Week of 10/26
Ashley D. Fluhme
26
27
28
29
30
Allusion of the day: Students will
view allusion.
Allusion of the day: Students will
view allusion.
Allusions: Students will examine
the allusion for the day.
Allusions: Students will examine
the allusion for the day.
Voc. Quiz: Student proctor will
quiz the other students
Mnemonic Devices: Student
proctor will provide mnemonic
devices.
Read Curious George: Read
Curious George Takes a Job. Is
George different from any monkey
you’ve ever seen? How about this
man with the yellow hat? Who
dresses this way?
Photostory Assignment: Students
will be given their photostory
assignment. The photostory will be
due Mon. Nov. 9th.
AP Advantage: Students will
discuss the AP Advantage section
in class.
Distribute Study Guide Answers:
Students will receive the answers to
the study guide questions.
Pass out Multiple Choice
Questions from Part III:
Students will read and answer
questions regarding HOD.
Compare answers in groups:
Students will share their answers
in groups.
Actual answers: Students will
discuss the answers to the
questions.
Read Part III and complete study
guide questions for Tues.
Complete AP Advantage
Study Vocabulary
Complete Multiple choice questions
for Thurs. These questions will be
counted towards a grade. On
Thursday I will provide an
opportunity to discuss the responses
with class.
A.P. English 12
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Ask students to think about the
following: Why might I read
Curious George to you? How does
its power structure relate to HOD?
Discuss Curious George: Ask
students why I read Curious George
to them. Establish the way that
Curious George embodies a
postcolonial parable in which
George stands for Africa and the
zookeeper and the man with the
yellow hat stand for benevolent
colonizers. George’s taking of the
keys represents the decolonization
of Africa and the turbulent results
of the African letting himself out of
the cage.
Heart of Darkness as a postcolonial parable: How is HOD a
post-colonial parable? Lecture to
students regarding the setting of the
Thames and the Congo. During the
time when Marlow went to the
Congo, the British colonial empire
was at its height. The images from
the Thames in HOD lend support to
the argument that this is at a basic
level a novel about imperialism.
Use the lecture notes from the
internet to discuss colonialism.
Efficiency: What saves us is
efficiency (69). But they are not
efficient. Students should find
examples of inefficiency.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Postcolonial Quickwrite:
Students will respond to writing
prompt regarding postcolonial era.
Prompt defines postcolonial era
using Said’s definition. Early on
in Heart of Darkness, Marlow
says, “The conquest of the earth . .
. is not a pretty thing when you
look into it much. What redeems
it is the idea only . . . an unselfish
belief in the idea” (70) What does
Marlow mean by the “idea”?
What does this wording tell you
about his attitude toward European
imperialism? Is the “idea” itself
suspect in this text, or are human
beings incapable of such lofty
goals?
Marlow as liberal and racist:
Discuss Marlow as a wellintentioned liberal and a racist, and
a man struggling quite consciously
with both perspectives. Cite the
passage in which Marlow recalls
his helmsman who had died (128129).
Achebe’s Article: Provide
students an opportunity to begin
reading Achebe’s criticism.
Denby Assignment: Assign
students the part to summarize.
Read Chinua Achebe’s criticism of
HOD. Then, read Jungle Fever
article. Reading must be completed
on Mon..
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Denby Article Assignment:
Students must read the Denby
article and provide a summary of a
given position for Mon. They will
meet with their peers to develop an
outline of that position on Mon.
Multiple Choice Assessment:
Students will discuss responses to
multiple choice questions in class.
Students may work in groups to
discuss responses.
Read Chinua Achebe’s criticism of
HOD. Then, read Jungle Fever
article
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Read Part III and complete study
guide questions for Tues.
Mon—review study guide answers
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Halloween Prompt: I will place
the following prompts on the board.
We will then discuss their potential.
This Halloween I carved a
Pumpkin. It was not an ordinary
pumpkin, but it was a very special
pumpkin because...
Halloween Essays: Students will
write essays that will strike fear into
the hearts of their peers.
Voc. Quiz: Students will complete
voc. quiz.
Halloween Essay Reading:
Students will read their essays
aloud.
Continue writing your Halloween
essay.
1.1, 1.2, 1.3, 1.6, 1.7
Elizabeth thought the trick-ortreaters were done for the night.
She was surprised to hear a knock
at the door after she turned out the
porch light. When she opened the
door, she saw….
Student prompts: Students must
create their own writing prompts.
We will then put these prompts on
the board.
Written Expression
We will vote on our favorite
Halloween story on Thurs. and
Friday.
Brainstorm ideas to respond to
prompt. Halloween Essays are due
on Thurs.
1.1, 1.2, 1.3, 1.6, 1.7
Vote on Favorite Halloween
Stories
1.1, 1.2, 1.3, 1.6
Halloween Essays: Students will
write essays that will strike fear into
the hearts of their peers.
Halloween Essays: Students will
share their Halloween stories by
reading them in class.
Finish writing your Halloween
essay.
We will vote on the best story on
Fri. following the voc. test.
1.1, 1.2, 1.3, 1.6, 1.7
1.1, 1.2, 1.3, 1.6, 1.7