Honors and Non-Honors Paired Novels List
WEDNESDAY/FRIDAY 3/11-3/13
In class, we took a quiz on chapters 1-4 and discussed the reading. Friday we looked at a short essay from Hurston and/or viewed a portion of the film for chapters 7-9.
HW: Over the break, relax and rest. It is not officially assigned since this is your break, but if you would like to finish the novel – please do. We will come back to some discussion on what we have read after break. If you read and choose to use some questions to guide the reading, Click Here – ENG 2 Hurston Reading Questions OPTIONAL. Honors novels and essay due dates can/will change. Feel free to adjust your reading (honors) because the essay will not be “officially due” until May. Non-honors, you will receive your writing prompt after break.
MONDAY 3/9
In class, we looked at a poem and short story before moving into a discussion of Hurston and the first few chapters of her novel.
HW: Read chapters 5-6 by Wednesday. If you would like to listen to an audio version as you read, CLICK HERE. It is a great audio version read by Ruby Dee.
FRIDAY 3/6
In class, we discussed the Harlem Renaissance and I checked out a copy of Hurston’s novel Their Eyes Were Watching God.
HW: Please read chapters 1-4 by Monday. If you would like to listen to an audio version as you read, CLICK HERE. It is a great audio version read by Ruby Dee.
WEDNESDAY 3/4
In class, students finished and submitted the paper to turnitin.com. If you did not submit in class, you need to share the paper with me because you will not be able to upload. We started some background on Modernism and the Harlem Renaissance.
HW: No assigned homework
MONDAY 3/2
In class, we discussed the short stories, thesis statements, and students had a chance to work on the paper assignment (see below).
HW: No assigned homework. The paper will be finished in class Wednesday. Bring your independent reading novels to class in case you finish early, you will have time to read.
PAPER ASSIGNMENT: Using one of the short stories, “A Worn Path,” “The Yellow Wallpaper,” or “The Jilting of Granny Weatherall,” write a short essay analyzing the entire story or a small section, character, symbol, theme through the lens of your literary theory. There is no required length, but you need evidence from the short story and at least one source your group used to research the theory. The paper should include in text citations and include an MLA Works Cited page (not just copied websites).
HONORS ONLY: On top of using your literary theory, you should mention one other theory you learned about somewhere in your paper (as a contrast, additional analysis, merging of two theories into one…). You do not need additional sources unless you choose to add information from the other theory.
**This IS NOT homework. You will have class time today to begin the paper and Wednesday to finish and submit the paper. Bring your independent novels on Wednesday. If you finish, you will have some time to read from those novels.
FRIDAY 2/28
In class, we completed peer evaluations if not completed Wednesday, and groups did some work on application of theory using “Little Red Riding Hood.”
HW: Independent reading from novels. By Monday, choose ONE of the following short stories to read. Try to annotate the story using your lens since you will be using that lens specifically to analyze the short piece. STORIES: “A Worn Path” by Eudora Welty;; “The Jilting of Granny Weatherall” by Katherine Anne Porter; “The Yellow Wall Paper” by Charlotte Perkins (Stetson) Gilman.
MONDAY/WEDNESDAY 2/24-2/26
In class, we presented the literary theory analysis projects and worked on practicing using each lens on some fairy tales and short clips.
HW: Independent reading from novels. By Monday, choose ONE of the following short stories to read. Try to annotate the story using your lens since you will be using that lens specifically to analyze the short piece. STORIES: “A Worn Path” by Eudora Welty;; “The Jilting of Granny Weatherall” by Katherine Anne Porter; “The Yellow Wall Paper” by Charlotte Perkins (Stetson) Gilman.
THURSDAY 2/20
The class had a work day for literary theory presentations. Students who were assigned a group, but were not in class today, will be reassigned a make-up project. Students absent both Tuesday and Thursday will have a make-up project assigned.
HW: No specific assigned homework – work on what is needed for your project and independent reading.
TUESDAY 2/18
In class, we were introduced to literary lenses and theory. Groups were chosen to work on developing a presentation on an assigned theory. Students will have a work day on Thursday.
HW: No assigned work – independent reading
WEDNESDAY 2/12
In class, we took the Huck Finn Test and students constructed a short essay on the novel.
HW: No assigned homework – work on independent reading.
MONDAY 2/10
In class, we discussed the end of the novel and students had the class time to work on the tic tac toe projects – which are all due on Wednesday at the start of class.
HW: Finish 3 activities for the tic tac toe project. Be ready for the exam on the novel.
WEDNESDAY 2/5
In class, we finished the mapping activity and started working on the final project (tic-tac-toe) for the novel.
HW: Finish the novel by Friday. The test will be next Wednesday, 2/12.
MONDAY 2/3
In class, we had presentations over more of the reading (differed for each class) – students work on a satiric mapping activity that we will continue with Wednesday.
HW: Continue reading (37-40) and by Friday 41-43. Be finished with the novel by this Friday.
FRIDAY 1/31
In class, we had presentations on chapters 26-30.
HW: By Monday, please read chapters 31-36.
WEDNESDAY 1/29
In class, we had presentations on 21-25. Students worked on completing some analysis and writing of characters for satiric critique in the text.
HW: Read chapters 26-30 by Friday. Do not worry about the writing prompt on the chunked reading schedule I passed out when we started the novel. Those prompts will be choices on the final exam for the novel.
MONDAY 1/27
In class (I was out), students had presentations on 16-20, a quiz on chapters 1-20, and worked on some satire for a specific character in a small group or with partners.
HW: Read chapters 21-25
THURSDAY 1/23
In class, we took the accuplacer. Due to the time and testing, we did not take the quiz or have presentations today. After the test, it was a catch-up day for reading. On the reading schedule, everything will be pushed back by ONE day (this means you have NO HOMEWORK) if you are caught up through chapter 20. If you wish to read ahead, please do. Next week, chapters 21-25 will be due Wednesday and 26-29 Friday. Your quiz on chapters 1-20 will be on Monday 1/27.
TUESDAY 1/21
In class, students viewed and evaluated peer satire projects. We had a brief discussion before the class completed in in class writing over chapters 1-15.
HW: BY THURSDAY 1/23 (changed the due date from the original chapter assignment page), read chapters 16-20
FRIDAY 1/17
In class, counselors came in to talk about the Accuplacer test next week. We had presentations on chapters 11-15, and finished the Twain webquest as needed.
HW: BY THURSDAY 1/23 (changed the due date from the original chapter assignment page), read chapters 16-20 . Satire Project will be due on January 21.
WEDNESDAY 1/15
In class, we had the first of our presentations before working in small groups on motifs in the novel and answering some questions in a small group using evidence from the text. Students worked on a Twain webquest about the novel, Twain’s life, and realism.
HW: BY Friday, read chapters 11-15 . Satire Project will be due on January 21. Honors/Non-Honors contract will be due on FRIDAY January 17, 2020.
MONDAY 1/13
In class, we started discussing the novel (chapters 1-6). Students worked on a Twain webquest about the novel, Twain’s life, and realism (this will be started and/or completed Wednesday – it IS NOT homework). Groups had some time to work on the satire project, and it will be the only day you have to work on the project.
HW: BY Wednesday, read chapters 7-10 . Satire Project will be due on January 21. Honors/Non-Honors contract will be due on FRIDAY January 17, 2020.
THURSDAY 1/9
In class, we discussed evaluating satire before launching the start of Twain’s novel. I checked out copies of The Adventures of Huckleberry Finn. We completed a dialect activity and started reading from chapter 1 together.
HW: BY Monday, read chapters 1-6 . Satire Project will be due on January 21. Honors/Non-Honors contract will be due on FRIDAY January 17, 2020.
TUESDAY 1/7
Welcome Back! In class, we started a new unit on satire to lead into reading Twain. Students worked on finding examples of satire and putting it in a slideshow here.
HW: Finish reading “Advice to Youth” passed out in class (click link if you lost your copy). Read the short piece and answer the questions found after the reading on the document or your own piece of paper. Provide evidence for #7 when listing satiric techniques. Also, decide if the piece is horatian or juvenalian and why. DUE THURSDAY 1/9.
FRIDAY/MONDAY 12/13 and 12/16
In class, students viewed the film Dead Poet’s Society to link transcendental ideas to the film. Wednesday 12/18 will be a test over transcendentalism and project presentations.
HW: Study notes from Transcendentalism lecture. Complete the Art Project CLICK HERE for instructions to the Transcendentalist Art Project. The test over philosophy and the art project will take place/be due on Wednesday December 18, 2019 (the day of finals for 1,3,5, and 7).
WEDNESDAY 12/11
Students completed the state mandated Capstone writing for semester 1.
HW: Study notes from Transcendentalism lecture. Complete the Art Project CLICK HERE for instructions to the Transcendentalist Art Project. The test over philosophy and the art project will take place/be due on Wednesday December 18, 2019 (the day of finals for 1,3,5, and 7).
MONDAY 12/9
In class, we completed the district skills based semester final for English 2. Students worked trough finishing the reading/response on transcendental reading from Friday.
HW: Study notes from Transcendentalism lecture. Complete the Art Project CLICK HERE for instructions to the Transcendentalist Art Project. The test over philosophy and the art project will take place/be due on Wednesday December 18, 2019 (the day of finals for 1,3,5, and 7).
FRIDAY 12/6
In class, we worked with some reading from the Transcendentalists – you will have the chance to finish next week.
HW: Study notes from Transcendentalism lecture. Complete the Art Project CLICK HERE for instructions to the Transcendentalist Art Project. The test over philosophy and the art project will take place/be due on Wednesday December 18, 2019 (the day of finals for 1,3,5, and 7).
WEDNESDAY 12/4
In class, we worked a bit more on Emily Dickinson before transitioning to some background and discussion on transcendentalism.
HW: None assigned
MONDAY 12/2
In class, we finished a brief discussion on The Crucible prior to starting some work on a “poet study” of Emily Dickinson.
HW: By Wednesday, on the paper from class with your TWIST of “Because I Could Not Stop For Death,” please complete the following assignment – Emulate Emily. DUE Wednesday 12/4.
MONDAY 11/11
In class, we started reading from The Crucible and did a little discussion on the history of Salem and McCarthyism.
HW: By Wednesday, finish Act 1 and complete the close reading work on the scene between Abby and Proctor (periods 1 and 5 only). Period 7, we will do the close reading work in class Wednesday.
FRIDAY 11/8
I was out – in class students responded to some questions that will allow us to dig deeper at character motivation in the text. Once they completed these questions, they read “Why I Wrote the Crucible” by Arthur Miller. As you read or after you read please choose 12 of the 28 questions to respond to FOUND HERE. If you do not finish this in class, it is homework due Monday.
HW: Complete questions and reading from Miller’s article – Due Monday.
HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
WEDNESDAY 11/6
In class, we finished with Poe and had an introductory discussion on Salem, witchcraft, and McCarthyism to start our study of Arthur Miller’s The Crucible.
HW: Write like Poe introduction emulation writing due Wednesday 11/6 (periods 1 and 5) and Friday 11/15 (period 7 due to showcase and missing students on Friday and drill on Monday).
HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
MONDAY 11/4
In class, students completed Poe posters for presentation, and presented findings for Poe stories while peers concentrated on aspects of Theme, Symbol, Gothic/Romantic…
HW: Write like Poe introduction emulation writing due Wednesday 11/6 (periods 1 and 5) and Monday 11/11 (period 7 due to showcase and missing students on Friday).
HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
FRIDAY 11/1
In class, students picked a Poe story to work on in small groups. The stories they were able to choose from were:
“Berenice”; “The Black Cat”; “Hop Frog”; “The Imp of the Perverse”; “Never Bet Devil Your Head”; “The Oval Portrait”; “The Pit and the Pendulum”; “The Facts in the Case of M. Valdemar”; “The Premature Burial”; “The Story of William Wilson”
HW: Write like Poe assignment.
HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
MONDAY 10/28
In class, we discussed traits of horror writing – especially dark romanticism – before working on a short tale from Edgar Allan Poe. NOTE: We did not start the stories Monday – We will begin this on Friday 11/1.
HW: HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
FRIDAY 10/25
In class, students read “The Minister’s Black Veil” by Hawthorne. They had to answer the following based on our discussion Wednesday (“The Minister’s Black Veil” questions). The questions will be turned in Monday if they were not completed in class Friday.
HW: Complete reading and questions for Hawthorne – DUE Monday 10/28.
HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
WEDNESDAY 10/23
In class, we started discussing Romanticism as a reaction to Rationalism and Puritan ideology by looking at two poems, and reading from “Sinners in the Hands of an Angry God” by Jonathan Edwards, and starting “The Minister’s Black Veil” by Nathanial Hawthorne.
HW: HONORS ONLY ASSIGNMENT: Read “Is America Falling Apart” by Anthony Burgess. Write a short essay (you determine length based on your argument) answering the prompt: Does Burgess have an effective argument? How does he succeed or fail based on his use of appeals, devices, and structure? This essay is due by 11:59PM on Friday November 8, 2019 to turnitin.com.
WEDNESDAY 10/16
In class, we finished discussing analysis over “What is an American?” Students then worked on an independent assessment reading and analyzing the “Declaration of Independence” as a document in the literary genre of American Rationalism. The outlined a potential rhetorical analysis.
HW: No assigned homework over the five day weekend. Enjoy and relax.
MONDAY 10/14
In class, we practiced with more of the SOAPSTone, appeals, and devices used for rhetorical analysis by looking at the literary world of rationalism in literature.
HW: Due to midterm mindfulness week – no homework will be assigned this week.
FRIDAY 10/11
In class , we discussed a new strategy for analyzing rhetoric and practiced on visuals and a short non-fiction text.
HW: No assigned homework due to the start of midterm mindfulness next week.
WEDNESDAY 10/9
In class, counselors came in to talk about graduation requirements, ICAP, career and college planning, and answer other questions students might have about classes and planning.
HW: No homework assigned
MONDAY 10/7
In class, students turned in their argumentative presentation, and we started discussing rhetoric. We worked with some devices, and started work on a short piece of reading in class called “What is an American.”
HW: To practice a bit more with the rhetorical triangle (ethos, pathos, logos) and some of the devices discussed in class – watch a little TV, and look at some of the advertisements. Evaluate their effectiveness based on our discussion of rhetoric from class today. We will use some of your ideas to start class Wednesday.
FRIDAY 10/4
In class, students that completed their argumentative presentation did some peer presenting and evaluating. The official due date of the argumentative presentation is Monday 10/7 to turnitin.com.
HW: Complete any revisions or work you need to complete on the presentation. You will not have time to work on these prior to turning them in Monday.
WEDNESDAY 10/2
In class, we had a work/catch-up day to finish Pocahontas/John Smith reading and work. Students started creating their argument presentations (not an essay). Have the presentation ready to share on Friday 10/4.
HW: Finish the presentation to share on Friday with peers from class.
MONDAY 9/30
I told classes on Friday that I would not be in the building on Monday 9/30 due to a family matter. You can find the instructions for class on Monday 9/30 below.
Today, you will be working on some research/reading about the John Smith/Pocahontas legend.
ACTIVITY 1:
Look at the color sticker you have on your desk – that sticker will determine your reading for this first part. As you read your articles, take notes on EITHER the graphic organizer given by the substitute under “My Texts” and the column for annotations next to it OR in your notebook. You should take notes (with evidence) of the authors’ main idea and points made to support that main idea. After you have finished reading your articles, you will work with students in your assigned group (Look for the letter – A through K – on the colored sticky note). Those are your group members for sharing your articles AND for your discussion later in class on John Smith. As each member of the group shares their articles, take notes on the graphic organizer OR in your notebook on their main ideas and supporting details.
If you have blue, you will read Revisiting Pocahontas at 20 and The Enduring Legacy of the Pocahontas Myth
If you have pink, you will read The True Story of Pocahontas and Redesigning Pocahontas
. If you have yellow, you will read Pocahontas articles and Pocahontas Information
ACTIVITY 2:
Next task will be to read an excerpt from John Smith. The substitute will guide you through the reading and give instructions on what you will do. The reading is in your textbooks (found in your desk) on page 72. Start by reading the background on John Smith found on page 70. Once you have read the piece, you will discuss and/or write responses to some questions – Including the two questions found on the back on your graphic organizer from activity 1.
ACTIVITY 3:
ONLY IF time permits, the substitute will pass out some questions and instructions for creating an argument with the information collected. Start on this ONLY if time allows you to do so in class. IT IS NOT homework. You have no assigned homework today.
Thank you all for your work and understanding. I will see you Wednesday.
FRIDAY 9/27
In class, we started discussing the legend/myth of Pocahontas and John Smith.
HW: No assigned homework
WEDNESDAY 9/25
I was out today. In class, students completed the reading of sacred narratives with questions before completing a reading quiz on the narratives and homework reading. They had the opportunity to start writing their own origin story using elements of Native American Literature tales. You can find the notes from class Monday by CLICKING HERE. If they did not finish the origin narrative, it is homework for Friday. If the story is handwritten, I am looking for one page single spaced – If it is typed, two pages double spaced.
HW: Finish your creative origin story by Friday.
MONDAY 9/23
In class, we discussed traits of Indigenous tribe’s sacred narrative tradition in North America. Students read and applied the traits to a few narrative texts.
HW: Read the three narratives FOUND HERE and come to class with scratch notes (not turned in) about what traits you saw in each of the texts.
FRIDAY 9/20
With so many students missing, we went over the homework, and started discussing our next unit a bit more.
HW: No assigned homework over the weekend. Enjoy your weekend!
WEDNESDAY 9/18
In class, we proofread writing, signed up for turnitin.com (if you still need to sign up, come in and see me), and worked on some info/activity on literary movements.
HW: Finish your literary movement activity by Friday.
MONDAY 9/16
In class, we discussed character conflicts and climax in the play, and students started working on the end of play writing task.
HW: Complete your short piece of writing by Wednesday. You will proofread in class Wednesday, and submit to turnitin.com once registered for the course.
FRIDAY 9/13
In class, students took a short quiz on Act 2, and had time to read from Act 3.
HW: Finish reading Act 3 by Monday.
WEDNESDAY 9/11
In class, we discussed Act 2, scene 2 and started reading Act 2, scene 3. Please finish Act 2, scene 3 for homework. This is the scene that does not appear in the online version of the play we have been reading. We will look at the scene and discuss it on Friday. Mrs. Johnson
HW: Play can be found by CLICKING HERE. Read Act 2, scene 3 by Friday.
MONDAY 9/9
In class, we took a reading quiz over Act 1 and discussed Act 1 in small groups/whole class before viewing a performance of Act 2, scene 1. We also started doing some work on grammar/mechanics looking at methods of coordination for sentence variety.
HW: Play can be found by CLICKING HERE. Read Act 2, scene 2 by Wednesday.
THURSDAY 9/5
In class, we continued reading from the play A Raisin in the Sun by Lorraine Hansberry (finished Act 1, scene 1). We did some work on characterization and symbols.
HW: Play can be found by CLICKING HERE. Read Act 1, scene 2 by Monday. If you are able, continue on to Act2, scene 1 (we will view this in class Monday).
TUESDAY 9/3
In class, we presented research from 1950’s context and started reading A Raisin in the Sun. Class material can be found by CLICKING HERE.
HW:No homework assigned. We will finish Act 1 together in class Thursday.
WEDNESDAY 8/28 and FRIDAY 8/30
In class, we discussed poems from Monday, and started a short research project on 1950 America to set the context for A Raisin in the Sun.
HW: Over the Labor Day weekend, if you have not completed the research – make sure you finish what is needed. It must be edited and complete by Tuesday morning. No other homework assigned.
MONDAY 8/26
In class, we discussed the homework and worked in small groups connecting and analyzing poems by Whitman, Hughes, Mckay, and Trembley. Students had a little time to begin homework.
HW: Analyze “Shine, Perishing, Republic” by Robinson Jeffers. After reading for comprehension, pose a level 2 or level 3 question. After posing the question, answer the question with a one-two sentence thesis statement (claim) and construct one paragraph (at most two paragraphs) expanding on your thesis statement using evidence from the poem. This is a diagnostic on writing using evidence, and constructing a thesis or claim. DUE Wednesday at the start of class.
THURSDAY 8/22
In class, we launched our first unit on American identity. Prior to discussing the concept in song, we reviewed/learned methods of questioning a text, and reviewed some literary terminology (diction, tone, mood, denotation, and connotation).
HW: Using the strategies from class, read, annotate, and question “next to of course god america i” by e.e. cummings. Look for words that stand out, and define the word based on your emotional response/feeling to the word. Then look up the dictionary definition of the word(denotation). Identify a tone and mood for the song. Finally, write down ONE level two question and ONE level three question for the poem. We will have a class discussion Monday.
WEDNESDAY 8/21
In class, we discussed policies, procedures,. books and units. I passed out the syllabus. The honors/Non-honors contract is due Friday 8/30.
HW: Get honors/Non-honors signed by Friday 8/30
TUESDAY 8/20
In class, we completed a short poetry activity and some brief introductions. I told students I would be passing out the syllabus and going over class procedures on Wednesday. At that time, I will post a digital copy of the syllabus online.
HW: No homework assigned. No specific supplies requested except a notebook, pens and pencils, and a folder to keep work. Aside from that, any supplies that a student needs for success (sticky notes, highlighters, notecards). I will have a novel list available once I pass out the syllabus in case students wish to purchase their own texts.
