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Honors English
Lesson 1
Jan. 20,21
RL.1.A Draw conclusions, infer and analyze by citing textual evidence
RL.1.B Determine the meaning of words/phrases as used in text
RL.1.C Interpret visual elements of a text and draw conclusions
RL.1.C Determine themes in a text/analyze and relate to life experiences
Provide concise text summary
RL.2.B Analyze how a POV is reflected in characters, setting and plot
RL.2.C Analyze impact of word choices on meaning and tone
RL.2.D Analyze how characters develop to advance plot and theme
Into the Wild
Film
Summary/Response
Text-to-Text Connections
Student will turn in notes.
1/21
Lesson 2
Jan 22 (A Day)
Jan 26 (B Day)
RL.1.A Draw conclusions, infer and analyze by citing textual evidence
RL.1.B Determine the meaning of words/phrases as used in text
RL.1.C Interpret visual elements of a text and draw conclusions
RL.1.C Determine themes in a text/analyze and relate to life experiences
Provide concise text summary
RL.2.B Analyze how a POV is reflected in characters, setting and plot
RL.2.C Analyze impact of word choices on meaning and tone
RL.2.D Analyze how characters develop to advance plot and theme
Into the Wild
Film
Do Now:
What experiences do you have in the wild?
Summary/Response
Text-to-Self Connections
Text-to-Text Worksheet
Introduction for essay
Student will turn in notes.
1/26
Lesson 3
Jan 25,28
RL.1.A Draw conclusions, infer and analyze by citing textual evidence
RL.1.B Determine the meaning of words/phrases as used in text
RL.1.C Interpret visual elements of a text and draw conclusions
RL.1.C Determine themes in a text/analyze and relate to life experiences
Provide concise text summary
RL.2.B Analyze how a POV is reflected in characters, setting and plot
RL.2.C Analyze impact of word choices on meaning and tone
RL.2.D Analyze how characters develop to advance plot and theme
Into the Wild
Film
Do now: Do you relate to Chris?
Summary/Response
Postcard
Write a postcard as Chris McCandless to his parents about his experience in Alaska.
The purpose of a postcard is to review comprehension.
Review/learn the parts of a postcard.
Compose a letter in the first person to parents. Recall facts learned in the book Into the Wild by Jon Krakauer by writing a letter.
Address a postcard.
https://www.youtube.com/watch?v=LzafbwSN1tU
Creating a Postcard
Address letter writing which is often found on the EOC
1/28
Lesson 4
Jan 27,29
RI.1.A/RL.1.A
Conclusions, Inference, Analyze, Relevant, Thorough, textual, evidence, analysis, explicitly
EOC Practice: Walt Whitman
https://share.nearpod.com/e/4qDpc62JXcb
Dam Prezi
DamNation – My favorite Dam movie ever:
https://www.youtube.com/watch?v=laTIbNVDQN8
EOC Practice
Summary/Response
Check with students to make sure they are notetaking correctly.
Teacher will focus on the challenges/benefits of nature to mirror EOC essay prompt. Teacher will look for direct citations and detailed explanations.
1/29
Lesson 5
Feb 1st, Feb 2nd
RI.1.A/RL.1.A
Conclusions, Inference, Analyze, Relevant, Thorough, textual, evidence, analysis, explicitly
Dams
Do Now: Read “Sonnet without Salmon” then identify the main idea.
https://orionmagazine.org/poetry/sonnet-without-salmon/
Discuss. Prezi to help navigate the history of dams and their effects on the Nez Perce, Coeur d’Alene, etc. https://prezi.com/view/mVm3yEpiBR7K2b8H5sGH/
Create a poster and save the salmon!!!!!
Use the information found here to help you create your poster.
You must include:
A title.
A subtitle.
A photo.
Three reasons why you should care about salmon. Cite from the document, but citations must be in quotations and your own explanation must follow.
Pleasing design.
Teacher will focus on the challenges/benefits of nature to mirror EOC essay prompt. Teacher will look for direct citations and detailed explanations.
1/5
AP Language
Lesson 1
1/19
Students will be able to:
- Understand the difference between utopian, dystopian, and present societies.
- Analyze literature relative to the characteristics of different societies.
- Analyze historical and political documents.
- Read and write effectively about historic literary documents.
- Reflect on model texts to create their own version of society through writing.
- Provide thorough responses to open-ended prompts using sufficient textual evidence.
- Identify and analyze textual elements for theme and main idea.
- Develop and strengthen writing through process.
- Annotate text for critical comprehension
Do Now: What is the main idea of Minority Report.
Continue watching Minority Report
Keep notes of the motifs:
Eyes/Religion/Red/Allusions
Identify:
Genre
Science fiction short story
Setting and Context
The story takes place in a future society, where mutants foresee crime before it occurs and people can travel to other planets.
Narrator and Point of View
The third person narration
Tone and Mood
The tone of the story is intense, with a lot of adventures, the mood is controversial – the reader sympathizes with Anderton when he is accused in intention of murder. At the same time he got what he deserved, because his Precrime system was inhuman.
Protagonist and Antagonist
The protagonist of the story is Anderton, the Police Commisioner, who founded the Precrime unit; the antagonist is Leopold Kaplan, the former general who wanted to destroy the Precrime system and get back his authority.
Major Conflict
Major Conflict stands in contradiction of choice between private freedoms and public security.
Climax
The climax happens when Anderton kills Kaplan and proves that the precog system didn’t fail.
Foreshadowing
The story foreshadows the future of the society in which the person’s privacy means nothing.
Understatement
The fear is the greatest motif of our actions and the reason of our problems – people are afraid to be responsible for their lives that is why they choose the strong one to take all the decisions instead of them. That is how one person gets the authority and right to decide people fortunes.
Allusions
Abraham Lincoln, Gettysburg Address, Catholic Church
Imagery
With the imegery the author portrays future, which is quite different to our reality
Paradox
The Precrime system which is supposed to be used “for social good” may be used to harm the members of society.
Parallelism
What is more important – the privacy freedom or public security? It is a rhetoric question, without an effective punitive system the society the crime level will rise, but the human rights also should be appreciated and it is incomprehensible to send people to jail because of their thoughts. The best decision here is to strike a happy medium.
Metonymy and Synecdoche
The author uses metonymy and synecdoche to underline how the characters feel about different events and how they treat themselves and each other: “treasured monkeys”, “dull minds”, “ call us a protective society”.
Asynchronous Questions will determine comprehension, climax, foreshadowing, understatement, allusions, imagery, paradox, parallelism, metonymy and synechoche.
1/15/2021
Lesson 2
1/21
Students will be able to:
- Understand the difference between utopian, dystopian, and present societies.
- Analyze literature relative to the characteristics of different societies.
- Analyze historical and political documents.
- Read and write effectively about historic literary documents.
- Reflect on model texts to create their own version of society through writing.
- Provide thorough responses to open-ended prompts using sufficient textual evidence.
- Identify and analyze textual elements for theme and main idea.
- Develop and strengthen writing through process.
- Annotate text for critical comprehension
Finish watching Minority Report.
Keep notes of the motifs:
Eyes/Religion/Red/Allusions
Essay:
How do the motifs of Minority Report support the main idea of the story?
I will give students the entire period to finish the essay:
How do the motifs of Minority Report support the main idea of the story?
Essay will determine student’s abilities to construct and support an argument using motifs and main ideas.
1/23
Lesson 3
1/23
Students will be able to:
- Understand the difference between utopian, dystopian, and present societies.
- Analyze literature relative to the characteristics of different societies.
- Analyze historical and political documents.
- Read and write effectively about historic literary documents.
- Reflect on model texts to create their own version of society through writing.
- Provide thorough responses to open-ended prompts using sufficient textual evidence.
- Identify and analyze textual elements for theme and main idea.
- Develop and strengthen writing through process.
- Annotate text for critical comprehension
Harrison Bergeron
Do Now: How does our society feel about intelligent people? Give examples to illustrate your point.
Read and annotate.
Lesson Plan ideas:
Text: http://www.tnellen.com/cybereng/harrison.html
Identify and give examples for the following:
Not Everyone is Funny
The Writer’s Humorous Tools
Writers are at a disadvantage when it comes to humor. They, unlike the comic, do not have voice inflection or physical movements to cause laughter. They do, however, have the following:
Understatement or Meiosis: When an author deliberately understates the obvious, he or she is using meiosis. Shakespeare uses understatement in Romeo and Juliet with one of his wittiest creations: In Act II, scene i, Mercutio describes his mortal wound “not so deep as a well, nor so wide as a church door; but ’tis enough, ’twill serve.” More recent examples include Mark Twain’s famous “The reports of my death have been greatly exaggerated,” and Richard Dreyfuss’ “We’re gonna need a bigger boat” from Jaws (Yes, I know Jaws was a movie, but it was a book first.).
Hyperbole: The opposite of understatement, a writer uses hyperbole to exaggerate his or her point to create humor. James Thurber’s “The Night the Ghost Got in” narrates the exaggerated mind of a child who hears a noise downstairs and assumes it’s a ghost. Before the story ends, the mother calls for help and the grandfather shoots a police officer in the shoulder.
Comic Irony: A writer creates comic irony by stating one thing while meaning another. It is an application of verbal irony used with humorous intent. In his speech “Advice to Youth” Twain mocks standard wisdom: “If a person offend you, and you are in doubt as to whether it was intentional or not, do not resort to extreme measures; simply watch your chance and hit him with a brick.”
Dialect: the usage or vocabulary that is characteristic of a specific group of people is called dialect.
Satire: Writers use ridicule to point out human folly. Satire is not limited to fiction pieces as demonstrated by Common Core maven Trent Lorcher’s description of hiking in the Dominican Republic: “A three day, two night trek up Pico Duarte, the highest peak in the Caribbean, provides sore feet, blisters, mosquito bites, and bragging rights back home for a year.” More famous satirists include Jonathan Swift, Mark Twain, and Voltaire.
Asynchronous Questions will determine comprehension, understatement, hyperbole, irony, dialect, satire
1/26
Lesson 4
1/25
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.
- Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Occurrence in Owl Creek Bridge
Do Now: What if I told you are asleep right now and everything you are doing is part of a dream?
Annotate
https://loa-shared.s3.amazonaws.com/static/pdf/Bierce_Owl_Creek_Bridge.pdf
Identify and give examples for the following (annotated text)
:
Narrator: The narrator begins the story dispassionately and objectively, as if observing the scene from a distance and not knowing the man. He gradually moves into the condemned man's point of view with the sentence, "The arrangement commended itself to his judgement as simple and effective." But the narrator does not reveal the man's name until the beginning of the story's second section.
In this paragraph and the next one, the narrator describes the thoughts going through the condemned man's mind. It is at this point that the narrator begins to move more into the condemned man’s point of view. This marks a shift away from the cold and detached tone of the narrative thus far.
In Media Res: The narrator opens the story in medias res, postponing much of the exposition until part II. The readers do not know this man's name nor what he did to get himself into this situation. But the opening of the story creates tension and suspense surrounding him.
Diction: "Parade rest" is a formal position in which a soldier remains silent and motionless with the left foot 12 inches to the left of the right foot and the weight resting equally on both feet.
The word "liberal" had no connection to any sort of political party at this time .”Liberal” only refers to the broad and undiscriminating nature of the code.
Plot: Up to this point, all has been silence, rigidity, and solemnity. Now, there is a little necessary movement. This stillness creates strong contrast between the opening scene and what transpires immediately after the condemned man falls from the bridge.
The man, with a noose around his neck, will fall through the open space between two railroad ties on the floor of the bridge.
The water is actually moving very swiftly, a fact established in the beginning of the story; the man's perceptions are altered as he is about to die.
Asynchronous Questions will determine comprehension, pov, In Media res, diction, plot,
Lesson 5
1/26
- Reflect on the need for the virtue of compassion and their own personal and civic attitudes towards their neighbors through reading Herman Melville’s “Bartleby, the Scrivener;”
- Read closely to determine what the text says explicitly and to make logical inferences from it;
- Cite specific textual evidence when writing or speaking to support conclusions drawn from the text;
- Determine central ideas or themes of a text and analyze their development
- Summarize the key supporting details and ideas;
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text; and
- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Bartleby the Scrivner
Lesson Plan Ideas:
Text:
http://moglen.law.columbia.edu/LCS/bartleby.pdf
Nearpod info: leftover questions for asynchronous time.
- What do you think of the lawyer’s treatment of Bartleby? Is it commendable? Deplorable? Understandable? Or something else? Is there anything else the lawyer should have done? How would you act if you were in the lawyer’s place? After reading “Bartleby, the Scrivener,” write an essay that addresses the question and support your position with evidence from the text. Be sure to acknowledge competing views.
- Why does Bartleby “prefer not to” perform more and more actions throughout the story? Does this say more about the nature of the work or more about the state of his soul? After reading “Bartleby, the Scrivener,” write an essay that addresses the question and support your position with evidence from the text. Be sure to acknowledge competing views.
- Were you to meet a Bartleby, how would you behave? Would you try to “do something” for him? If so, what? Or would you try instead to “be there” with him? If so, how? Is there yet another way to deal with the sort of deep human difficulties that a man like Bartleby presents? After reading “Bartleby, the Scrivener,” write a narrative inserting yourself into the story, demonstrating how you would interact with Bartleby.
Asynchronous Questions will determine comprehension,
1/26
