Senior+English+Period+One+Second+Semester

__ **Here is a list of assignments, DUE dates, reading materials, and other pertinent class information:** __
 * All assignments and due dates that appear in green are worth points in the grade book. **

**enrollment password: skoricbhs**
=__ WEEK ONE __= = [|JOURNALS] =

__ **Monday, Jan 9** __
Go Over Syllabus

Norm the Achieve, Respect, and Engage Section of the Syllabus as a class Complete the bottom of the syllabus by answering questions...why are you here and what do you hope to learn...
 * DUE Tuesday: Signed syllabus **

Take the Reading for Purpose Quiz

Explore various texts at their tables. Look for different purposes and different skills needed to master each one. (Complete the sheet) Discuss which was the most difficult...the easiest...the most entertaining...the most useful... WHY?

Go back and check quiz ** (COLLECT) **

__**Ticket out:**__ Make a list one example of each type of reading that they have done in the last year.

Pre-Reading Vocabulary Guess and Check

__**Tuesday, January 10**__
Collect syllabus - Hand Our Agendas and Journals (Blue Papers) Collect Reading for Purpose Quiz from yesterday for a participation grade


 * Journal: What is your favorite type of food...why do you think that is so? What has influenced your choices? **

Take Out Vocabulary Sheets Discuss terms with a partner. Then choose three and create as picture that demonstrates the meaning on the back of your sheets. Share pictures in groups of three.
 * Watch a clip of Ted: Choices... **
 * [|Ted Talk: Malcom Gladwell] **
 * [|TED Talk: Dan Ariely]**

Watch a segment of Taboo by National Geographic: In your journals write down five new things you learned about taste and choice.


 * Taste Article:**

Read Smithsonian article about taste. Refer to vocab sheets as you come across the new words. Annotate the article by underlining or highlighting __**TEN**__ things you learned from the article or things you could use as evidence in a discussion about why people choose the food they do Write the connection you made in the margins.
 * Homework:**

DUE: Annotated Article and Vocabulary Sheets

 * Journal: What is one reason for the taste choices we make according to the Taste article and do you agree with that reasoning? Why or why not?**

Learn how to write an effective summary:


 * Summary Information:**









Create a paragraph summarizing the article by using the Summary Template

Collect Summary (at least five sentences)
Watch Taboo and make a list of ten new things you learned...

__**Friday, January 13**__

 * Journal: What does it mean to have a discussion? What is the purpose of a discussion and how does it work? (Discuss advantages and disadvantages of a discussion.)**

In the IMC select two of the following articles.
 * Go to IMC to Research Taste Choices**
 * 1) Print them out.
 * 2) Then read them and annotate them by underlining or highlighting ten things of importance in the topic of taste choice.
 * 3) Next write notes out to the side near the underline/highlight as to why they are important
 * 4) Finally, write TEN questions that you could use in a discussion where you were deciding what was the most important factor in what foods we **like...biology, culture or environment. (See examples below)**

In the article Accounting for Taste, the author says that when people were given "frozen savory mousse" they liked it better than "salmon ice-cream" even though the two were actually the same thing. Does the name change the taste for people?
 * For example.... **

In the movie the man said he drank the cobra blood because it made him feel better. Can we make the case that biology actually decides what we like and so our 'favorite foods' are actually tastes we are born with?













[|Modified Article 1 McDonalds]

[|Modified Article 2 Oreos]





DUE January 17: Ten questions and Two Annotated Articles (Use the source in the questions)
=__ WEEK TWO __=

__**Monday, January 16**__
__**NO SCHOOL FOR STUDENTS**__

__**Tuesday, January 17**__
Learn about the purpose of a Socratic Seminar and how it is conducted.

[|Socratic Seminar 101]

Go over the grading sheet

__**Wednesday, January 18**__
Students will participate in the District Writing Assessment and be given the full 90 minutes to write and rewrite as needed.

__**Friday, January 19**__
Journal: At the outset, what do you believe to be the most determinate factor in our food choices? Why?

Using the Socratic Seminar method have a 'discussion' about the idea of taste preference for thirty minutes.
 * Students will grade their partner. **

** Reflect about whether or not they feel this is a useful way to conduct a discussion...Why or why not. (Due FRIDAY) **




Seminar Reflection
=__ WEEK THREE __=

__**Monday, January 23**__
Finish the Socratic Seminar

** Reflect about whether or not they feel this is a useful way to conduct a discussion...Why or why not. (Due FRIDAY) **




__**Tuesday, January 24**__
Journal: If you fail this class and do not graduate whose fault will it be? Whose responsibility is the education of today's youth? Explain your answers. Then...Brainstorm a list of twenty words you associate with the word EDUCATION. DISCUSS RESPONSES

Watch the short video on educating the twenty-first century student... Then write about whether they agree or disagree with the claims made in the video clip. ** Discuss ** [|Empowering the Twenty-First Century Learner]

How many of you have heard of **Plato**? What is an **allegory**? Now, go to the IMC and read/watch The Allegory of the Cave.

[|Plato's Allegory Text only] [|Platos Allegory Explained]

When you are finished write a summary using the summary template resources below.





__**Wednesday, January 25**__

 * Collect their Plato Summaries (Use first fifteen minutes of class time to finish if needed) **

Journal: Why do you think that the story was called Plato's Allegory of the Cave? What do you think the cave is being compared to? Watch the following interpretation of the allegory
 * [|Claymation of the Allegory] **

Learn about the rhetorical device of allegory as used by Plato and apply that to your own education... How are they similar and how are they different? (Write in Journal)


 * Questions to consider... **
 * Is school a 'cave' where reality is constructed by someone else? **
 * Has the internet, technology and improvements in transportation metaphorically killed the puppeteer? **
 * Is our world more transparent than it has ever been? **
 * How is then parable like or unlike the education you have gotten in the last twelve years? **

What does the word utopia mean? ** Discuss ** Create a Cartoon that Demonstrates What a Utopian High School Would Be Like... ** Due Friday, January 27 **

__**Friday, January 27**__
Journal: Brainstorm a list of words associated with the word LEARNING. Is learning and education the same thing? Why or Why not?
 * Turn and Share and Cartoons/ Collect **

Watch fifteen minutes of each of the following documentaries. // **American Teacher** // // **Waiting for Superman** //

For each one make a list of ten things you learned and at the end write a reflection in which you decide who the film blames for the problems in education.

If absent, consult the following sites and watch twenty minutes of each film. Create the list and bring it to class on the Monday. [|Waiting for Superman IMBD]

[|American Teacher IMBD]

=__ WEEK FOUR __=

__**Monday, January 30**__
Take Out Your Lists of Ten Discuss who each film sees as the blame for education's problems. Discuss Bias, Appeals, Opinions Journal: Of the two movies, which was the most effective at discussing the problems in education? Why?

Go to the IMC and complete the research sheets. When finished choose a partner and discuss your findings. Between the two of you come up with ten questions you could ask using your research. Five questions must address who is responsible for education and Five questions must address whether or not future learning is important for your success. Collect questions, articles and research sheets.

__ **Possibilities for articles include:** __ __ **Teachers are Responsible for Student Learning** __ [|Time: The War on Teacher Tenure]



__ **Students are Responsible for Student Learning** __ [|Students must take responsibility for their own learning]

__ **Parent or Society is Responsible for Student Learning** __



__ **Websites that Discuss the Responsibility for Learning** __ [|Should Teachers Be Held Responsible for Student Performance]

[|Standardized Tests Pro/Con.org]

__ **Is College Worth it?** __















__**What's Working/ Not Working in Education?**__

[|Why Global Should be the Educational Movement of 2017]

[|NPR: 5 Big Ideas in Education that Don't Work]

[|Competency Based Education Is Working]


 * Annotated Articles, Note sheets and Questions DUE WEDNESDAY **

=__**Tuesday, January 31**__= Journal: What are two things you learned about education yesterday? Go to IMC and complete your research, annotations and questions. ** DUE WEDNESDAY **

=__**Wednesday, February 1**__= __**No Journal**__


 * Students will complete a Socratic Seminar about the State of Education Today...**
 * Rights, Roles, Rules, and Responsitilities**

Students will grade each other using the rubric provided

At the end they will create a persuasive paragraph about the state of education today using the following template,
 * COLLECT ANNOTATED ARTICLE AND PERSUASIVE PARAGRAPH on FRIDAY **

**__Friday, February 6__**
Journal: Do you think you are happy? If so, why? and if not, why not? What about ten years from now? What will you do to pursue the happiness you want? How will you go about achieving that happiness?
 * DUE: Annotated Articles, Questions, Grading Rubric and Paragraph **
 * [|Happiness Unit Objective and Journal]**

In table groups discuss the meaning of the word happy...come to a consensus and agree on a one sentence definition for the word happy. Share sentences ** COLLECT for participation grade **

Read the Declaration of Independence at tables.

Modified Declaration of Independence

Summary and Analysis of The Declaration of Independence

Write an Informational Paragraph summarizing the Declaration. (Use Summary Template)

Read the Times Magazine Article about the pursuit of happiness





Homework: ** Reflect about the idea of the pursuit of happiness: then, now and in the future... (half a page) DUE Monday, February 6 **

=__ WEEK FIVE __=

__**Monday, February 6**__
Journal: What did the idea of the pursuit of happiness mean to Thomas Jefferson, to the colonists, to the British? What about the more current version of the phrase "the pursuit of happiness"? How are they different? How has our pursuit of happiness changed? How to people go about obtaining the pursuit of happiness in today's world?

Discuss the phrase "the pursuit of happiness."

Can Happiness be measured? Twitter Happiness measure

[|Happiness index]

In the IMC look at the happiness index and find three select dates. Why do you think those dates registered in that way? Is this a realistic way of measuring the 'mood' of the country? Why or why not?

Consider these philosophers views on the pursuit of happiness? Complete the sheet provided to compare their views. (Click on their names to find the information.

[|John Locke The Pursuit of Happiness]
 * 1) Sees happiness as the 'big picture'
 * 2) We should be concerned with the end game and not give in to immediate gratification.
 * 3) We are free to choose the route to happiness, but it should be in making moral choices for the good of others.
 * 4) We are a blank slate at birth and through our experiences we gain happiness.

[|Aristotle's Pursuit of Happiness]
 * 1) We alone are responsible for our happiness.
 * 2) Virtues lead to happiness
 * 3) Contemplation before action is best
 * 4) Use of balance and moderation to achieve your potential

[|Epicurus on Happiness]
 * 1) Hedonism or pleasure is the only intrensic value
 * 2) People fear death and the Gods...He says doesn't concernt himself with day to day events and there is no pain after death so we shouldn't be afraid of this.
 * 3) Hedonism - Pleasure (often confused in today's society) He says we should want to make good moral choices in search of pleasure, not necessarily gluttony just because we want more stuff...)

[|Maslow's Ideas on Happiness]
 * 1) Heirarchy of needs (All we do is in search of filling these needs)
 * 2) Bottom is physical needs for survival
 * 3) Top is self-actualization
 * 4) We can't move up unless we fill the bottom first
 * 5) People often sell themselves short when it comes to happiness.

Homework: ** Finish three Twitter Dates and Philosopher's Sheet for Tuesday **

__Tuesday, February 7__
Journal: Which philosophy that we have discussed in class most closely follows your own philosophy of happiness? Explain...

Watch the documentary __**Happy**__. Before you watch review the philosophers studied so far. As you watch make note of examples that apply to the various philosophers. Then discuss connections at your table. For example... Would John Locks have agreed with the film? Can Aristotle's philosophy be seen throughout the film?

Read the excerpt of The Prince by Nicolo Machiavelli or listen to the audio book provided. (Be prepared to discuss the way in which he would answer the question...what is the pursuit of happiness?)
 * Homework: **

[|The Prince Full Audio Book]



Explanation of The Prince (Modification)

__ **Wednesday, February 8** __
Journal: How would Machiavelli answer the question...what is the pursuit of happiness? What does he mean when he says 'the end justifies the means' Do you agree with him? Consider the following list in your discussion

Discuss the Informative Essay Assignment

Go to the IMC and begin to explore resources.Create a thesis including a guiding focus and the three supporting philosophies you will use. ** Check for Grade **


 * Essay Rough Draft - DUE 15 **
 * Essay Final Draft Submitted to Turnitin.com - DUE Feb 19 **

__**Friday, February 10**__
Journal: What are three things you now know about Machiavelli that you did not before? Is his a realistic philosophy? Do you think there are people in the world today that follow his ideas? Why or why not?

Learn how to format an Informative Essay Create a brochure for a Philosopher's Travelling Exhibit at the Denver Museum as a means of organizing information for the Informative Essay. The brochure will include their three chosen philosophers (one on each of the folds inside a paper that has been folded in a tri-fold fashion)
 * 1) Include some opening art work that you think demonstrates the mood of the philosopher
 * 2) Include three compelling pieces of information to go in each 'section' of the exhibit
 * 3) Include a quote at the bottom of each section [|Quotes by the Philosophers]
 * 4) Include a transition word written along each fold between the 'sections' of the exhibit in your brochure
 * Brochure DUE Monday, Feb 13 **

=__ WEEK SIX __=

__ Monday, February 13 __
Journal: How many of you can name a book by Dr. Suess? Do you think that teenagers can learn things from children's books or are they only for children? Explain.
 * Check Brochures during Journal Time for a Participation/Homework Grade **

Learn about the components of effective introductions and conclusions 1. Students will listen to the story by Dr. Suess [|Hoooray for Diffendoofer Day]

2. Students will learn that the introduction and conclusion are distinct using the following questions. Describe your school Describe the Diffendoofer school How did the introduction bias your opinion of the school? How did the conclusion influence your opinion of the school?

3. Brainstorm a list of effective introductions on the board (make sure the list includes the following information) Have a 'hook' Have a strong thesis Do NOT give everything away in the introduction

4. Brainstorm a list of effective conclusions on the board (make sure the list includes the following information) Do NOT include any brand new information Do NOT repeat yourself word for word Provide fresh new insights into the subject

Students will take out their brochures and using this a guide they will create an introduction and conclusion for their papers.
 * COMPLETED INTRODUCTION AND CONCLUSION DUE TUESDAY **

__ Tuesday, February 14 __
Journal: The idea of finding a pot of gold at the end of a rainbow could be used as a metaphor to describe the pursuit of happiness? What are some other things that might be used to describe the pursuit of happiness? Explain.

IMC to work on Rough Drafts of Informative Essay
 * Essay Rough Drafts Due by beginning of class tomorrow **

__Wednesday, February 15__

 * Journal:** Is the idea of the pursuit of happiness a common one in fictional stories? Can you give several examples?
 * 1) Edit your rough draft with a partner using the following sheet
 * 2) Have a second student edit your paper as well
 * 3) Learn how to submit your paper to Turnitin.com ** (FINAL DRAFT DUE TO TURNITIN.COM by Sunday Feb 19 **
 * 4) ** PAPERS NOT SUBMITTED TO TURNITIN.COM WILL NOT BE ACCEPTED FOR A GRADE **

3. Read two stories below and be prepared to write/discuss them on Tuesday. Consider Why and How do these stories fit under the category of the pursuit of happiness? [|The Bet by Chekov] [|The Gift of the Magi by O Henry]

__Friday, February 17__
**Journal:** What did you like/learn about Informative Writing through the Philosopher's Pursuit of Happiness Essay? Discuss the two stories....Create an Informative Summary Paragraph using the model below. ** COLLECT **  The short story by (demonstrates, reflects, illustrates) the idea of the pursuit of happiness. (continue with three pieces of evidences for proof) and finish with a conclusion. 
 * FINAL DRAFTS MUST BE SUBMITTED by Sunday, Feb 19 **
 * Use the sentence stem... **

=__ WEEK SEVEN __=

**__Wednesday, February 22__**

 * Learning Target: **
 * Students will show their understanding for the definition of a metaphor and then apply that definition to their own concept of happiness. **
 * Students will demonstrate their understanding in the creation of their 'advertisement' which will act as a 'planning draft' for their metaphor paper. **

Watch three trailers and consider these statements... Is there a price for excellence? Is desire the most vital ingredient in achievement? Is Creative Life always a Fight? (Choose one and write a response. Be prepared to discuss it.) [|Happy Feet Trailer] [|Charlotte's Web Trailer] [|Bambi Trailer] Discuss the metaphors used for happiness in the three trailers. Can you apply the three questions to the idea of happiness? Why or why not?

Watch [|Happiness Is by Charlie Brown]

Journal: What are three sports or activities that you enjoy. Choose one and write about how it could be use to represent happiness...not how it makes you happy DISCUSS

Learn requirements of personal narrative metaphor for happiness Make a list of ten of your favorite things. then choose two and write about why they are your favorites. [|Sound of Music - Favorite Things]

Mini Lesson on Metaphors for Happiness Create an advertisement that 'sells' your metaphor Include a picture that connects your idea to happiness in some way and write your three reasons somewhere on the 'ad'

Ad is due Friday and will act as a rough draft. Be prepared to type rough draft and conference

__Friday, February 24__
Journal: Write a sensory description of your chosen metaphor. For example, let us see the football game, taste the ice-cream, hear the music or smell the roses in your garden.

Go to IMC and type your rough drafts using the metaphor sheet from yesterday and your last three journals. Conference with the teacher as needed. ** COLLECT DRAFT BY END OF CLASS **

=__ WEEK EIGHT __=

__Monday, February 27__
Journal: NO JOURNAL

Go to IMC and finish your rough draft. Bring typed draft and rough draft advertisement to class tomorrow.

__**Tuesday, February 28**__
Journal: What is the relationship between friends and family? Which is more important? Why? Has it changed? Do you think it will over time?

Take Out Rough Drafts Rough Advertisement Posters

Edit drafts using assignment sheet. (20 minutes) Remind students that papers are due on Sunday night on Turnitin.com.

Choose two of the following stories and read them on Chrome books. (Finish and summarize for homework) [|The Devoted Friend by Oscar Wilde]

[|The Luck of Roaring Camp by Harte]

[|The Lamb to the Slaughter by Dahl]

[|Two Friends by Guy de Maupassant]

[|The Outcasts of Poker Flat by Bret Harte]

[|Desiree's Baby by Kate Chopin]

[|Thoue Baron of Grogzwig by Dickens]

[|Ligeia by Poe]

Read and write a summary paragraph of two of the six stories. (Be sure to include a supportable topic sentence that states the main idea.) Be prepared to discuss the story in class. There will be quiz over the stories on Wednesday.

(See Academic Summary Template Below for Reference)

__**Wednesday, March 1**__
Watch the two short films and the write a narrative paragraph in which you explain what friendship or family means to you. (Write on your journals) [|Family - A Short Film]

[|You've Got a Friend in Me Youtube]

Put your story names at the top of the page. Make a list of ten things that happened in your story in the order that they happened. Then answer the 'why' question. Why did the instructor choose these two stories in starting a unit on friends and family?
 * Quiz on stories... COLLECT **

Then Choose the story you liked best... Complete the Story Map Worksheet About that Story

Discuss the question: If you had to be dropped on a deserted island, where you would live for the next ten years and you could bring only two other people, who would you choose, your friends or your family? Why?

Look at the following statistics. Discuss the implications of the statistics.

IMC - Select one article and get one of your own. (consider the source and when choosing)


 * Find and record the statistics on the sheet provided. **













[|Scholastic Peer Influence on Teens]

In class - Annotate articles and prepare for Socratic Seminar (ten annotations and ten questions that could be asked)

__** Friday, March 3 **__

 * Collect additional story summary **

Students will complete the Friends and Family Research in the IMC

=__ WEEK NINE __=

__** Monday, March 6 **__
Journal: What are six different ways that you get the information you use to form your opinions? Discuss student responses...

A survey is another way of gaining insight into a population about a certain issue.

Problems with Surveys? 1. The questions are confusing or misleading. 2. The questions are too long. 3. The questions do not Identify Specific Questions or Problems. 4. The questions use ambiguous rating systems. 5. Surveys do not provide participants with the ability to clarify answers. 6. Freely written responses can be difficult to quantify through analysis.

1. Create a survey 2. Have at least fifty respondents 3. Analyze the results, such that they can be used in the Socratic Seminar on Wednesday.
 * Your assignment is to create a 5-10 question survey that reflects the importance people place on friends and/ or family in their decision making and opinion forming behavior.**

__** Tuesday, March 7 **__
Journal: How many of you participate in a social network on the computer? Are your friends and families a part of theat network as well? How much do you think that influences the choices you make? Should it?


 * [|Nicholas Christakis: The hidden influence of social networks - TED.com]**


 * [|Robert Waldinger: What makes a good life? Lessons from the longest study on happiness]**

Make a list of ten new things you learned as you watch. This will be an additional source in the Socratic Seminar next class.

__** Wednesday, March 8 **__
Journal: Which of the two TED talks did you like the best? Why? Do you think they gave you valuable evidence to use in the Socratic Seminar? Why or why not?

Students will participate in the Socratic Seminar trying to determine whether friends or family are the greatest determinant in the decisions they make.



At the culmination of the seminar students will write a persuasive paragraph that demonstrates their opinion and their newly gained knowledge of the subject.

= __ WEEK TEN __ =

__** Monday, March 20 **__
Journal: Write down the first ten words that come to your mind when you hear the word POETRY. Then choose one of the words and provide an explanation as to why that word is on your list.

Watch the following clip and then connect it to your journal entry

**[|Understanding Poetry - Dead Poet's Society]**

 * Read and Respond in a paragraph the poem below: (Be sure to include the title, author, and reasons why you liked or did not like it. Include textual evidence in your explanation.)**


 * Watch the following Ted Talk to See How Visuals and Poetry are Linked Together**

__** Tuesday, March 21 **__
Journal: Think about school. You have been in school for more than twelve years. That's a lot of things to happened. Make a list of TEN things you LIKE about school and TEN things you DON'T LIKE about school. Then choose one and explain its placement on the list.

Now consider the following poems about school. Have someone read them aloud at your table. Discuss your initial responses.

Then choose one that is your favorite of the three. Write a paragraph in which you explain your choice. Be sure to include the author, the title, and textual evidence that supports your reasoning.
 * Paragraph DUE by end of class **
 * Check Out the Favorite Poem Project and see how the student used one of the poems from today for their project. **

__** Wednesday, March 22 **__
Journal: Take a look at the following pictures. Try to spot the differences between the two. Make a list of the differences in your journal.

The opposite of difference is similarity. Now we are going to take a few minutes in search of poetic similarity. Read the following poems and try to find places where they intersect.



Discuss the poems at your tables and decide what they have in common.



With graduation coming soon it is likely that you will be receiving several graduation cards. When you get them you will discover that each usually contains either a poem or a verse of sorts. In addition to getting cards, you will probably be giving them as well. This there will be a very useful assignment. You will be creating three graduation cards. Each must contain a poem containing couplets a limerick or a sonnet if you are familiar with that fourteen line format.


 * Cards DUE Thursday, March 23 **

__** Friday, March 23 **__
Journal: Poetry is often written in response to the things we experience. Romantic relationships fall into that category. With this in mind many of you have heard cheesy pick lines. Make a list of ten cheesy pick up lines you know. Put a star beside your favorite.

[|Cheesy Pick Up Lines Galore!]
Now at the poems below. Read them through the lens of a romantic pick up line in the making. Discuss the poems at your table.



Finally, write choose the one that would work the best as a poetic pick up line. (In your paragraph include the title, the author, and textual evidence that supports you choice)
 * Paragraph DUE Monday, March 26 **
 * Start Selecting Your Favorite Poem: Favorite Poem Video DUE April 10 **

= __ WEEK ELEVEN __ =

__**Monday, March 27**__
Journal: Last week we learned about the romance of cheesy pick-up lines in poetry. Romance means drama and high school is ALL ABOUT DRAMA. Now what is a monologue? How many of your remember the monologues of **//Romeo and Juliet//** from your freshman year? Put drama and monologue together and you have the many courtroom shows of today. Watch the following clip and write a response? What about the character on the stand? Does he seem guilty or innocent? Why?

**[|You Can't Handle the Truth]**
Now we are going to put it all together. Drama, Monologue, Court and Poetry... 1. Learn a little about the poet.

1. Read the following assignment.

2. Read the two poems below and choose one at your tables to complete the assignment. ** DUE by end of class on Tuesday **



3. It may help to hear the poem read aloud.

__**Tuesday, March 28**__
No Journal Work Day for Monologue Project ** DUE FRIDAY **

__**Wednesday, March 29**__
No Journal Half Class Work Day for Monologue Project ** DUE FRIDAY **

Favorite Poem Project Selection - Look though the following links and begin selecting your Favorite Poem - Favorite Poem Project ** DUE MONDAY APRIL 10 **
 * [|100 BEST POEMS LISTS]**


 * [|36 Life Changing Poems]**


 * [|10 Best Poems Ever Written]**


 * [|National Poetry Day: 10 Famous Poems You Should Read]**


 * [|Poetry Foundation]**

__**Friday, March 31**__
Meet with your group for a few minutes to see who is delivering your closing argument and gather all of your work for the Browning poems.

Groups will deliver their closing arguments and then vote to commit or acquit.

Journal: As well as meaning to be heard poetry needs to be 'seen.' Therefore look at the painting below. In your journal make a list of ten impressions for the painting.

Then read the poem below and see how the author created a poem in response to the painting.



Then read the poem below and see how the author created a poem in response to the painting.



= __ WEEK TWELVE __ =

__**Monday, April 3**__
Journal: Have you selected your poem for the Favorite Poem Project? Why did you pick this one and how are you planning on doing the video?

__**Tuesday, April 4**__
Journal: Now that you love poetry...how many of you find poetry in the music you listen to? Can you give me an example?

How many of you have heard [|**The White Album**]by the Beatles? Choose excerpts of several songs to listen to.

Now look at the music through the lens of the poet.

**[|Literary Elements of the Beatles]**
** Due FRIDAY **
 * Finally...choose your own song and analyze it as if it were a song.**
 * Make use of the poetry dictionary below if you have trouble with the poetic elements in your song.**

__Thursday, April 6__
No Journal

Work Day for Favorite Poem Project
 * Work Day for Music as Poetry Presentations DUE FRIDAY **

__Friday, April 7__
Journal: Do you have a greater appreciation for poetry after selecting a song and analyzing it for it's poetic merit? Why or why not?



Rubric Below:


 * Remember that Favorite Poem Project is Due Monday **
 * [|Favorite Poem Project Examples]**

= __ WEEK THIRTEEN __ =

__Monday, April 10__
Journal: Do you feel differently about poetry following the Favorite Poem Project? Explain...


 * Favorite Poem Project Presentations /100 points **

__Tuesday, Wednesday, Thursday, April 11,12,13__
BHS Standardized Testing Week - Alternate Schedule

__Friday, April 14__
Journal: 1. Make a list of ten events that have changed the way you look at life? (They can be people, places, events or even things!) 2. Now make a list of ten of your favorite songs, performers, and or genres of music.

Consider how the two lists can coincide. Where do they overlap?

HOMEWORK: Select Eight Songs and Eight Events that go together for your soundtrack **(Think about how you will organize the collection... Chronological, Thematic, Event Specific, Person Centered, Emotion Focused)**

= __ WEEK FOURTEEN __ =

__ Monday, April 17 __
Journal: How will you organize your soundtrack? Why did you decide on that method?

IMC to work on Soundtrack Rough Draft


 * HOMEWORK: DUE END OF CLASS TUESDAY (SEVEN OF THE ELEVEN PARAGRAPHS IN DRAFT FORMAT) **

__Tuesday, April 18__
No Journal IMC to work on Soundtrack


 * DUE END OF CLASS TODAY: SEVEN OF THE ELEVEN PARAGRAPHS IN DRAFT FORMAT **

__Thursday, April 20__
Students will begin reading the Glass Castle



__Friday, April 21__
Students will finish Soundtrack Rough Drafts and Read Through Page 101 in Glass Castle = = = __ WEEK FIFTEEN __ =

__**Monday, April 24**__
Soundtrack Rough Draft Due

Peer Conference Soundtrack Rough Drafts

Learn the Expectations for the Soundtrack using the Rubric Below


 * Soundtrack Presentations on Wednesday **
 * Final Essays to Turnitin.com on Friday at 11:59 **

__**Tuesday, April 25**__
You are now 101 pages into the memoir. What are your initial reactions? What do you like? What do you find startling? Annoying? Exciting? What event in the story evoked an emotional reaction (maybe you laughed out loud, tossed the book out of anger, felt bad or guilty, associated yourself with a similar scenario). <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Please explain your reactions.
 * Journal:** Think about the idea of 'families' both in The Glass Castle and as you know them.
 * Part 1 ** : Describe What American families look like today?
 * Part 2: ** Consider the following statistics, which ones support or conflict with your description?
 * 62 percent of the nation’s 73 million children live with both biological parents
 * Single parents account for 27 percent of family households with children under 18.
 * One in three children is born to unmarried parents.
 * Nearly half of all marriages end in divorce.
 * More than half of Americans today have been, are or will be in one or more stepfamily situations.
 * Part 3:**

==**1. READING ASSIGNMENT**: For each reading section, you will collect two (2) quotes that center on the hardships and triumphs Jeannette and the Walls family faces. Each quote will have a lead in that situates the quote (speaker and situation), incorporate the quote with proper citation (Walls #) and follow it with two-part commentary that first analyzes the quote, and the second explains how the quote is significant to a developing theme in the memoir (e.g. forgiveness, dreams lost, poverty perseverance, etc.)==

==**2. FOCUS FOR QUOTES**: Your quotes should center on the hardships and triumphs Jeanette and the Walls family faces. Additional focus topics include how Jeanette views/feels about her family; characteristics of family members that lead to their decisions; the family’s struggle with conflicts; the roles of the family members; shifts or changes in the way Jeanette views herself and members of her family; imagination and fantasy vs. responsibility and reality.==

==**3. SAMPLE QUOTE ANALYSIS**: Jeanette describes her family and the unique way they travelled during her childhood: “We moved around like nomads. We lived in dusty little mining towns in Nevada, Arizona, and California. They were usually nothing but a tiny cluster of sad, sunken shacks, a gas station, a dry-goods store, and a bar or two” (Walls 19). Walls’ description of a life like “nomads” moving around these small towns shows instability in their lives. Instead of a stable home where all her needs are met she experienced a childhood that was disruptive and chaotic. Her parents taught her how to escape all responsibility.==

** COMPLETE THE FIRST QUOTE ANALYSIS AND TURN IN BEFORE THE END OF CLASS **

 * Learn the Project Requirements: Documentary, The Poverty Simulation and The Snap Challenge**

__Wednesday, **April 25**__

 * No Journal: Soundtrack Presentations**

Learn more about The Glass Castle Options: (See Below)


 * First Documentary is tomorrow at 5:00 in Martin's room**
 * Who is doing the Poverty Simulation: We need 28 to make it work**





[|Poverty Simulation United Way] [|Watch a Poverty Simulation YouTube]











__**Friday, April 28**__
No Journal

Students will complete the first Glass Castle quiz through page 101.

Students will then go the IMC (laptops) to finish their Soundtracks - DUE TONIGHT AT 11:59 or sit in the IMC and continue reading The Glass Castle. Students must be read through page 192 by Tuesday of next week.

= __ WEEK SIXTEEN __ = Journal: Characters ... Look at the following list. Write down the character that fits for you and explain WHY. 1. Like Most 2. Like Least 3. Most Easy to Relate to 4. Most Frustrating Discuss...

Discuss Project Options Next Documentary Viewing (Tuesday - 5:00 pm Skoric's room) Poverty Simulation (Wednesday - 6:00 pm small gym) Next Reading Date: Read Through Page 192 for Tuesday

When finished discussing project options students will sign up for their chosen project and continue reading in The Glass Castle

= __ WEEK SEVENTEEN __ = Graduation Speech Intro... [|**Graduation is coming soon!**] Journal: Graduation is weeks away. You have been in school for the last thirteen years and it is rapidly coming to an end. Are you excited? Nervous? What will you miss the most? What will you not miss at all? What will you never forget?


 * [|Time Magazine Top Ten Commencement Addresses] **

Graduation Speeches will be given on Friday, Monday and Tuesday in the auditorium during class.





= __ WEEK EIGHTEEN __ =

__**Monday, May 8**__
No Journal

__**The Glass Castle**__ Projects = ** DUE Tomorrow **

Six Quotes with reasons for choosing = ** DUE Tomorrow **

Graduation Speeches = ** DUE Thursday ** Give Speeches = ** Friday, Monday, Tuesday in the Auditorium **

__**Tuesday, May 9**__
No Journal

Socratic Seminar on __**Glass Castle**__ (Will Finish Seminar tomorrow)

__**Wednesday, May 10**__
Journal: Rate The Glass Castle on a scale of 1-10 (1 being worst) Explain your rating.

Finish Socratic Seminar
 * (DUE at end of seminar: Glass Castle Project, Six Quotes with an explanation as to why they were chosen) **

Work on Graduation Speeches Check out the link below to watch a graduation speech by Oprah Winfrey

[|Oprah's Graduation Speech]




Go to IMC and work on Graduation Speeches ** (DUE Thursday at 11:59 to Turnitin.com) **

__**Friday, May 12**__
No Journal Graduation Speeches Begin in the Auditorium See Speaking Order Below