Wednesday, January 3

Objective: SWBAT find an instance of verbal irony and an instance of situational irony in an informational text.  SWBAT describe an author’s purpose in an informational text.

Do-Now: Copy new vocabulary words and definitions from pg. 1116.

Today: 1) Preview New Vocabulary; Review Irony

2) Class will begin reading, “Shooting an Elephant” Pg. 1117 and complete Yellow Block questions #1-4.

3) In groups, students will finish reading “Shooting an Elephant” and complete Yellow Block questions #5-9.

4) Response & Analysis Questions #5, 7, 9

Exit Slip: Complete Extending & Evaluating Question #10

Homework: Vocabulary Development on pg. 1123

Friday, December 23

Objective: SWBAT compare/contrast the film version of “1984” to the book.

Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)

Today: 1) Go over Chapter #8 Questions

2) Class will review the first half of the film version of “1984.”  How does it compare with the book?

3) Class will finish watching the film version of 1984, looking for similarities/differences from the book.

4) Extra-Credit: In a short essay (approx. 20 sentences) compare/contrast Winston's society with modern-day America.  Explain what similarities you see between Winston's world and ours, as well as the differences between the two.  Do you feel our world is becoming more like Winston's?


Exit Slip: What are you reactions to the end of the story?  How did Winston’s worst fears come true?  Did you expect this to happen?


Homework: Winter Break Extra-Credit

Thursday, December 22

Objective: SWBAT explain how one of the Party’s three slogans “Ignorance is Strength” is used as a theme in a chapter.

Do-Now: One of the Party’s three slogans claims that “Ignorance is Strength.”  How can this be true?  How is this slogan used as propaganda to control the population?  Do you feel the slogan could be applied to this country (or your own life?)

Today: 1) Go over Chapter 7 Questions

2) Begin reading Chapter #8 and completing Chapter #8 Questions

Read Chapter #8 Online HERE

3) Begin watching the film version of 1984

Exit Slip: Do you feel the film version of the book has stayed true to the author’s theme and purpose?  Explain.

Homework: Finish reading Chapter #8 and complete Chapter #8 questions

Wednesday, December 21

Objective: SWBAT evaluate a memory of Winston’s and explain why his memory represents rebellion.

Do-Now: When someone tells you not to do something, does it make you want to do it more?  Why or why not?

Today: 1) Class will go over Chapter #5 Questions

2) Class will read Chapter #6 and complete questions #1-4

Read Chapter #6 Online HERE


3) Students will read Chapter #7 and complete questions 5-10.

Read Chapter #7 Online HERE


Exit Slip: In today’s world, would Winston’s visit to the prostitute be considered an act of rebellion?  Explain.

Homework: Finish Chapter #7 Questions

Tuesday, December 20

Objective: SWBAT explain how the language of NEWSPEAK is used as a propaganda device to control society.

Do-Now: How does Winston’s creation of Comrade Ogilvy represent propaganda?

Today: 1) Class will go over Chapter #4 questions.  Class will review the examples of propaganda they have seen so far in the book.

2) Class will begin reading Chapter #5, discussing how NEWSPEAK is used as a propaganda device to control society.

Read Chapter #5 Online HERE


3) In groups, students will finish reading Chapter #5.   How does the adjustment in chocolate rations represent propaganda?

Exit Slip: Explain how NEWSPEAK is designed to prevent society from rebelling.

Homework: Complete Chapter #5 Questions

Monday, December 19

Objective: SWBAT explain how propaganda is being used to alter history and, ultimately, help to control the population in Winston’s society.

Do-Now: Is it possible to erase a person out of existence or will someone always remember him/her?  Do you believe it would be possible to erase YOU out of existence?  Name a few people from history who you feel should be forgotten.

Today: 1) Class will go over questions for Chapter #3.  Class will review propaganda and how it can be used to control the masses.

2) Class will begin to read Chapter #4.  What is Winston’s job at the Ministry of Truth?  How does Winston “create” history?  How does this represent propaganda?

Read Chapter #4 of 1984 Online HERE

3) In groups, students will finish reading Chapter #4.  How does Winston’s creation of a fictional person help support the ideals of his party?

4) Students will complete questions for Chapter #4.  Class will discuss the use of propaganda in Chapter #4.

Exit Slip: How does Winston’s creation of Comrade Ogilvy represent propaganda?

Homework: Finish reading Chapter #4 and complete Chapter #4 questions.

Friday, December 16

Objective: SWBAT identify at least TWO symbols in a character’s dream and explain what these symbols represent.  SWBAT find at least ONE example of propaganda in Chapter #3 of 1984.

Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)

Today: 1) Class will go over the answers to Chapter #2 questions.  Class will review symbolism.

2) Class will begin reading Chapter #3.  What are the symbols present in Winston’s dream?  What does each symbol represent?

3) In groups, students will finish reading Chapter #3, looking for an example of propaganda.  Students will complete questions 6-10 on the Chapter 2+3 Worksheet.

READ CHAPTER #3 ONLINE HERE

Exit Slip: Recall the two symbols from Winston’s dream.  What did each of these symbols represent?

Homework: Final Copy of Essay Due Monday, December 19

Thursday, December 15

Objective: SWBAT find at least THREE examples of propaganda in the first chapter of “1984” and explain which type of propaganda each of them represents.

Do-Now: Describe the world Winston is living in in 1984.  How is it similar to the world we live in today?  How is it different?

Today: 1) Review propaganda, euphemism, and dystopia

2) Finish reading Chapter #1 and complete Chapter #1 Questions.

3) Read Chapter #2 and complete questions #1-5 on Chapter 2+3 Worksheet.

READ CHAPTER #1 of 1984 HERE

Read Chapter #2 Online HERE


Exit Slip: List THREE examples of propaganda found in Chapter #1.


Homework: Edit/Revise Analytical Essay.  Final copy due Monday, December 19.

Monday, December 12

Objective: SWBAT find at least THREE examples of propaganda in the first chapter of “1984” and explain which type of propaganda each of them represents.


Do-Now: How would you feel if you were monitored by cameras 24 hours a day (even in your own home?)  What might it feel like to not have any privacy?


Today: 1) Note-taking: Propaganda, Euphemism, Dystopia


Propaganda: information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.


Euphemism: substituting a mild, indirect, or vague expression for one that is harsh, offensive, or blunt


Dystopia: a society which controls its people in an attempt to create a utopia (a perfect world), resulting in its people being miserable, brainwashed, or oppressed.


2) Class will begin reading Chapter #1 of 1984.  How are the maxims presented in the first chapter representative of propaganda?

CLICK HERE TO READ 1984 ONLINE


3) In groups, finish reading Chapter #1 and complete questions for Chapter #1.


Exit Slip: List THREE examples of propaganda found in Chapter #1.


Homework: Edit/Revise Analytical Essay.  Final copy due Monday, December 19

Friday, December 9

Objective: SWBAT compose and edit a five-paragraph essay analyzing the effectiveness of three texts focused on the rights of women.

Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)

Today: 1) Vocabulary Quiz #3

2) Students will finish filling out the outlines for their essays and begin work on their essay rough drafts, making sure to write their essays double-spaced to allow for editing.

Exit Slip: Rate Yourself: On a scale of 1-10, how confident are you in your ability to write this essay?  Explain the rating you give yourself.

Homework: Finish your essay rough copy

Thursday, December 8

Objective: SWBAT compose and edit a five-paragraph essay analyzing the effectiveness of three texts focused on the rights of women.

Do-Now: Vocabulary Practice: Answer the questions under the heading "Vocabulary Development" on pg. 644 in your textbook.  Tomorrow's quiz will be formatted the same way.

Today: 1) Go over Vocabulary Practice

2) Grammar Lesson: Subject/Verb Agreement: Pg. 645 Practice #1-5

3) Class will read Thinking Critically question #6 and discuss its use as a topic for an analytical essay. 

4) Class will begin filling out the outlines for their essays.

Exit Slip: Which writer do you feel makes the strongest argument for women’s rights?  Why?

Homework: Study for tomorrow's vocabulary quiz

Wednesday, December 7

Objective: SWBAT analyze an author’s argument by identifying and describing the author’s point of view.

Do-Now: Vocabulary Practice #2:

1) What law do you feel should be abrogated?  Explain.
2) Why should you give a contract more than just a cursory glance before you sign it?
3) What might vitiate your health?
4) What could you add to your food to make it less insipid?
5) What do children have a propensity toward?

Today: 1) Go Over Vocabulary Practice #2

2) Go over questions for "A Vindication for Women's Rights"

3) Class will read “To the Ladies” on pg. 646 and discuss its opinions on women.  How are these opinions similar/different to the previous authors’?

4) In groups, students will read “from The Education of Woman,” pp. 647-649, focusing on identifying the author’s main argument.  Students will complete Yellow Block questions #1-7.

Exit Slip: Complete Thinking Critically Question #3 on pg. 650.

Homework: Vocabulary Quiz on Friday

Tuesday, December 6

Objective: SWBAT find THREE instances of an author using tone and connotation in a piece of writing to achieve a specific rhetorical purpose.

Do-Now: Vocabulary Practice #1:

1) What is something students should show solicitude for?  Why?
2) What might happen if a parent is partial towards one of his/her children?
3) What might you do that one of your parents would deplore?  Explain.
4) Describe what a fastidious toddler would act like.
5) Describe someone you know that is specious.


Today: 1) Go over Vocabulary Practice #1

2) Class will continue reading “A Vindication of the Rights of Women,” completing Yellow Block questions # 4-6.

3) In groups, students will finish reading “A Vindication of the Rights of Women.”  Students will complete Yellow Block questions #7-10.

Exit Slip: Complete question #7 on pg. 644.

Homework: Complete the “Writing” activity on pg. 644; Vocabulary Quiz on Friday

Monday, December 5

Objective: SWBAT defend their opinions on TEN statements from an anticipation guide.
SWBAT find TWO instances of an author using tone and connotation in a piece of writing to achieve a specific rhetorical purpose.

Do-Now: Anticipation Guide for “A Vindication of the Rights of Women.”

Today: 1) Students will preview the vocabulary words on pg. 637.

2) Students will begin to read “A Vindication of the Rights of Women” pg. 637.

3) Students will complete the Yellow Block #1, 2, and 3.

Exit Slip: Summarize the author’s essay so far in your own words.

Homework: Vocabulary Quiz Friday

Friday, December 2

Objective: SWBAT examine the theme of “carpe diem” as it appears in poetry.  Students will be able to compose their own “carpe diem” poems.

Do-Now: FREE WRITE (Write 5-7 complete sentences about anything you want)

Today: 1) What does "carpe diem" mean?

2) Class will read “To the Virgins, to Make Much of Time,” pg. 301 discussing  the advice the author offers and how it follows along with the theme of “carpe diem.”

3) Students will compose their own “carpe diem” poems in which they offer positive advice to someone on how to make the most out of his/her life.

4) Poetry Readings: Choose a poem you have written during the past two weeks you would like to read out loud to the class.

EXTRA-CREDIT: Choose one of the quotes from the "Carpe Diem" quote sheet.  Copy the quote at the top of your paper.  Write a 20-sentence explanation of what you feel the quote means and how you can apply the quote to your life and experiences.  Due Date = Monday, December 5


Homework: Finish "carpe diem" poem.

Thursday, December 1

Objective: SWBAT compose a  response  to a classmate’s idealized poem, satirizing the poem's unrealistic promises.


Do-Now: Take out the poem you wrote yesterday and exchange poems with one of your classmates.  What are your initial reactions to the poem?  Do the writer’s promises seem realistic to you?  Explain.


Today: 1) Class will read “The Nymph’s Reply to the Shepherd,” discussing how it responds to the idealistic promises made in “The Passionate Shepherd to His Love.”  How is the female speaker more realistic than her male counterpart?


2) Students will compose poems in response to their classmates’ idealistic poems written yesterday.  They will make their poems address their classmates’ poem in a realistic manner using humor to get their point across.  This poem will follow the same format as yesterday's poem (6 stanzas, 4 lines per stanza, aabb ryhme scheme, optional 8 syllables per line).


Homework: Finish your poem

Wednesday, November 30

Objective: SWBAT identify the elements of a pastoral poem.  SWBAT compose their own idealized poems.

Do-Now: Describe a song you’ve heard in which the singer attempts to appeal to someone he/she loves by making promises to them.  What does the singer say?  Are his/her promises realistic?  Explain.

Today: 1) What is a pastoral poem?

2) Class will read “The Passionate Shepherd to His Love,” pg. 295, discussing the idealization used by the writer to entice his love to be with him.

3) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.

HOMEWORK: Finish your poem.

Tuesday, November 29

Objective: SWBAT compose TWO tanka and THREE haiku following the correct format and using imagery.


Do-Now: Respond to the “Quickwrite” on pg. 751.

Today: 1) Read "Imagery" pg. 751

2) Class will read “Tanka" on pg. 753 and "Haiku" on pg. 755.

3) Review Haiku/Tanka format.


4) Students will compose TWO tanka and THREE haiku.

Homework: Finish your poems.

Monday, November 28

Objective: SWBAT interpret an extended simile.  SWBAT compose a poem containing an extended simile.

Do-Now: Respond to the question in the “Make the Connection” section on pg. 794.

Today: 1) Class will read “She Walks in Beauty,” examining the extended simile Lord Byron uses to describe the beautiful woman he sees.

2) Students will compose their own poem in tribute to either a real of fictional beauty.  Students will employ an extended simile in their poems.

Homework: Finish your poem

Wednesday, November 23

Objective: SWBAT employ alliteration while writing a 20-lined poem about a fictional place.

Do-Now: Complete “Quickwrite” on pg. 758

Today: 1) Class will read “Kubla Khan” picking out on examples of alliteration and discussing how they are used to create a musical quality to the poem.

2) Compose your own poem about a fictional place.  You should try to use alliteration throughout your poem to give your poem a rhythm.

Homework: Finish your poem.

Tuesday, November 22

Objective: SWBAT find two allusions in a poem.  SWBAT compose a 14-line sonnet following the correct format.

Do-Now: Complete “Quickwrite” on pg. 745

Today: 1) Class will read “The World is Too Much With Us” pg. 746 and discuss the poet’s views on materialism.  The class will also examine the two allusions present in the poem. 

2)Class will examine the structure of the sonnet.

3) Students will compose their own sonnet following the correct sonnet format.  They will be encouraged to write their sonnet about a prevalent social issue they see in the world and will also be encouraged to use an allusion.

Homework:  Finish your sonnet

Monday, November 21

Objective: SWBAT describe how a poem can be used to incite social change.  SWBAT create their own poems for social change.

Do-Now: Complete “Quickwrite” Activity on pg. 725.

Today: 1) Class will read “The Chimney Sweeper” on pg, 726 and “The Chimney Sweeper” on pg. 727.  What instances of parallelism can be found in each of these poems.  How are the attitudes of the speakers different in each poem?

2) Students will compose their own poems inspired by “The Chimney Sweeper” in which they comment on a problem they find in society that they would like to change.

Homework: Finish your poem

Friday, November 18

Objective: SWBAT identify symbols in two different poems written by the same author and explain what each of those symbols represents.  SWBAT create their own symbolic poems.

Do-Now: FREE WRITE

Today: 1) VENN Diagram: Tiger vs. Lamb

2) Class will read “The Tyger” on pg. 721 and “The Lamb” on pg. 723.  Class will discuss what each animal symbolizes to the author.

3) Students will compose their own poems inspired by “The Tyger” and “The Lamb.”  Each student will select an animal and compose a poem using the animal as a symbol to represent an idea.

Homework: Complete “Extending and Evaluating” question on pg. 724.

Thursday, November 17

Objective: SWBAT compare the role of artists in Romantic society to the role of artists in today’s society by establishing at least three similarities between the artists in each time period.

Do-Now: How do artists (singers, poets, writers) create awareness of a need for change?  Can they help create change and reform in the world around them?  Why would they want to do this?  Have any artists made changes to the world around them in your lifetime?

Today: 1) Class will begin reading about artists during the Romantic period on pp. 712-717.

2) Students will individually finish reading about Romantic artists on pp. 712-717.



Homework: Complete the “Write About” activity on pg. 717.  How do the artists of Romantic times remind you of the artists of today?  Give at least THREE similarities between the two.

Wednesday, November 16

Objective: SWBAT find at least two instances of irony in "Gulliver’s Travels" and explain how the irony is used to create satirical humor.  SWBAT relate Swift’s satire to modern society by comparing/contrasting politics in the US to one passage from "A Voyage to Brobdingnag."

Do-Now: Explain how Jonathan Swift uses irony in “Gulliver’s Travels” to create humor as Gulliver travels to Lilliput.  Give examples.

Today: 1) The class will finish reading “from Gulliver’s Travels: A Voyage to Lilliput,” finding TWO more examples of Swift using irony to create satirical humor.

2)  In groups, read "A Voyage to Brobdingnag" pp. 660-662.

3) Complete questions 3, 4 and 7 on pg. 659 and questions 3, 4, 5, and 7 on pg. 662.

Exit Slip: Based on what you have read from “Gulliver’s Travels,” how do you feel Swift truly felt about the people from his society based on his satire of them?  Give examples from the story to support your answer.

Tuesday, November 15

Objective: SWBAT find at least two instances of irony in "Gulliver’s Travels" and explain how the irony is used to create satirical humor.

Do-Now: Explain how Jonathan Swift used humor and satire in his “Modest Proposal.”  Give examples.

Today: 1) Vocabulary Quiz #2

2) Class will begin reading “from Gulliver’s Travels” on pg. 653 looking for examples of irony.  Class will record these examples on a graphic organizer which they will use to evaluate how the irony is being used to create satire.

3) In groups, students will continue to read “from Gulliver’s Travels” and continue to fill out their graphic organizers.

Exit Slip: What is ironic about the size of the Lilliputians and the way they are treating Gulliver?  How is this situation humorous?  Explain.

Monday, November 14

Objective: SWBAT analyze an author’s effective use of irony.  SWBAT analyze an author’s effective use of satire.  SWBAT analyze and explain author’s purpose.

 Do-Now: Vocabulary Practice

1) What could be used as an expedient to help you overcome a cold?
2) If your English teacher began to digress, what might she talk about?
3) What do you hope to procure by the end of the school year?
4) During what situation might you have to use brevity while speaking to someone?
5) Who/what do you tend to show animosity toward?  Why?

Today: 1) Vocabulary Practice Quiz

2) Go over Yellow Block questions from Swift's "A Modest Proposal."

3) Compose your own "Modest Proposal."  What problems do you see in this city/country that you would like solved?  What are some possible solutions to these problems?  Compose your own piece of persuasive writing suggesting a solution to an important problem we face today.  This solution should be as absurd as Swift's idea to sell and eat babies to get poor children off the streets.  Like Swift, you will employ satire by using logical, ethical, and emotional appeals to convince your reader that your solution will work.  Remember, satire is NOT meant to be taken seriously, however your proposal should be written in a serious manner (which will make it seem humorous to your reader).  This proposal should be approximately 20 lines in length and follow the same format as Swift's proposal:
1) Present your problem
2) Present the solution to your problem
3) Explain how your solution will work and who it will benefit
4) Anticipate problems other may have with your solution and come up with counterarguments for those problems
5) Summarize your solution and make a final appeal to your reader

Exit Slip: How did you employ satire while writing your "Modest Proposal?"

Homework: Study for your vocabulary quiz TOMORROW. 

Wednesday, November 9

Objective: SWBAT analyze an author’s effective use of irony.  SWBAT analyze an author’s effective use of satire.  SWBAT analyze and explain author’s purpose.

Do-Now: You have 15 minutes to study for your test.

Today: 1) Unit Test #2

Self-Reflection:  How well do you feel you did on your Unit Test?

Extra-Credit: Write a song/rap summarizing the entire story of "Macbeth."  Your song/rap can be anywhere from 20-50 lines and MUST rhyme.  You will recieve TWO extra credit points for each FULL line you write.  (Your song/rap should be similar to the one you wrote on one of Macbeth's soliloquies/asides).  You may receive a MAXIMUM of 100 pts. for a well-written piece.

Monday, November 7

Objective: SWBAT analyze an author’s effective use of irony.  SWBAT analyze an author’s effective use of satire.  SWBAT analyze and explain author’s purpose.

Do-Now: Vocabulary Practice:

1. What sustenance did you have this morning?
2. Descibe the last time you felt glutted.
3. Whom do you show deference to?  Why?
4. What type of profession would require someone to be scrupulous?  Explain.
5. What is the last thing you were censured for?

Today: 1) Review satire and irony

2) Review the arguments made so far in Swift’s “A Modest Proposal” as well as reviewing the three persuasive techniques used throughout the essay.

3) Finish reading Swift's "A Modest Proposal," and completing the reading check questions in the margains.  (You should have a total of 12 questions when you're finished.)

EXIT SLIP: Complete Question #15 on pg. 594.


Homework: Study for Unit Test #2

Friday, November 4

Objective: SWBAT analyze an author’s effective use of irony.  SWBAT analyze an author’s effective use of satire.  SWBAT analyze and explain author’s purpose.

Do-Now: FREE WRITE (Write 5-7 complete sentences about anything you want)

Today: 1) Go over Unit Test Review Packet

2) Review Verbal Irony

3) Class will read “Make the Connection” on pg. 580.  What do you predict Jonathan Swift’s proposal will be?

4) Examine the three persuasive techniques used in Swift’s “A Modest Proposal” on pg. 580. 

5) Class will begin reading “A Modest Proposal” on pp. 583-589, finding examples of each of the three persuasive techniques used by Swift.

6) Class will complete the yellow reading check questions #1-7 on pp. 583-585.

Homework: Study for Wednesday's Unit Test

Thursday, November 3

Objective: SWBAT analyze an author’s effective use of irony.  SWBAT analyze an author’s effective use of satire.  SWBAT analyze and explain author’s purpose.

Do-Now: Copy vocabulary and definitions from pg. 581.

Today: 1) Introduce New Vocabulary

2) Class will read “Life Among the Haves” on pp. 568-569 and “Life Among the Have-Nots” pp. 570-571.  Class will create a diagram to compare/contrast the two.

3) Continue working on your review packet for Unit Test #2.

Homework:  Finish Unit Test Review Packet for Tomorrow;  Unit Test #2 will be on Wednesday, November 9.

Wednesday, November 2

Objective: SWBAT analyze an author’s effective use of irony.  SWBAT analyze an author’s effective use of satire.  SWBAT analyze and explain author’s purpose.


Do-Now: On pg. 559, read the list of the seven groups in English society.  Which of these groups do you feel you fit into?  Why?  Explain.


Today: 1) Class will read pp. 572-578, taking notes on the changes in theater, literature and poetry seen in the Eighteenth Century.


2) Read “Life Among the Haves” on pp. 568-569 and “Life Among the Have-Nots” pp. 570-571.


3) Complete a VENN diagram comparing/contrasting life among the poor vs. life among the rich.


4) Begin Review Packet for Unit Test #2


Homework: Review Packet for Unit Test #2 Due FRIDAY;  Unit Test #2 on Wednesday, November 9