Block 3- World Literature 

This Week's Slideshow

What We Did In Class Today...

Homework...

Week 1

week_1_9_2-_9_5-3.pdf
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Tuesday, 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.
Friday, September 5, 2014
  • Students took a quiz on The Last Lecture.
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: 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 Monday: Notebook for English class only
For Monday: Notebook for English class only

Week 2 

week_2_9_8-_9_12.pdf
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Monday, September 8, 2014
  • Students discussed the requirements for the upcoming Last Lecture projects that they would complete within the next few days. After students identify 5 themes that they will address in their speeches, students created semantic maps and outlines for their Last Lecture presentations.  
For Tuesday: Compose outline/semantic map for your last lecture

Week 3

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

week_7..pdf
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Week 10

2nd_9_weeks-_week_1_2.pdf
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college_comparison_worksheet_2.pdf
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goal_setting_worksheets.pdf
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college_comparison_wkst_1.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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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_3.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. 
Wednesday, October 22, 2014 
  • Today in class, students copied down the list of vocabulary terms 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 for the rest of the class as I will make copies of the notes for everyone to study. 
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."
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, 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. 
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 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. 
For Tuesday: Finish taking notes on The Renaissance from the Prezi on the lefthand side of this page.
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 Wednesday: Take notes on Antigone background presentation (presentation found in the left column)
For Thursday: Define vocabulary terms and complete sentences for each term. Make sure that each vocabulary term is used in the appropriate part of speech. 
For Tuesday: Students should begin to review their notes for their coming midterm exam. Study! Midterm exam on Wednesday, January 14, 2015. 
week_of_2_9-2_13.pdf
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french_revolution_impact_on_literature.pdf
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french_revolution_political_cartoon.png
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french_revolution_worksheet.pdf
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dante's_inferno-background_ppt.pdf
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guided_reading_questions_for_dante's_inferno.pdf
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week_of_2-23_to_2-27.pdf
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chapter_6_passage-based_reading.pdf
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vocabulary_terms-definitions_and_sentences_for_each!.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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creative_writing_prompts.pdf
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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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