English IV-Honors/AP Literature and Composition

Mr. Grey Sweeney

English IV-Honors/AP Literature and Composition

Periods 1, 3, 4

Room G-215

Date:August 29-September 2, 2011

WOW:Perseverance

Monday / NCSCOS: ENG IV 1.01 Compose reflective texts; 1.02 Respond to texts so that the audience will:empathize with the voice of the text, make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses, examine the learner's own response in light of peers' responses recognize features of the author's use of language and how the learner relates these features to his/her own writing. Competency Goal Five: The learner will deepen understanding of British literature through exploration and extended engagement.
TLW: Read and analyze Beowulf to understand more about Anglo-Saxon literature and the culture of the age.
Starter / Journal: “Are good deeds done out of selfishness more righteous than those done out of selflessness? In other words, if we have selfish reasons for doing a good deed, is it still a good deed? Think about Beowulf’s motives for going to the Herot to defeat Grendel. Page 3.
-Vocabulary List One
Procedures /

Review vocabulary list one/define list in composition book
Get AP vocabulary list
Review Beowulf
Answer questions 2-5, 9 on page 32 (complete sentences, do not write question-complete for homework if unfinished)
Get definitions for archetype, epic hero, epic, kenning, caesura, and elegy in composition book for AP terms
Archetypal characters activity and chart in composition book
Read pages 33-38 to finish Beowulf
Answer questions 5-8 on page 40
Introduce writing assignment for Beowulf

Vocabulary/Key Terms/Topics/Themes /

AP terms above
Vocabulary list one: camaraderie, frangible, litany, moratorium, zealous, desiccate, wrenching, replete, interminable, arable, lugubrious, truncate, ubiquitous, vernacular, equanimity
“Hero” What makes one?

Materials / Elements of Literature: Essentials of British and World Literature, Power Plus Vocabulary; PowerPoint presentations for vocabulary, AP terminology
Evaluation/Assessment /

Journal
Analytical questions from text

Homework /

Finish questions from textbook
Study vocabulary list 1

Tuesday / NCSCOS: See Monday
TLW:Read and analyze Beowulf to understand more about Anglo-Saxon literature and the culture of the age.
-Begin analyzing poetry using AP terminology
Starter / Journal: “Beowulf is a dragon slayer archetypal character. He was Superman to the Anglo-Saxons. Who are our “dragon slayers” today? These people can be actual people or fictional characters. What are the commonalities and differences between Beowulf and our “dragon-slayers?” Page 4.
-Exercise 1, page 19, vocabulary books
Procedures /

Begin writing assignment for Beowulf; get started, will be finished at home; due Friday-typed double spaced at least 1.5 pages
Obituary for Beowulf
Interview Wiglaf
Editorial on Heroism
News story on any of the battles
Cover MLA headers and page numbers
Freewriting; responding to literature (notes and presentation)
Example: “Symptoms of Love” pg. 807 in DiYanni’s Literature
Students will read and respond to “To a Wasp”

Vocabulary/Key Terms/Topics/Themes /

Vocabulary list one

Materials / Elements of Literature: Essentials of British and World Literature, Power Plus Vocabulary; PowerPoint presentations for vocabulary, AP terminology, Literature by DiYanni
Evaluation/Assessment /

Exercise one for Vocabulary
Freewriting assignment

Homework /

Study vocabulary
Beowulf writing assignment due Friday; rough draft due Wednesday

Wednesday / NCSCOS: See Monday
TLW: continue to study Beowulf and analyze poetry
Starter / Journal: Read the short poem “Lightning Bugs.” Freewrite as to what you think this poem is trying to communicate. Two paragraphs will suffice for this. Then answer the following questions:

Why is the title essential to this poem?
What makes this poem effective?

-Write a three line poem in the style that Slyman has done with “Lightning Bugs”
-Pages 5-6 in composition book
Procedures /

Finish up any lingering discussions regarding Beowulf
Anglo-Saxon “tea party” (Students take a note card and write one important fact from the unit on the card. They walk around the classroom and share this fact with another student. They trade their cards. The person then shares the traded card…it goes on.)
Peer review of first draft of writing assignment
Read “The Seafarer” and “Break, Break, Break” (poems) on pages 83-84 of text book and answer multiple choice questions; review strategies for success on multiple choice reading questions

Vocabulary/Key Terms/Topics/Themes /

Vocabulary list one
Anglo-Saxon terminology

Tea Party
Peer Review
Answers to poetry questions

Homework /

Study vocabulary
Beowulf writing assignment

Thursday / NCSCOS: See Monday
TLW: begin to familiarize himself/herself with AP terminology
Starter /

AP Terms-Students will work on taking notes on AP terms to use in later literary study

Procedures /

Writing About Poetry Presentation (developing a thesis)
What to look for…
Class reading of “The Road Not Taken” (page 719)
Freewrite
Analysis and discussion
Develop a thesis
Peer Revision Beowulf writing assignment

Vocabulary/Key Terms/Topics/Themes /

AP terms
Vocabulary list 1

Thesis
Discussion & Participation

Homework /

Study vocabulary
Beowulf writing assignment

Friday / NCSCOS: See Monday
TLW: be formally assessed on vocabulary development/begin to view critical writing prompts
Starter / Study your vocabulary.
Procedures /

Vocabulary test on list 1
AP terms
Timed writing prompt
Walk-through prompt
Middle Ages Background Notes
Canterbury Tales initial discussion

Vocabulary/Key Terms/Topics/Themes /

AP terms
Vocabulary list 2

Vocabulary test

Homework / TBA

***Special Notes/Reminders: