Plans for the week of Monday, Feb. 23
English 3
Monday, Feb. 23
Collect Homework:
Handouts 11 & 12;
Reading discussion questions;
Thoreau, Gandhi and King comparison matrix (2nd period and absent students)
2nd Period
Review warm-up handouts;
Finish Thoreau group presentation;
Civil Disobedience choice boards;
The Soloist lesson;
6th and 7th
Review warm-up handouts;
Civil Disobedience choice boards;
The Soloist lesson;
Objectives:
To extend the reading of The Soloist beyond the text by reading an article about homelessness and analyzing the article.
Essential Questions:
Is it okay for the homeless to live and sleep, to put up temporary residences, such as tents, on public land?
If society is not going to provide shelter for every homeless man, woman, and child, then what can be done for them?
Task:
Read the article: "Camden's Tent City homeless keep up hope"
Write down one thing that stood out to you.
Make your own list of ten rules, a code of conduct, if you ran Tent City.
Small group then whole group discussion:
Why is it so hard to solve the problem of Skid Row? Which approach is better--solving it top-down through the mayor's office, or helping one person at a time like Lopez?
Why does Ayers resist moving inside into the apartment?
Homework:
Study for quiz--Capitalization and Punctuation--Study handouts 1-12
Due Friday: Using the Civil Disobedience choice board as a guide, come up with a project you would like to do for The Soloist. The project must look at the plight of the homeless, especially in Philadelphia. What would the criteria be? What category would it fit into?
Tuesday, Feb. 24
Quiz: Capitalization and Punctuation
"The Raven" --Edgar Allan Poe
Objective:
Understand and analyze sound effects in poetry.
Essential Terms:
Sound Effects/Devices:
Refrain
End rhyme
Internal rhyme
Alliteration
Onomatopoeia
Meter
Literary Concepts/Terms:
Symbolism
Mood
Tone
Read the Adaptation Distribute copies of the annotated version of
“The Raven”. Have all students read the selection silently.
Listen to the Poem (Use the YouTube download) Help students appreciate sound effects in the
poem. Play the audio recording of the selection in English as
students read along silently. Explain that Poe uses rhythm, rhyme,
and alliteration in “The Raven” to create sound effects. Help students
analyze how he achieves this purpose by guiding students to identify
and discuss examples of these techniques throughout the poem. For
example:
• Pause after listening to line 13. Reread the line aloud
emphasizing the repeated /s/ in silken, sad, uncertain, and
rustling. Help students identify this use of alliteration.
• Then help them identify onomatopoeia by asking the following
questions:
1.What sound is repeated here? (/s/)
2.What is Poe describing in this line? (curtains moving slightly)
3.What sound does moving cloth make? (a swishing sound)
Homework:
Complete test "The Raven" by Edgar Allan Poe online at my.hrw.com
Wednesday, Feb. 25
Pretest for Unit (Complete online)
Objectives: Evaluate genres and traditions in American literature;
Task:
Paired reading: Read Textbook pp. 299-305 (or if in class, Holt Reader pp. 125-127) "American Masters: Whitman and Dickinson";
Still in pairs: In your notebook, answer questions in the Holt Reader that appear in the margins. (Do not write question, but instead use wording from the question in your answer); Complete a Venn Diagram comparing and contrasting both authors;
Whole class: Review Venn Diagram comparing and contrasting both authors;
Homework:
Due Tomorrow: Answer the following question found on p. 305: Write About… What do they mean? A quotation from Walt Whitman and a quotation from Emily Dickinson appear on page 299 in the textbook, at the start of this introduction. Read each quotation carefully. Then, write a paragraph reflecting on the two quotations. You can comment on what you think each poet means by the quotation, or you can express your own feelings about what each poet says—even if your feelings are confused!
Due Friday: Read "from Song of Myself, Numbers 10, 33, and 52" handout; Complete "Free Verse" handout;
Thursday, Feb. 26
***Benchmark Test***
Friday, Feb. 27
Warm-up:
Proofreading handout #14;
Collect reading questions
Objectives:
To analyze The Soloist and discuss a final project (choice board: topics created with student input) that looks at the plight of the homeless in Philadelphia
Task:
Discuss and rate the project ideas students came up with from Monday's homework;
Develop the first draft of the choice board for The Soloist;
