Welcome Seniors
• Please find your seat and fill out the back of your
index card with the following information:
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Preferred Name/Nickname
11th Grade English Teacher/Level
Your email address
Primary language spoken at home/by parents
Titles of assigned summer reading books you read
Time Commitments (job, sports, family obligations)
▫ OPTIONAL: Anything else I should know about your
learning style/safety/comfort in my class (can’t see
from back row, nut allergy, etc.)
September 4, 2014
• Daily Agenda:
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Seating/Notecard
Syllabus and Course Overview
Mock Interview
Remind and Weebly
▫ Homework: Student Questionnaire and C.S. Lewis
Quote Response due Monday
▫ Review syllabus and get parental signature
September 8, 2014
• Daily Agenda:
▫ Warm up: Academic Vocab
 Abstract
 Acronym
▫ Due: C.S. Lewis Quote, Student Questionnaire
 Discuss
▫ Perspective—Film Clip
▫ Scribble Activity
• Homework: Post Atwood quote response to Weebly
September 9, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab
 Analogy
 Annotate
▫ Due: Atwood Response
▫ Summer Reading Tests
▫ Goal Letters
• Homework: Check if your college(s) accepts the
Common App. If not, find their college essay
prompt.
Letter to self:
• TASK: Write (actually…I would rather you type this
assignment if possible) a letter either to me OR to
your future self about where you hope to be
(personally, academically, socially, etc.) by the end
of the year. In order to do this, you need to think
about what your specific goals are for this year as
well as how you plan to accomplish those goals. You
may want to address potential roadblocks and how
you’ll navigate through them.
• * Nobody else will read this except me unless you
choose to show this letter to anyone. Have fun with
this!
Warm-Up:
September 10, 2014
• Daily Agenda
▫ Due: Goal letter, college essay prompts
▫ Mock Interviews
▫ Homework: Annotate College Essay Article
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Tell me about yourself.
What do you do for fun in your free time?
What do you see yourself doing 10 years from now?
Does your high school record accurately reflect your effort and
ability?
If you could do one thing in high school differently, what would it
be?
Why do you want to go to college? (or not want to go to college)
Who in your life has most influenced you? How/why?
What three adjectives best describe you?
What high school experience has been most important to you? Why?
If you had a thousand dollars to give away, what would you do with
it? Why?
Warm-Up
Draw yourself talking to your admission office representatives. In a cartoon
bubble above the “you” character, write all the things you want them to know
about you. Above their heads, write either what you are afraid of them saying
or what you want them to say.
September 12, 2014
• Daily Agenda:
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Due: College Essay Article Annotation
Jigsaw Groups
Experience Map
Me Talk Pretty One Day excerpt
▫ Homework: Finish excerpt, analysis questions,
and reflection.
September 15, 2014
• Daily Agenda:
▫ Warm-up: Academic Vocab
 Audience
 Authentic
▫ Due: Analysis Questions and Reflections
 Review
▫ Group Activity: Dissecting the Common App
Prompts
▫ Group Activity: College Admissions
▫ Homework: Draft, email me your first line
September 16, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab
 Citation
 Criticism
▫ Due: 1st sentence of college essay
▫ Mini-Lesson: Reading for Purpose/ Interactive
Notes
▫ Intro. to Criticism
▫ Homework: Work on draft
September 18, 2014
• Daily Agenda:
▫ Warm-Up: My Papa’s Waltz—
Subjective/Annotation/Interactive Notes
▫ Mini-Lesson: New Criticism/Reader Response Review
 My Papa’s Waltz—Review
▫ Intro. to Criticism
 Group Work
 Mushrooms
▫ Homework: “Oranges” through your assigned “lens”
Draft due tomorrow
September 19, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab
 Archetype
▫ "Oranges” Jigsaw
▫ Mini-Lesson: Archetypal Criticism
▫ College Essay Work: Hooks
▫ Homework: “Young Goodman Brown” Annotations
and FIVE interactive notes through ARCHETYPAL
lens
September 22, 2014
• Daily Agenda:
▫ Warm-Up: “Some day you will be old enough to start
reading fairy tales again.”― C.S. Lewis
 Respond to this quote
▫ Due: “Young Goodman Brown” INs
 Share
 Review Archetypal Criticism
▫ Homework: “Little Red Cap” Annotations and FIVE
interactive notes through ARCHETYPAL lens
September 24, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab:
 Psyche
 Unconscious
▫ Due: “Little Red Cap”
 Share
▫ Archetype Creative Group Skit
▫ Homework: “Little Briar Rose”. Syllabus Quiz
tomorrow
September 25, 2014
• Daily Agenda:
▫ Syllabus Quiz
▫ Due: “Little Briar Rose”
 Review
▫ Once Upon A Time
▫ Archetype Creative Skit Groups
▫ Homework: Finish analysis packet
September 26, 2014
• Daily Agenda:
▫ Due: Once Upon A Time Analysis
 Review
▫ College Essay Peer Reviews—Focus on content
▫ Archetype Creative Skit Groups
▫ Homework: College Essay Draft 2—TYPED!!
September 30, 2014
• Daily Agenda:
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Warm-Up: Sign-Up for Conferences if desired
Due: Draft 2
Archetype Creative Skit Groups
Mini-Lesson: Feminist Criticism
▫ Homework: “Little Snow White”—Five Interactive
Notes through a Feminist Criticism. Five Interactive
Notes through a Archetypal Criticism.
▫ Skit Presentations tomorrow
October 1, 2014
• Daily Agenda:
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Warm-Up: Prep for skit
Due: “Little Snow White”, Skit
Archetype Creative Skit Groups Presentations
Revision in A414
▫ Homework: Flipping the classroom—Discussion
▫ Questions you still have regarding the college
application process
▫ Continue working on draft 3
October 2, 2014
• Daily Agenda:
▫ Guidance Visit
▫ Homework: Flipping the Classroom—Post “Little
Snow White” Interactive Note on Discussion
Board
October 6, 2014
• Daily Agenda:
▫ Warm-Up: What is love (baby, don’t hurt me)
▫ Class Discussion: Gender Roles in Relationships and
Love
▫ Expectations vs. Reality of Love
 Clips
▫ Homework: Sonnets
▫ Bring a hard copy of your next draft to class
October 7, 2014
• Daily Agenda:
▫ Due: Sonnets
 Review
▫ Pop Sonnets
▫ Homework: “Happy Endings” explicit language
warning
October 8, 2014
• Daily Agenda:
▫ Warm-Up: Theseus and Hippolyta reading
▫ Due: “Happy Endings” Ins
 Share
▫ Midsummer
 Act I, sc i
 Archetypes—Forest, Night
 Homework: Finish sc i, annotate, 5 Ins, Helena’s
soliloquy
October 10, 2014
• Daily Agenda:
▫ Warm-Up: Helena’s Soloiloquy
▫ Due: I.i INs
 Share
▫ Mini-Lesson: Comedy/Farce
▫ Mini-Lesson: Peer Editing
 Homework: Finish Act I, 5 Ins, Pyramus and Thisbe
story
October 14, 2014
• Daily Agenda:
▫ Warm-Up: None
▫ Due: I.ii INs
 Share
▫ Mini-Lesson: MLA
 L2 Assessment Assigned
 Homework: 1 page analysis due tomorrow.
October 15, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab:
 Patriarchy
 Misogyny
▫ Due: Act I L2 Assessment—1 page MLA literary analysis
 Share
▫ Mini-Lesson: Language of the Realms
 Act II
 Magic Archetype
 Homework: Act II. I, 5 INs
October 17, 2014
• Daily Agenda:
▫ Warm-Up: Revisit II.i.195-251
 What is revealed about their relationship through their
language? How do they view love? Helpful hint: Use the
footnotes provided in your book!
▫ Due: Act II.i Ins
 Review
▫ Mini-Lesson: Language of the Realms
 Close Reading
 Tone and Subtext—Acting! YAY 
 Homework: Act II. ii, 5 Ins. Bring a hard copy of your
most recent college essay draft to class on Monday!
October 20, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab:
 Misandry
 Binary opposition
▫ Due: II.ii INs
 Review
▫ Mini-Lesson: Modernizing Language
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Subtext—Acting! Tone, Body Language, etc. YAY 
Puns and Pickup Lines II.ii.40-71
Underline all uses of the form “lie”
Modernize Language—What is Lysander trying to do? ze
▫ Mini-Lesson: Self Editing
 Homework: FINAL COLLEGE ESSAY. THIS WILL BE
WORTH A TEST GRADE
pun [puhn]
Noun
1. the humorous use of a word or phrase so as to
emphasize or suggest its different meanings or
applications, or the use of words that are alike or
nearly alike in sound but different in meaning; a
play on words.
Although Oscar Wilde said of puns, “Puns
are the lowest form of humor,” they are
the simplest. Puns are a type of humor
that is often told to children in the form of
“knock, knock” jokes. They are simple
jokes that most often have to do with
words & pronunciation.
October 21, 2013
• Daily Agenda:
▫ Warm-Up: Due: College Essay
▫ Act III, sc i—Comedy/Mockery of Love of First Sight Read
together
 Homework: III.ii 5 interactive notes
October 23, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab
 Social Constructionism
 Subjectivity
▫ Due: Act III.ii
 Discuss
▫ Mini-Lesson: Subtext
 Insult Activity
 Stop Activity
 Act III of movie—if time permits
 Homework: Literary Analysis due Monday—we will discuss a
“good” literary analysis tomorrow
Insults
1. “Get you gone, you dwarf,/You minimus of hind’ring knotgrass made…” (III.ii.346-47)
2. “I will not trust you, I,/ Not longer stay in your curst company.” (III.ii.361-62)
3. “Out, tawny Tartar, out!/ Out, loathed medicine! O, hated potion, hence!” (III.ii.27475)
4. You juggler, you cankerblossom, /You thief of love! What have you come by
night/Any stol’n my love’s heart from him?” (III.ii.296-98)
How is the audience supposed to respond to the insult? Laugh? Cry?
What does it reveal about the speaker? The character being insulted?
Modernize the insult. Be prepared to present it to the class with some sass and body
language.
October 24, 2014
• Daily Agenda:
▫ Warm-Up: I have a boat load of stuff to hand back to you
▫ Mini-Lesson: Writing
 Formative Review
 Literary Analysis
 The Princess Bride
 Homework: Log into ASPEN—make sure you don’t owe me
anything major
 Literary Analysis due Monday
• pun [puhn]
– Noun
– 1. the humorous use of a word or phrase so as to emphasize or
suggest its different meanings or applications, or the use of
words that are alike or nearly alike in sound but different in
meaning; a play on words.
• Although Oscar Wilde said of puns, “Puns are the lowest
form of humor,” they are the simplest. Puns are a type of
humor that is often told to children in the form of “knock,
knock” jokes. They are simple jokes that most often have
to do with words & pronunciation.
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Based on your card suit, get into groups.
Review your responses
Pick the best/closest modernized language insult
Person with the lowest numbered card (aces are
low) present the insult to the class
• Take into consideration tone and body language
when presenting
• social constructionism gender categories are
constructed by society
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• objectifies treating women like objects
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• Subjectivity
• hysteria psychological disorders deemed
peculiar to woman and characterized by
overemotional, extremely irrational behavior
• Male privilege
October 29, 2014
• Daily Agenda:
▫ College Essays will be handed back and discussed
▫ Act IV
▫ Mini-Lesson: Acting
 Stop Activity
 Homework: Finish Act IV, 5 INs
October 30, 2014
• Daily Agenda:
▫ Warm-Up: Academic Vocab
 Repression
 Desire
▫ Mini-Lesson: Psychoanalysis
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Intro. To Freud
The Unconscious and Dream
Group Activity
Act V
Finish The Princess Bride
 Homework: Finish Act V, 5 Ins—due Tuesday 
 Term ends tomorrow
October 31, 2014
• Daily Agenda:
▫ Warm-Up: Happy Halloween—Feminist Style
▫ Mini-Lesson: Psychoanalysis
 Pan’s Labyrinth
 How to Read Literature Like a Professor
 Phallic Symbols
 Homework: The Use of Force, 5 Ins—due Tuesday 
 Finish Act V, 5 INs
 Term ends today
November 4, 2014
• Daily Agenda:
▫ Warm-Up: Psychoanalyze this scene from Say Anything
▫ Due: Use of Force, Act V
 Review
▫ Mini-Lesson: Comedy
 The Beatles do Pyramus and Thisbe
 Wrap Up Play
 Homework: The Prince Frog, 5 Ins
November 5, 2014
• Daily Agenda:
▫ Warm-Up: FREE WRITE: Do today’s students take the easy
way out instead of a more traditional academic approach?
Do students rely too heavily on outside resources rather
than persevering independently? Is this generation in
danger of not being able to think for themselves?
▫ Due: The Frog Prince
 Review
▫ Mini-Lesson: Synthesis Writing Mode
 Jigsaw Activity
 Essay Assigned
 Homework: Reading and annotations
Assignment:
• Take a positon that defends, challenges, or
qualifies the claim that students of this
generation are becoming complacent in a “shortcut” society. Form a thesis statement.
• Read and annotate your sources.
• Present the main ideas of your sources to the
class.
• Use the information in the sources to support
your position.
November 6, 2014
• Daily Agenda:
▫ Warm-Up:
▫ Due: Annotated articles
 Discuss
 Homework: The Hills like White Elephants, 5 Ins
 Essay Outline
November 10, 2014
• Daily Agenda:
▫ Warm-Up: Psychoanalyze this ad->
▫ Due: The Hills like White Elephants,
Outline
 Discuss
▫ Mini-Lesson:
Biographical/Historical Criticism
 The Lost Generation
 Hemingway
 Homework: The Sun Also Rises
Ch1&2, 5 INs
November 12, 2014
• Daily Agenda:
▫ Warm-Up: Reflect on the quotes included at the beginning
of Book I of The Sun Also Rises
▫ Due: Ch. 1 & 2 INs
 Discuss ideas of masculinity and femininity
 The Lost Generations—how does the novel reflect
 Hemingway's style
▫ Mini-Lesson: Thesis Statements
 Writing Workshop
 Homework: Ch. 3 & 4, 5 Ins
 Essay Draft due Monday
November 13, 2014
• Daily Agenda:
▫ Warm-Up: Expectations of Masculinity and Femininity
▫ Due: Ch. 3&4 INs
 Discuss ideas of masculinity and femininity
 Close Read diction in Ch. 4 opening
 What is the injury—How does it affect Jake’s sense of
masculinity?
 Homework: Ch. 5 & 6, 5 Ins
 Essay Draft due Monday
November 17, 2014
• Daily Agenda:
▫ Warm-Up: Setting Activity: Draw the floor plan of a house you
have lived in. Take a mental tour through this house, pausing
(and marking on the floor plan) where significant events
occurred. Walk through again, making a list of these events. Pick
one of them and write about it. Pay attention to the setting and
the atmosphere of the event. How does you relation to the space,
light, weather, walls, furniture, and objects affects what you are
doing and feelings? Does the place represent safety or
confinement?
▫ Due: Ch. 5&6 Ins, Essay Draft
 Discuss
 “The One”—Light and Dark Imagery, Altitudes
 Homework: Ch. 7, 5 Ins
November 18, 2014
• Daily Agenda:
▫ Warm-Up: Abstract Writing: Write a paragraph or two in which you
describe your essay as it stands. Imagine representing your essay to
someone who hasn’t read it. Try to
 Define your purpose in your draft
 Comment of the present strengths and limits of your piece—those aspects
your are please with and those you want to work on more.
▫ Due: Ch. 7 Ins
 Discuss
▫ Mini-Lesson: Peer Review
 Reverse Outlines
 Slackers will read “Home Burial” and “The Story of an Hour” and
complete INs focusing on the two different affects of similar settings.
 Homework: Ch. 8-9, 5 Ins—focus on symbolism of alcohol and trip—
what do they help reveal about Jake and the others?
November 19, 2014
• Daily Agenda:
▫ Warm-Up: Housekeeping—Writing Portfolio stuff, Turn It In,
things to pass back, I lied to you, etc.
▫ Due: Ch. 8-9 INs
 Discuss
▫ Mini-Lesson: Hemingway's style—Tone and Connotation
 Focus on Dialogue in Chapters 6-9
 How does Hemingway do so much with so little?
 Homework: Ch. 10-11, 5 Ins—focus on symbolism of setting
 Continue to work on essay
November 21, 2014
• Daily Agenda:
▫ Warm-Up: Jeter Commercial –how is altitude used as a sign of
power and status?
▫ Due: Ch. 10-11 INs
 Discuss
▫ Mini-Lesson: Setting
 Altitude as Power
 Close Reading—L2 Assessment: Read and annotate the provided
passages. You may use your book and INs as you wish. Has Jake
gained power through this change of setting, why?
 Homework: Ch. 12-14, 8 Ins
 Continue to work on essay due 12/2
November 24, 2014
• Daily Agenda:
▫ Warm-Up: “Aficion means passion” (136). So far, what have you
discovered about Jake’s passions or desires? What about the other
characters?
▫ Due: Ch. 12-14 INs
 Discuss
▫ Mini-Lesson: Synthesis Writing
 Turn It In
 What is Plagiarism
 Paper Checklist
 Lab
 Homework: Ch. 15-17, 8 Ins
 Continue to work on essay due 12/2
November 25, 2014
• Daily Agenda
▫ Warm-Up: Resources posted on Senior webpage
▫ Due: Ch. 15-17 INs
 Discuss
▫ Mini-Lesson: Synthesis Writing
 Lab
 Your final paper must be MLA formatted with a Bibliography/ Works
Cited Page
 Must be submitted Turnitin before class starts on Tuesday
 Homework: Finish book, Ch. 18 & 19, 5 Ins
 Continue to work on essay due 12/2
 Eat lots of food
December 1, 2014
• Daily Agenda:
▫ Warm-Up: Article
▫ Due: Ch. 18-19 INs
 Discuss
▫ Mini-Lesson: Motif
 Affinado Groups
 Homework: Six word story
 Final Paper due tomorrow, posted on Turnitin—include a works cited
page!
December 2, 2014
• Daily Agenda:
▫ Warm-Up: Quiz
▫ Due: Essay, Six Word Stories
 Present Six Word Story
▫ Mini-Lesson: Biographical/Historical Criticism
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Notes
Songs
Articles
Literature Circles
 Homework: “The Yellow Wallpaper”, 5 INs—use your knowledge of
criticism to guide you.
Literature Circle Questions
• How do characters react to the war, when it's mentioned?
• What war imagery/themes are present in the novel? How does it
affect the characters?
• Why does Hemingway make Jake's injury central to the plot of the
novel? Why doesn't Hemingway explain how Jake got this injury, or
discuss it or Jake's experience in the war in more detail?
• How might the war relate to the two major attitudes displayed by
characters in this novel: a wild party-seeking lifestyle, and a
widespread dissatisfaction or depression?
• How is Hemingway’s life reflecting in the novel? Why/how is he
Jake?
December 3, 2014
• Daily Agenda:
▫ Warm-Up: Practice with Biographical & Historical Criticism:
“Hey Jude” and “The Times They Are a-Changin’”
▫ Due: “The Yellow Wallpaper “
 Discuss
▫ Mini-Lesson: Historical/Bio Criticism
 Discussion Questions: Fill out these as a group.
 What does Charlotte Perkins Gilman's story "The Yellow Wall-paper"
suggest about middle-class women's place and role(s) in her society?
How does she reveal this through the narrator in the story?
 Then, reflect upon your initial response: Has your understanding of
the reading changed?
 Homework: “Why I wrote The Yellow Wallpaper” & Gilman Bio
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https://www.youtube.com/watch?v=eCyw3prIWhc
How does the advertisement try to get your attention? Would it
draw men or women’s attention more? Why?
2. What is the advertisement for?
3. Who is the advertisement aimed at?
4. How are men and/or women used in this advertisement?
5. What does the use of men and/or women say about gender?
6. Which body parts are shown or focused on? What is the effect of
this?
7. Which colours are used? What is the effect of this?
8. Are there any interesting camera angles used? What are the
effects of these?
9. Does your eye stop at any point on the advertisement? What
techniques are used for this?
10. Are there any words on the advertisement? Are they aimed
at one gender in particular?
Biographical
“‘Hey Jude,’ like ‘She Loves You,’ is the story of a
friend offering advice, but the world as well as the
music had grown more complex. Paul McCartney
has said he wrote it to cheer up Julian Lennon,
John's five-year-old son, when Lennon was
divorcing his first wife. The narrator realizes that
things may not be good now, but with a little work
he can find his true love ‘and make it better’”
(Dillion).
Historical
“‘The Times They Are a-Changin’ became an
anthem of social causes throughout the 1960’s,
including the American civil rights movement and
opposition to America’s role in the war in
Vietnam” (Roskelly).
December 5, 2014
• Daily Agenda:
▫ Warm-Up:
▫ Due: Why I wrote the Yellow Wallpaper
▫ Mini-Lesson: Communication
 Socratic Seminar Assessment
 Homework: TBD
December 11, 2014
• Daily Agenda:
▫ Warm-Up: What are the major factors that influence one’s
personal beliefs, perspectives and understandings of the world?
▫ Due: SS Reflection
▫ Literature Focus: Feminist Theory
 Response to “Modern Family” and article from Monday
 Jennifer Garner article
 “The Awakening”
 Homework: Ch. 1-9, at least 5 Ins
December 12, 2014
• Daily Agenda:
▫ Warm-Up: “At a very early period she had apprehended
instinctively the dual life—that outward existence which
conforms, the inward life which questions”. In which ways has
Edna “conformed”, and how is she questioning her choices?
▫ Due: 1-9 Ins
 Discuss
▫ Literature Focus: Feminist Theory
 Character Analysis
 Ch. 7 Close Reading
 Genre: Realism
 Homework: Ch. 10-14, at least 5 Ins
December 15, 2014
• Daily Agenda:
▫ Warm-Up: “A feeling of exultation overtook her, as if some power of
significant import had been given her to control the working of her
body and her soul. She grew more daring and reckless,
overestimating her strength. She wanted to swim far out, where no
woman had swum before”. How has Edna become “awakened” and
what has she become “awakened” to?
▫ Due: 10-14 Ins
 Discuss
▫ Literature Focus: Duty vs. Desire
 Edna’s awakening—Ch. XI
 Ch. VI & VII revisit
 Homework: Read Chapters 15-20 (XV-XX)
 Take at least 5 Ins on Edna’s change in thoughts and actions
 References to being “awake” vs. “aslesazep”; “water” “dreams”
December 17, 2014
• Daily Agenda:
▫ Warm-Up: [Edna to Madame Ratignolle:] “I would give up the
unessential [for my children]; I would give my money, I would give
my life for my children; but I wouldn’t give myself. I can’t make it
more clear, it’s only something which I am beginning to comprehend,
which is revealing itself to me.”
▫ Quick discussion on something super cool 
▫ Due: 15-20 Ins
 Discuss
▫ Literature Focus: Feminism, Psychoanalysis
 L2 Winter Break Assignment
 Revolutionary Road
 Homework: Read Chapters 21-26 (XXI-XXVI), 5 Ins
December 18, 2014
• Daily Agenda:
▫ Warm-Up: Ban on Loveless Marriages
▫ Due: 20-26 5 Ins
 Discuss
▫ Literature Focus: Feminism, Psychoanalysis
 L2 Winter Break Assignment
 Revolutionary Road
 Homework: Read Chapters 27-32 (XXI-XXXII), 5 Ins
• How important is love in any relationship?
• Do you think a loveless marriage is reasonable grounds to
end the relationship? Does a marriage need to be loving to
be considered legitimate?
• What do YOU believe are the components of a real, truly
stable and effective marriage?
• Consider the following quote from The Awakening:
– “She grew fond of her husband, realizing with some
unaccountable satisfaction that no trace of passion or excessive
and fictitious warmth colored her affection, thereby threatening
its dissolution.”
– How does this passage reveal Edna’s feelings about marriage and
intimate relationships? Do you believe these feelings are fair?
December 19, 2014
• Daily Agenda:
▫ Warm-Up:
▫ Due: 27-32 5 Ins
 Discuss
 I will collect—circle one
▫ Literature Focus: Feminism, Psychoanalysis
 L2 Winter Break Assignment
 Revolutionary Road—We’ll discuss the movie
 Homework: Finish novel (XXIII-XXXV), 5 Ins
 Personal interpretation of the ending, pay special attention to BIRD and
WATER IMAGERY
January 6, 2015
• Daily Agenda:
▫ Warm-Up: Put homework on handout
▫ Due: End of novel INs
▫ Literature Focus: Feminism, Psychoanalysis
 Group Annotations
 Poem Connections—Historical/Biographical Connections
 Homework: Poem/Song Annotations.
January 8, 2015 (period 11 only)
• Daily Agenda:
▫ Warm-Up:
▫ Due: Annotated Poem/Song
▫ Literature Focus: Poetry, Biographical/Historical criticism
 Share poem/songs with groups
 Finding creditable sources
 Presentation options
 Homework: Begin research, we will meet in A414 tomorrow.
January 9, 2015
• Daily Agenda:
▫ Warm-Up: Creditable Sources
▫ Due: Annotated Poem/Song
▫ Literature Focus: Poetry, Biographical/Historical criticism
 Lab work/research
 Period 4 in library
 Period 11 in A414
 Homework: Continue research/presentation prep
January 12, 2015
• Daily Agenda:
▫ Warm-Up:
▫ Due: Research
▫ Literature Focus: Criticism Review
 Madmen Analysis
 Review for Mid-Year
 Homework: Work on presentation due Thursday. Keep it betwwen 5-8
minutes long.
January 14, 2015
• Daily Agenda:
▫ Warm-Up:
▫ Due: Research
▫ Literature Focus: Criticism Review
 Madmen Analysis
 Review for Mid-Year
 Homework: Work on presentation
Presentation FAQs
Q: What should I be presenting?
A: You should be presenting the song you are analyzing and how understanding the historical/biographical context it was written
in can help enhance our understanding of it. You should not be analyzing the song through any other lens of than
historical/biographical.
Q: How long should my presentation be?
A: No longer than 8-10 minutes. We need to get through all twenty-something of you in the next two classes. That being said it
should be at least 5 minutes. If you plan on playing the song/music video account that into your timing, however, your
presentation should be the bulk of your presentation. Meaning, do not play the music video that’s seven minutes long, and then
give a 30 second speech.
Q: Do I need a PowerPoint?
A: I don’t care. Do whatever works for you. However, understand that if you do make a PowerPoint, the words on it should be
kept to a minimum. If your speech is the PowerPoint, I will deduct ten points automatically. Use PowerPoints wisely.
Q: What do you mean by reliable source?
A: At this point in your academic career, and life, I hope you know that not everything on the internet is true. That being said you
should stick to respectable media outlets and scholarly websites for this particular assignment. Time, The New Yorker, Rolling
Stones, NPR, The Boston Globe, Academy of American Poets, the artist’s certified webpage, etc are all reliable and creditable.
Songfacts. com, Wikianswers, shmoop.com, hotlyrics.com, imtoolazytodoresearch.com, are not reliable. Do not use them.
Q: Do I need a works cited page?
A: YES! Please include where you got your information from. Give credit where credit is due.
Q: How much is this worth?
A. This will be both a communication and a L2 assessment. 15 points for each category=30 points
Any other questions?
January 15, 2015
• Daily Agenda:
▫ Warm-Up:
▫ Due: Research
▫ Communication Focus: Public Speaking, Presentations
 Poem Presentations
 Review for Mid-Year
 Homework: Review for Mid-Year
January 16, 2015
• Daily Agenda:
▫ Warm-Up: Write down what you think might be on the mid-year,
and prepare any questions you having regarding it
▫ Due: Presentations
▫ Communication Focus: Public Speaking, Presentations
 Poem Presentations
 Review for Mid-Year
 Homework: Review for Mid-Year