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, 2011
Tuesday, November 29, 2011
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.
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.
Monday, November 28, 2011
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.
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.
Wednesday, November 23, 2011
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
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
Tuesday, November 22, 2011
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.
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.
Monday, November 21, 2011
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
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
Friday, November 18, 2011
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
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
Thursday, November 17, 2011
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.
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.
Wednesday, November 16, 2011
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.
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.
Tuesday, November 15, 2011
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.
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.
Monday, November 14, 2011
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.
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.
Wednesday, November 9, 2011
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.
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.
Tuesday, November 8, 2011
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.
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.
Sunday, November 6, 2011
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
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
Thursday, November 3, 2011
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
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
Wednesday, November 2, 2011
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.
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.
Tuesday, November 1, 2011
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
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
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