Cities: Book III: “The Track of the Storm”

Mon: C’s 1-3; Tues: C’s 4-6; Wed: C. 7 & 8; Thur: C’s 9 & 10; Fri: C’s 11- 13; Sat: C’s 14 & 15

English IV*Reading plan for The Scarlet Pimpernel

Mon: C. 22 & 23; Tues: C. 24 & 25; Wed: C. 26 & 27; Th: C. 28 & 29; Fri: C. 30 & 31

WR 122:*Class trip to the Light House Thursday!*Independent Work Time, Revision and Editing: Claim of Policy >Deadlines: RD 1: 5/21 or 22; RD 2: 5/28; Proof: 6/2; Final Draft: 6/3

June 3-7: Honors English II:*Final Analysis: A Tale of Two Cities.*Fact or Question*Top 10 Most Important Moments in the novel:

8~The Final Vision1~Sydney Carton’s “losing hand”—“a life for a life you love!”7~Miss Pross’ confrontation with Madame Defarge3~Sydney Carton overhearing conversation in the Defarges’ wine shop9~Ernest Defarge’s acquisition of Dr. Manette’s Letter6~Charles Darnay receiving Gabelle’s Letter4~Charles Darnay’s marriage to Lucie Manette5~Sydney Carton revealing his devotion to Lucie to her2~Sydney Carton’s first encounter with Lucie and Charles

10~Dr. Manette’s restoration*Top 10 Conversations:*Top 10 Settings/Descriptions: In class Wednesday*Top 10 Quotes: Homework Tuesday*Elements and Devices which energized the novel:

~Interesting, meaningful characters~Symbolism~Inspiring and troubling content~Timeless themes~The Narrator~Suspense/Intrigue (Tone & Plot)~Settings/Descriptions~Witty/humorous moments~Historical fiction genre: The French Revolution

*Most important instances of Symbolism*Review the questions!*Why is A Tale of Two Cities an important story?

English IV:*Make sure all text books are in!*Fact or Question on the last two Chapters:*Closing Analysis: ~Significant Characters ~Significant Symbolism ~Significant Irony ~Significant Themes*Final Essay Prompt: Write a TRIAC Theme analysis of Lord of the Flies. Show how Golding develops your chosen theme from the beginning to the end of the novel, and explain the significance of Golding’s ideas to his post world-war audience.

WR 122:*Independent Work Time: Library: Complete the portfolio.

Tuesday 6/13-15:

Honors English II:*Independent Work Time: P. 323-359*Fact or Question*Homework: finish the novel*Independent Work Time: P. 359-364*Fact or Question*Final Analysis: Character Profiles; Settings Analysis; Conversations; Letters; Character Web

English IV:*Final Exam: Lord of the Flies Thematic TRIAC EssayPrompt: Write a TRIAC Theme analysis of Lord of the Flies. Show how William Golding develops your chosen theme from the beginning to the end of the novel, and explain the significance of Golding’s ideas to his post World War II audience.

WR 122: *Independent Work on the Portfolio

Wednesday 6/5:

Honors English II:*Independent Work Time

English IV:*Final Exam: An analysis and evaluation of your learning experience in English IV—through the lens of Carol Dweck & the growth mindset.

WR 122: *Independent Work on the Portfolio: Submit the Portfolio

Block Day 6/7:

Honors English II:*Final Analysis: Character Profiles; Character Web; Settings Analysis; Conversations; Letters; Symbolism; Irony; Themes

June 10-12:

Monday, 6/10

Honors English II:*Tale of Two Cities Final Exam ~Part 1: Character Web

Tuesday, 6/11

Honors English II:*Tale of Two Cities Final Exam ~Part 2: TRIAC Essay

Wednesday, 6/12

Honors English II:*Complete Tale of Two Cities Final Exam ~Part 2: TRIAC Essay*Check Out! Have a great summer!