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Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 1 DAY CONCEPT OBJECTIVES Wednesday, 8/7 Introductory Introductory Thursday, 8/8 Literary Time Periods What are the time periods of American Literature and where did they come from? Friday, 8/9 Literary Time Periods What are the time periods of American Literature and where did they come from? (Presentations) STANDARDS (CCGPS, GPS, AP) INSTRUCTIONAL STRATEGIES Roll, Course Syllabus/Outline, Expectations, Books, Discussion of Summer Reading -Students will work in teams to produce an effective timeline for American Literature from 1600-present day -Each group of students will be given a particular time period based on literature book to research using the IPAD -Students will be prompted to look for influential Am. writers, important Am. events, Am. historical background, etc… -Students will complete timeline on large sheets of construction paper for display and presentations (timeline rubric, timeline info filler) -Students will present their group findings for their particular time period in American Literature -Students will display their work to the class and vocally report on their findings (timeline rubric, timeline info filler) ELACC11-RL10 ELACC11-RI7 ELACC11-W7, W8 ELACC11-RL10 ELACC11-RI7 ELACC11-W7, W8 ELACC11-SL1 ELACC11SL2 ELCC11SL4 WEEK Week 2 DAY Monday, 8/12 CONCEPT Persuasive Writing OBJECTIVES What are the keys to writing INSTRUCTIONAL STRATEGIES -Students will be introduced to persuasive writing in preparation for STANDARDS (CCGPS, GPS, AP) ELACC11-W1, W4, W5 effective persuasive documents? Tuesday, 8/13 In Class Writing Test Practice What are the keys to writing effective persuasive documents? Wednesday, 8/14 Vocabulary Learning new vocabulary and words in context Thursday, 8/15 Native American and Early American Writing (archetypes & creation myths) What was Native American Literature and how did it influence the literature to come? Friday, 8/16 Native American and Early American Writing (archetypes & creation myths) Reading Comprehension How was the style used by Native Americans effective? the GHSGWT -Give studentspersuasiveGO -Focus will be in effective introductions, thesis statements, and conclusions -Students will practice creating an effective thesis and introductory paragraph (ppt writing day 1; intro, conclusion, and thesis and persuasive essay graphic organizer) (ppt writing day 2: body paragraphs) -Students will be given a persuasive writing prompt and they will create a persuasive essay in a timed environment to mimic the conditions of the GHSGWT (Sports Persuasive Document) -Introduction of vocabulary 1 terms along with part of speech, definition, and example sentence context Quiz Friday 23 -Using and IPAD, students will make flash cards (Quizlet) Hand and out Native Am. Pictograph miniproject -Students will be introduced to Native American writing including literary devices such as archetypes, creation myths, pictographs, etc... -Students will read “The World on Turtle’s Back” aloud, answer questions in text (Native American Literature PPT, NA Guided Notes, Native American Origin Myths, Origin Myth guided notes) Work on project in class Due Monday 8/19 Aloud, students will finish reading “The World on Turtle’s Back” , answer book questions -Discussion of important literary aspects to follow up (archetypes, creation myths, pictographs) ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3, ELACC-11-L4, L5, L6 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3, ELACC-11-L4, L5, L6 ELACC11-L5 WEEK DAY Week 3 Monday, 8/19 CONCEPT Summer Reading OBJECTIVES Assessment INSTRUCTIONAL STRATEGIES Various Testing over Summer Reading material STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, Finish miniproject and turn in before leaving ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills Tuesday, 8/20 Essay Revision (Workshop) What can we do to strengthen our persuasive writing techniques? Wednesday, 8/21 Puritanism and Early American Writing Who were the Puritans? Who were the settlers of the colonies? What types of writing did these early Americans produce? Thursday, 8/22 Puritanism and Early American Writing Friday, 8/23 Puritanism and Early American Writing Compare/Contrast How can we compare two pieces of writing from the same time period? Which is more realistic? Which is more persuasive? Which paints a better picture of Early American life? Compare/Contrast How can we compare two pieces of writing from the same time period?Which is more realistic? Which is more persuasive?Which paints a better picture of Early American life? What was a Puritan sermon like? What techniques were used to convince the audience? What was a Puritan sermon like? What techniques were used to convince the audience? -Situational journal (15 minutes) Ethicist Journal -Students will be handed back their persuasive essays - Students will be briefed on their common errors -Students will edit their essays and hand back in, revised and completed (BHS Rubric) -Students will be introduced to early American lifestyle, Puritan lifestyle, beliefs, and literature -Discussion about possible themes, modes of writing, subject matter, lifestyle and how these contributed to the Puritan way of writing and life -Students will begin reading John Smith, A Description of New England (handout), pointing out the advertising techniques Smith uses (Puritan ppt, guided notes, John Smith handout) -Students will begin reading William Bradford Of Plymouth Plantation -Students will be directed to actively take notes when they see similarities or differences between the two texts (Smith and Bradford text, compare/contrast worksheet) -For 5-10 minutes, students may collaborate about ideas from their compare/contrast worksheet -Students will participate in an active class discussion comparing and contrasting the important points between Smith and Bradford -Included in this discussion are ideas about persuasive writing, ads, sales pitches (DQ video) -Possible pop quiz over Of Plymouth Plantation/Description of NE (Smith and Bradford text, compare/contrast worksheet) ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3, Vocabulary quiz 1 -Introduction to Puritan sermons and Jonathan Edwards -Students will read A Young Puritan’s Code and complete their own code (into mindset of Puritan minister) -Students will be given introductory worksheet over Jonathan Edwards and will complete individually (A Young Puritan’s Code, handout: onathan Edwards notes) ELACC11-L4, L5, L6 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, ELACC11-L4, L5, L6 ELACC11RL1, RL2, RL3, RL4, RL5, RL6 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RL3, RL4 RI5, RI6, RL7 RI9 ELACC11-RI9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI9 -Students will share their personal Puritan Codes -Review rhetoric and Aristotle's Rhetorical triangle -Students will begin reading “Sinners in the Hands of an Angry God” aloud and finish for homework, worksheet WEEK Week 4 DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 8/26 SAT Vocabulary Vocabulary in context What was a Puritan sermon like? What techniques were used to convince the audience? Learning new vocabulary and words in context -Quiz over “Sinners in the Hands of an Angry God” -Introduction of vocabulary 2 terms along with part of speech, definition, and example sentence context -Using and IPAD, students will make flash cards (Quizlet) Quiz Friday 13th Tuesday, 8/27 Puritanism and Early American Writing Puritan Poetry and Plain Style What is Puritan Plain Style and how did -Students will be introduced to Anne Bradstreet and early American Poetry (Puritan Poetry) -Students will read “Upon the Burning of My House” and “To My Dear and Loving Husband”, questions from text Anne Bradstreet use it? What are some of the earliest and most common poetic devices? How can we describe Early American Literature (subjects, themes, devices, influence)? STANDARDS (CCGPS, GPS, AP) ELACC11-L4, L5, L6 ELACC-11-L4, L5, L6 ELACC11-L5 -While reading, students will focus on comprehension as well as be introduced to terms such as anaphora, hyperbole, inversion, metaphor, personification, etc…-Students will hand in Puritan Poetry Handout -Students will be given a review guide to be completed individually in class in preparation for the Early American Writing Unit Test -Upon completion, there will be an active class discussion and review covering Early American Writing Wednesday, 8/28 Thursday, 8/29 Puritanism and Early American Writing American Drama and The Crucible Testing for comprehension and knowledge of both literary and historical concepts. What is special about American Drama? What are the common terms that make up a modern day drama? Who was Arthur Miller and what influenced The Crucible? Why are we talking about the Salem Witch -Students will take the unit exam covering Early American Literature Puritanism and Early American Writing Test -Students will be introduced to American drama with a review of literary devices associated with drama -Students will be given information about Arthur Miller (bio) and how this influenced his writing of The Crucible (text) -Students will be introduced to the concept and layout of Arthur Miller’s The Crucible (themes, terms, vocabulary) -Students will receive a character chart handout to help ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-W1, W2, W3, Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills Friday, 8/30 Professional Learning Early Release EOCT Preparation Trials and McCarthyism? them take notes on the characters -Students will also be given their Crucible Character Diary assignment (requires students to write in multiple modes including descriptive, narrative, persuasive, and reflective) -assignment will be due the day following completion of the play (The Crucible ppt, guided notes, character chart handout, Crucible character diary ) -Students will participate in a web search on ipads for background knowledge of McCarthyism (show McCarthyism cartoons from old newspaper publications) (Arthur Miller Bio, Crucible McCarthyism internet search Handout, McCarthyism cartoons non-fiction, D:\early am\crucible\Salem list.docx) W4, W5, W10 EOCT Style Practice -Students will be introduced to the EOCT and what the test entails (types of questions, multiple choice, strategies) -Students will use IPADS to create and log in to USATestPrep.com -Students will take a 20 question practice exam, see immediate scores, receive immediate feedback on questions that they did not get correct -Students will have an opportunity to go back and correct the questions that they missed (USA Test Prep, possible quiz grade) ELACC11RL1, RL2, RL3, RL4, RL5, RL6 WEEK DAY CONCEP T OBJECTIVES INSTRUCTIONAL STRATEGIES Week 5 STANDARDS (CCGPS, GPS, AP) Monday, 9/2 LABOR DAY HOLIDAY Tuesday, 9/3 The Crucible Story Outline and Note Taking What is the developing conflict for the characters in The Crucible? What is the plot and who are the characters of The Crucible? -Students will be given study guides with drama terms attached for note taking while reading The Crucible -Students will begin reading The Crucible Act 1 aloud in class -Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 (study guides for acts 1-4, The Crucible text) study guide Wednesday, 9/4 American Drama and The Crucible Story Outline and Note Taking Thursday, 9/5 American Drama and The Crucible Story Outline and Note Taking Friday, 9/6 In Class Writing Practice Persuasive Writing What is the developing conflict for the characters in The Crucible? -Students will actively participate in summarizing the important characters and plot events from the previous day’s reading -Aloud in class, student will finish reading Act I -View video clips from the play -Upon finishing, students will have an opportunity to complete the Act I study guide in preparation for a quiz over Act 1 the next day (video clips) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America? -Students will take a quiz over Act I of The Crucible -Students will receive the study guide for Act II -Students will begin reading Act II of The Crucible aloud and will engage in note taking and completing the study guide (Quiz Act 1) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 GHSGWT Practice What are the keys to writing effective -Students will be given a persuasive writing prompt and they will create a ELACC11-W1, W4, W5, W10 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills persuasive documents? persuasive essay in a timed environment to mimic the conditions of the GHSGWT (Persuasive Prompt) ELACC11-L1, L2, L3, WEEK Week 6 DAY OBJECTIVES INSTRUCTIONAL STRATEGIES -Students will have an opportunity to peer-edit and revise their in class essay (focusing on thesis statement, introduction, body paragraphs, conclusion, specific details, etc…) -Students will use highlighters to identify the above mentioned factors in their essays -Students will finish reading Act II of The Crucible aloud in class -Students will be able to identify the characters, rising action, plot devices, etc... -Upon completion of Act II, students will take a reading comprehension quiz over Act II -Students will complete study guide for Act II for homework (Quiz Act II) LANGUAGE ARTS + FINE ARTS (Students will be given a persuasive essay prompt for this performance exam) Monday, 9/9 Persuasive Writing (Essay Workshop) GHSGWT Practice What are the keys to writing effective persuasive documents? Tuesday, 9/10 -American Drama and The Crucible -Story Outline and Note Taking How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America? -American Drama and The Crucible -Story Outline and Note Taking How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America? How does the play reflect Miller’s feeling toward McCarthyism? Does this Wednesday, 9/11 Performance Essay ENGLISH & FINE ARTS Thursday, 9/12 Friday, 9/13 CONCEPT -American Drama and The Crucible -Story Outline and Note -Students will begin reading Act III aloud STANDARDS (CCGPS, GPS, AP) ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 -While reading, students will be engaged in active note taking as well as completing information on their study guides Vocabulary quiz 2 -Students will continue reading Act III aloud -Upon completion of Act III, students will be given time to ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 Taking work with the backdrop of Puritan America? Can you identify the characters, plot, and rising action? What is your prediction? work on study guides -Students will participate in an active discussion about their Crucible diaries and which style of writing they find easiest/toughest (also check on their progress) -view video clip of Act III (video clip of Act III) WEEK Week 7 Benchmark #1 DAY CONCEPT OBJECTIVES Monday, 9/16 ELECTIVES EOCT Preparation EOCT Style Practice Benchmark Review Tuesday, 9/17 ENGLISH Wednesday, 9/18 MATH Benchmark Exam Benchmark Exam -American Drama and The Crucible -Story Outline and Note Taking What is the difference between this play and the actual historical actions of the characters? Should Miller have used a different method? Thursday, 9/19 SCIENCE -American Drama and The Crucible -Story Outline and Note Taking How does Miller’s play reflect the American outlook in the 1950’s? Friday, 9/20 SOCIAL STUDIES -American Drama and The Crucible -Story Outline and Note Taking How does Miller’s play reflect the American outlook in the 1950’s? INSTRUCTIONAL STRATEGIES IPADS -Students will be given a benchmark review -Students will be introduced to the EOCT and what the test entails (types of questions, multiple choice, strategies) -Students will use IPADS to create and log in to USATestPrep.com -Students will take a 20 question practice exam, see immediate scores, receive immediate feedback on questions that they did not get correct -Students will have an opportunity to go back and correct the questions that they missed (USA Test Prep, possible quiz grade) Benchmark Exam -Students will take part in a summarization of the play thus far -Students will take quiz over Act III for reading comprehension -Students will begin reading Act IV aloud -While reading, students will be engaged in active note taking as well as completing information on their study guides -Students will complete reading of Act III aloud -View video clip -Students will complete their study guides and note taking sheets (Video Clip) -students will read Act IV -with spare time, students will work on study guides and character sheets STANDARDS (CCGPS, GPS, AP) ELACC11-L4, L5, L6 ELACC11RL1, RL2, RL3, RL4, RL5, RL6 ALL ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC-11-L4, L5, L6 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 8 DAY CONCEPT OBJECTIVES Monday, 9/23 Persuasive Writing What are they looking for on the GHSGWT? Tuesday, 9/24 -American Drama and The Crucible -Story Outline and Note Taking Check for reading comprehension and understanding of Modern American Drama (The Crucible) Unit Exam for The Crucible Check for reading comprehension and understanding of Modern American Drama (The Crucible) Wednesday, 9/25 Graduation Writing Test Thursday, 9/26 INSTRUCTIONAL STRATEGIES -Students will have the opportunity to view multiple examples of released GHSGWT samples -Students will be placed into groups of three or four and given four different examples -Students will then collaboratively discuss where they think each example stands on the levels of exceeds, meets, and does not meet -We will then look at the actual results as a class and discuss the examples together in further detail (GHSGWT pdf examples, GHSGWT Rubrics) GHSGWT pdf examples, GHSGWT Rubrics) Review writing 1 & 2 from week one (-students will finish reading Act IV -view video clip of Act IV -discuss study guides in preparation of test on Thursday -Unit Exam over Arthur Miller’s The Crucible (Unit Exam for The Crucible) STANDARDS (CCGPS, GPS, AP) ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 Friday, 9/27 Homecoming Early Release WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS (CCGPS, GPS, AP) Week 9 Monday, 9/30 Literary Periods American Rationalism (Early National) Literary Periods American Rationalism: Writers of the Revolution Tuesday, 10/1 Literary Periods American Rationalism (autobiography) Vocabulary What literary period began after Puritanism? How was it different than Puritanism? What caused these changes?What was Benjamin Franklin’s influence on American letters? What kind of text did Franklin engage in? What currently produced document was created by Benjamin Franklin? What do we call these little witticisms? Learning new vocabulary in context -Students will be introduced to Benjamin Franklin -Students will read The Autobiography excerpt and be able to distinguish between biography and autobiography, questions from text -Students will also relate Franklin’s ideas in The Autobiography to Rationalist thinking (Benjamin Franklin handout) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 -students will participate in the aphorisms assignment where they will be asked to complete commonly heard aphorisms (will also read how children completed the aphorisms for fun) -Students will read selections from Poor Richard’s Almanac (also from book) -Students will work in groups to determine what the aphorisms (devices) are saying Vocabulary 3, 10/9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 -Introduction of terms along with part of speech, definition, and example sentence context Quiz Friday 11 -Using and IPAD, students will make flash cards (Quizlet) Wednesday, 10/2 Literary Periods American Rationalism (pamphlets) Writers of the Revolution (Poetry) How did Rationalist writers use writing to help the American Revolution? Phillis Wheatley: Was all of the literature during the early national period political? Thursday, 10/3 Writers of the Revolution (political documents) Thomas Jefferson and The Declaration of Independence. What influences from the time period can be seen in the DOI? Friday, 10/4 -Satire and Interpreting Political Cartoons What is satire and how can political cartoons use this technique to get their point across? -Students will be introduced to Thomas Paine and The Crisis (literature book), questions from book at your disgression -Students will examine the document for persuasive techniques used by the author (charged words, pathos, ethos, logos) IPADS -Students will be introduced to Revolutionary War poetry and Phillis Wheatley (background, intelligence despite being a slave -Students will read “To His Excellency, General -Students will be introduced to The Declaration of Independence -Discussion will surround such elements as style, rhetoric, and purpose using Legality of Declaration (summarize and identify persuasive techniques as well) -Upon completion of reading, students will be asked to develop a rhetorical précis for the document (to be completed for homework) (rhetorical précis example) (article, Legality of Declaration) -Students will participate in a discussion about satire and the effect s that it can have in both written and visual pieces -Students will be given IPADS to view old political cartoons about the American Revolution -For class and homework, students will be responsible for ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-RI1, RI7 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills locating a political cartoon that interests them and answer interpretation questions about the visual (Revolutionary cartoons created in the 1950’s, analyzing political cartoons pdf) WEEK Week 10 DAY Monday, 10/7 Writers of the Revolution (political documents) Tuesday, 10/8 Rationalism MiniTest Celebrating the Individual: American Romanticism Wednesday, 10/9 Performance Essay SOCIAL STUDIES & CTAE CONCEPT OBJECTIVES Patrick Henry, Speech in the Virginia Convention. What influences from the time period can be seen in the SitVC? Exam for Understanding and Comprehension The four W’s and the H of American Romanticism: Introduction to the literary period. American Romanticism: Introduce The Scarlet Letter Symbolism, style and characterization by Hawthorne American Romanticism: Identification of Romantic elements within a work of fiction. Lecture, notes, group reading Foundational Concepts Washington Irving and the early elements of Romanticism INSTRUCTIONAL STRATEGIES Patrick Henry, Discussion will surround such elements as style, rhetoric, and purpose - finish Phyllis Wheatley – Minitest review -Students will take a mini-exam covering concepts of Rationalism (authors, themes, concepts, comprehension, vocabulary, and précis writing) -Students will be introduced to American Romanticism using PP presentation and a guided notes handout for the PP -For a historical context, students will also read from pages 297-305 in the textbook to complete the Celebrating the Individual: American Romanticism worksheet (worksheet, PP Presentation, PP Guided Notes)- Students will be introduced to The Scarlet Letter using PP presentation and a guided notes handout for the PP -Study Guide Reading of ch. 1 and discussion of vocabulary Ch. 2 & 3 by Friday Vocabulary quiz 3 -Present biography of Washington Irving pre-reading on “The Devil and Tom Walker” http://www.wiziq.com/tutorial/50453-The-Devil-and-Tomwalker -Begin “The Devil and Tom Walker” STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-RL2, RL3 ELACC11-SL2, SL3 ELACC11-L1 ELACC11-RL9, RL5 ELACC11-W9, W4 ELACC11-SL1 ELACC11- L2, L5 Identification of literary era Thursday, 10/10 American Romanticism and Literary Elements American Romanticism: Nathaniel Hawthorne Friday, 10/11 American Romanticism: Nathaniel Hawthorne Understanding of literary terms such as diction, syntax, tone, figurative language, imagery, audience, purpose -Visual Text Literary bio and elements of dark romanticism Lecture Notes, Guided Note Taking -Conduct end of class discussion - elements of romanticism in “The Devil and Tom Walker” -complete reading of “The Devil and Tom Walker” for homework - Discuss how this text and its concepts are different from texts in Rationalism -Require mini-literary analysis on “The Devil and Tom Walker”: How does Irving employ diction, syntax, tone, imagery, and figurative language? What is the overall affect achieved? (Allow students to attempt this analysis on their own - it will be reviewed in the context of re-teaching the terms in the next task) - Discuss elements of romanticism in Tom Walker - Review basic literary terms used in analysis: Diction, syntax, tone, figurative language, imagery, audience, purpose -Model examples of each from texts under consideration and construct an informal rubric -allow students to review literary analyses for corrections or additional content -introduction of literary terms (allegory, extended metaphor, metaphor, etc…) -Read “The Minister’s Black Veil” Guided question and discussion -Discuss ch. 2 The Scarlet Letter -introduction of literary terms (allegory, extended metaphor, metaphor, etc…)(Rhetoric PowerPoint) -begin reading “The Minister’s Black Veil” -finish reading for homework and questions (minister’s black veil questions)The Scarlet Letter -Quiz ch. 1-3, read 4 in class 5-6 by Thursday/Friday (SL) Hand out symbolism chart and explain ELACC11-RL4 ELACC11-L5 ELACC11-RL9, RL4, RL5 ELACC11-SL1 ELACC11-L1, L2, L5 ELACC11-RI5, RI6, RI7 WEEK Week 11 DAY Monday, 10/14 Tuesday, 10/15 Wednesday, 10/16 PSAT and College Fair CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES FALL HOLIDAY! Professional Learning Day (Student Holiday) STANDARDS (CCGPS, GPS, AP) Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills Thursday, 10/17 Fall Festival Early Release EOCT Practice and Test and Benchmark Preparation Reviewing Benchmark and EOCT material as well as strategies for test taking Friday, 10/18 Professional Learning Early Release EOCT Practice and Test and Benchmark Preparation Reviewing Benchmark and EOCT material as well as strategies for test taking CONCEPT OBJECTIVES The Scarlet Letter ch. 4-6 quiz -students will review the Benchmark #1 from the previous week -students will have the opportunity to re-test their missed questions in an effort to better understand why these questions were missed The Scarlet Letter ch. 4-6 quiz -students will review the Benchmark #1 from the previous week -students will have the opportunity to re-test their missed questions in an effort to better understand why these questions were missed ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-SL1 WEEK Week 12 DAY 10/21/13 American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne Tuesday, 10/22 American Romanticism: Transcendentalis m and Ralph Waldo Emerson Lecture Notes, Guided Note Taking, Foundational Concepts of Ralph Waldo Emerson Close Reading, Discussion, Rhetorical Précis (Emerson) Wednesday, 10/23 American Romanticism: Introduce The Scarlet Letter Symbolism, style and characterization by Hawthorne INSTRUCTIONAL STRATEGIES The Scarlet Letter Reading of ch. 7 and discussion of vocabulary Ch. 8,9 by Wednesday, quiz -Introduction of Transcendentalism including author bio of Emerson and Thoreau and show pictures from Concord – Transcendentalism filler (Transcendentalism PP, guided notes, photos from Concord) -Begin reading excerpt from “Self Reliance” and review necessaries for a rhetorical précis -student will complete reading for homework and have rhetorical précis finished by Thursday The Scarlet Letter Quiz 7-9 Read ch. 10, 11 in class Students read ch. 12, 13 by Friday Discuss symbolism chart STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-RI5, RI6, RI7ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, Reading guide Thursday, 10/24 Friday, 10/25 American Romanticism: Transcendentalis m and Ralph Waldo Emerson and Henry David Thoreau American Romanticism: Transcendentalis m and Ralph Waldo Emerson and Henry David Thoreau Close Reading, Discussion Close Reading, Discussion -computer lab (108) -Students will be given the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Monday) (Transcendentalism Quote Writing) Quiz ch. 10-13 The Scarlet Letter -computer lab (108) -Students will continue the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class today) Read ch. 14 for Monday ELACC11-L4, L5, L6 ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 WEEK Week 13 Benchmark #2 DAY CONCEPT OBJECTIVES Monday, 10/28 ELECTIVES American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne Tuesday, 10/29 SOCIAL STUDIES EOCT Preparation EOCT Style Practice Wednesday, 10/30 Benchmark Exam Benchmark Exam INSTRUCTIONAL STRATEGIES The Scarlet Letter Reading of ch. 15, 16 in class Students read ch. 17 by Thursday Discuss symbolism chart Reading guide Benchmark 2 review -Students will be introduced to the EOCT and what the test entails (types of questions, multiple choice, strategies) -Students will use IPADS to create and log in to USATestPrep.com -Students will take a 20 question practice exam, see immediate scores, receive immediate feedback on questions that they did not get correct -Students will have an opportunity to go back and correct the questions that they missed (USA Test Prep, possible quiz grade) Benchmark Exam STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, ELACC11-L4, L5, L6 ELACC11RL1, RL2, RL3, RL4, RL5, RL6 All Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills ENGLISH Thursday, 10/31 MATH Friday, 11/1 SCIENCE American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne EOCT Practice and Test and Benchmark Preparation Reviewing Benchmark and EOCT material as well as strategies for test taking The Scarlet Letter Open book quiz ch. 14-17 Reading of 18 in class Discuss symbolism chart Reading guide -students will review the Benchmark #2 from the previous week -students will have the opportunity to re-test their missed questions in an effort to better understand why these questions were missed Reading of ch. 19 in class 20-21 by Monday Reading guide and symbolism chart due Tuesday ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-SL1 WEEK Week 14 DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 11/4 American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne The Scarlet Letter Reading of 22, 23 in class Students finish novel for homework, final quiz Tuesday Tuesday, 11/5 American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne Wednesday, 11/6 Performance Essay MATH & FOREIGN LANG American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne Students turn in Reading G. and symbolism chart Final quiz ch. 18-24 Introduce The Scarlet Letter project Students wear their letters on Friday Students turn in Reading G. and symbolism chart Introduce The Scarlet Letter project Students wear their letters on Friday Students finish novel in class Thursday, 11/7 American Romanticism: The Scarlet Letter Symbolism, style and characterization by Hawthorne In class discussion of themes and symbolism in novel. ICE: Masks STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 Friday, 11/8 American Romanticism: The Scarlet Letter Essay writing Symbolism, style and characterization by Hawthorne Essay writing Final quiz The Scarlet Letter themes/symbolism ICE: Masks Final quiz over novel: ch. 21-24, complete ICE: Masks ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 Week 15 Monday, 11/11 WEEK DAY American Romanticism: The Scarlet Letter C O N C E P T OBJECTIVES STANDARDS (CCGPS, GPS, AP) In class reflection/writing Symbolism, style and characterization by Hawthorne --computer lab (108) -students will compose a 2 page reflection about their experiences wearing their scarlet letters ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 In class reflection/writing Symbolism, style and characterization by Hawthorne --computer lab (108) -students will compose a 2 page reflection about their experiences wearing their scarlet letters ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 -review of Fireside Poets (themes, structure, ideas, etc…) -read Longfellow “A Psalm of Life” and “The Tide…” -students will fill out a graphic organizer for the Fireside Poets selections that we read --read Holmes “The Chambered Nautilus” and “Old Ironsides” - lit book -William Cullen Bryant, “Thanatopsis” -students will use graphic organizer for a “rewrite” of Bryant’s poem ELACC11-RL9, RL4, RL5 ELACC11-SL1 Tuesday, 11/12 Wednesday, 11/13 American Romanticism: The Fireside Poets Close Reading, Discussion, Elements of Poetry American Romanticism: Gothic Fiction (Hawthorne, Poe) Close Reading, Discussion, Reading Comprehension, Literary Time Periods INSTRUCTIONAL STRATEGIES Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills -introduction to Gothic Fiction (common elements, themes, style, history, etc...) -“Illustrations Inspired by Poe” (lit cd for gothic images) -introduction to Edgar Allan Poe (works, themes, life, etc…) (Gothic Fiction ppt, Thursday, 11/14 POE PROJECT American Romanticism: Gothic Fiction (Hawthorne, Poe) Friday, 11/15 POE PROJECT American Romanticism: Gothic Fiction (Hawthorne, Poe) W E DAY E K W Monday, 11/18 e e k 1 6 Tuesday, 11/19 CONCEPT American Romanticism: Gothic Fiction (Hawthorne, Poe) Vocabulary American Romanticism Reading and Comprehension OBJECTIVES Close Reading, Discussion, Reading Comprehension, Literary Time Periods Close Reading, Discussion, Reading Comprehension, Literary Time Periods, INSTRUCTIONAL STRATEGIES D:\romanticism\gothic elements.docx, Poe ppt)(guided notes) -Students will begin reading Edgar Allen Poe’s “The Fall of the House of Usher” or “The Masque of the Red Death” aloud. -Comprehension questions -Students will continue reading Poe and finish “The Fall of the House of Usher” or “The Masque of the Red Death” aloud. STANDARDS (CCGPS, GPS, AP) ELACC11-L1, L2, L5 ELACC11-RL9, RL4, RL5 ELACC11-SL1 Poetry -Students will begin close reading of various poems from Edgar Allen Poe, The Raven (view Simpsons version http://dotsub.com/view/58591756-7128-488c-bfe922463d46d907 and discuss parody) Romanticism review Wednesday, 11/20 American Romanticism Reading and Comprehension Reading Comprehension, Exam for Understanding -American Romanticism Exam Vocabulary 4, 12/3 -Introduction of terms along with part of speech, definition, and example sentence context Quiz Friday 11 ELACC11-RL9, RL4, RL5 ELACC11RL1, RL2, RL3, RL4, RL6 ELACC11-RI1, RI2, RI5, RI6, RI9 -Using and IPAD, students will make flash cards (Quizlet) Thursday, 11/21 POE PROJECT Friday, 11/22 POE PROJECT THANKSGIVING BREAK! WEEK DAY CONCEPT Monday, 12/2 Frederick Douglass, Narrative of the Life of a Slave Tuesday, 12/3 Frederick Douglass, Narrative of the Life of a Slave Essay STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 -Introduction using powerpoint and filler handout -Pass out study guides and books -Students will begin reading Narrative aloud and answering study guide (Intro ppt, filler, study guide) -Finish reading ch. 1 aloud, complete study guide -In groups students begin ch. 2 to be complete Wednesday -Quiz friday over ch. 1 -5 Frederick Douglass, Speech The Meaning of July 4th for the Negro , Guided Note Taking Is his use of rhetoric effective? What are his most effective techniques? Students will Listen, Watch, and Read this famous speech presented by James Earl Jones -In small groups, Students will analyze the speech for rhetorical devices -Rhetorical precis due Monday - Students have chapters 3-4 read by fRIDAY, quiz (speech, precis) ELACC11-RI2, RI3, RI6 ELACC11-W9, W2 EOCT and Benchmark Preparation Grammar, Vocabulary, and Comprehension Practice -using IPads, students will follow to Barton website -they will download the document EOCT Practice Quiz #3 -students will take the practice quiz and then we will discuss right/wrong answers as well as address any problem questions that we may find ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-SL1 SCIENCE & HEALTH/PE 12/05/13 INSTRUCTIONAL STRATEGIES Introduction to Frederick Douglass, Narrative of the Life of a Slave Lecture Notes, Guided Note Taking How was Frederick's younger years influential in his development into a very successful man? Week 17 , 12/4 Performance OBJECTIVES ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills Friday, 12/6 Frederick Douglass, Narrative of the Life of a Slave What are the significant events that shape Frederick in chapters 3-5? -at the end of class we will discuss strategies that can be used in multiple choice testing Quiz ch. 1-5 Read ch. 5 aloud -In small groups, students with complete study guide and participate in theme discussion Read ch.5-8 by Tuesday OBJECTIVES INSTRUCTIONAL STRATEGIES ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 WEEK Week 18 DAY Monday, 12/9 Frederick Douglass, Narrative of the Life of a Slave Why is Frederick worthy of the title “the most influential African-American in history”? -In small groups students complete and discuss study guide iPads -Using ipads, students will complete their fact finding Frederick handout Tuesday, 12/10 Frederick Douglass, Narrative of the Life of a Slave What are the significant events that shape Frederick in chapters 5-9? 12/11/13 Frederick Douglass, Narrative of the Life of a Slave Frederick Douglass, Narrative of the Life of a Slave Persuasive Essay development -Quiz ch. 6-8 -Read ch. 9 aloud -Students will actively participate in group discussion of themes and influences that made Frederick Douglass -with a partner, students complete study guide -Students pick a Preread topic to write about for their in class persuasive essay -Students produce an in class persuasive essay -(finish novel and essay for homework -Final quiz over ch. 9-11 -Students finish final draft of essay and turn in Thursday, 12/12 CONCEPT How has your opinion of slavery and the early African-Americans changed? How was Frederick effected STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5 Assessment Friday, 12/13 Narrative Writing by the events in chapters 911? What are the keys to writing effective narrative documents? -Review of narrative writing techniques regarding thesis statements, introduction, and conclusion -Students will be introduced to narrative writing techniques regarding body paragraphs and their purpose -Students will practice writing body paragraphs based upon the thesis statement and introduction they create ELACC11-W1, W4, W5 Preview Narrative writing prompt for monday BM #3 review WEEK Week 19 Benchmark Week #3 DAY Monday, 12/16 Tuesday, 12/17 Wednesday, 12/18 Thursday, 12/19 Friday, 12/20 CONCEPT In class narrative essay OBJECTIVES INSTRUCTIONAL STRATEGIES What are the keys to writing effective narrative documents? -Students will be given a narrative writing prompt and they will create a narrative essay in a timed environment (Narrative Document) Semester Exams (Benchmark #3) – 7th Period Semester Exams (Benchmark #3) – 1st & 2nd Periods Semester Exams (Benchmark #3) – 3rd & 4th Periods Semester Exams (Benchmark #3) – 5th & 6th Periods STANDARDS (CCGPS, GPS, AP) ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 1 DAY Monday, 1/6 Tuesday, 1/7 CONCEPT Transitional Poetry: Walt Whitman/Emily Dickinson OBJECTIVES INSTRUCTIONAL STRATEGIES Professional Learning Day (Student Holiday) While reading selected -Students will read “I Hear America Singing” 510, poems, students will “Song of Myself” (512) , possible other selections focus on comprehension -Upon completion, there will be an active class as well as be introduced discussion and review of poetry selections to terms such as (Whitman Poetry ppt) hyperbole, inversion, Handout notes metaphor, handout poems- personification, etc… STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 Wednesday, 1/8 Transitional Poetry: Walt Whitman/Emily Dickinson Thursday, 1/9 Narrative Writing While reading selected poems, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc… What are the keys to writing effective narrative documents? “A Noiseless Patient Spider” (512), “I heard a fly buzz”, “Success is counted sweetest” and other selections -Upon completion, there will be an active class discussion and review of poetry selections (Dickinson Poetry ppt) Dickinson/Whitman Compare/Contrast -“Because I Could Not Stop for Death” (526) Begin Dickinson paraphrase activity, Review Whitman -Upon completion, there will be an active class discussion and review of poetry selections (Dickinson Poetry handout) -Whitman/Dickinson Mini-Test review -Review of narrative writing techniques regarding thesis statements, introduction, and conclusion -Students will be introduced to narrative writing techniques regarding body paragraphs and their purpose ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-W1, W4, W5 -Students will practice writing body paragraphs based upon the thesis statement and introduction they create Preview Narrative writing prompt for monday Friday, 1/10 Transitional Poetry: Walt Whitman/Emily Dickinson Narrative Writing Understand Poetic Relationship between Transitional Authors Introduce Vocab. 6 words -Whitman/Dickinson Mini-Test -Students will use Dickinson and Whitman poetry to compose a love letter from Walt to Emily or vice versa/create a narrative of their first date. Letters/Narratives must reflect personalities and writing styles of each poet (Optional)- after test create quizlet with V6 words ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-W1, W4, W5 WEEK Week 2 DAY Monday, 1/13 CONCEPT Realism: Mark Twain Tuesday, 1/14 Realism: Mark Twain Wednesday, 1/15 Vocabulary Thursday, 1/16 Narrative Writing Friday, 1/17 SAT Vocabulary OBJECTIVES Intro. To Realism Racism discussion What is Twain's purpose? Themes and plot development Censorship and it s effects on society. What is censorship? Why is it important that we are aware that it happens? Vocabulary 1, quizlet study preparation, synonyms/antonyms What are the keys to writing effective narrative documents? Learning new vocabulary and words in context INSTRUCTIONAL STRATEGIES -Students will be introduced to American Realism using PP presentation and a guided notes handout for the PP Jon Stewart segment (optional) Begin The Adventures of Huckleberry Finn, ch. 1 aloud Ch. 1-4 by Friday Study Guide Video segments: “The Day They Came to Arrest the Book” The Adventures of Huckleberry Finn, ch.1 in class Introduce Vocabulary 1, semester 1 -Based on BHS writing rubric, students will peer edit their essays and revise -Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz 5 requires identifying the words in sentence context) -computer lab to finish composing narrative STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-L4, L5, L6 ELACC11-W1, W4, W5, W10 ELACC11-L1, L2, L3 ELACC11-L4, L5, L6 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 3 DAY Monday, 1/20 Tuesday, 1/21 OBJECTIVES INSTRUCTIONAL STRATEGIES MLK HOLIDAY -students will finish ch. 4 in The Adventures of Huckleberry Finn -Bierce – “Occurrence at Owl Creek Bridge “ (582) -Students will begin reading aloud in class (Graphic Organizer) Realism: Twain, Ambrose Bierce Close reading, Identification of Literary Elements Recognition of Author Voice American Realism: Twain/Bierce Close Reading Foundational Concepts of Realism Close reading, Identification of Literary Elements Recognition of Author Voice Brief discussion of ch. 1-4 HF, Quiz Thursday, 1/23 American Realism: Ambrose Bierce Comparing Literature to Film, Involvement in Literary Elements -Students will compare/contrast Bierce writing to movie clips -Bierce – Movie clips/write paragraphs comparing Bierce movie clips Friday, 1/24 American Realism: Mark Twain Close reading, Identification of Literary Elements Recognition of Author Voice -Students compare/contrast Twains epigrams with Franklin aphorisms, compare/contrast Twain with Pintrest (YOLO) epigrams (Mark Twain, epigrams) (Mark Twain/Franklin/Pintrest (YOLO) handout, compose 5 epigrams) Wednesday, 1/22 CONCEPT Ch. 5-9 by Tuesday -Finish “Occurrence at Owl Creek Bridge” and complete questions -Finish close reading Interactive reading questions/guide STANDARDS (CCGPS, GPS, AP) ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-SL1 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-L5 ELACC11-W1, W4, W5 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-L5 ELACC11-W1, W4, W5 WEEK Week 4 DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 1/27 American Realism: Twain, Chopin, Bierce Close Reading Foundational Concepts of Realism How can we compare the works of Chopin, Bierce, and Twain? Read ch. 10 aloud HF Ch. 10-15 by Friday -students will read Kate Chopin – “The Story of an Hour” (760) -students will engage in group discussion determining whether or not Chopin, Bierce and Twain are similar and how each reflects Realism characteristics Tuesday, 1/28 American Realism: Realist Poetry How can we describe Realism poetry (subjects, themes, devices, influence)? Wednesday, 1/29 American Realism Realism poetry/review Realism (Masters, Robinson) - While reading selected poems, students will focus on comprehension as well as be introduced to poetic devices employed by Realism poets (Realism Poetry handout) -Upon completion, there will be an active class discussion and review of poetry selections/Realism Short discussion of HF 1-15 Read ch. 16 aloud, students read ch. 17-20 by Monday (quiz) Thursday, 1/30 Twain American Realism Lecture Notes, Guided Note Taking, comprehension, elements of Realism Students read ch. 21-28 by Friday “The Celebrated Jumping Frog of Calaveras County” Friday, 1/31 Realism Close Reading Class discussion, group discussion of reading guides, Formal/Informal language Quiz ch. 10-20 Letter to Sarah Ballou STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 5 OBJECTIVES INSTRUCTIONAL STRATEGIES CONCEPT Monday, 2/3 Realism: Jack London Close Reading Class discussion, group discussion of reading guides. Naturalism elements Students read short story in literature book by Jack London, or “To Build a Fire” Naturalism elements Tuesday, 2/4 American Realism: Realist Poetry How can we describe Realism poetry (subjects, themes, devices, influence)? ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 Wednesday, 2/5 Performance Essay ENGLISH & FINE ARTS Thursday, 2/6 Narrative Essay Narrative Essay Realism poetry/review Realism (Masters, Robinson) - While reading selected poems, students will focus on comprehension as well as be introduced to poetic devices employed by Realism poets (Realism Poetry handout) -Upon completion, there will be an active class discussion and review of poetry selections/Realism Review Test Thursday Narrative Essay Prompt American Realism Examination for comprehension and understanding ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 Friday, 2/7 American Modernism Lecture Notes, Guided Note Taking, Study guide Huck Finn -students will take the unit test covering American Realism (TEST: Realism short stories and Poems) Quiz Huck Finn – ch. 28 -Introduction to Modernism -Students will be introduced to American Modernism using PP presentation and a guided notes handout for the PP -For a historical context, students will also read from pages in the textbook to complete the American Modernism worksheet (worksheet, PP Presentation, PP Guided Notes) STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 DAY ELACC11-W1-W5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI1, RI2, RI5, RI6, RI9 WEEK DAY CONCEPT Week 6 Benchmark #1 Monday, 2/10 ELECTIVES Modernism: William Faulkner Tuesday, 2/11 SCIENCE Modernism: Flannery O’Conner OBJECTIVES Close Reading Class discussion, group discussion of reading guides, Understanding of Disjointed Timeline Group activity Faulkner handout Close Reading Class discussion, group discussion of reading guides. What effect does dialect have on the reader? INSTRUCTIONAL STRATEGIES -William Faulkner – “ A Rose for Emily” (1018), (Guided questions, group discussions) -Explanation of Disjointed Timeline -Students will also collaborate with each other to try to put the timeline of “A Rose For Emily” in correct order -Flannery O’Connor, “A Good Man is Hard to Find” -Group reading and discussion for understanding and comprehension -discussion of minimalism and how this technique affects the reader Thursday, 2/13 ENGLISH Benchmark Exam Benchmark Exam Students read -“Anyone lived in a Pretty How town” -“I Carry your heart” for homework -“Anyone lived in a Pretty How town” -“I Carry your heart” - While reading selected poems, students will focus on comprehension as well as be introduced to terms such as Symbolism, hyperbole, inversion, metaphor, personification, etc… (Cummings Poetry handout) -Upon completion, there will be an active class discussion and review of poetry selections -Graduation Test Prep/ Modern Poetry: Richard Cory PowerPoint, Frost/Sandburg handout, (Robinson vs. Simon) -Handout groups: Close reading of “Acquainted with the Night”, “Nothing Gold Can Stay”, “Out, Out . . .”, “Chicago”, “Grass” Benchmark Exam Friday, 2/14 MATH Modern Poetry: T.S. Eliot How would you describe J. Alfred in today’s society? What Modern elements exist in this poem? HF read aloud (finish) Test Wednesday Quiz -“The Love Song of J. Alfred Prufrock” (handout, guided analysis), student group presentations - Students analyze poem in groups: Wednesday, 2/12 SOCIAL STUDIES Modern Poetry: E.E. Cummings Robinson, Frost, Sandburg What changes do we see in the style of poetry during the Modern period? Compare/Contrast two versions of Richard Cory, Students work in poetry groups to analyze Frost and Sandburg STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 All ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 7 DAY CONCEPT STANDARDS (CCGPS, GPS, AP) Close Reading -students will be placed ELACC11-RL1, RL3, RL5, RL7, with partners to work on RL9 Class discussion, group discussion of reading guidescollaborative chapter ELACC11-SL1 summaries OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 2/17 ELECTIVES Modernism: Mark Twain, The Adventures of Huckleberry Finn Tuesday, 2/18 SCIENCE Modernism: William Faulk- Close Reading ner Class discussion, group discussion of reading guides, Understanding of Disjointed Timeline Group activity Faulkner handout Wednesday, 2/19 Thursday, 2/20 Benchmark Exam Benchmark Exam Friday, 2/21 American Modernism/ Fitzgerald The Great Gatsby, TS Eliot, Frost, Sandburg How would you describe J. Alfred in today’s society? What Modern elements exist in this poem? -William Faulkner – “ A Rose ELACC11-RL1, RL3, RL5, RL7, for Emily” (1018), RL9 (Guided questions, group ELACC11-SL1 discussions) -Explanation of Disjointed Timeline -Students will also collaborate with each other to try to put the timeline of “A Rose For Emily” in correct order Benchmark Exam All Reading of The Adventures of Huckleberry Finn -novel needs to be finished by Friday ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 -“The Love Song of J. Alfred Prufrock” (handout, ELACC11-RL1, RL3, RL5, guided analysis), student group presentations RL7, RL9 - Students analyze poem in groups ELACC11-SL1 ELACC11-RL1, RL2, RL3, -Homework: Close reading of “Acquainted with the RL4, RL5, RL6, RL7, RL9 Night”, “Nothing Gold Can Stay”, “Out, Out . . .”, ELACC11-L5 “Chicago”, “Grass” WEEK Week 8 DAY OBJECTIVES Monday, 2/24 The Adventures of Huckleberry Finn Exam for Understanding Test:The Adventures of Huckleberry Finn Tuesday, 2/25 Modernism/The Great Gatsby Poetry Elements Reading Comprehension Introduce The Great Gatsby Quiz ch. 1-2, Film Clip Read and Class discussion of ch. 3 Students will read ch. 4 and 5 for homework by Friday. Wednesday, 2/26 Performance Essay SOCIAL STUDIES & CTAE Thursday, 2/27 Modernism/The Great Gatsby Students will engage in Class discussion, group discussion of reading guides, close reading of Ch. 9, Review of TGG Modern Poetry Class discussion of Ch. 4 & 5 Students read ch. 6 in class, Ch. 7 by Friday Review of The Great Gatsby, discussion groups and symbolism worksheet ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 -T.S. Eliot, “The Love Song of J. Alfred Prufrock -discussion of modern poetry and the reflection of modern themes ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-L4, L5, L6 Friday, 2/28 Toomer, Botemps, Cullen Modernism: Harlem Renaissance: Zora Neale Hurston Foundational Concepts of poetry from the Harlem Renaissance How can we compare the works of Hughes, Cullen and Hurston? -Continue reading Cullen, Toomer, and Botemps - Interactive reading questions/guide, group analysis handout -students will read “How it feels to be colored me” Pg. 860, answer questions -students will engage in group discussion determining whether or not Hughes, Cullen and Hurston are similar and they each reflect characteristics of the Harlem Renaissance -Finish Hughes Quiz ch. 3-7 TGG, TGG ch. 8 by Monday Modernism/The Great Gatsby INSTRUCTIONAL STRATEGIES STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 CONCEPT ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5 WEEK Week 9 DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 3/3 Modernism: Harlem Renaissance What was the Harlem Renaissance and who were the poets? -Harlem Renaissance and Modernism -Langston Hughes and Countee Cullen -Discuss Chapters 4, 5 of The Great Gatsby -HW: Read chapter 6 of The Great Gatsby Tuesday, 3/4 Harlem Renaissance/ Modernism, TGG What is the importance of this “re-birth”? Wednesday, American Literature: What is special about -discuss poems by Countee Cullen -students will divide into groups, analyze, and teach various pomes from the Harlem Renaissance poets -discuss chapter 6 of The Great Gatsby -HW: Read chapter 7 of The Great Gatsby -Quiz, chapters 5-7 of The Great Gatsby STANDARDS (CCGPS, GPS, AP) RL2, RL3, RL4, RL6, ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RL1, RL2, Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills 3/5 The Great Gatsby, F. Scott Fitzgerald How are we to interpret the meaning of The Great Gatsby as a time period examination? -discuss chapters 6-7 -HW: students will read chapters 8-9 of The Great Gatsby and finish the book Thursday, 3/6 The Great Gatsby, F. Scott Fitzgerald Finish TGG, final discussions, and review Harlem Renaissance & Modernism -American Literature Time Period Review ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 Friday, 3/7 The Great Gatsby, F. Scott Fitzgerald How are we to interpret the meaning of The Great Gatsby as a time period examination? Examination for understanding -students will take the unit test covering the Harlem Renaissance/Modernism, The Great Gatsby ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 WEEK Week 10 DAY CONCEPT OBJECTIVES Monday, 3/10 Post Modernism in What is the plot and who American Literature: are the characters of A A Raisin in the Sun Raisin in the Sun? Tuesday, 3/11 Post Modernism in What is the plot and who American Literature: are the characters of A A Raisin in the Sun Raisin in the Sun? Wednesday, 3/12 Post Modernism in What is the plot and who American Literature: are the characters of A A Raisin in the Sun Raisin in the Sun? INSTRUCTIONAL STRATEGIES -Introduction to Post Modernism and A Raisin in the Sun -Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun -Students will read A Raisin in the Sun aloud in class -Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class Act 1 -Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun -Students will A Raisin in the Sun aloud in class -Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class Act 2 -Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun -Students will A Raisin in the Sun aloud in class -Students will have an opportunity to volunteer for specific STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 Thursday, 3/13 Friday, 3/14 parts in the play as we will act it out in class Act 3 Post Modernism in What is the plot and who -Students will complete study guides with drama terms American Literature: are the characters of A attached for note taking while reading A Raisin in the Sun A Raisin in the Sun Raisin in the Sun? -Students will A Raisin in the Sun aloud in class -Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class Act 4 -Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun -Students will A Raisin in the Sun aloud in class -Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class Act 5 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-L5 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 11 DAY STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 3/17 Post Modernism in American Literature: A Raisin in the Sun Finish A Raisin in the Sun Review for comprehension and understanding Act III -Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun -Students will A Raisin in the Sun aloud in class -Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class Act 3 Tuesday, 3/18 vocabulary Learning new vocabulary and words in context -Introduction of vocabulary terms along with part of speech, definition, and example sentence context -Using and IPAD, students will make flash cards (Quizlet) -Students will be quizzed over vocabulary terms on Friday (vocab #7), quiz Friday 3/20, 21 ELACC11-L4, L5, L6 Wednesday, 3/19 Performance Essay MATH & FOREIGN LANG Having Our Say The modern non-fiction novel Engage in an active understanding of the modern, non-fiction novel. Close Reading Introduction to Having Our Say – Students will also look at pictures in center of book for future reference http://havingoursay.com/index.cfm?pagename=thebo ok Students will engage in Class discussion, group discussion of reading guides, close reading of Ch. 1 aloud in class Parts 1 over break!! ELACC11-RI1, RI3, RI5, RI7, RI9 ELACC11-SL1 Thursday, 3/20 Professional Learning Early Release Friday, 3/21 EOCT reviews Vocabulary Summarization, Review Assess vocabulary in context -EOCT practice/review -Vocab 7 quiz ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5 EOCT reviews Summarization, Review -EOCT practice/review ELACC11-RL1, RL2, RL3, Professional Learning Early Release Vocabulary Assess vocabulary in context -Vocab 7 quiz RL4, RL5, RL6, RL9, ELACC11-L5 WEEK Week 12 Benchmark #2 (Friday) DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 3/24 Post Modernism in Examination for American Literature: Understanding A Raisin in the Sun Exam on A Raisin in the Sun Tuesday, 3/25 Having Our Say The modern nonfiction novel Engage in an active understanding of the modern, non-fiction novel. Close Reading ELACC11-RI1, RI3, RI5, RI7, RI9 ELACC11-SL1 Wednesday, 3/26 Having Our Say The modern nonfiction novel Engage in an active understanding of the modern, non-fiction novel. Close Reading -Introduction to Having Our Say -Students will also look at pictures in center of book for future reference http://havingoursay.com/index.cfm?pagename=thebo ok Students will engage in Class discussion, group discussion of reading guides, close reading of Ch. 1 aloud in class -Students will engage in Class discussion, group discussion of reading guides, close reading beginning of part 2 aloud in class -finish part 2 for Thursday Parts 3 & 4 by Monday Thursday, 3/27 vocabulary Learning new vocabulary and words in context ELACC11-L4, L5, L6 Friday, 3/28 ELECTIVES EOCT reviews Summarization, Review -Quiz part 1 -Introduction of vocabulary terms along with part of speech, definition, and example sentence context -Using and IPAD, students will make flash cards (Quizlet) -Students will be quizzed over vocabulary terms on Friday (vocab #8), quiz Friday 4/18 -EOCT practice/review STANDARDS (CCGPS, GPS, AP) ELACC11-RI1, RI3, RI5, RI7, RI9 ELACC11-SL1 ELACC11-RI1, RI3, RI5, RI7, RI9 ELACC11-SL1 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills WEEK Week 13 Benchmark #2 (Monday – Thursday) DAY CONCEPT OBJECTIVES Monday, 3/31 MATH Having Our Say The modern nonfiction novel Engage in an active understanding of the modern, non-fiction novel. Close Reading Tuesday, 4/1 SCIENCE Postmodernism in American Literature Lecture Notes, Guided Note Taking, Foundational Concepts of Postmodernism Wednesday, 4/2 SOCIAL STUDIES Thursday, 4/3 ENGLISH Friday, 4/4 Buford’s Got Talent EOCT Material EOCT Material Benchmark Prep Benchmark Benchmark INSTRUCTIONAL STRATEGIES -Quiz part 3 & 4 Open book for benchmarks Journal -Students will engage in Class discussion, group discussion of reading guides, close reading beginning of part 4 loud in class Parts 4-7 by Monday, 4/14 STANDARDS (CCGPS, GPS, AP) ELACC11-W1-W5 ELACC11-RI1, RI3, RI5, RI7, RI9 ELACC11-SL1 ELACC11-RI5, RI6, RI7 -Introduction of Postmodernism including author bios of authors, visuals ( Postmodernism PP, guided notes, photos) -Begin reading Interactive reading questions/guide -Benchmark Review and Prep -students will take EOCT style quizzes along with the explanation process for preparation ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1 Benchmark #2 Benchmark SPRING BREAK! WEEK Week 14 DAY Monday, 4/14 CONCEPT Research Paper Material, Having Our Say The modern nonfiction novel OBJECTIVES Note taking and plagiarism/Becoming a critical researcher Having Our Say INSTRUCTIONAL STRATEGIES -Guided notes handout and PowerPoint, students will participate in active group discussion of reliable and unreliable sources, plagiarism vs. originality, while reviewing the concepts (plagiarism ppt) STANDARDS (CCGPS, GPS, AP) ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 Tuesday, 4/15 Research Paper Material, Beginning your research, choosing the right tools, evaluating sources Wednesday, 4/16 Research Paper Material, Thursday, 4/17 Research Paper Material, Friday, 4/18 Research Paper Material, Quoting, Paraphrasing, Summarizing, Documenting, MLA Overview and Review How can I utilize all of my sources in the library? How does research work in the media center? Media Center research Last quiz over HOS (Chpts 5-7) -Guided notes handout and PowerPoint, students will participate in active group discussion of proper sources, tools (plagiarism ppt, Research Paper Handout and Schedule, research database) -Mrs. Moon or Mrs. Hendrix will guide students Guided notes handout and PowerPoint, students will participate in active group discussion of MLA citations, quotes, paraphrasing through a thorough presentation of resource materials they can utilize in the media center -Works Cited Page Due ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 -Quiz vocabulary 8 - Students utilize resources available to them in media center and computer lab to conduct research -Notecards (20) & Thesis Statement DUE MONDAY ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 WEEK Week 15 DAY Monday, 4/21 CONCEPT SAT Vocabulary #8 Research Paper Material OBJECTIVES Learning new vocabulary and words in context Media Center/Computer lab INSTRUCTIONAL STRATEGIES -Notecards (20) Due -Introduction of vocabulary terms along with part of speech, definition, and example sentence context -Using and IPAD, students will make flash cards (Quizlet) -Students will be quizzed over vocabulary terms on Monday STANDARDS (CCGPS, GPS, AP) ELACC11-L4, L5, L6 ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 -Students utilize resources available to them in media center and computer lab to conduct research -Type Paper Tuesday, 4/22 Research Paper Material, Media Center/Computer lab -Students utilize resources available to them in media center and computer lab to conduct research Type Paper --Peer Edit; Type Paper ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 Wednesday, 4/23 Research Paper Material, Media Center/Computer lab -Students utilize resources available to them in media center and computer lab to conduct research ELACC11-RI 1, RI5, RI7, RI10 Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills Performance Essay SCIENCE & HEALTH/PE Thursday, 4/24 SAT Vocabulary, Research Paper Material Type Paper --Peer Edit; Type Paper ELACC11-W2, W4, W5, W6, W7, W8, W9 Learning new vocabulary and words in context -Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context) -Students utilize resources available to them in media center and computer lab to conduct research Type Paper --Peer Edit; Type Paper -Students utilize resources available to them in media center and computer lab to conduct research Type Paper --Peer Edit; Type Paper -FINAL DRAFT DUE (3:00 pm) to turnitin.com ELACC11-L4, L5, L6 Media Center/Computer lab Friday, 4/25 Research Paper Material, Having Our Say The modern nonfiction novel Media Center/Computer lab Having Our Say Part 5 ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 ELACC11-RI 1, RI5, RI7, RI10 ELACC11-W2, W4, W5, W6, W7, W8, W9 WEEK Week 16 DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES Monday, 4/28 Postmodernism in American Literature: Martin Luther King Close Reading Foundational Concepts Postmodern Literary Elements -Students will view “I Have a Dream” speech, -Group reading of “Letter from Birmingham Jail” -handout focusing in on rhetorical devices that are used throughout both speeches -continue readings on Friday Tuesday, 4/29 Postmodernism in American Literature: Chavez Wednesday, 4/30 Speeches and Letters Close Reading Foundational Concepts Postmodern Literary Elements Media Study Close Reading Rhetorical Analysis -Students finish reading MLK -“He Showed Us the Way” by Chavez, lit book guided questions -In groups, students conduct Media Study: Perspectives in the news, Literature book -Students will read Martin Luther King’s “Letter from Birmingham Jail” -students will answer guided questions that will prepare them for a rhetorical analysis Thursday, 5/1 Speeches and Letters Speech Analysis Close reading and rhetorical analysis Rhetorical Analysis Speech Analysis, Timed Writing Environment Friday, 5/2 -students will read John F. Kennedy’s “Inaugural Address” on page 906 of Norton Reader -students will then complete rhetorical terms sheet and turn in at the end of the period -students will attempt to write and I.C.E. analyzing Lincoln’s “Second Inaugural Address” STANDARDS (CCGPS, GPS, AP) ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, SL2, SL3 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, SL2, SL3 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, SL2, SL3 ELACC11-RL1, RL3, RL5, RL7, RL9 ELACC11-SL1, SL2, SL3 ELACC11-W2, W4, W5, W6, W7, W8, W9 WEEK Week 17 DAY Monday, 5/5 Tuesday, 5/6 Wednesday, 5/7 CONCEPT Postmodernism in American Literature: Reflection on Contemporary Literature Postmodernism in American Literature: Poetry Postmodernism in OBJECTIVES INSTRUCTIONAL STRATEGIES How is Postmodernism reflected in our society today? (continued from Friday) -Students use iPads to research Postmodernism today through our literature, art, society, etc. -Finish Prezi and present to class Compare/Contrast works of Brookes, Dove, Collins Close Reading Identify Concepts Postmodern Literary Elements (continued from Tuesday) - Students read selections of poems by Brooks, Dove, and Collins -Answer guided questions handout -Group discuss similarities/differences between writers -Present findings to class STANDARDS (CCGPS, GPS, AP) ELACC11-RI 1, RI5, RI7, RI10 ELACC11-L5, SL 4, 5, 6 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9, ELACC11-L5, SL 4, 5, 6 ELACC11-RL1, RL2, RL3, Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills American Literature: Thursday, 5/8 Friday, 5/9 Postmodernism in American Literature: Media and Culture Postmodernism in American Literature: Reflection on Contemporary Literature Close reading JFK: How did JFK use the media to influence the American People? Compare JFK and MLK. -JFK vs. MLK handout -Read and view JFK’s Radio and Television report to the American People on Civil Rights, complete guided questions How does the media influence our culture? Our media driven culture, PowerPoint, handout. In groups students discuss and determine media fiction vs. reality and ways education can determine influence. -Students use iPads to research Postmodernism today through our literature, art, society, etc. -In small groups, create a Prezi that takes us on a journey through Postmodernism today How is Postmodernism reflected in our society today? AP Exams Monday, 5/5 – AP Chem (AM), AP Enviro Science (AM), and AP Psych(PM) Wednesday, 5/7 – AP Calculus (AM) Thursday, 5/8 – AP English Literature (AM) Friday, 5/9 – AP English Language (AM), AP Art (AM), and AP Statistics (PM) WEEK Week 18 DAY Monday, 5/12 Tuesday, 5/13 Wednesday, 5/14 CONCEPT RL4, RL5, RL6, RL7, RL9, ELACC11-L5, SL 4, 5, 6 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 ELACC11-RI 1, RI5, RI7, RI10 ELACC11-L5, SL 4, 5, 6 Career Pathways Testing Tuesday, 5/6 Make-Up Exams As Needed OBJECTIVES INSTRUCTIONAL STRATEGIES Postmodernism in American Literature: Reflection on Contemporary Literature How is Postmodernism reflected in our society today? (continued from Friday) -Students use iPads to research Postmodernism today through our literature, art, society, etc. -Finish Prezi and present to class Postmodernism in American EOCT review Summarization, Review for Testing -iPad review STANDARDS (CCGPS, GPS, AP) ELACC11-RI 1, RI5, RI7, RI10 ELACC11-L5, SL 4, 5, 6 ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9, ELACC11-L5, SL 4, 5, 6 Thursday, 5/15 EOCT review Summarization, Review for Testing Friday, 5/16 EOCT Exams EOCT Exams AP Exams Monday, May 12 – AP Biology (AM) and AP Music Theory (AM) Tuesday, May 13 – AP Government (AM) and AP Human Geography (PM) Wednesday, May 15 – AP US History (AM) Thursday, May 16 – AP Macroeconomics (AM) and AP World History (AM) WEEK Week 19 Benchmark #3 DAY Monday, 5/19 Tuesday, 5/20 Wednesday, 5/21 Thursday, 5/22 Friday, 5/23 CONCEPT -students will participate in active group discussion ELACC11-SL1 while reviewing the concepts of American Literature -iPad review ELACC11-L5, SL 4, 5, 6 -students will participate in active group discussion ELACC11-SL1 while reviewing the concepts of American Literature EOCT Exams EOCT Exams EOCTs Thursday, 5/15 – Economics Friday, 5/16 – 9th Lit & Comp, American Lit & Comp, & Analytic Geometry (Other EOCTs will be given during Semester Exam periods.) OBJECTIVES INSTRUCTIONAL STRATEGIES Senior Exams (Benchmark #3 – 4th, 5th, 6th, & 7th) Senior Exams (Benchmark #3 – 1st, 2nd, & 3rd) / Semester Exams (Benchmark #3 – 7th) Semester Exams (Benchmark #3 – 1st & 2nd) Semester Exams (Benchmark #3 – 3rd & 4th) Semester Exams (Benchmark #3 – 5th & 6th) STANDARDS (CCGPS, GPS, AP) Buford High School CURRICULUM CALENDAR COURSE: Honors American Literature SEMESTER: Fall and Spring, 2013-2014 TEACHER(S): Barton, Dills
