Tuesday, May 21, 2019
R and J / Intro to Exploring the Future
Wednesday, 5/22
Finish R and J Act 5
Packets are due - Must be turned in tomorrow in class.
We will go over the packet - these will be graded.
Any packet not turned in will receive a 0
Wednesday, 5/22- Friday, 5/31
Part 2
Begin Intro to College
1. Create accounts at www.collegeboard.com
2. Explore "Learning About College"
3. "How to find information about college"
4. Take several virtual tours of colleges.
Sites:
www.collegeboard.org
Big Future
raise.me
Princeton review major list
College Major quiz
https://www.luc.edu/undergrad/academiclife/whatsmymajorquiz/
Thursday, May 16, 2019
Continue working on R and J
1.Students will
complete their R and J packets for Acts 3 and 4
2. Students will
complete their comprehensive journals for Acts 3 and 4 and turn them in to www.turnitin.com
3. Students will
continue to work on their packet and read the modern English version of
R and J
for Act 5
Standard - CC.1.2.9-10.A
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Standard - CC.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Monday, May 06, 2019
R and J Act 3
Week of May 6th- May 10th
Monday, May 6th: Review constructed responses for Keystone 11 and 16 during class
Tuesday, May 7th: Keystone 12 test and construct response is due
Discuss Act 3, scenes I and II
Wednesday, May 8th: Complete Keystone 13 and 14 on Skyward during class time
Thursday, May 9th: Students will complete the "Integrated English Comprehension Test"
Friday, May 10th: Read/Discuss all of Act 3 in class
DUE DATES FOR HOMEWORK:
Tuesday, May 7th: Keystones 12 exam and constructed response
Friday, May 10th: Read ALL of R&J Act 3 in modern English
Monday, May 13th: Act 3 packet questions and responses
Act 3 Journals-These are due on Wednesday, 5/15
1. Who said these lines? Identify the character and scene. Briefly explain each quote (This means you must tell why each character said the following quotes and in what context. A - C do not have to be answered in three paragraphs). Remember to include the Act, Scene, Line
A) Tybalt, the reason that I have to love thee Doth much excuse the appertaining rageTo such a greeting. Villain am I none.Therefore farewell. I see thou knowest me not.
B) I am hurt. A plague a both houses! I am sped.No, ’tis not so deep as a well, nor so wide as a church door; but ’tis enough, ’twill serve.Ask for me tomorrow, and you shall find me a grave man.
C) O, I am fortune’s fool!
2. Why is this act considered to be the Climax? Give specific examples from the act to prove this concept. Also, reflect on the final events in this act, how does it set the reader up for Falling Action? (minimum 3 paragraphs)
Act 4 Journals
1. Who said these lines? Identify the character and scene. Briefly explain each quote (This means you must tell why each character said the following quotes and in what context. A - C do not have to be answered in three paragraphs).Remember to include the Act, Scene, Line
A. “What must be shall be.”
B. “O, look! Methinks I see my cousin’s ghost seeking out Romeo that did spit his body upon a rapier’s point. Stay, Tybalt, stay! Romeo, I come! This do I drink to thee.”
C. Life and these lips have long been separated.Death lies on her like an untimely frost
Upon the sweetest flower of all the field
2. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion. Identify FOUR people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.
3. What do you think of Friar Lawrence's plan? What are its strong points and drawbacks?
There is No Escaping Shakespeare
Components for the Comprehensive Test:
-All Literary Terms
-Readings:
Short Stories- review
Julius Caesar
R and J
Non Fiction
451
OMM
Mockingbird
Drama
Poetry
Standards
Standard - CC.1.2.9-10.A
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Standard - CC.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Saturday, May 04, 2019
Syllabus
Welcome
Integrated
English Syllabus
Contact
Information:
Instructor: Mrs. Theresa
Christian
Email
Address:
tchristian@berwicksd.org
Planning
Period: 3
Text
and Resource Materials:
Required Text:
Prentice
Hall Literature, Grade 9 / 10
To Kill
a Mockingbird by Harper Lee
Of Mice
and Men by John Steinbeck
Fahrenheit
451 by Ray Bradbury
Shoeless
Joe by Ray Kinsella
Pride
and Prejudice by Jane Austin
Once
and Future King by T. H. White
Course Description:
·
An
accelerated, honors-level course (1.5 credits) integrating advanced composition
skills, academic writing, and a wide variety of world literature from multiple
genres.
Core Ideas:
·
An
accelerated course (1.5 credits) in preparation for English Department AP
offerings
·
Literature
content – “breadth over depth”
·
Assessment
philosophy – “depth of analysis”
·
Reading
focus – comprehension and analysis (literary and rhetorical choices)
·
Writing
focus – the development of advanced composition skills in academic writing
·
Keystone
test preparation – How to score advanced?
·
Pacing
– finish main curriculum by May; review main ideas, concepts, skills; prepare
for Keystone exam
·
Independent
reading – “practice becomes habit”
·
*Drama
unit – Draw parallels to the major themes and readings studied and read
throughout the year
·
At
conclusion of course, students will have the skills necessary to score advanced
on Keystone exam and to enter into AP classes.
Prerequisites: Application required
Learning
Objectives:
Upon
completion of the course, the student will be able to:
1. Become more
open-minded and well-rounded, and to understand the importance of being a
life-long learner who is willing to study and understand new ideas,
philosophies, and concepts.
2. Expand
their vocabulary.
3. Further
develop their critical thinking skills through reading and writing.
4. Intensify
their study and analysis of literature (both fiction and nonfiction).
5. Perfect their writing and communication skills
through various types of writing.
6. Use
computers and other types of media for learning purposes such as for research
regarding novel background information and themes.
Assessments
and Grading:
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Once a week we will
part from formal writing and jump into our journals.
All work will be
graded. Students MUST meet deadlines. Late work will not be accepted. All work
must be completed. Partial essays, projects and journals will receive a zero.
Notes:
1. Bring a 2 inch binder to the class
2. Bring your laptops
3. Bring your summer work. It will be collected on the first day of class. Late submissions will NOT be accepted. This is a graded assignment that will be used to evaluate your writing.
Common
Core:
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