Blocks 2 & 5- Honors World Literature 

Blo cks 2 & 5 Blog

This Week's Slideshow

What We Did In Class Today...

Homework...
week_1_9_2-_9_5-3.pdf
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Wednesday, September 3, 2014
  • Today in class, we responded to the following quote from The Last Lecture: "Just because you're in the driver's seat doesn't mean you have to run people over." Whole class discussion ensued with personal examples that connect to the text, our own lives, and society as a whole.
  • We also critically analyzed Chapter 5 of The Last Lecture to understand the importance of Randy's childhood mementos.

Thursday, September 4, 2014
  • Today in class, we responded to the following quote from The Last Lecture: "The brick walls are not there to keep us out. They are there to give us a chance to show us how badly we want something." Reflect on the walls that Randy encounters as well as those in your own life. Write at least one whole page. 
  • With a partner or by yourself, reflect on the wonderful life events that occur in Randy and Jai's life that are riddled with hardships and challenges.  Remark about one of these hardships that they encounter and discuss what we learn about their relationship from how they handle these experiences. Cite textual evidence in your response. 
For Thursday: Reflecting on Randy's bedroom walls, think about what you would paint on your bedroom walls given the opportunity.  What would you include? Pictures? Lyrics? Mementos? Specific colors? Choose 5 different items and explain their significance to you. At least one whole page in length!

For Friday: Study! Quiz on The Last Lecture

For Monday: Notebook for English class only
For Friday: Study! Quiz on The Last Lecture, One page response to the following prompt: Write a one page reflection on this quote and include Randy’s thoughts as well as your own. Cite from The Last Lecture in your writing. Be specific and detailed. "Showing gratitude is one of the simplest yet one of the most powerful things human can do for each other." 

For Monday: Notebook for English class only
week_4_9-23-_9-27.pdf
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week_5.pdf
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week_6_10-6-10-10.pdf
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hamletvocabulary.pdf
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Week 7

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2nd_9_weeks-_week_1-2.pdf
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goal_setting_worksheets.pdf
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college_comparison_wkst_1.pdf
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college_comparison_worksheet_2.pdf
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college_tracking_worksheets.pdf
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college_research_project.doc
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thesis_statement_presentation.pdf
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outline_worksheet.pdf
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how_to_write_a_good_thesis_statement_.pdf
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antigone_background_.pdf
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sophocless-_antigone_pdf.pdf
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antigonelist1vocabsheet.doc
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antigonelist1vocabulary.doc
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antigone_reading_guide.doc
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guided-reading-questions-for-antigone.doc
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study_guide_for_midterm-_block_2.docx
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study_guide_for_midterm-_block_5.docx
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what_is_the_role_of_civil_disobedience_for_students
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thoreaus__on_the_duty_of_civil_disobedience_.pdf
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civil_disobedience_quotes.pdf
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3rd_nine_weeks.pdf
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5_-_harry_potter_and_the_order_of_the_phoenix_chapter_37.pdf
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Monday, September 15, 2014
  • Today in class, we talked about the cross-curricular connections between Shakespeare's "Hamlet" and the Renaissance. Students took notes based off of a Prezi created by Miss Skirtich and talked about the connections to history class. 
  • Students were distributed packets for Act I of "Hamlet" which they can keep for themselves as they note take and understand Shakespeare's longest and most tragic play.
Monday, October 20, 2014
  • Today in class, we completed the following prompt at the start of class: In your journal: In Act I Hamlet states, “The Time is out of joint, O curséd spite,/ That ever I was born to set it right.” Do you think he succeeded in setting things right?” Why or why not? Use 3 pieces of textual evidence to support your claim. One page whole page. 
  • Afterwards, I discussed that I plan on collecting journals at the end of week to complete a journal check. Later on in the week, I will determine which journal entries will be a part of that assignment. 
  • We watched Act V of the David Tennant version of "Hamlet" in order to better understand the turbulent happenings in the final act of the play. In the last two scenes, the audience is able to visualize final suspense and catastrophe in light of the Renaissance Tragedy plot chart. (The videos are in the column to the left.)
  • I pointed out some key contextual issues from Act V that highlight Shakespeare's initiative to highlight the final suspense and catastrophe elements and will also appear on the unit exam on "Hamlet."
Wednesday, October 22, 2014 
  • Today in class, students copied down a list of vocabulary terms from "Hamlet" from the PowerPoint slide. You can download that slideshow to the left.
  • Then, students broke up into 5 groups to create study guides for the class as we prepare to take our unit exam on "Hamlet." Each group is responsible for preparing information focusing on one specific act. These study guides will serve as notes for the rest of the class as I will make copies of the notes for everyone to study. 
Thursday, October 23, 2014
  • We started class today by addressing the following prompt in our journals: Hamlet is generally considered to be the hero of Shakespeare’s play, although the nature of his heroism has been a much-debated topic. Define your own standards of heroism. Then analyze Hamlet’s character according to your standards. Draw on his relationships with other people as well as his goals in life and the ways in which he accomplishes them to support your analysis. Draw your own conclusion about Hamlet’s status as a hero or non-hero. One whole page. 3 pieces of supporting evidence.
  • I reviewed the expectations for the study guides for the "Hamlet" group projects. I also emphasized the need for ALL students to participate in the activities, as we are going to complete peer evaluations as a major part of your grades for the study guide projects. Students then broke out into groups and continued to work on their study guides.
Friday, October 24, 2014
  • Class started today with the following prompt: Does Claudius have redeeming qualities that Hamlet is ignoring? Is there some sense of honor in Claudius’s actions? Discuss what Shakespeare could have done differently in “Hamlet” to evoke sympathy for Claudius. One whole page with 3 pieces of textual evidence to support your claim.

  • Students were then displayed a slide of all of the journals that are due on Monday. Each journal must be numbered with the corresponding numbered assigned on the slide.  Students can find the numbered prompts on the Week 7 PDF found to the left. Note: No loose papers will be accepted. All journal entries must physically be in a notebook for submission. Any entries submitted otherwise will not be graded and will count as a zero.
  • Students then filled out peer evaluations for 2 of their group members which is account for half of the points for this project.  These evaluations will remain anonymous so that confidentiality and honesty is maintained. 
  • I then distributed packets of all of the study guides that students were required to have prepared for today's class. The students were displayed a slide from the presentation listing various information that they will be required to know for the exam on "Hamlet." Note: Students should prepare to take the unit exam without notes.


Monday, November 3, 2014
  • Today in class, we discussed the opening of the 2nd 9 weeks of the semester and how students at CWNC can start fresh with their academics. The presentation can be found in the left-hand column. 
  • We completed the following journal entry for entry #10: Reflect on the first 9 weeks of this academic semester and how you have been succeeding or otherwise in your studies. How can you change the trajectory that you have created thus far in order to create positive change for the new 9 weeks? What kinds of things can you do differently in order to achieve your academic goals? Write one whole page with at least 5 actionable steps that you can take to see the change you wish to accomplish. Address all subject areas, not just English.
  • Then, we completed a 4 page packet of graphic organizers that identified 1 academic goal for the new 9 weeks.  This living contract will be a signed agreement between the student and the 10th grade teachers as a way for them to commit to their academic goals throughout the remainder of the semester as well as the academic year. The packet can be found in the left-hand column.




Friday, November 21, 2014
  • Today in class, I distributed a graphic organizer that lays out the thesis paper outline in much more detail.  This visual layout of the thesis paper may appear to students who prefer visual learning as a supplemental piece of information.
  • I reviewed the Outline Worksheet that I distributed to the students on Thursday. This outline is the next step in the process of thesis statement composition. Students were directed to utilize the same information gathered for the thesis statement on the Outline Worksheet to make everything much more clear for the writing process of the thesis paper. 
  • Students were then directed to complete the Outline Worksheet first and then use that worksheet to start to compose their rough drafts for Monday.
  • Student also had one-on-one conferences with Miss Skirtich to look over their thesis statements and to receive feedback regarding their reasonings supporting the overall thesis to the paper. After their conferences, students had the rest of the period to work on their outlines and rough drafts for Monday's class. 
Monday, December 8, 2014
  • Students submitted their outlines, rough drafts, peer-reviewed drafts, final drafts, and revised drafts as well as the rubric I distributed on Friday for final submission. 
  • I introduced our next unit of "Antigone" to the students with some pertinent background information that would allow students to better understand the historical context or the play. 
Tuesday, December 9, 2014
  • Students continued to take notes on the background information of "Antigone" and learn some historical context of the play as well as pertinent author information. 
Wednesday, December 10, 2014
  • Students kicked off class with Nearpod activity and the vocabulary that will appear in Sophocles's "Antigone." As Miss Skirtich sent the students a pin number, the students logged in to answer the question.  The students utilized their contextualization skills in reading to determine the meaning of the vocabulary terms. 
  • Working either with a partner or individually, students defined the first list of vocabulary terms for Sophocles's "Antigone." They also composed sentences for each of the vocabulary terms. 
  • Miss Skirtich distributed a hard copy of Sophocles's play "Antigone" to the students as we prepare to read it together in the upcoming weeks. 
Thursday, December 11, 2014
  • Today, students will share their definitions and sentences for the vocabulary list 1 in Sophocles's "Antigone."
  • Students will vote together collaboratively on the class definitions of the vocabulary via Nearpod using the voting technology with an electronic device (phone, tablet, computer, etc.)
Monday, January 5, 2015
  • Students will be reintroduced to housekeeping in the classroom such as the cell phone policy, classroom seating arrangement, and no gum allowed rule.  I will help the students to remind them that since we are back from break, we need to knuckle down and get to work for our New Year.
  • Students will continue their presentations of their college projects and receive their grades after they present. 
  • I gave suggestions as to how students should start to prepare for their upcoming midterm exams; they should choose one subject every day and read through those notes in advisory so that they can jumpstart their memories about past material addressed in class.  I also suggested a few methods for how the students can decipher which material they should focus on and which material they already feel confident about. 
Tuesday, January 6, 2015
  • Students will be able to prepare for their upcoming midterm exam next Wednesday, January 14, 2015.  I distributed a skeleton study guide outline for the students to utilize as a study aide.  Any and all material from the first day of class up to our unit on  "Antigone" will be assessed.  
  • Students should review all journal entries, notes, worksheets, quizzes, exams, and any material that they have since gathered. 
  • Students will have the rest of the week in class to prepare for their upcoming midterm exam with ample opportunity to look at their quizzes and exams in their folders in the back of the room. I will be here to provide support as well as remediation for their exams as they prepare their study guides.
Wednesday, January 7, 2015
  • Students will be able to prepare for their upcoming midterm exam next Wednesday, January 14, 2015.  I distributed a skeleton study guide outline for the students to utilize as a study aide.  Any and all material from the first day of class up to our unit on  "Antigone" will be assessed.  
  • Students should review all journal entries, notes, worksheets, quizzes, exams, and any material that they have since gathered. 
Thursday, January 8, 2015
  • Students will be able to prepare for their upcoming midterm exam next Wednesday, January 14, 2015.  I distributed a skeleton study guide outline for the students to utilize as a study aide.  Any and all material from the first day of class up to our unit on  "Antigone" will be assessed.  
  • Students should review all journal entries, notes, worksheets, quizzes, exams, and any material that they have since gathered. 
  • Students will have the rest of class today and tomorrow in class to prepare for their upcoming midterm exam with ample opportunity to look at their quizzes and exams in their folders in the back of the room. I will be here to provide support as well as remediation for their exams as they prepare their study guides.
Tuesday, January 27, 2015
  • Today, students will explore the central conflict of Sophocles's "Antigone": what is right and what is wrong? We will explore the definition of civil disobedience using the Nearpod technology and a mobile device and share some examples of civil disobedience. 
  • Students will watch a short video on civil disobedience in America and how it has changed over the course of history. 
  • Getting together in pairs, students will read Henry David Thoreau's "On the Duty of Civil Disobedience" and analyze its meaning. Then, students will reflect on the piece in their journals. 


Wednesday, January 28, 2015
  • Students will be able to juxtapose Sophocles's "Antigone" will Henry David Thoreau's "On the Duty of Civil Disobedience."
  • Reflecting on yesterday's lesson, students completed journal #20 for the first 15 minutes of class: In your journal, choose one of the quotes from the handout I supplied.  Choose one of the quotes to start your journal reflection and use it to reflect on Thoreau’s “On the Duty of Civil Disobedience” and Sophocles’s “Antigone.” Note about similarities and differences in each of the author’s texts as well as including your own background knowledge about civil disobedience in contemporary and historical contexts.  2 pages long
  • I facilitated a discussion about the similarities and differences between "Antigone" and "On the Duty of Civil Disobedience," drawing the students' attention to the various different historical contexts in which civil disobedience could take place.
For Tuesday: Read Act I Scenes i and ii for tomorrow; note take and write all over packet! 
For Tuesday: Answer the following prompt in your journal: Why do you think Hamlet asks Horatio to tell his story? How does Horatio’s role in Hamlet’s life differ from that of other characters in the play? Write one whole page and cite three pieces of textual evidence to support your response.  
For Thursday: Prepare your study guides for your group to share with the class tomorrow. Each group is responsible for the entire act!

For Friday: Students are to submit their study guides to me electronically no later than midnight tonight. If students are creating hard copy versions, they must get their versions to me by 8:00 AM on Friday morning. 
For Monday: Study for unit exam on "Hamlet" and prepare all journals for submission. 
For Monday: Students will complete their rough draft and outline of their thesis papers for 
Note: Any students with unexcused absences from Friday must have their thesis paper ready for submission on Monday, November 24.  
For Tuesday: Take notes on the "Antigone" presentation. 
For Wednesday: Complete vocabulary worksheet with definitions and sample sentences. 
For Thursday: Define vocabulary terms on list 1 for "Antigone" and create sample sentences for each of the terms.
For Friday: Compose your own creative writing story using the 10 vocabulary terms that we went over in class. The first sentence of your story should be as follows: It was the best day ever; Sister Patrice gave us the day off of school.  Note: make sure that you are using the vocabulary terms in the same part of speech that we identified in class!
For Tuesday: Students should begin to review their notes for their coming midterm exam. Study! Midterm exam on Wednesday, January 14, 2015. 
For Wednesday: Study for exam and prepare study guide for Wednesday.
For Thursday: Students are to complete Journal 20 as well as continue reading "Antigone" and "On the Duty of Civil Disobedience."
week_of_2_9-2_13.pdf
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french_revolution_worksheet.pdf
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french_revolution_impact_on_literature.pdf
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guided_reading_questions_for_dante's_inferno.pdf
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dante's_inferno-background_ppt.pdf
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week_of_2-23_to_2-27.pdf
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inferno_discussion_guide.pdf
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week_of_march_3,_2015.pdf
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week_of_april_14-18.pdf
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week_of_april_14-18.pdf
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week_of_april_20-24_.pdf
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inferno_final_project.pdf
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chapter_6_passage-based_reading.pdf
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week_of_may_11-15.pdf
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word_list_for_5-18-15.docx
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ivyglobal-common_word_roots.pdf
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vocabulary_terms-definitions_and_sentences_for_each!.docx
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week_of_february_9th-february_13.pdf
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week_of_february_16-_february_20.pdf
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Homework over Spring Break: Finish reading ALL of Circle 8 of Dante's Inferno up to Canto XXX. Make sure to reference the maps that you've created for Lower Hell as well as the handouts that I've prepared for you. 
Homework for Thursday 4/16: Complete Journal #32 for tomorrow's class: In Circle 8 Bolgia 4, Dante encounters the Fortune Tellers and Diviners. These people committed simple fraud by trying to foresee the future. In modern times, we see this similarly in astrology, and even in a stretch, in fiduciary marketing and advice given by financiers about futures and stocks. Compare and contrast these sinners in the text with contemporary versions and discuss if they commit the same type of sin, and if their sins are justified. Give examples of people in contemporary society who may also commit this type of fraud. At least 3 pieces of evidence from the text; you may use the handout provided 2 full pages long.




Homework for Friday 4/17: Read and annotate the "Recapping Dante" worksheets on Cantos 26, 27; Read and review Circle 8 Bolgias 9 and 10. 
Homework for Monday 4/20: Read and annotate Circle 8 Bolgia 10, and Circle 9 Layers 1 and 2. Illustrate Circle 9 Layers 1 and 2 (Caina and Antenora) 
Homework for Tuesday 4/21: Read annotate Circle 9 Layers 3  and 4 and finish the text. Illustrate Layers 3 and 4 (Ptolomea and Judecca.) Write down the punishments of the giants and how they arrived to this geographical location. Be specific and cite textual evidence from "Inferno."
Homework for Wednesday 4/22: Finish the text and reread the last Canto to fully understand how Dante and Virgil get out of the Inferno. Refer to the Discussion Guide and class presentation. 
Homework for Thursday 4/23: Start to organize your notes for the exam on "Inferno." Study during advisory!
Journal #36: Reflecting on Dante's "Inferno," consider the path and the overall journey that Dante takes. Do  you personally believe that Virgil has been a good guide to Dante? Even  thought "Inferno" is followed by 2 other pieces of literature, do you think it suffices as means to lead readers to the of righteousness? Be honest and fair in your evaluation of the criticism you proffer Would you recommend this text to someone? One whole page. 
Vocabulary terms:


facetious (adj.)
fallible (adj.)
feign (adj.)
ideologue (noun)
laborious (adj.)
labyrinth (noun)

obsequious (adj.)
sardonic (adj.)
pariah (noun)
upbraid (verb)
lampoon (noun)
odious (adj.)
opportune (adj.)
slovenly (adj.)
nullify (verb)
vilify (verb)
creative_writing_prompts.pdf
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