Welcome to the Fourth Marking Period! You are almost Sophomores!
*Some date changes have been made since Mrs. Farr is thankfully back to our library!
4/1
Introduce Choice Reading mp 4
What is a classic work?
Period 6
Classic literature- a work that can be read, understood, loved and remembered for a long period of time. It has a universal theme and it embodies a country, period, or culture. Classics also follow the standard rules of language and literature as they inspire younger writers to do incredible work. It is acknowledged and valued for its prized content. Even after many decades it still remains popular amongst fans of literature. It is usually a work of fiction.
Period 7
Classic literature- the details in a classic are filled with great quality; the characters and setting are very descriptive. There are many references to literature and art. It stands the test of time. The writing is with expression. The ideas are permanent and universal. They are very appealing to the senses, old, painful, and exciting.
4/2
poetry
take notes on genre (pages 138-139 in textbook) if prequiz is unsuccessful
see attached assignment, we will work through this the next two weeks.
Begin "Annabel Lee"
4/3
poetry: same as above
4/4
poetry
Finish "Annabel Lee"
"The Bells"
"Do Not Read"
* For each, be sure to identify:
title, poet, pages, form (number each stanza and say how many lines are in each), sound- rhyme (a,b,a,b,c etc. for each stanza...remember, each word at the end of the line gets a letter and those that match get the same letter.), rhythm- if you can identify it, alliteration (at least 2 examples), assonance (at least 2 examples), consonance (at least two examples), onomatopoeia (if any exist), speaker, personification, similes, metaphors, and symbols.
4/11***We are behind/so, today we needed to have through the first nine poems complete. Then we began a quiz on those 9 poems.
4/14
Finish quiz
You have read and analyzed 12 poems. Due April 15, 2008 120 points*
You have taken a quiz about these poems. April 11 and 14, 2008 30 points*
Now, you have three more steps to complete this unit.
1. 20 points* Due by April 21, 2008
With a partner, choose a poem from the textbook that we have not yet studied and complete the work as we have done for that poem (one analysis per partnership). Then each of you will respond in 8-10 sentences to the following prompt:
Now that you have analyzed this poem, what have you learned of the deeper meaning? What is the poem really about? What is the poet’s style (which poetic feature seems most important?)
*Then you will have the opportunity to share your thoughts of your poem with the class.
2. 20 points* Due by April 21, 2008
Write three poems. Two poems must be modeled after the style of two poems that we have read so far. The third poem may be of any style that you choose. Your three poems, stapled together are due on Monday, April 21. On that day, we will share what we have written with the class in a poetry read aloud (optional to participate in read aloud).
3. 20 points* Due by April 21, 2008
Poem/lyric analysis: Choose a poem or song lyrics from outside of the classroom and obtain a copy of it. You will analyze it as we have done with our other poems in class. Then you will glean the deeper meanings and respond to the following prompt in 8-10 sentences: Now that you have analyzed this poem/song lyrics, what have you learned of the deeper meaning? What is the poem really about? What is the poet’s style (which poetic feature seems most important)?
4/15
All 12 poems due!
Share partner poems with the class.
Class discussion
4/16 4/17 and 4/18
writing own poems and analyzing a poem from outside of the classroom.
Write three poems. Two poems must be modeled after teh style of two poems that we have read so far. The third poem may be of any style that you choose. Your three pems, stapled together are due on Monday, April 21. On that day, we will share what we have written with the class in a poetry read aloud (optional to participate in read aloud).
Poem/lyric analysis: Choose a poem or song lyrics from outside of the classroom and attain a copy of it. You will analyze it as we have done with our other poems in class. Then you will glean the deeper meanings and respond as to what new meanings you have gained from this closer reading of the poem.
Poetry Unit
April 2008
Mrs. Cebula
English 9
1. Take Mount Notes on the genre poetry pages 138-139.
2. Read the following 12 poems and for each, identify the following:
Title
Author
Pages
Form
Sound
Rhyme
Rhythm
Alliteration
Assonance
Consonance
Onomatopoeia
Speaker
Figurative language
Personification
Simile
Metaphor
symbol
Imagery
Theme
Mood
3. Choose one of the poems we have not yet studied from the poetry list on pages xxiv and xxv. Read the poem and complete the above activity for that poem.
4. Find song lyrics or a poem that you enjoy. Bring in the written copy. Complete the above activity.
5. Write your own 3 poems. Complete the above activity.
4/21
Three poetry projects due.
Poetry read aloud!!
4/22
Post Quiz on Poetry! This will look a lot like the prequiz at the beginning of the unit!
begin To Kill a Mockingbird *It is recommended that you get your own copy of the book so that you can write in the margins!!
*receive a reading list with assignments and due dates.
Set the scene and purpose for reading TKM
4/23 4/24
Bellwork: describe in 5-8 sentences what activities you and your friends did when you were younger, during the summertime.
Discuss: Questions and concerns about TKM
4/25
No School
4/28
Complete reading chapters 1-5 (pg 1-50) and complete first response one full page following what you have read
Bellwork: Create a list of 8-10 descriptors of Scout. What does she like to do? What does she look like? How would you describe her presonality?
Time to read in class.
4/29
Bellwork: Describe the setting (time and place) with as much detail as possible. Paint a picture with words in 8-10 sentences.
Class discussion.
4/30
Bellwork: In 8-10 sentences total, describe at least 2 conflicts you have found so far.
Time to read in class.
5/1 5/2
Chapters 6-10 (pgs 50-99) and 2nd response due.
Pop Quiz (if you miss this, you will be required to make it up, see me before school for 15 minutes or after school to make it up!
Time to read.
5/5
Bellwork: 8-10 sentences, describe what is happening that shows that Jem and Scout are growing up. Think about the lessons they are learning and the advice that Atticus gives them.
Time to read.
5/6
Reading day period 6
NWEA period 7
5/7
Chapters 11-15 due (pgs 99-155) and 3rd response due.
Time to read period 7
NWEA period 6
5/8 5/9
Bellwork: in 8-10 sentences, describe what the trial is about and why it is a difficult trial for Atticus to be involved in.
Time to read.
5/12
Chapters 16-23 pgs 155-227) due and 4th response
Library: Review MLA *please bring your pocket style guide that you received in the beginning of the year.
5/13
Library
MLA review with Library Scavenger Hunt
5/14
Bellwork: Reread Atticus's speech pages 203-206. Describe why this speech is so meaningful in 8-10 sentences.
Time to read.
5/15 5/16
Bellwork: In 8-10 sentences, describe your opinion of this book (based on what you have read so far)
Class discussion/time to read.
5/19
Library
Finish Scavenger Hunt
Time to read TKM
5/20
End of reading of book is due. 5th response is due.
Socratic Seminar (requirement to participate: must have completed book and have 5th response complete)
Fun Activity!!!
5/21
Choice Reading DUE!!!
Essay plus five pages of notes.
Fun activity to get to know a bunch of classics!
(be prepared to speak in front of the class!)
5/22 5/23
TKM fun activity and Finish up choice reading
5/26
No school Memorial Day
5/27
Socratic Seminar #1
5/28
Socratic Seminar #2
5/29
TKM end project
Prepare for Final exam.
English 9
Mrs. Cebula
Choice Reading Marking Period Four
Purpose:
To continue broadening our horizons of knowledge through reading.
To learn about classics and what makes a book a classic.
Guidelines:
I expect you to have your book with you at all times, in case you have a few moments to read on your own.
Your book must be appropriate to your age, interests, and abilities.
You must choose a book that you have never read before and you must choose one that is not on the do not read IB list.
Your classic must be at least 150 pages long. It may be a novel, epic, or play.
Please check my list of classics, or check with me if you think you have one that is not on my list (there are a lot of classics out there!!).
Assignment Components:
1. Read your classic book in its entirety.
2. While reading, take notes. Keep a journal of characters and descriptions, setting, plot, themes, key words, key phrases and dialogue, foreshadowing, symbols, any other interesting pieces of the story and why you think it is considered a classic book. Expect to take a least five full pages of notes on your book.
3. Write a 5-7 paragraph essay explaining why it is or is not worthy of being a classic book in your opinion. Be sure to use clear supports from the text.
4. Share what book you read and what you found valuable with your classmates.
Essay Hints:
This essay will not be graded using the IB rubrics. It will however be graded based on the attached rubric. Be sure that you include at least three main points and at least three clear supports from the text for each main point (Rupert the writing man).
Due Date: Wednesday, May 21, 2008
Worth: 100 points!!!
Grading Rubric
Classic Work
Notes on work: 25 points
Notes are adequate and include five full pages.
Includes: characters and descriptions, setting, plot, themes, key words, key phrases and dialogue, foreshadowing, symbols, any other interesting pieces of the story and why you think it is considered a classic book
Essay: 75 points
Organization is in proper format, five-seven paragraphs, each with three main ideas and three supports. Clear transitions between ideas. Wide variety of word choice and sentence structures. Spelling, grammar and punctuation errors do not impede thoughtful explanations.
Thoughtful answer, giving clear insights into the text.
Thoughtful supports on why or why not the book should be considered a classic.
Points will be lost:
If there are not at least three main ideas each with at least three supports.
If there is a lack of transitions, essay does not flow.
If word choice and sentence structure is not varied.
If answer is vague with a lack of deep insights.
Supports as to why the book should or should not be considered a classic are not clear and insightful.
Do your best! Enjoy your book! Write a deep essay explaining the value of your book! You can do it!
Classic or Just Fiction?
Author: Paul Landkamer
Published on: February 15, 2002
When we read reviews of books, we sometimes run across the phrase, "destined to become a classic" or something like it. Just what does that mean?
Did Melville's family throw a big party the day Moby Dick became a classic? Was there singing in the streets of the villages of the Nana province of Russia when the stigma of mere fiction was lifted from Tolstoy's works and they were dubbed classic? Do authors like Danielle Steel and Nora Roberts consciously decide they're going to write sleazy fiction instead of classics? Will the Harry Potter books take a place along side Charlotte's Web and Little House on the Prairie as children's classics? Are Charlotte's Web and Little House even officially classics? Where is that line between mere fiction and bona fide classic?
The difference between classic and fiction or literature and fiction isn't as obvious as the differences between the Sistine Chapel's ceiling and a black velvet Elvis. I've asked numerous librarians, English and literature teachers and even less formally educated types, "What makes fiction classic or what's the difference between popular fiction and true literature (Yeah, I know: technically, it's all literature.)?" I've gotten many, "I don't know’s and "I've never really given it much thought’s. Since the experts didn't know, I thought I'd do some digging and develop my own definition.
The first step is to see what dictionaries say about classic and literature. To avoid an Americanized slant, I'll reference both Webster and the Oxford Universal Dictionary. Only definitions, as I feel they apply to our topic, will be noted.
Webster's Encyclopedic Unabridged Dictionary calls "classic," '1. of the first or highest quality, class or rank... 2. serving as a standard... 3. pertaining to Greek or Roman antiquity, esp. with reference to literature and art... 7. of enduring interest, quality, or style... 8. of literary or historical renown...' The Oxford Universal Dictionary calls "classic" 'A. adj. 1. Of the first rank or authority; standard, leading. 2. Of the standard Greek and Latin writers... B. sb 1. A writer, or work, of the first rank and of acknowledged excellence... 3. One who adheres to classical rules and models.' So in order to be called classic, a work needs to be of the highest quality and acknowledged as such. According to Webster, the work needs to have withstood the test of time. So, to shorten the definition of classic even more, a work needs to be excellent and old. We'll now go on to defining literature.
Oxford calls "literature", '2. Literary work or production... 3. Literary productions as a whole; the writings of a country or period, or of the world in general. Now also, less widely, writings esteemed for beauty or form or emotional effect... c. colloq. Any printed matter...' In addition to what Oxford says, Webster says, "1. writings in which expression and form, in connection with ideas of permanent and universal interest, are characteristic or essential features, as poetry, novels, history, biography, and essays." What all this says is that literature, as opposed to popular (written for short-term popular consumption) stuff, is prized for its beauty, universal appeal, and permanence. This definition of literature seems, also, to say old widely accepted stuff that's of good quality.
Classic and literature, as they apply to the body of writings, can both be described as "old, widely accepted stuff of good quality." Now we've got a definition. That means Doug, down at the filling station, reads the classics. His favorites are Zane Grey and the less old, Louis L'amour. Whether or not westerns can be grouped among the classics is a matter of opinion. Whose opinion counts? It could be the International Board of Classic Literature (IBCL). [This is interesting. The once non-existent IBCL, by virtue of my putting it in writing, now actually exists, if only in the minds of readers. --more on the IBCL later (I need another member from outside the USA for it to be really "international").]
I read somewhere that a classic is a writing which is sufficiently painful to read and understand that English and literature teachers keep it on their required-reading lists. I want to attribute that to Richard Armour, but I can't seem to find the place. I could likely be wrong --it's happened before, I think.
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