curriculum alignment and pacing guide -...

Curriculum Alignment and Pacing Guide

School: Harnett Central High School________Subject:_English IV_____________________________________________________

Early English Period/Beowulf Unit

Day Objective(from NC-

SCOS)Daily Essential Question Lesson

Lesson Resources Formal and Informal

AssessmentsText Other

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What is expected of me in this course?

What were three important events that occurred in Brittan during the Early England Period?

What are the characteristics of an epic?

-Students begin class by writing a journal entry for 5-10 minutes.-Students receive handout on Course Description, Class Rules, Class Procedures, and Class Expectations.-Students receive five “Out of Class Passes” to use for the entirety of the semester.-Students complete Student Information Sheet and Student Interest Sheet.-Students complete the questionnaire on Intelligences.-Students take notes on the Early England Period.-Students take notes on the characteristics on an epic.

-Course handouts

-Out of Class Passes

-Student Infor-mation Sheet

-Student Interest Sheet

-Intelli-gences Quiz

-Early England Period Handout

-Defining the Epic Handout

-Intelligences Quiz







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How does Beowulf adhere to the conventions of an epic?

-What is a kenning?

-What are some characteristics of Hrothgar?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the notes from the previous day.-Students receive a handout with information regarding Beowulf.-Students receive Kenning Worksheet. The concept of a kenning is explained to students. Students practice writing kennings of their own. As a class, we review the kennings the students came up with for the nouns provided on the worksheet. -Students receive a Beowulf Literary Terms Worksheet. Students look up the definition of the literary term in the glossary of the textbook. Students will find examples of the literary terms as we read Beowulf.-Students receive a summary of the “Early History of the Danes.” Student volunteers begin reading the summary aloud, so the students will have a basic understanding of the lineage of the Danish monarchy before beginning Beowulf.-Students receive Beowulf Character Analysis sheets to analysis specific characters in Beowulf. Students begin by analyzing Hrothgar.

-Notes quiz

-Beowulf handout

-Kenning Worksheet

-Beowulf Literary Terms

-“Early History of the Danes” Handout

-Beowulf Character Analysis Sheet

-Notes quiz-Beowulf Character Analysis Sheet







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Name the accomplishments Beowulf has completed that makes him believe that he is capable of defeating Grendel.

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the notes from the previous day.-Read the following selections from Beowulf in the textbook: “The Wrath of Grendel” “The Coming of Beowulf”-Complete more selections in the Beowulf Character Analysis Sheet for Hrothgar, Beowulf, and Grendel.-Begin filling out the Beowulf Literary Terms Sheet for any literary terms located in the text so far.-Complete a cartoon of one of Beowulf’s three accomplishments. Students are given a piece of white computer paper on which to draw. Students must write the line from the text which describes the accomplishment that they drew. Students also must include the line number.

Wrath of Grendel:p. 41

The Coming of Beowulf:p. 43

-Quiz on previous day’s class-Beowulf Literary Terms-Beowulf Character Analysis Sheet-Overhead for Cartoon of Beowulf’s Accom-plishments assignment

-Notes quiz-Cartoon of one of Beowulf’s Accomplishments







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-Name an attribute that the Anglo-Saxon culture valued in their heroes.

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the reading from the previous day.-“Write an Anglo-Saxon Boast”: Students write a boast about an accomplishment they have achieved. The achievement should be exaggerated to make it sound as superhuman as possible. Students must include the following conventions of Anglo-Saxon poetry: Alliteration, Allusion, Caesura, and Kenning. Each literary term needs to be underlined and labeled.-Read “The Battle with Grendel.”-In groups, students re-write “The Battle with Grendel” from Grendel’s point of view.

“The Battle with Grendel”p. 48

-Quiz

-“Write an Anglo-Saxon Boast” Overhead

-“The Battle with Grendel” from Grendel’s point of view—Assignment

-Quiz-Written Boast (understanding of literary terms)







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-Do you think Grendel’s mother is justified in her actions? Why or why not?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the reading from the previous day.-In groups, students finish re-writing “The Battle with Grendel” from Grendel’s point of view.-Students present their re-writes of “The Battle with Grendel” from Grendel’s point of view.-Read the summary of “Grendel’s Mother”-Read the following selections from Beowulf in the textbook: “The Monster’s Lair” “The Battle with Grendel’s Mother”-“Dear Gears Letter”: Write a letter from the point of view of one of Beowulf’s men. Describe the events you have encountered since you arrived in Denmark.

“The Monster’s Lair”:p. 51

“The Battle with Grendel’s Mother”:p. 52

-Quiz-Summary of “Grendel’s Mother”-“Dear Geats” Overhead Assignment

-Quiz



Day Objective(from NC-SCOS) Daily Essential Question Lesson

Lesson Resources

Formal and Informal AssessmentsText Other

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-Do you believe that Beowulf’s actions are heroic? Why or why not?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the reading from the previous day.-Read “The Last Battle”-Read the summary of “Beowulf Battles the Dragon”-Read the following selections from Beowulf in the textbook: “The Spoils” “The Farewell”-Complete all critical analysis questions on p. 62.-Complete questions 3 and 6 on p. 63-Students receive handout on Beowulf Projects.

“The Last Battle”:p. 56

“The Spoils”:p. 60

“The Farewell”p. 61

Critical Analysis Questionsp. 62

Literary Analysis Questionsp. 63

-Quiz-Summary of “Beowulf Battles the Dragon”-Beowulf Projects handout

-Quiz-Critical Analysis Questions-Literary Analysis Questions

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-How can you synthesize your knowledge of Beowulf into a project?

-Students begin class by writing a journal entry for 5-10 minutes.-In groups or individually, students work on Beowulf Projects

-Beowulf Projects handout

-Quiz-Progress on Beowulf Project

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-How can you synthesize your knowledge of Beowulf into a project?

-Students begin class by writing a journal entry for 5-10 minutes.-In groups or individually, students work on Beowulf Projects

-Beowulf Projects handout

-Progress on Beowulf Project




SCOS)Daily Essential Question Lesson Lesson Resources

Formal and Informal

Assessments9 1.03

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-What is an elegy? -Students begin class by writing a journal entry for 5-10 minutes.-In groups or individually, students present their Beowulf Projects.-Teacher provides students notes on elegies.-Read the following selections from the textbook: “The Seafarer” “The Wanderer” “The Wife’s Lament”-In groups, begin completing a Poem Analysis Sheet for each poem.

“The Seafarer”p. 19

“The Wanderer”p. 23

“The Wife’s Lament”:p. 27

- Poem Analysis Sheet

-Poem Analysis Sheet

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-How are all three characters in the elegies in some type of exile?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the reading from the previous day.-In groups, complete a Poem Analysis Sheet for each of the following poems: “The Seafarer” “The Wanderer” “The Wife’s Lament”-Pick two of the elegies and construct a Venn Diagram comparing and contrasting the plots, themes, and conventions in each.-Discuss Venn Diagrams.-Students receive “Study Suggestions” for the Beowulf test. Students work together to identify items on the sheet that are unfamiliar.

“The Seafarer”p. 19

“The Wanderer”p. 23

“The Wife’s Lament”:p. 27

-Quiz-Venn Diagram-Study Suggestions of Beowulf Test

-Quiz-Poem Analysis Sheet-Venn Diagram







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-What elements in Beowulf are unfamiliar to you?

-Students begin class by writing a journal entry for 5-10 minutes.-Teacher reviews for Beowulf Test with students. Students ask questions about anything on the “Study Suggestion” sheet that they need clarification on.-“Beowulf in the News”: In groups or as individuals, students complete the “Beowulf in the News” assignment. Students write a newspaper article concerning one of Beowulf’s battles. They also need to include a captioned picture with the article.

Beowulf “Beowulf in the News”: Handout

“Beowulf in the News” Assignment

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-How did the knights’ armor change over the centuries?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take the Beowulf Test.-Students begin watching Knights and Armor to gain an understanding of knights during the Middle Ages.

-Beowulf Test- Knights and Armor Movie

Beowulf Test



Middle English Period/The Canterbury Tales Unit





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-What characteristics made up the code of chivalry?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the part of the movie viewed on the previous day.-Students finish watching Knights and Armor to gain an understanding of knights during the Middle Ages.

-Quiz

- Knights and Armor Movie

Quiz

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-How did coats of arms symbolize a person in particular or a family in general?

-Students begin class by writing a journal entry for 5-10 minutes.-Teacher reviews Beowulf Test with students, so they can be aware of their mistakes.-Students take a quiz on Knights and Armor.-Students begin making a coat of arms banner that describes them. Absolutely no words or letters can be used. Everything about them must be represented by a picture or symbol.

-Quiz

-Knights and Armor Movie

-Paper, Magazines, Art Supplies, etc.

-Quiz-Coat of arms banners







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-Why was Henry II dethroned?

-Who is Richard the Lionhearted

-Why was King John forced to sign the Magna Carta?

-Students begin class by writing a journal entry for 5-10 minutes.-Students will complete the Coat of Arms assignment.-Students will present their Coat of Arms banners.-Students will begin to take notes on the Middle English period.

-Middle English Period Notes

Presentations of Coats of Arms banners

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-What was daily life like for knights?

-Was Chaucer respected for his literary talents while he was alive?

-What is a heroic couplet?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take quiz on the Middle English Period notes from the previous class.-Students finish taking notes on the Middle English period.-Students take notes to learn facts about Geoffery Chaucer.-Students write a letter from Chaucer to familiarize themselves with Chaucer’s style of writing (heroic couplets). Students write a letter from Chaucer while he is imprisoned by the French. Students write letter to either King Edward to request a ransom or write a letter to a friend describing the conditions while imprisoned.

-Middle English Period Notes

-Middle English Period notes quiz

-Facts About Chaucer notes

-Chaucer Letter assignment

- Middle English Period notes quiz







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-What is a heroic couplet?

-What is the difference between direct and indirect characterization?

-Students begin class by writing a journal entry for 5-10 minutes.-Students finish Chaucer Letter.-Students present Chaucer Letters.-Students take notes on frame story, characterization (direct/indirect), and social commentary.-Characterization Activity: Write five sentences using direct characterization. Then re-write those five sentences using indirect characterization.

-Chaucer Letter assignment

-Characterization notes

-Characterization Activity

-Chaucer Letter

-Characterization Activity

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-How similar is Middle English to Modern English?

-Where did Chaucer begin his pilgrimage?

-How does the nun not adhere to her holy vows?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the life of Chaucer and Characterization.-Students translate the first 18 lines of the General Prologue as best they can.-Review the first 18 lines of the General Prologue. Review where the pilgrims are going and why.-Read General Prologue from line 1 through the Nun.

p. 99-103 -quiz

-Character Chart

-Characterization Quiz

-General Prologue translation







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-How does Chaucer use social commentary through describing his pilgrims?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the General Prologue (what was read during the previous class).-Students reading General Prologue from Nun through the Wife of Bath.-Students begin Social Commentary / Direct and Indirect Characterization Sheet. For each of the pilgrims we have learned about so far, students will write what Chaucer was attempting to say about society as a whole through that character. Then students must identify a specific detail from that character that proves the social commentary. Students will then locate a direct and indirect characterization detail for each pilgrim.

p. 103-110

-General Prologue quiz

-Social Commentary / Direct and Indirect Characterization Sheet

-Character Chart









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-How does Chaucer use social commentary through describing his pilgrims?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the General Prologue (what was read during the previous class).-Students finish Social Commentary / Direct and Indirect Characterization Sheet. For each of the pilgrims we have learned about so far, students will write what Chaucer was attempting to say about society as a whole through that character. Then students must identify a specific detail from that character that proves the social commentary. Students will then locate a direct and indirect characterization detail for each pilgrim.-Students continue reading the “General Prologue” and filling out the Character Chart while we read (Parson-Miller)

p. 110-112



-Character Chart









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-Why does Chaucer ask for forgiveness before reporting on the events of the pilgrimage?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the General Prologue (what was read during the previous class).-Students finish reading the “General Prologue” and filling out the Character Chart while we read (Manciple-end).-Students pick 10 pilgrims and make baseball cards for them. Students draw a picture of the pilgrim on the front of the card and then put at least 5 “statistics” of the pilgrim on the back of the card.

p. 113-119


-Character Chart

-Baseball Cards transparency


-Baseball cards

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-Name one characteristic that describes each pilgrim.

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the General Prologue (what was read during the previous class).-Students finish making baseball cards for 10 of the pilgrims.

p. 99-119 -General Prologue quiz

-Character Chart

-Baseball Cards transparency


-Baseball cards







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-Name one of the archetypal elements in “The Pardoner’s Tale”.

-Students begin class by writing a journal entry for 5-10 minutes.-Students take notes on the following literary terms: allegory, exemplum, archetypal narrative elements.-Read “The Pardoner’s Prologue” and “The Pardoner’s Tale”.-Critical Reading questions: p. 133, 1-8

p. 124-133

Notes -Critical analysis questions

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-What is an important lesson that people in today’s society should learn?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on “The Pardoner’s Prologue” and “The Pardoner’s Tale”.-Students watch a short video reenacting “The Pardoner’s Prologue” and “The Pardoner’s Tale”.-Students write their own exemplum on an important less that people in today’s society should learn. Students will read their exemplums to the class during the next class period. Students will vote on the best story, and that student will win breakfast.

p. 124-133

Notes -Exemplum







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-What are some of the ideals the knights lived by with the Code of Chivalry?

-Students begin class by writing a journal entry for 5-10 minutes.-Students read their exemplums to the class. Students vote on the best story, and that student wins breakfast.-Students begin watching the movie The Three Musketeers to analyze and identify the characteristics of the Code of Chivalry. While watching the movie, the students fill out a worksheet on which traits of the Code of Chivalry the characters demonstrate.

-Code of Chivalry worksheet

-The Three Musketeers

-Exemplum


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-What are some of the ideals the knights lived by with the Code of Chivalry?

-Students begin class by writing a journal entry for 5-10 minutes.-Students finish watching the movie The Three Musketeers to analyze and identify the characteristics of the Code of Chivalry. While watching the movie, the students fill out a worksheet on which traits of the Code of Chivalry the characters demonstrate.-Students create a Romance comic strip detailing an adventure of a knight. Students work in groups.

-Comic Strip

-The Three Musketeers


-Comic Strip







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-What are the romance elements of the “Wife of Bath’s Tale”?

-Students begin class by writing a journal entry for 5-10 minutes.-Students turn in their Romance comic strip detailing an adventure of a knight. -Students read “The Wife of Bath’s Tale”.-Students complete the chart on the Knight/Old Lady’s Argument. Student analyze the Old Lady’s reasons why it should not matter that she is old, ugly, poor, and low class. -Students complete the Critical Reading questions, 1-8

-“The Wife of Bath’s Tale”: p. 137-155

-Critical Reading questions: p. 155, 1-8

- Knight /Old Lady’s Argument Worksheet

- Knight /Old Lady’s Argument Worksheet

-Critical Reading questions, 1-8

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-What might have been the consequences if the knight had made a choice instead of letting the old lady decide on their future?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on “The Wife of Bath’s Tale”.-Students construct a storybook based on “The Wife of Bath’s Tale.”-Students may work individually or in groups, but each person is responsible for having at least 10 pages.


- “Wife of Bath’s Tale” storybook handout

- quiz

-progress on storybook







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-What might have been the consequences if the knight had made a choice instead of letting the old lady decide on their future?

-Students begin class by writing a journal entry for 5-10 minutes.-Students finish their storybooks based on “The Wife of Bath’s Tale.”-Students present their storybooks.


- “Wife of Bath’s Tale” storybook handout

-Storybooks

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-What are the characteristics of fabliaux?

-Students begin class by writing a journal entry for 5-10 minutes.-Students present their storybooks based on “The Wife of Bath’s Tale.”-Students review the characteristics of fabliaux.-Students read the prologue to “The Miller’s Tale.”

-“The Miller’s Tale”

-Storybooks

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-What elements of fabliaux are present in “The Miller’s Tale”?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the prologue to “The Miller’s Tale” as well as the characteristics of fabliaux.-In groups, students read “The Miller’s Tale” and answer the provided questions.


-Questions for “The Miller’s Tale”

- Questions for “The Miller’s Tale”







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-What elements of fabliaux are present in “The Miller’s Tale”?

-Students begin class by writing a journal entry for 5-10 minutes.-In groups, students finish reading “The Miller’s Tale” and answer the provided questions. -Students receive a study guide for the Canterbury Tales test. With a partner, students review the items on the study guide.


-Questions for “The Miller’s Tale”

-Study guide

- Questions for “The Miller’s Tale”

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-What elements of fabliaux are present in “The Reeve’s Tale”?

-Students begin class by writing a journal entry for 5-10 minutes.-Students review items on the study guide and ask questions that need clarified for the Canterbury Tales test. -Students read “The Reeve’s Tale” (as a class). Students discuss the fabliaux elements present in the tale.

-“The Reeve’s Tale”

-Study guide

-Discussion about test and “The Reeve’s Tale”

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-What do you know about the medieval period?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take The Canterbury Tales test.

-The Canterbury Tales test

- The Canterbury Tales test







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-What do you know about King Arthur?

-Students begin class by writing a journal entry for 5-10 minutes.-Students watch a documentary on the life and legends of King Arthur. Students take notes while watching the movie to prepare for tomorrow’s quiz.

-King Arthur: His Life and Legends

- Movie note taking.

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-How were knights supposed to act under the Code of Chivalry?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on the King Arthur documentary.-Students read Part 1 of Sir Gawain and the Green Knight. -Students make a “comic strip” of Part 1. They must have a picture in each square. They must have a caption in each square that goes along with their picture. And their caption must be taken from the text (word for word).

-Sir Gawain and the Green Knightp. 162-169

-comic strip -comic strip







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-Why did Gawain apologize to the Green Knight at the end of the story?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Part 1 of Sir Gawain and the Green Knight.-Students read Part 2 and 3 of Sir Gawain and the Green Knight (summary). -Students read Part 4 of Sir Gawain and the Green Knight (textbook)-Students answer the critical reading questions.

p. 169-175

p. 175-critical reading questions

-Part 2 & 3 summary

-quiz

-critical reading questions

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-What does your favorite color represent?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Part 2, 3, and 4 of Sir Gawain and the Green Knight.-Students discuss the symbolism of the color green in Sir Gawain and the Green Knight.-Students are given a hand out on the color symbolism, pairing many different colors with corresponding characteristics.-Students write a story about Gawain meeting three other knights of different colors and the lessons he learns from those knights.

p. 161-175

-Color symbolism handout

-Gawain story assignment sheet

-quiz

-Color symbolism story







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-What does your favorite color represent?

-Students begin class by writing a journal entry for 5-10 minutes.-Students finish working on their color symbolism story. Volunteers present their stories.

p. 161-175

-Color symbolism handout

-Gawain story assignment sheet

-Color symbolism story

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-How did Merlin affect the King Arthur legends?

-Students begin class by writing a journal entry for 5-10 minutes.-Students watch a documentary on the wizard Merlin. -Students re-write a scene from Sir Gawain and the Green Knight from Gawain’s point of view.

p. 161-175

-Merlin video -From Gawain’s

Point of View: Writing Assignment

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-How do legends differ from romances?

-How are they similar?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take notes on romances and legends. -Students read Morte D’Arthur in the textbook.-Critical reading questions: p. 184, 1-7

Morte D’Arthur, p. 176-184

Critical Reading Questions: p. 184, 1-7

-Discussion of Morte D’Arthur

-Critical Reading questions: p. 184, 1-7







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-How would people react if King Arthur returned today?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Morte D’Arthur.-Students write a short story based on the return of Arthur. The story can be set in any time. Students write about Arthur returning to the throne. (It could be modern day, 2 years after his “death,” etc.) Students finish stories for homework.


Short Story assignment sheet

-quiz

-progress on short stories

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-How should people honor the life of a loved one?

-Students begin class by writing a journal entry for 5-10 minutes.-Students write eulogies for King Arthur to express the good deeds that he has accomplished. This will be read at an upcoming “ceremony.”-Students review for the King Arthur Test.


Sir Gawain and the Green Knightp. 162-175

-Eulogy Transparency

-King Arthur Test Study Guide

-eulogies

-knowledge during the review for the test







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-Name one of Arthur’s great accomplishments?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take the test on King Arthur legends.-Students share their eulogies for King Arthur in a remembrance “ceremony.”


Sir Gawain and the Green Knightp. 162-175

-King Arthur Test -eulogies

-King Arthur Test

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-Who are King Arthur’s parents and who is his sister?

-Students begin class by writing a journal entry for 5-10 minutes.-Students begin watching The Mists of Avalon to further their knowledge on the King Arthur legends.

- The Mists of Avalon-DVD

-discussion of movie

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-Students begin class by writing a journal entry for 5-10 minutes.-Students continue watching The Mists of Avalon to further their knowledge on the King Arthur legends.









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-Students begin class by writing a journal entry for 5-10 minutes.-Students finish watching The Mists of Avalon to further their knowledge on the King Arthur legends.





Renaissance/Macbeth Unit





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-Why is Hamlet mad at his mother?

-Students begin class by writing a journal entry for 5-10 minutes.-Students begin watching Hamlet.-Students complete the character handout while watching the film.

-Hamlet-Hamlet character handout

-Hamlet character handout

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-Why is Hamlet hesitant to avenge his father’s death?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on what they watched the previous day from Hamlet.-Students continue watching Hamlet.-Students continue to complete the character handout while watching the film.



-Hamlet quiz







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-How is Hamlet a tragic hero?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on what they watched the previous day from Hamlet.-Students finish watching Hamlet.-Students take notes on continue to complete the character handout while watching the film.-Students take notes on Tragedy, Tragic Hero, Aside, and Soliloquy.-Students discuss how Hamlet adheres to the tragedy and tragic hero concepts.


-Tragedy Notes


-Hamlet Quiz

-Tragedy discussion

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-Identify a “dark” time in your life and report your feelings?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on what they watched the previous day from Hamlet as well as the tragedy notes.-Students complete the Macbeth Pre-Reading Worksheet.-Students begin Act I of Macbeth.-Students answer questions on the Act I reading guide while we read.-Students complete the Macbeth Character Chart.

-Macbethp. 307

-Macbeth

-Macbeth Pre-Reading Worksheet

-Macbeth Act I reading guide

-Macbeth Character Chart.

-Hamlet and Tragedy Quiz



-Macbeth Character Chart.







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-How does Lady Macbeth convince Macbeth to kill Duncan?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on what they read from Act I of Macbeth.-Students discuss the Macbeth Pre-Reading Worksheet.-Students finish Act I of Macbeth.-Students answer questions on the Act I reading guide while we read.-Students answer the Critical Reading questions, p. 323, 1-6.-Students complete the Macbeth Character Chart.

-Macbeth, Act I, p. 307-323

-Macbeth



-Critical Reading questions, p. 323, 1-6

- Macbeth Character Chart.

- Macbeth Quiz




- Macbeth Character Chart.







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-How does Macbeth mismanage the murder of Duncan?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Act I of Macbeth.-Students read Act II of Macbeth.-Students answer questions on the Act II reading guide while we read.-Students answer the Critical Reading questions, p. 339, 1-6.

-Macbeth, Act II, p. 327-339

-MacbethQuiz

-Macbeth Act II reading guide


- Macbeth Quiz

-Macbeth Act II reading guide


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-Why is Macbeth afraid of Banquo?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Act II of Macbeth.-Students read Act III of Macbeth.-Students answer questions on the Act III reading guide while we read.-Students answer the Critical Reading questions, p. 357, 1-4.

-Macbeth, Act III, p. 343-357

-MacbethQuiz

-Macbeth Act III reading guide


- Macbeth Quiz

-Macbeth Act III reading guide








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-How does the movie version of Macbeth compare to the written version?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Act II of Macbeth.-Student watch Acts I and II of Macbeth.

-MacbethQuiz

-Macbeth movie

- Macbeth Quiz

-Macbeth discussion

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-What do the three apparitions tell Macbeth, and what further vision does he see?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Act III of Macbeth.-Students read Act IV of Macbeth.-Students answer questions on the Act IV reading guide while we read.-Students answer the Critical Reading questions, p. 377, 1-6.

-Macbeth, Act IV, p. 361-377

-MacbethQuiz

-Macbeth Act IV reading guide


- Macbeth Quiz

-Macbeth Act IV reading guide








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-What motivates people to fight for their country?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Act IV of Macbeth.-Students watch Acts III and IV of Macbeth.-Students reflect on British, American, and German war posters from World War I and World War II.-Students create a motivational flyer/poster that will inspire young working-class English men to join in the enemy army that will be invading Scotland.

-MacbethQuiz

-War Posters

- Macbeth Quiz

-Motivational flyer

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-How did the three apparitions mislead Macbeth?

-Students begin class by writing a journal entry for 5-10 minutes.-Students read Act V of Macbeth.-Students answer questions on the Act V reading guide while we read.-Students answer the Critical Reading questions, p. 394, 1-6.

-Macbeth, Act V, p. 381-394

-Macbeth Act V reading guide


-Macbeth Act V reading guide








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-How does the movie version of Macbeth compare to the written version?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Act V of Macbeth.-Students watch Act V of Macbeth.-Students receive the study sheet for the Macbeth Test.

-Macbeth, Act V, p. 381-394

-Macbeth study sheet

-Macbeth Discussion

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-Who is responsible for Macbeth’s downfall?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take the test on Macbeth.

-Macbeth -Macbeth Test

-Macbeth Test



Research Paper Unit





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-What controversial topic relevant to my life would I be interested in researching?

-Students begin class by writing a journal entry for 5-10 minutes.-Students receive the “Guidelines for Honors English IV Research Paper” handout.-Students receive a “Research Schedule” handout.-Students receive a packet of possible research topics. Students will review the packet and choose a topic they would like to research for their research paper. Students are required to tell teacher their topic on a date noted on the “Research Schedule.” No more than two people per topic.

-Guidelines for Honors English IV Research Paper

-Research Schedule

-Research Topics Packet

-Students choose a research topic.







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-Why is my research topic important to me?

-Students begin class by writing a journal entry for 5-10 minutes.-After students choose their topics, they write a Letter of Intent to explain why they chose their topic, how they are planning to research their topic, what difficulties they may experience during the research process, and why they will not cheat on this paper. The due date for the letters is noted on the “Research Schedule.” -Students receive a sample Letter of Intent.-After all the Letters of Intent have been reviewed, the students will be notified if they may keep their topic or if they need to choose a new topic.

-Sample Letter of Intent

-Letter of Intent

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-How do I correctly cite a work?

-Students begin class by writing a journal entry for 5-10 minutes.-Students receive “How to Write a Citation” worksheet. The teacher reviews the different types of sources and how each source is cited. The teacher guides students through writing citations correctly. -In groups, students practice writing citations for books, websites, and online journal articles.

-Citation examples

-Written citations







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-What information can I find on my topic?

-Students begin class by writing a journal entry for 5-10 minutes.-Research Day 1: Students research their topic in the media center. They complete the “Research Citations and Notes” worksheet. This worksheet will tell them from what source(s) they must research for this day (book, website, online journal).

-“Research Citations and Notes” worksheet

-Complete “Research Citations and Notes” worksheet

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-What is the thesis for my paper?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take notes on introductory paragraphs and thesis statements.-Students review sample introductory paragraphs.-Students receive “In-Text Citations” worksheet. Students review how to write in-text citations. Students then practice writing in-text citations from sample excerpts, so they don’t plagiarize. -Students receive a brainstorming worksheet to organize their paper. Students write their own introductory paragraph—with the thesis statement clearly stated on this worksheet.-Students receive a worksheet with tips for writing their rough drafts. -Students receive a sample first page and a sample works cited page, so they will format these pages correctly.

-Intro. Paragraphs and Thesis Statement notes-Intro. Paragraph and Thesis Statement worksheet-Samples to practice writing in-text citations

-Introductory Paragraph and Thesis Statement

-In-text citation practice







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-What do I want my audience to know about my research topic?

-Students begin class by writing a journal entry for 5-10 minutes.-In the media center or computer lab, students begin writing their rough draft.

-Rough Draft

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-What do I want my audience to know about my research topic?

-Students begin class by writing a journal entry for 5-10 minutes.-In the media center or computer lab, students continue writing their rough draft. -The due date for the rough drafts is noted on the “Research Schedule.”

-Rough Draft

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-What corrections do I need to make to my Rough Draft?

-Students begin class by writing a journal entry for 5-10 minutes.-The teacher provides the students with a worksheet with tips for writing their final draft.-In the media center or computer lab, students make corrections to their rough draft.

-Final Draft







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-What corrections do I need to make to my Rough Draft?

-Students begin class by writing a journal entry for 5-10 minutes.-In the media center or computer lab, students make corrections to their rough draft. -The due date for the final drafts is noted on the “Research Schedule.”

-Final Draft



Novel: Lord of the Flies





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-Can a person be born “good” or “evil”, or does a person learn to be good or evil?

-Students begin class by writing a journal entry for 5-10 minutes.-In groups, students complete the discussion questions on the major theme of “good versus evil” in the novel, Lord of the Flies.-The class discusses their answers to the discussion questions.-Students read Chapter 1 in class (aloud and silently).-Students finish read Chapter 2 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies

-Chapter 1 and 2 Guiding Reading Questions


-Class Discussion

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-What keeps Roger from hurting Henry?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapters 1 and 2.-Students discuss Chapters 1 and 2.-Students read Chapter 3 in class. -Students read Chapter 4 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies


-Lord of the Flies Quiz


-Class Discussion







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-What do Ralph, Piggy, and Simon respectively say about the beast?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapters 3 and 4.-Students discuss Chapters 3 and 4.-Students read Chapter 5 in class and finish it for homework. -Students answer the Guiding Reading Questions while they read.

-Lord of the Flies

-Chapter 5 Guiding Reading Questions



-Class Discussion

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-What do the main characters symbolize?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapters 5.-Students discuss Chapters 5.-Students receive “Lord of the Flies—Part I Project.”-Students work on project in class and in groups. They must create a three-dimensional representation from a bird’s eye point of view of one of the scenes from Chapters 1-5. They must also use symbols to represent the characters in the book. -Students read Chapter 6 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies




-Class Discussion







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-How can I create a scene from the novel by using symbols to represent characters?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapter 6.-Students discuss Chapter 6.-Students continue working on the Lord of the Flies Project.-Students read Chapter 7 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies




-Class Discussion

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-How can I create a scene from the novel by using symbols to represent characters?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapter 7.-Students discuss Chapter 7.-Students finish working on their Lord of the Flies Project.-Students read Chapter 8 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies




-Class Discussion

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-How did I create a scene from the novel by using symbols to represent characters?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapter 8.-Students discuss Chapter 8.-Students present their Lord of the Flies Projects.-Students read Chapter 9 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies


-Lord of the Flies Test study sheet



-Class Discussion







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-Who remains loyal to Ralph?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapter 9.-Students discuss Chapter 9.-Students reading Chapter 10 in class. -Students read Chapter 11 for homework.-Students answer the Guiding Reading Questions while they read.

-Lord of the Flies





-Class Discussion

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-Who is responsible for the events that took place on the island?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a quiz on Chapters 10 and 11.-Students discuss Chapters 10 and 11.-Students reading Chapter 12 in class. -Students answer the Guiding Reading Questions while they read.-Students receive a study sheet for Lord of the Flies.

-Lord of the Flies





-Class Discussion

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-What are the important themes of the novel?

-Students begin class by writing a journal entry for 5-10 minutes.-Students take a test on Lord of the Flies.

-Lord of the Flies

-Lord of the Flies Test

-Lord of the Flies Test

2007-2008 Work in Progress Prepared by: Melissa Mustard & Cara Duryea for HCHS department use.

curriculum alignment and pacing guide -...

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