English 9B Weeks 11-18
Graded Assignments (Subject to
revision)
Students must keep
work in a portfolio to demonstrate college and career readiness!
Close Reading of Romeo
and Juliet Acts III-V
Read passages and answer
questions on literary elements, theme, dramatic techniques, and POV in class
discussions or in Reader’s Writer’s Notebook as directed.
(PBL -30%)
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Holt Literature and
Language Arts p 845-910
Elements of Literature
(EL)
(The book you have at home)
Pp. 790-855
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500
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Complete ACT II Reading Check Questions 1-8
For all Making
Meaning Activities:
·
Answer in Complete
sentences.
·
Use the question to answer the
question.
·
Use appropriate signal phrases (Act #,
Scene #, and line #).
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EL Pp. 788
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100
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Complete Act III Making Meanings Questions 1-7
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P.816
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100
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Complete Roman Numeral
Format Outline of Paper: Prompt: Compare and Contrast the Nurse and
Mercutio
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Proofread Paper Compare
and Contrast the Nurse and Mercutio
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Submitted to turnitin.com
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Peer Review Paper
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Submitted to turnitin.com
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Revise Paper Based on
Teacher Comments
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Submitted to turnitin.com
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Complete Making Meanings Act
IV Questions 1-5
Do paraphrasing and
Context clues 1-4
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p. 834
p. 835
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100
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Complete Making Meanings
Act V Questions 1-7
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p. 835
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100
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·
The Raven by “The
Raven” by Edgar Allen Poe (1845)
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http://www.poetryfoundation.org/poem/178713
http://teachersfirst.com/lessons/raven/
Analyze the Poem
Identify symbols, imagery,
form, meter
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100
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Answer Gist Questions
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Handout
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100
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·
“The Gift of the
Magi” by O. Henry (1906)
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p. 202
Irony and Ambiguity
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100
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Making Meanings
Questions 1-9
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P. 209
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
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Read Chapters 1–5. Think about how the Oklahoma
landscape shapes the lives of the people who live in it. How does their own
landscape shape the students’ lives? When did their parents move here, and
why?
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
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Read Chapters 6–9 for discussion
during the next lesson. Also, have them read “Major Characters in the Novel”
from the Reader’s Guide. Who is telling the story, and what is the value of
having alternating voices in the narration?
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100
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·
In Reader’s
Writers Notebook
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Choose one character who has appeared
so far: Tom, Casy, Ma, Pa,
Uncle John, Grampa, or Granma. Have students rewrite the novel’s beginning from this character’s perspective. Have them think about how a story can be told from multiple perspectives. What might Steinbeck be trying to tell us by writing about a whole family and a whole community? |
100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
Focus: Narrative
and Point of View
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Read Chapters 10–13. Ask students to
trace the motivations and development of the same character they chose for
the writing exercise. Is the family itself a character in the novel? Have
them keep track of each character’s way of talking. What particularities do
they notice in the phrases, word choices, and education of their chosen
character?
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
FOCUS:
Characterization using STEAL
·
Says
·
Thinks
·
Effects on
Others
·
Actions
·
Looks
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Read Chapters 14–17. Ask them to find
examples in the text where Steinbeck makes them see the landscape in a new
way by comparing it to something else. For instance, challenge them to find
moments where inanimate objects are compared to animate ones.
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
Focus:
Figurative Language
o
Imagery
o
Similes
o
Metaphors
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Read Chapters 18–19. Ask them to think
about what California represents to the Joads. Challenge them to bring to
class three quotes from the text that will help examine the Joads’ views of
California.
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
Focus:
Symbols
persons, places, or things in a
narrative that have significance beyond a literal understanding.
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Read Chapters 20–21. Students should
return to their original Joad character from the homework in previous
lessons. How has their character changed? If their character has died, ask
them to consider the ways that the death has affected other members of the
Joad family.
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
Focus:
Character Development
A close study of character
development maps, in each character, the evolution of motivation,
personality, and belief. The tension between a character’s strengths and
weaknesses
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Read Chapters 22–24. Ask them to begin
thinking about how Steinbeck has organized the events that make up the plot,
and whether the story so far points to a likely resolution. Students should
come to class with what they think are the two most important turning points
so far in the novel.
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
Focus: The Plot Unfolds
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Read Chapters 25–26. Will the novel
end on a tragic or comic note? Can they predict any particular tragedy or
triumph for a main character?
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100
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·
The Grapes of
Wrath by John Steinbeck (1939)
·
Focus: Themes
o
The Individual
Against the Corporation
o
The American
Dream
o
Redemption
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Have students finish reading the
novel. Ask them to begin their essays, using the Essay Topics. Outlines are
due at the next class.
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100
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·
Reflection on
Movie vs. Book
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1 page
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100
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Final Exam Paper 800
Words
At the end of Chapter 20, Ma tells Tom,“We’re the people—we go
on.... A different time’s comin’.” Is Ma right? For the migrant workers of
America, did a different time ever come? Is the Joad experience still a part
of the American landscape? How can a reader tell?
Rubric includes finding 3 sources about immigration and
migrant workers in 2015.
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Submit to turnitin.com
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100
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Peer Review of Paper
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Revision Based on
Teacher’s Comments
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Submit to turnitin.com
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Honors
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1600 Word Critical
Analysis Paper due April 24th
