January 31-February 4

January 31 

Anglo-Saxon Riddles, Alliterations and Kennings

 February 1    

 Begin reading Beowulf
 Literary analysis handout, Graphic Organizer, Literary elements 
 Epic Hero Characteristics

 February 2
 Benchmark Testing for Reading and Math 8:20-11-20  
 Altered Schedule for the remainder of the day
 Quiz - Alliterations and Kennings
             Beowulf Selection Quiz

February 3
Begin reading Ballads; Understand the elements/characteristics of ballads
Read - Lord Randall and Get Up and Bar the Door  
 Complete Graphic Organizer for each

 Thursday  (2/3/2011)   
  Parent/Teacher Conferences 4-7 pm

February 4  
No School For Students
Parent/Teacher Conferences 8:30-12:00

January 24, 2011

January 24 - Finish reading Act III,   Complete Act III Vocabulary,  Complete Act III Questions



January 25 - Read Act IV, Complete Act IV Vocabulary, Complete Act IV Questions                              


January 26 - Read Act V, Complete Act V Vocabulary, Complete Act V Questions

January 27 - Check that you have completed all vocabulary, questions and reading for each Act of       TOTS .......   You will have a test over the play TOTS , Friday, January 29th.                                                                                                                                              
January 29 - TOTS Test !!!!! Then finish reading novels.    Novel quizzes for 2nd and 3rd block classes will be next Wednesday, February 2, 2011

Act II Quiz

Taming of the Shrew Quiz Act 2

1. How do Kate and Bianca get along? Give an example from the play to show this.

2. AccordingtoBaptista,whatmustPetruchiodotowinKate?

3. What are the characteristics of the dialogue between Kate and Petruchio?

4.    What new problem does Tranio have at the end of Act 2?

Act 4.1, 4.2, 4.3, 4.5

Act 4.1, 4.2, 4.3, 4.5

Taming of the Shrew Act 4.1 & 4.2

Directions: answer each question using complete sentences.  You may discuss them as a group but each of you should submit your own answers by email with TOTS Act 4.1, 4.2, 4.3, 4.5
1.    What are two examples of how Petruchio tries to tame Kate in scene 1? What is he doing? Why is he doing it this way? Is it funny? Why?
2.    What are two instances where Petruchio shows anger in scene 1? Who is the anger directed at and why does he show it?
3.    In scene 2, what decision does Hortensio make regarding his suit for Bianca? What does this show us about Hortensio’s view of women and love? What does it say about his societies views of love and marriage?
4.    Examine the way Petruchio treats the servants and the way he treats Kate in scene1. Explain the difference between Petruchio’s treatment of the servants and his treatment of his wife. What does this mean?
5.    In scene 1, what does Petruchio mean when he says he knows how to “kill a wife with kindness”?




Act 4.3 Study Questions

1.    Explain what is going on in the dialogue between Katherine and Grumio. What do you think Petruchio would think of this?
2.    What tone of voice do you think Katherine should use when delivering line 49 on page 167?
3.    Does Petruchio listen to Katherine? Explain.
4.    What do you think Katherine is thinking and feeling during the scene with the Tailor and Haberdasher? (Page 169-177)


Act 4.5

1.    How does Petruchio test Katherina’s acceptance of his authority? What is he trying to prove?
2.    How do you think Katherina feels about her actions in this scene?                                                 3.    Is she in fact “tamed”? Explain.

Act 3.2 Questions

Act 3.2 Activities

Directions:  Answer the questions in complete sentences on a separate word document.  Be sure and place the title of this assignment in the subject line of your email. You may discuss the questions as a group but each of you should submit your own assignment by email.

1.    After reading Kate’s speech lines 8-20. How much sympathy do you think the other characters feel towards her at this point?

2.    Read through from line 63-115. Once again Tranio is the one who tries to explain what Petruchio is up to, although he doesn’t get very far. What meaning do you think there is in Petruchio’s strange attire?

3.    Read Katherina’s speech lines 190-210. In this speech Kate fights back-and loses. She says she has ‘a spirit to resist’, and tries a number of different tactics during the scene. How is her behavior similar and different from her behavior in previous scenes?

4.    Go back and review the language of this scene. Why do you think Shakespeare didn’t show the wedding on stage?

Act 2 Questions

Act 2 Questions

Directions: Answer the following questions in complete sentences in a word document. Make sure you label this assignment clearly in the subject area and email your answers to me.

1.    In what ways does Kate attack Bianca? How does Bianca respond? What does this tell us about  the characters?
2.    Do you think Kate and Petruchio enjoy their first meeting? Why or why not?
3.    What evidence can you give to support the view that Kate and Petruchio are well matched, even though they spar verbally and appear to be hostile to one another when they first meet?
4.    Is Petruchio attracted to Kate, or is he merely interested in her because she is wealthy?
5.    When he gives Baptista an account of Kate’s behavior, Petruchio is not entirely honest. Analyze the speech that begins, “Be patient, gentlemen, I choose her for myself,” and show how Petruchio is both clever and ironic in what he says.

January 17-21

Continue reading your class novel

Jan 17 -

Who's Who in Padua
Act II Vocabulary
Read Act II
Act II Questions


Jan18

Finish reading Act II and questions
Act II Quiz
Act III Vocabulary
Begin reading Act III

Jan 19-

Finish reading Act III
Act III questions 3.2
Act IV & V Vocabulary

Jan 20-

Quiz Act III
Begin reading Act IV
Act IV Questions 4.3 & 4.5

Jan 21-
Read Act V completing the play
Review Characters and events in the play
TOTS Test Monday January 24th

Literary Response

English III

Literary Response Assignment Guide

Each student in English III will be required to read two short stories in addition to those read as part of the semester curriculum.  All choices may be found in the Elements of Literature textbook.  Each assignment will be worth 300 points. Once stories are read, students are to follow the instructions for writing a “Literary Response” essay.  Response essays must be accurately completed in order to receive credit.

HOW TO WRITE A LITERARY RESPONSE PAPER

The Response Paper must be:

1. At least three paragraphs in length.
2. TYPED!!!
3. Written with careful attention to grammar and spelling.
4. Your OWN, ORIGINAL work. 
5. Written in the format that follows. Papers formatted in any other manner will not be accepted.

FORMAT

Paragraph 1 – INTRODUCTION

1. Include the author and title of the work.

2. Discuss one or two of the elements of short stories that were used by the author in this story.  “Discuss” the elements by clearly identifying the elements, giving examples from the story, and talking about how and why the author may have chosen to use these particular elements.

Paragraph 2 – BODY

1. Begin by stating your general response to the piece of literature.  Then explain why you felt as you did.

2. Quote or summarize specific details and passages that back up your response.  You could also include personal experiences that affected your reading.

Paragraph 3 – CONCLUSION choose from one or a combination of the following:

Summarize your overall response, draw a conclusion about the work’s significance to you, or if your feelings about the story changed after contemplating it, explain how and why your response has changed.
                      

                   Sample Response

 

John Smith

Mrs. Smith

14 August 2009

Literary Response

“The Sniper”

            “The Sniper” by Liam O’Flaherty is a short story that recounts one imaginary incident from the Irish Civil War of the 1920’s.  This story is set in June, on a rooftop in Dublin, Ireland.  The setting is significant because it isolates the protagonist and places him in a lonely situation in which he is forced to rely solely on his own abilities as a soldier.  Most likely, O’Flaherty wrote this fictional story in response to his feelings toward the civil war that he felt was tearing his country apart.  His unusual placement of the climax in this story aids O’Flaherty in making his anti-war statement as he obviously uses the story to make a symbolic political statement about the tragic aspects of the war.

            My initial response to “The Sniper” was shock.  The situational irony Mr. O’Flaherty used in his story was very effective for me.  I had no idea initially that the tow snipers were related and was very surprised to learn the identity of the sniper who was killed.  By never giving names to any of the characters, never using flashback and writing a “false action” or resolution of either the character or the readers.

            I believe “The Sniper” to be a very effectively written story because Mr. O’Flaherty achieves his purpose of making an anti-war statement.  He does this by manipulating the climax of the story and forcing the readers of his story to experience the trauma, suspense, and shock the sniper experiences.  “The Sniper” does demonstrate how tragic it was that “brothers” or fellow countrymen were destroying each other.

English III Syllabus

English III Syllabus

Mrs. Smith– Room 4

Prerequisites:

English I & English II

Course Description:

English III consists of grammar and vocabulary skills, selected readings in both American and British Literature as well as a variety of critical discourse requiring higher order thinking skills.  Students will become familiar with proper writing skills, literary genre, and a structured approach to the discipline of language arts.

This course, required of all juniors, will focus on the student's skill development in the areas of writing, language, literature and reading comprehension by using the reading process.  Students will study various genres of literature primarily by American authors.  Students will develop their skills of written and oral communication. All assignments are in direct correlation to the Oklahoma PASS and Blueprint Alignment.

Materials:

Holt Elements of Literature: Sixth Course

Holt Elements of Literature:  Fifth Course

Holt Selection Graphic Organizers

Holt Selection Quiz

Holt Exam Pro View

PowerPoint Presentations for authors and literature Selections

www.chompchomp.com

www.readwritethink.com

Literary Response Writing Assignment

Literary Elements Vocabulary

Loose-leaf paper (wide rule or college rule)

 Requirements:

Each student will work independently, in groups, and as part of the whole class at the appropriate times.

Each student will bring appropriate materials to class each day.

Each student will participate daily and not interfere with his/her classmates' reading and writing.

Students will keep a folder containing their work.

Students will need access to a computer for use throughout term.

Attendance:

It is imperative that students have excellent attendance and punctuality.  Students cannot afford to miss all or any part of a class unnecessarily.

When absences cannot be avoided students will be required to complete all work missed.  Students are responsible for all material presented.  Upon return to class it is the responsibility of the student to initiate the make-up process

Late assignments are subject to partial credit at teacher discretion.” Late" means any time after the assignment has been collected or past the time the assignment was due.  In addition, almost all of the major grades in this course will be due on the due date, whether the student is physically in class or not.  Also, papers with no names on them will not be graded.

Tardiness is a distraction to the class and will be dealt with accordingly.  Please refer to the SHS Tardy policy (3 tardies = 1 absence) SHS attendance policy will be followed. See handbook for any questions in regard to attendance/tardies.

Class Expectations:

1. Be in the classroom with all necessary materials when the tardy bell   rings.

2. Be respectful towards peers, teachers, and their property.

3. Behavior should be task oriented.

4. Follow all teacher directions.

5.  No use of cell phones and/or electronic devices during class.

Consequences for off-task behavior:

1.      In class reminder.

2.      Private discussion about behavior.

3.      Loss of classroom privileges or teacher assigned consequences.

4.     Encore for 15 minutes

5.      Major disruptions will supersede these consequences and result in an immediate office referral.

Evaluation:

Tests: 100%

Daily Assignment: 100% (which may include but not be limited to quizzes, vocabulary assignments writing assignments participation, oral presentations group activities, reading assignments).

Extra Credit:  Teacher discretion

Semester Exam: 20% of semester grade 

All assignments must be legible.  If the teacher cannot read the assignment, it     will be returned to the student without a grade. 

Academic dishonesty on any assignment will result in a 0 and a discipline referral. 

Classroom Folder:

Students will keep an organized folder for notes, assignments and informational handouts.  This way students will be able to find his/her quickly.  This will help the student avoid zeros, turn in assignments on time, and study for exams.

Handouts

Syllabus

Literary Response Assignment

Literary Elements Vocabulary

Elements of Gothic Literature

Literary Elements Scavenger Hunt

             

Literary Scavenger Hunt

Name:_________________________  

LITERARY ELEMENTS/TERMS SCAVENGER HUNT

Define the following literary elements. You may use a literature book, dictionary, or computer (if available).  After you have defined the elements rewrite the definition in your own words. Write an example representing EACH element. Your example may come from a selection you have read in another class, a selection from the literature book, a novel/short story you have read on your own, movie, documentary etc.  After each element you must cite the source for example. You may use my definition but you may not use my example.J You must state how your example qualifies for the element. Be creative with examples. Try to think of an example that others may not use.

EXAMPLE:

Stream of Consciousness

Definition:

Stream of consciousness is characterized by a flow of thoughts and images, which may not always appear to have a coherent structure or cohesion. The plot line may weave in and out of time and place, carrying the reader through the life span of a character or further along a timeline to incorporate the lives (and thoughts) of characters from other time periods. Writers who create stream-of-consciousness works of literature focus on the emotional and psychological processes that are taking place in the minds of one or more characters. Important character traits are revealed through an exploration of what is going on in the mind.

Own Words:  The Author’s way of letting you hear the character’s thoughts. No other characters can hear these thoughts. Information intended for the reader or viewer.  Much like a mental soliloquy.

Example:

“ I’d never really given much thought to how I would die…Surely it was a good way to die, in the place of someone else, someone I loved.” –Bella, Twilight

Explanation:

In this quote Bella is on her way to the ballet studio to rescue her mother who is supposedly being held hostage by James. Bella has resigned herself to the fact that this encounter will probable not end well because James is dangerous. Bella is telling herself that if she has to die she thinks that dying in the place of someone you love, in this case her mother, is probable a good way to die. Noble even. This quotation is also foreshadowing her love and devotion for Edward when facing the Volturi in the subsequent novel and tends to be the theme of the series as each character risks their lives/existence for those they love.

Literary elements/Terms

Theme                            

Foreshadowing                         

Stream of Consciousness

Slant Rhyme                 

Conflict                                     

Parody

Onomatopoeia                         

Archetype                                 

Archaism

Soliloquy                      

Aside                                        

Plot (incl, RA, Climax, FA, Resol.)

Allegory                        

Oxymoron                                

Gothic Literature

Gothic Romance         

 Hyperbole                                 

Allusion

Alliteration (Do not use Peter Piper…)                        

Irony

Metaphor                     

 Simile                                       

Antagonist

Protagonist                

Character                                 

Metonymy

Connotation                

Denotation                              

Couplet

Sonnet              

Myth                                         

Narrative

Parable                        

Dialogue                                   

Personification

Flashback                   

Rhyme Scheme                        

Setting

Lessons for January 10-14, 2011

English III 2nd & 3rd Blocks

Jan. 12 -

Introduce William Shakespeare and The Taming of the Shrew

Discuss – What are your views on love and marriage? How do you view the roles of women and men in love relationships?

Who should ask whom to get married, out on a date?

Is love necessary for marriage?

history.

Vocabulary handout for TOTS (Taming of the Shrew) 

Introduce Characters

Read the introduction of the play. And begin Act I

Jan. 13-

Review Act I- Complete Handout “ Who s Who in Pasdua   Act I Quiz Short Answer.

Read Novel Together – “The Postman always Rings Twice”

Chapter 3

Jan .14

Review Act I – Read Act II – Complete questions from Act II

Jan. 17

Act II Quiz

Read together from Novel  “ The Postman Always Rings Twice.   Chapter 4

Jan. 18

Review Act I & II “The Taming of the Shrew”

Read Act III – Complete questions from Act II – short answer –

Quiz on Wednesday, Jan. 19 covering Act II & III.

Creative Writing 

 

Sausage Poems: A string of words which are "linked" with with the same letters/sounds at the endings and beginnings of words.

Story Box Stories

 

January 7, 2011

1.  Finished essay - Women in History
2.  Three elements from the literary element scavenger hunt handout; email the three you chose to     complete and save them in a folder on your desktop.  We will add others as we go through the term