M: The students will be introduced to the work of Mark Twain; notes and discussion.
T: The students will view the Dr. Elliot Engel video lecture over the work of Mark Twain and complete its accompanying questions.
W: The students will complete the Shadows of the Imagination test over Poe and Hawthorne.
Th & F: The students will read The Celebrated Jumping Frog of Calaveras County and complete the exercise on local dialect.
Gothic Literature
M: The students will complete SAT-based vocabulary Lesson 16 Mystery. Due Friday
T: The students will view a video lecture by Elliot Engel, Ph.D, on how events in the life of Edgar Allan Poe influenced his works and complete its accompanying lesson.
W: The students will discuss and take notes on sound devices and the four recurring themes in the work of Edgar Allan Poe.
Th: The students will read and explicate the poem, Annabelle Lee.
F: The students will read The Raven.
The Crucible
M – W: The students will view The Crucible motion picture, comparing and contrasting the play to the screenplay, both of which were written by Arthur Miller.
W: Why I Wrote “The Crucible” commentary analysis due.
Th: The students will demonstrate knowledge of The Crucible in a major test.
F: The students will complete the SAT-based vocabulary exercise, QUACK! Lesson 5.
To Kill a Mockingbird / SAT-based Vocabulary
M: The students will discuss and complete Vocabulary Lesson 15 Appearances and Attitudes II.
T: During the study of To Kill a Mockingbird, each student has been assigned a set of pages which he/she will be responsible for presenting to the class.Project requirements are: a list of five to ten defined vocabulary words from the selection, a ten-question quiz with answer key, and a five-point outline with which they will lead the class discussion. Discussion points must include characterization of Scout, Jem, Atticus or Boo Radley, theme of the mockingbird image, maturation, prejudice or courage, and setting.
T: pages 212 – 226
W: pages 227 – 241
Th: 242 – 256
F: 257 – 271
To Kill a Mockingbird Student-Led Learning Project
During the study of the novel, each student has been assigned a set of pages which he/she will be responsible for presenting to the class. Project requirements are a list of five to ten defined vocabulary words from the selection, a ten-question quiz with answer key, and a five-point outline with which they will lead the class discussion. Discussion points must include characterization of Scout, Jem, Atticus or Boo Radley, theme of the mockingbird image, maturation, prejudice or courage, and setting.
M: Pages 152 – 166
T: 167 – 181
W: 182 – 196
Th: 197 – 211
F: 212 – 226
The Crucible
M: The students will file graded papers and complete the Act IV Vocabulary Builder.
T: The students will read pages 1217 – 1225, citing examples of John Proctor’s role as the tragic hero.
W: The students will read pages 1226 – 1229 and discuss Proctor’s main concerns in this passage.
Th: The students will read pages 1230 – 1233, discuss how Proctor’s statements reflect those of a tragic hero, and complete the Act IV study guide.
F: The students will view the motion picture, The Crucible, with the view of writing a review of it at the conclusion.
To Kill a Mockingbird
Student-Led Learning Project: During the study of the novel, each student has been assigned a set of pages which he/she will be responsible for presenting to the class. Project requirements are a list of five – ten defined vocabulary words from the selection, a ten-question quiz with answer key, and a five-point outline with which they will lead the class discussion. Discussion points must include characterization of Scout, Jem, Atticus or Boo Radley, theme of the mockingbird image, maturation, prejudice or courage, and setting.
M: Pages 60 – 74
T: 75 – 89
W: 90 – 104; Quiz over Chapters 1 – 3
Th: 105 – 121
F: SAT Prep Lesson 12
The Crucible
M: The students will identify the motif of resentment and discuss the conflicts of: Nurse vs Putnam, Proctor vs Parris, Parris vs church and Procter vs Putnam.
T: The students will complete the Act I Vocabulary Quiz and read pages 1151 – 1155.
W: The students will complete the Act I study guide; assign roles for Act II. Announce Act I Quiz for Friday.
Th: The students will define and discuss allusion and read and discuss pages 1161 – 1170. Assign Act II Vocabulary Builder.
F: The students will complete the Act I Quiz over the concepts of stage direction and dialogue.
M: The students will complete SAT-based vocabulary lesson 11.
T: The students will take notes on and discuss the first-person narrative technique used in To Kill a Mockingbird. Distribute chapter 1 vocabulary and assign pages 3 – 15 to be read for Wednesday.
W: The students will complete a ten-question quiz over pages 3 – 15 of To Kill a Mockingbird and discuss specific examples of setting and characterization. Distribute pages 15 – 27 vocabulary; those pages are to be read for Thursday.
Th: Student – led learning will be conducted for pages 15 – 27; ten-question quiz and key, and five-point discussion outline due. Presenter will lead discussion. Distribute pages 28 – 44 vocabulary.
F: Student-led learning will be conducted for pages 28 – 44; ten-question quiz and key, and five-point discussion outline due. Presenter will lead discussion. Distribute pages 45 – 59 vocabulary.
M: Counselor Jack Hale will be in all classes to distribute and discuss the ASVAB results.
T: The students will take notes and discuss The Crucible character guide.
W: The students will define the Act I vocabulary. To help establish setting and characterization, show the first ten minutes of The Crucible motion picture. Assign character roles for Act. I.
Th: The students will will discuss stage direction and read The Crucible pages 1126 – 1134. Announce Act I Vocabulary Quiz for Tuesday, November 17.
F: The students will read The Crucible pages 1135 – 1142 and discuss Abigail’s deflection of suspicion when it falls on her.