H.+English+III


 * Honors English III: American Literature **

Course Documents



 * Letter of Intent Template**


 * Chatham County Breakdown**


 * Chatham County: Let it Rock! Script**


 * Daily Agendas **


 * THIRD SIX WEEKS**

phosphorescent (adj.) -- transient (adj.) -- maul (v.) -- sacrilige (n.) -- fracas (n.) -- peevish (adj.) -- disgorge (v.) -- supplication (n.) -- wanton (adj.) -- delirium (n.) --
 * WEEK ONE **

EZBZ Residency Hw: Read Chapters 13-14
 * Monday, May 2**

EZBZ Residency
 * Tuesday, May 3**

EZBZ Residency
 * Wednesday, May 4**

EZBZ Residency
 * Thursday, May 5**

Their Eyes Were Watching God, Chapters 13-14 Hw: Read Ch. 15-16
 * Friday, May 6**

Chapters 17-18
 * Monday, May 9**

Chapters 19-20/Review
 * Tuesday, May 10**

Their Eyes Test/Run lines for Let It Rock
 * Wednesday, May 11**

Let It Rock Rehearsal
 * Thursday, May 12**

Let It Rock Rehearsal
 * Friday, May 12**

Watch Iconoclasts and discuss influences Post reflection to wikispaces
 * Monday, May 16**

Rehearsal for Chatham County: Let it Rock!
 * Tuesday, May 17**

Performance of Chatham County: Let it Rock!
 * Wednesday, May 18**

Begin Final Paper [|Teacher Evaluation Documen]
 * Thursday, May 19**

Awards Day Read/discuss "A Good Man is Hard to Find"
 * Friday, May 20**

Vocabulary: -- Rehearsal for "Let It Rock" performance at PTA meeting tonight! Arrive at auditorium at 6 p.m.
 * Monday, May 23**
 * ~ Adroit ||< skilful ||
 * ~ Brevity ||< being brief ||
 * ~ Decorum ||< dignified, correct behavior [// decorous (a) //] ||
 * ~ Err ||< make a mistake ||
 * ~ Hinder ||< obstruct ||
 * ~ Largess ||< generosity ||
 * ~ Obsolete ||< no longer valid ||
 * ~ Pontificate ||< speak pompously or dogmatically ||
 * ~ Reticent ||< restrained; holding something back; uncommunicative ||
 * ~ Tirade ||< stream of verbal abuse ||

-- Work on research paper
 * Tuesday, May 24**


 * WEEK SEVEN**

I. Registration, 9:30 - 10:30ish II. Transcendentalism Quiz III. Work on Transcendentalism Table
 * Monday, March 7**
 * Vocabulary: Dila****pidated (adj.) -- in disrepair; falling apart; Sublime (adj.) - noble, majestic; Superfluous (adj.) - excessive, not necessary;**
 * Evitable (adj) - avoidable; Magnanimity (n.) - generosity; Posterity (n.) - all succeeding generations; Alacrity (n.) - speed**

Finish Transcendentalism Table -- due at end of class! Topic: Civil Disobedience I. Overview: What is Civil Disobedience? //How do you change an unjust law? How do you define justice and injustice? // //Search the term and answer these questions in your Cornell Notes // II. Read Thoreau's Civil Disobedience, p. 416-417 in textbook //What is he protesting? What are his arguments? What is his goal? Answer in Cornell Notes // III. Read "[|Letter from a Birmingham Jail]" and compare/contrast in your Cornell Notes IV. Search for other examples of Civil Disobedience. Post what you find to Discussion Board.
 * Tuesday, March 8/Wednesday March 9**

Topic: Civil Disobedience/Letter from a Birmingham Jail I. Vocabulary Quiz II. Read enrichment documents about Letter from a Birmingham Jail [|Racial Segregation Documents] [|King's Account of Birmingham in the 1960s] III. Read text/begin answering questions. Will finish in groups. <span style="font-family: Arial,Helvetica,sans-serif;">[|Letter from Birmingham Jail Analysis] <span style="font-family: Arial,Helvetica,sans-serif;">[|Letter from Birmingham Jail Analysis Part 2]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Thursday, March 10 **

<span style="font-family: Arial,Helvetica,sans-serif;">Topic: Transcendentalism Timed Writing <span style="font-family: Arial,Helvetica,sans-serif;">I. Choose prompt on p. 401 or 420 <span style="font-family: Arial,Helvetica,sans-serif;">II. Write for 40 mins. <span style="font-family: Arial,Helvetica,sans-serif;">III. Return/discuss letters of Intent <span style="font-family: Arial,Helvetica,sans-serif;">IV. Discussion Group: Emily Dickinson
 * <span style="font-family: Arial,Helvetica,sans-serif;">Friday, March 11 **


 * <span style="font-family: arial,helvetica,sans-serif;">WEEK 8 **

surmised (v.) - guessed finite (adj.) - having measurable or definable limits infinity (n.) - endless or unlimited space, time or distance abeyance (n.) - temporary suspension blithe (adj.) - carefree tumultuous (adj.) - rough; stormy aversion (n.) - object arousing an intense dislike bastions (n.) - fortifications
 * Vocabulary:**

<span style="font-family: arial,helvetica,sans-serif;">Topic: Emily Dickinson and Walt Whitman <span style="font-family: arial,helvetica,sans-serif;">I. Copy Vocabulary to Cornell Notes <span style="font-family: arial,helvetica,sans-serif;">II. Finish group discussion of Dickinson/Whitman poems, p. 426 to 448 <span style="font-family: arial,helvetica,sans-serif;">III. Begin "This is Your Brain on Transcendentalism" project -- DUE THURSDAY FOR TEST GRADE
 * <span style="font-family: arial,helvetica,sans-serif;">Monday, March 14 **

REGISTRATION FORMS DUE IN CLASS Topic: The Age of Realism/Stephen Crane I. Complete WorkKeys Demographic Information II. Freewrite about images of war that you see on these sites: [|MSNBC: Conflict in Iraq] [|New York Times: On Assignment in Afghanistan] III. Read "An Episode of War" and "Willie Has Gone to War" p. 486-492 IV. Create storyboard of events in either piece
 * Tuesday, March 15**

EARLY RELEASE WordKeys Test
 * Wednesday, March 16**

TRANSCENDENTALISM PROJECT DUE! I. Vocabulary Quiz II. Letters of Intent to be Uploaded to www.f4k.org III. Read "An Occurrence at Owl Creek Bridge," p. 518 IV. Short Story Assignment
 * Thursday, March 17**

MRS. BOYLE OUT Topic: Diaries, Journals and Letters from the Civil War I. Read p. 544 to 563 and take at least TWO PAGES of Cornell Notes -- THERE WILL BE A QUIZ MONDAY! II. Complete Apply the Skills, p. 563. Due at the end of class! III. Work on Short Story Assignment: > OR
 * Friday, March 18**
 * Read Sample Story with Found Image
 * Choose a photograph from [|Online Document Resources link] of a person.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; line-height: 16px;">Write ten or more questions about how individual concrete details in the photograph relate to the person you selected. For example, you might pose questions about the relationship of this person to other people in the photograph or to specific objects or places depicted in the photograph. Is one detail more significant than another? Why is this so?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Option A: Write a one-page description of the photograph from the point of view of the character you selected in a photograph. Your response must incorporate three or more details from the photograph, answer five of the questions about the photograph that you created in the first session, and explain what happens when the character in your photograph discovers the found note.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Option B: Write a mock interview session with the character you selected in your found photograph. Your response must incorporate three or more details from the photograph, answer five of the questions about the photograph that you created in the first session, and explain what happens when the character in your photograph discovers the found note.

capitulate (v.) - surrender conditionally (compromise) audaciously (adv.) - boldly or daringly obstinate (adj.) - stubborn serenity (n.) - calmness transient (adj.) - not permanent prodigious (adj.) - of great power or size garrulous (adj.) - talking too much interminable (adj.) - seeming to last forever
 * WEEK 9**
 * Vocabulary Words**

REGISTRATION Topic: Mark Twain/Adding Humor and Dialect to Short Stories I. Civil War Literature Quiz II. Read p. 574 to 585 and discuss III. Create Regional Dialect Chart/ What voice do you think the characters in your Short Story project would have? IV. Individual work on Short Story Prewriting
 * Monday, March 21**


 * Tuesday, March 22**

Short Story Prewriting Guide Due
 * Wednesday, March 23**

Vocabulary Quiz Bring Oral History Interviews to Class for Transcribing
 * Thursday, March 24**


 * Friday, March 25**

NO VOCAB. THIS WEEK
 * WEEK 10**

EZBZ Residency
 * Monday, March 28 -- Short Story Prewriting Due!**

EZBZ Residency Topic: Creating Short Stories with Found Images ASSIGNMENT SPECIFICATIONS: STEPS: <span style="font-family: Arial,Helvetica,sans-serif;">I. Plan your short story by completing the [|graphic organizers] for character, conflict, setting, and resolution. <span style="font-family: Arial,Helvetica,sans-serif;">You will have to copy these into your Cornell Notes because you cannot save these documents. <span style="font-family: Arial,Helvetica,sans-serif;">II. Start drafting your story. Use the [|Editing Guide] to make sure you are on the right track
 * Tuesday, March 29**
 * Wednesday, March 30**
 * BLOOD DRIVE**

Read/discuss elements of short stories in Kate Chopin's "Story of an Hour" <span style="font-family: Arial,Helvetica,sans-serif;">Continue working on Short Stories
 * <span style="font-family: Arial,Helvetica,sans-serif;">Thursday, March 31 **

<span style="font-family: Arial,Helvetica,sans-serif;">Peer Edit Short Stories <span style="font-family: Arial,Helvetica,sans-serif;">I. Choose a partner and peer edit your story using the [|checklist] II. Apply changes to story III. Begin Unit on Harlem Renaissance
 * <span style="font-family: Arial,Helvetica,sans-serif;">Friday, April 1 **


 * WEEK 11**


 * Vocabulary Words**
 * foreknowledge (n.) - awareness of something before it happens**
 * brazenness (n.) - shamelessness; boldness**
 * morose (adj.) - gloomy; sullen**
 * caper (n.) - prank**
 * exalted (adj.) - filled with joy or pride**
 * avarice (n.) - extreme desire for wealth**
 * beguile (v.) - to charm or delight**

Topic: The Harlem Renaissance I. Copy Vocabulary Words II. Mr. Bravo's Presentation on College Readiness III. Listen to/discuss messages of Harlem Renaissance voices
 * Monday, April 4**

Topic: The Harlem Renaissance I. Continue evaluating Harlem Renaissance audio for tone and message II. Read selections in textbook and discuss, p. 926 - 940 III. Visit the following websites and choose a poem that speaks to you: [|Poetry Foundation] [|Poets.org] IV. Re-write the poem on a piece of blank, white paper and illustrate it. Be prepared to post it in the classroom!
 * Tuesday, April 5**

Topic: Zora Neale Hurston I. [|Overview] II. Read Dust Tracks on a Road excerpt in textbook/discuss III. To library for Their Eyes Were Watching God
 * Wednesday, April 6**

Mimi Herman HW: Read Chapter 1 of Their Eyes
 * Thursday, April 7**

Topic: Their Eyes Were Watching God I. Vocabulary Quiz II. Analysis/Dialectical Journal of Chapter 1 III. Watch video of Chapter 1
 * Friday, April 8**

<span style="font-family: Arial,Helvetica,sans-serif;">sodden (adj.) - dull or expressionless especially from continued indulgence in alcoholic beverages <span style="font-family: Arial,Helvetica,sans-serif;">revelation (n.) - an act of <span style="color: #2965c7; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; font-variant: normal; font-weight: normal; text-decoration: none;">[|revealing] or communicating divine truth <span style="font-family: Arial,Helvetica,sans-serif;">remorseless (adj.) - having no sense of guilt for wrongs <span style="font-family: Arial,Helvetica,sans-serif;">desecrate (v.) - to treat disrespectfully <span style="font-family: Arial,Helvetica,sans-serif;">mien (n.) - appearance; attitude <span style="font-family: Arial,Helvetica,sans-serif;">saunter (v.) - to walk in an idle or leisurely manner; stroll <span style="font-family: Arial,Helvetica,sans-serif;">disconsolate (adj.) - cheerless <span style="font-family: Arial,Helvetica,sans-serif;">broach (v.) - to open up for discussion <span style="font-family: Arial,Helvetica,sans-serif;">percale (n.) - a fine, woven cotton cloth <span style="font-family: Arial,Helvetica,sans-serif;">temerity (n.) - a rash or reckless act
 * Vocabulary -- QUIZ ON FRIDAY**

Quiz on Ch. 1 and 2 Read/discuss Chapter 3 and 4 as class Homework: Dialectical Journal on Ch. 3 and 4
 * Monday, April 11**

Watch video through Ch. 4 Read Chapter 5 to p. 44/discuss Finish Harlem Renaissance Posters Homework: Finish Chapter 5 and complete dialectical journal (6 entries)
 * Tuesday, April 12**

Quiz on Chapters 3-5 Begin "History of An American Town" Project HW: Read Chapters 6 and 7/dialectical journals
 * Wednesday, April 13**

MRS. BOYLE OUT Work on History of An American Town Project
 * Thursday, April 14**

Vocabulary Quiz History of An American Town Project HW: Dialectical Journals for Chapters 6-8 due Monday
 * Friday, April 15**


 * WEEK 13**
 * NO VOCABULARY**

Review Chapters 6-8 Overview of MLA Style [|Online Citation Maker] HW: Ch. 9-10/dialectical journals
 * Monday, April 18**

Research Paper Work Day
 * Tuesday, April 19**

Read/discuss Chapters 11-12
 * Wednesday, April 20 -- RESEARCH PAPERS DUE**

Oral History Project: Let It Rock Script -- Assign parts and practice
 * Thursday, April 21**

WEEK ONE

Illustrating Origin Myths of Native Americans I. Overview II. Research Native American Origin Stories/Discuss Findings III. Read Origin Myths in textbook IV. Create Posters in Groups Homework: Bring images that define who you are to class tomorrow. These could include magazine pictures, photos, postcards ...
 * Tuesday, January 25**
 * [|Indigenous People.net]
 * [|First People.us]

Museum Indians I. Finish Group Posters/Present II. What's In a Museum? Browse these collections: Ask these questions: III. Read "Museum Indians" and keep a list in your Cornell Notes of the images you encounter in the text.
 * Wednesday, January 26**
 * [|Field Museum: Ancient Americas]
 * [|Art Institute of Chicago]
 * [|National Museum of the American Indian]
 * Describe this artifact
 * Why do you think this piece is in a museum?
 * What does it tell us about the culture that this artifact represents?
 * Does this artifact leave you with any further questions for research?


 * Thursday, January 27**

Topic: What artifacts define you?/Explorer's Logs I. Using the "artifacts" you brought from home and images from magazines, create a collage of what you would expect future generations to see in a museum about YOU. Due by Friday for homework grade. II. Exploration Discussion: What do you think the first explorers saw when they arrived in America? III. Skim [|Extracts from the Journal of Christopher Columbus] and answer the following questions in your Cornell Notes:


 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">F or whom did Columbus write his diary? Why is this significant?
 * What is his attitude towards this audience? How do you know?
 * What conflict prevented Columbus from traveling to the east for spices?
 * What do you notice about his writing style from the first entry? Why do you think he writes this way?
 * Why did the rudder of the Pinta become loose on Monday, August 6? What does this incident indicate about the journey?
 * What is significant about the crew’s observation of September 14?
 * Why do you think some journal entries are shorter than others?
 * Do you notice a pattern to Columbus’s entries? What seems to be most important to him?
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px; margin: 0px; padding: 0px;">Is there another form in which Columbus could have written his information? Letters? Novels? How would this have impacted history?

IV. On the discussion page, free-write about a time that you explored something new -- first day of school, first day in a new town, first time at camp or away on vacation .... at least 200 words!

Explorer's Logs I. Overview of other American Explorers, [|Maritime Museum Timeline] II. Read John Smith's "[|A Description of New England]," p. 1-3 III. Read pages 12-17 and answer questions from this document on a separate sheet of paper: Homework: Take a walk in your neighborhood or visualize a place you have been and create a 500-word diary for future generations. QUIZ GRADE, DUE TUESDAY, FEB. 1 at the beginning of class. No late work will be accepted.
 * Friday, January 28**
 * Compare/Contrast Smith and Columbus
 * Who was the audience? Is this different than the one Columbus intended?
 * What cities or countries have undergone name changes

WEEK TWO

Topic: Cultural Comparison/Contrast with Key to the Language of America and The Bloody Tenet of Persecution I. View "[|Key to Language of America]" and complete contrast comparison chart II. Read [|The Bloody Tenet of Persecution] as class III. In groups, create a list of 12 rules that govern your lives. Share with class. VOCABULARY: ABASE, CANDOR, DEPICT, ERRATIC, FRAIL, OBFUSCATE, UNREQUITED, VALIDATE
 * Monday, January 31 --** Syllabus due

Topic: Argumentation and "Sinners in the Hands of an Angry God" I. What is the purpose of a sermon? What is it's purpose? II. Skim background of [|Jonathan Edwards]. III. Discuss [|structure of Puritan Sermon] IV. Read "Sinners" in textbook, p. 102-106. What is Edward's purpose? How does he attempt to persuade his listeners? V. In groups, create a Puritan sermon about a topic of concern and deliver to class
 * Tuesday, February 1 --** 500-word journal due for quiz grade

Continue working on sermons Mrs. Young
 * Wednesday, February 2**

Vocabulary Quiz Begin "[|Minister's Black Vei]l"
 * Thursday, February 3**

Finish "Minister's Black Veil"
 * Friday, February 4**

WEEK THREE

I. New vocabulary II. Finish/present sermons III. Class discussion
 * Monday, February 7**

Topic: Pop Culture and the Poetry of Anne Bradstreet I. Listen to lyrics of popular song and analyze for form/style/theme II. Read selected poems of Anne Bradstreet and analyze for form/style/theme III. Discuss work in relation to other themes/ideas of the period IV. Review for Unit 1 Test Unit 1 Test Start Crucible Internet Hunt Letters of Intent Template -- draft due on Monday!
 * Tuesday, February 8**
 * Wednesday, February 9**

Topic: The Crucible I. Background/Witch hunts in history II. Character Overview III. Begin Act 1
 * Thursday, February 10**

I. Crucible -- Act I
 * Friday, February 11**

WEEK FOUR

War Bonds Presentation Oral History Project Preparation -- Guest Speaker
 * Monday, February 14** -- Letter of Intent draft DUE!

Interviewing/Transcribing Techniques
 * Tuesday, February 15**

Read Act I of Crucible
 * Wednesday, February 16 -- Early Release**

Vocabulary Quiz Finish Act I of Crucible Create storyboard of Act I with six scenes
 * Thursday, February 17**

Read Act II of Crucible/Discuss Work on Study Guide
 * Friday, February 18**

WEEK FIVE VOCABULARY: **Inscrutable, Meticulous, Nostalgia, Pessimist, Optimist, Satirize, Transparent** I. Copy vocabulary words II. Watch Act 1 and 2 of Crucible on video III. Write 200-300 word contrast/comparison of video; post in discussion board IV. Update on Oral History Project V. Begin Act III Vocabulary Quiz
 * Monday, February 21, 2011**
 * Thursday, February 23**

Finish Crucible In groups, choose a scene and re-write in modern dialect
 * Friday, February 24**


 * WEEK SIX**

I. Copy vocabulary words III. Finish scene rewrite/present IV. Finish Crucible Study Guide Study Help: [|Crucible SparkNotes]
 * Monday, February 28**
 * Vocabulary: Abridge, Collusion, Disenfranchise, Egregious, Fickle, Germane, Impecunious, Odious**

I. Crucible Test II. Read definition and types of propaganda <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|What is Propaganda] Write definitions of propaganda, name-calling, glittering generalities, euphemisms, transfer, testimonial, plain folks, bandwagon and fear in your Cornell Notes III. Go to the following websites and find THREE examples of propaganda (each from a different site). Write one paragraph of about each, explaining what types of propaganda are used and how they were designed to affect an audience: [|National Archives: World War II Posters] [|PBS Advertising Tricks] [|Adbusters Quarterly] [|Nazi Propaganda]
 * Tuesday, March 1**

I. To library for STAR reading II. Practice interviewing techniques III. Practice editing
 * Wednesday, March 2**

**Thursday, March 3** I. Vocabulary Quiz II. Complete Transcendentalism Internet Hunt III. Read Walden, p. 406

MRS BOYLE OUT I. Read assigned pages from textbook and take notes -- Quiz MONDAY II. Complete Assignment
 * Friday, March 4**