Period 4: Standard English 4
Mrs. Krueger
Grading Period 4.3
April 20 – 24
This is a tentative assignment sheet—meaning that changes will sometimes be necessary. If changes are
necessary, we will make them together during class. That is one of many reasons you should always retain
each quarter’s assignment sheets behind the ASSIGNMENT tab in your binder. All classwork and homework
are subject to grading. If you are absent, you are responsible for picking up any missed work and making up
any missed work within five class days. REMINDER: Tutoring on Thursday afternoon from 3:45 –4:50.
COMMON CORE STANDARDS: http://www.corestandards.org/ELA-Literacy/
CLASSWORK
M
4/20
Acquisition
&
Application
EQ-RL1: Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain
1.
2.
3.
4.
5.
T
4/21
Acquisition
&
Application
4.
W
4/22
Application
Warm-up #52
John Donne and His Poetry Cwiz*
Literature Book: Ben Jonson (448)
 Class Notes: epigram (449)
 Examples of epigrams: http://literarydevices.net/epigram/
 “On My First Son” (451)
 “Still to be Neat” (453)
 “Song: To Celia” (454)
Warm-up: Parallelism Quizlet: https://quizlet.com/6146036/test
EQ-RL4: Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful.
1.
2.
3.
4.
Study for cwiz* on Donne,
metaphysical poetry, paradox,
“Holy Sonnet 10” and “Holy
Sonnet 14.”
Warm-up #51
Paradox Exercises: http://www.grammarmonster.com/glossary/paradox.htm
Donne: “Holy Sonnet 10”: Death be not proud handout (441)
Donne: “Holy Sonnet 14”: Batter my heart handout
Wrap-up: With a partner, answer “Holy Sonnet 10”’s questions 2-5 on page
441. Use Standard Answer Format.
EQ-RL2: Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective
summary of the text.
1.
2.
3.
ASSIGNMENTS DUE
Warm-up #53
Jonson Poetry: Apply the Skills
 With a partner, answer questions 1-8 on page 455, using Standard
Answer Format.
Ben Jonson and His Poetry Cwiz*
Wrap-up: Read pages 458 and 459.
 Class Notes about each author
 Class Notes: carpe diem (459)
 Class Notes: speaker’s attitude (459)
Study for cwiz* on Jonson,
epigram, and his three poems.
R
4/23
Acquisition
&
Application
F
4/24
Application
EQ-RL6: Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
1.
2.
3.
4.
5.
Warm-up #54
Robert Herrick: “To the Virgins, to Make Much of Time” (463)
Sir John Suckling: “Song”
Andrew Marvell: “To His Coy Mistress” (461-462)
Wrap-up: Loosely paraphrase each sentence in the poem. Write it down.
EQ-W4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
1.
2.
3.
4.
5.
Extra Credit Tutoring after
school today. 3:45 – 4:45
Warm-up #55
Carpe Diem Poets: Apply the Skills
 With a partner, answer questions 1-7 on page 466, using Standard
Answer Format
Carpe Diem Poets’ Cwiz*
Wrap-up: Introduce Research Essay
 What do you plan on doing to support yourself when you are on your
own?
 Due Friday, May 8.
 Test Grade
Homework Handout: Research Note Forms
Find two, credible sources to
use for your essay.
Write down the URL of each
web site.
Copy and paste some facts in
the left-hand column of the
Research Notes Forms handout.
Homework Grade. No late
work accepted.