1. Students have read up to Chapter 5 of Frankenstein and have had quizzes on Chapters 1-3 as well as 4-5.
2. Students have completed and presented the introductory elements of their social change campaigns i.e. titles, logo, slogan, main ideas, pitch etc. 3. Students will begin work on mission statements. 4. Students will complete journal #3 - Respond to how you feel about the following quote from the text: "If the study to which you apply yourself has a tendency to weaken your affections, and to destroy your taste for those simple pleasures in which no alloy can possibly mix, then that study is certainly unlawful, that is to say, not befitting the human mind." 5. The class discussed the themes of good vs. Evil, paradise lost, Adam + Eve, and how they tie into Frankenstein. 6. If time allows, students will work on and complete their mission statements.
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1. Students presented their literature circles from letters 1-4.
2. The class took a quiz on the section. 3. The class reviewed the chapter. 4. The class completed Journal #2 - What do you think spurs people to explore the unknown? Identify some reasons why people devote themselves to a life of exploration and discovery. Does this require a lot of sacrifice? How? 5. The class discussed the journal and specifically how people want to leave their name or mark on society. We discussed social change and the Campaign Project. 6. Students were to come up with an original idea or concept for a social change campaign. Information can be found here. Or students may go to the English 12 tab on this site and click on "social change" tab. 1. Students took notes on mary shelley, gothic literature, and an intro to frankenstein via this powerpoint.
2. Students read pages 15-30, the letters from Captain Walton to his granddaughter. The students are to complete a literature circle for homework. 1. Students received instructions on how to complete Literature Circle assignments.
2. Students also received instructions on how to properly set up their Notebooks. Students need a 3-ring binder with 8 divider tabs. The tabs should be listed as: Notes, Journals, News Articles, Vocab, Grammar, Projects, Novels, & Writing. 3. Students completed Journal #1: watch the music video "Galvanize" by the chemical brothers on Youtube. Discuss how you think the video, music, lyrics, or themes in the video may relate to the book we're about to read: Frankenstein. 4. The class discussed the journal, disclosures were turned in, and the rest of the period was taken by student yearbook photos. 1. Students were given the following pre-test essay to complete: Click Here
2. Students should complete the essay and save it to their email and/or computer. The teacher will require them to submit it to a particular website at a later date. 1. Students received/viewed the class Disclosure. Signed contracts due next time.
2. Discussed Literature Circles, Notebooks, and Expectations. Students should have all supplies by next time. 3. Student's worked on digital portfolios and took a pre-test if time permitted. 4. Classes will begin reading Mary Shelley's Frankenstein next time. Students have the OPTION of purchasing the Book for extra credit. This is not required. If students do decide to purchase the book, it should be THE SIGNET CLASSICS VERSION. Journal #17 - Describe your worst nightmare.
News Article #10 - Summarize and discuss how the article could be improved. Guest Speaker Students read lines 1251 to 1924 of Beowulf. They were asked to write a 5-paragraph essay on the following prompt: Write an essay in which you evaluate the value of vengeance in the poem. How does this value connect to the appreciation of courage and the pursuit of fame, wealth, and glory? Evaluate whether you think this value is sustainable. Is what binds the tribes together also what destroys them? If you are struggling, looks specifically at lines 1384 - 1389.
Students did Journal #16 - Would/do you ever fight your friends' battles for them? Explain. News Article #9
Students read Lines 1007-1250 Vocabulary carnage coffer bereft keens boons The teacher read with the students Lines 662-1007 and discussed the reading.
Students noted (word, definition, sentence from the book, own sentence) a number of vocabulary words that should be placed in the 'Vocabulary' section of their notebooks: Bane Baleful Canny Ignominious Lament Requite Students had one of four options for their homework assignment: 1. Write a 12-line poem about "valor" as it relates to this reading. It must include six similes or metaphors. 2. Write a 12-line poem about "terror" as it relates to this reading. It must include six elements of sensory detail. 3. Do a character sketch of Grendel. 4. Do a character sketch of Beowulf |
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