Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
WEEK
Week 11
DAY
Monday, 3/25
CONCEPT
Vocabulary,
Historical
Background,
Author’s Purpose,
Note-taking
OBJECTIVES
INSTRUCTIONAL STRATEGIES
What is the American
Dream?
- Warm-up: Students will practice language acquisition skills
through activity designed to prepare for SAT/AP (5 minutes)
 WC14
-Intro to Steinbeck, Of Mice and Men ppt (30 minutes)
- Discussion/Exit Slip: what are your dreams? (10 minutes)
-Begin reading chapter 1 (5 minutes)
Homework: read chapter 1
Tuesday, 3/26
Literary Analysis
What is the American
Dream?
- Warm-up: Students will write at least a 150-word journal
focusing on text/literary devices  How does the setting of
the Great Depression lend itself to this novel? Why is it a
significant event historically? (5 minutes)
- Discuss chapter 1 (10 minutes)
- Discuss Value of Names. Tie into name of OMAM, read
portions of “To a Mouse.” Connect to George’s name,
meaning Shepherd. (5 minutes)
- Steinbeck paragraph activity
Homework: find current event/editorial re: economy
today 150-word response due w/ copy of article
tomorrow; read chapter 2
1
STANDARDS
(CCGPS, GPS, AP)
L4 a, b, c, d
L5
L6
RL1
RL2
RL3
RL4
RL5
RL6
RL7
RL8
RL9
RL10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W3 a, b, c, d, e
W4
W9
W10
RL1
RL2
RL3
RL4
RL5
RL6
RL9
RL10
RI1
RI2
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Wednesday, 3/27
Cultural
Awareness,
Literary Analysis,
Media Literacy
In relationships, where
does
responsibility/obligation
end and conscience
begin? / What is the
American Dream?
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes) 
OR check out
http://www.nytimes.com/2013/03/31/magazine/domillennials-stand-a-chance-in-the-realworld.html?pagewanted=2&_r=0&ref=economy
- Discuss chapter 2 (15 minutes)
- American Dream advertisement activity (25 minutes) 
create an ad that highlights the American Dream focusing on
rhetorical techniques; will share with class/analyze together
Homework: read chapter 3
2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W2 a, b, c, d, e, f
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI8
RI10
RL1
RL2
RL3
RL4
RL5
RL6
RL7
RL9
RL10
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Thursday, 3/28
Persuasive
Writing, Literary
Analysis
What is the American
Dream?
-Warm-up: Journal: In 150 wds, Brother’s Keeper (10 min)
http://www.change.gov/newsroom/entry/a_se
ason_of_giving_a_sense_of_common_purpose/
Discussion: How does the allusion of “my brother’s keeper”
come up in Of Mice and Men? Does Steinbeck share Obama’s
opinion that as Americans we are our brother’s keeper?
- Quiz 1 (over chapters 1-3) (30 minutes)
- Discuss themes (15 minutes)
Friday, 3/29
Visual Literacy,
Literary Analysis
In relationships, where
does
responsibility/obligation
end and conscience
begin?
- Warm-up: Students will view the visual and write at least a
150-word journal describing what the visual is conveying
with literary/rhetorical terms (5 minutes)  utilize this
website: http://extras.denverpost.com/archive/captured.asp
- Read chapter 4 (25 minutes)
- Discuss chapter 4 focusing on characters (20 minutes)
Homework: read chapter 5
3
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e
W4
W9
W10
RL1
RL2
RL3
RL4
RL5
RL6
RL7
RL9
RL10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W9
W10
RI7
RI10
RL5
RL6
RL7
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
4
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
WEEK
Week 12
DAY
Monday, 4/1
CONCEPT
Vocabulary,
Literary Analysis,
Writing
OBJECTIVES
INSTRUCTIONAL STRATEGIES
In relationships, where
does
responsibility/obligation
end and conscience
begin?
- Warm-up: Students will practice language acquisition skills
through activity designed to prepare for SAT/AP (5 minutes)
 WC 14 quiz
- Discuss chapter 5 (15 minutes)
- Mini in-class essay over OMM (pre-work for debate/review)
(25 minutes)  11-sent paragraph work
Homework: read chapter 6; finish essay if needed
Tuesday, 4/2
Literary Analysis
In relationships, where
does
responsibility/obligation
end and conscience
begin?
- Warm-up: Students will write at least a 150-word journal
focusing on text/literary devices  Analyze the use of
foreshadowing throughout novella OR compare works that
express a universal theme and provide evidence to support
the ideas expressed in each work. (5 minutes)
- Discuss chapter 6 (20 minutes)
5
STANDARDS
(CCGPS, GPS, AP)
L1 a, b
L2 a, b, c, d
L3 a
L4 a, b, c, d
L5
L6
RL1
RL2
RL3
RL4
RL5
RL6
RL7
RL9
RL10
W1 a, b, c, d, e
W4
W5
W8
W9
W10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W3 a, b, c, d, e
W4
W9
W10
RL1
RL2
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
- Quiz 2 (over chapters 4-6) (25 minutes)
Homework: find current event/editorial  150-word
response due w/ copy of article tomorrow
Wednesday, 4/3
Cultural
Awareness,
Literary Analysis
In relationships, where
does
responsibility/obligation
end and conscience
begin?
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes) 
Interesting to read these with the context of Of Mice and
Men in my mind. These links are 60 minutes' documentation
of the current "Hard Times Generation." The poverty level
among children in American reached 25% in recent years:
these are the highest levels of poverty since the Great
Depression. Pelley interviews families of Orlando, Florida to
see how it's affected the children there:
https://www.youtube.com/watch?v=L2hzRPLVSm4
https://www.youtube.com/watch?v=dK_RnxYdrqU
- Group work for debate  Debate: Divide class into four
teams. Explain that there will be two debates:
1) One to answer the question, “Who is to blame for what
happened between Lennie and Curley? George, Lennie or
Curley?” Sides: Prove that Lennie is to blame for what
happened between him and Curley. ***Challenge*** Prove
that George is to blame for what happened between Lennie
and Curley OR prove that Curley is to blame for what
happened between him and Lennie.
2) One to answer the question, “For the safety of himself and
others, should Lennie be put into a home for people with
6
RL3
RL4
RL5
RL6
RL9
RL10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e
W2 a, b, c, d, e, f
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI8
RI10
RL1
RL2
RL3
RL4
RL5
RL6
RL7
RL9
RL10
SL1 a, b, c, d
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
special needs?” Sides: Argue that Lennie should be put in a
home for people with special needs OR argue that Lennie
should not be put in a home for people with special needs.
Each team will be assigned a side that they must defend.
They will need to come up with 3 arguments. Each argument
must have 2 examples from the book to support it. They
must organize their arguments from least effective to most
effective, and assign one person from the group to deliver
each argument. (40 minutes)
AND SS written work
SL2
SL3
SL4
SL5
SL6
Homework: Prepare for debate / review
- OMM wrap-up / review  study guide work/Socratic
Seminar assignment
Thursday, 4/4
Persuasive
Writing, Literary
Analysis
In relationships, where
does
responsibility/obligation
end and conscience
begin?
- OMM Socratic Seminar
Friday, 4/5
Visual Literacy,
Literary Analysis
What is the American
Dream? / In
relationships, where
does
responsibility/obligation
end and conscience
begin?
- Warm-up: Students will view the visual and write at least a
150-word journal describing what the visual is conveying
with literary/rhetorical terms  use image of the Migrant
Mother and children (5 minutes)
- OMM Test
7
W1 a, b, c, d, e
W4
W9
W10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W9
W10
RI7
RI10
RL1
RL2
RL3
RL4
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
RL5
RL6
RL7
RL9
RL10
SPRING BREAK
WEEK
Week 13
DAY
Monday, 4/15
CONCEPT
OBJECTIVES
Vocabulary,
Historical
Background,
Note-taking,
Author’s Purpose,
Literary Analysis
What is a tipping point?
INSTRUCTIONAL STRATEGIES
- Warm-up: Students will practice language acquisition skills
through activity designed to prepare for SAT/AP (5 minutes)
 WC 15
-Intro to The Tipping Point ppt (20 minutes)
- Begin reading Introduction (15 minutes) p. 1-14
Homework: finish reading Intro
Tuesday, 4/16
Literary Analysis
What is a tipping point?
/ What type of person
are you?
- Warm-up: Students will write at least a 150-word journal
focusing on text/literary devices  focus on current U.S.
document (5 minutes)
- The Tipping Point  discuss Intro focused on guided
reading questions pulled from Gladwell’s website
(http://www.gladwell.com/tippingpoint/guide/index.html)
(15 minutes)
- Begin reading chapter 1 (25 minutes)
Homework: find current event/editorial  150-word
response due w/ copy of article tomorrow; finish reading
chapter 1
8
STANDARDS
(CCGPS, GPS, AP)
L4 a, b, c, d
L5
L6
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
W3 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Wednesday, 4/17
Cultural
Awareness,
Literary Analysis
What is a tipping point?
/ What type of person
are you?
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes)
- Discuss The Tipping Point chapter 1 (10 minutes)
-Finish chapter 1 if needed
read ch 2 (up to p. 34)
-Intro Vignette Assignment (10 minutes) w/ HOMS examples
Homework: finish reading chapter 2 (p. 30-53)
Thursday, 4/18
Persuasive
Writing, Literary
Analysis
What sparks an
epidemic?
- Warm-up: Students will write at least a 150-word journal
focusing on persuasive techniques (5 minutes)
-chapter 2 34-39
- Discuss The Tipping Point chapter 2 focusing on
“connectors, mavens, and salesmen” and w/ Gladwell’s
guided reading questions (15 minutes)
- Group Activity dealing with “connectors, mavens, and
salesmen” (25 minutes)
- Share group work (5 minutes)
Homework: read chapter 2 (p. 53-69)
9
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W2 a, b, c, d, e, f
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Friday, 4/19
WEEK
Week 14
Benchmark
DAY
Monday, 4/22
Visual Literacy,
Literary Analysis
CONCEPT
Vocabulary,
Literary Analysis
What sparks an
epidemic?
- Discuss The Tipping Point chapter 2 w/ Gladwell’s guided
reading questions (10 minutes)
- Group activity on what can “tip” at BHS (30 minutes)
- Share group work (5 minutes)
- read TTP 42-43, 45-46, 49-51, 53-59
OBJECTIVES
What is the power of
context?
INSTRUCTIONAL STRATEGIES
Benchmark Review
10
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
RL5
RL6
RL7
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
STANDARDS
(CCGPS, GPS, AP)
L4 a, b, c, d
L5
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
#3
Tuesday, 4/23
Wednesday, 4/24
LANGUAGE ARTS + FINE ARTS
Literary Analysis
What is the power of
context?
Thursday, 4/25
Cultural
Awareness,
Literary Analysis
What is the power of
translation?
TTP ch 2 59-69
L6
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
- Warm-up: Students will write at least a 150-word journal
focusing on text/literary devices (5 minutes)
- Discuss The Tipping Point chapter 5 w/ Gladwell’s guided
reading questions (15 minutes)
- Group activity focused on “context” (20 minutes)
- read TTP 69-74
W3 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W2 a, b, c, d, e, f
W8
W9
W10
RI1
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes)
- open book/notes reading check/ read TTP 80-88
11
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Friday, 4/26
WEEK
Week 15
DAY
Monday, 4/29
Persuasive
Writing, Literary
Analysis
CONCEPT
Visual Literacy,
Literary Analysis,
Writing
Who are you?
Review Benchmark
WC #17
TTP Quiz #1 open book
OBJECTIVES
How do good writers
write well? / Who are
you?
INSTRUCTIONAL STRATEGIES
- In-class essay over The Tipping Point  Think of Gladwell’s
categories of people that we have discussed throughout the
novel. What group do you think you would be classified as?
Why? Use evidence from Gladwell’s descriptions to back-up
your choice. (45 minutes)
12
RI2
RI3
RI4
RI5
RI6
RI8
RI10
W1 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
R8
RI10
STANDARDS
(CCGPS, GPS, AP)
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W4
W5
W6
W7
W8
W9
W10
RI1
RI2
RI3
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Tuesday, 4/30
Vocabulary,
Literary Analysis
What is tipping today?
- peer review of ICE
HW: ICE due to Turnitin.com by 11:59 pm
13
RI4
RI5
RI6
RI7
RI8
RI10
RL5
RL6
RL7
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
L1 a, b
L2 a, b, c, d
L3 a
L4 a, b, c, d
L5 a, b
L6
L4 a, b, c, d
L5
L6
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Wednesday, 5/1
Literary Analysis
What is tipping today?
- Warm-up: Students will write at least a 150-word journal
focusing on text/literary devices (5 minutes)
Thursday, 5/2
Persuasive
Writing, Literary
Analysis
What is tipping today?
- Warm-up: Students will write at least a 150-word journal
focusing on persuasive techniques (5 minutes)
14
SL3
SL4
SL5
SL6
W3 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Friday, 5/3
Visual Literacy,
Writing, Literary
Analysis
What is tipping today?
- Warm-up: Students will view the visual and write at least a
150-word journal describing what the visual is conveying
with literary/rhetorical terms (5 minutes)
- Hand-out Socratic Seminar form
- WC #17 quiz
15
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W4
W5
W6
W7
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6RL5
RL6
RL7
L1 a, b
L2 a, b, c, d
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
L3 a
L4 a, b, c, d
L5 a, b
L6
WEEK
Week 16
DAY
Monday, 5/6
CONCEPT
Vocabulary,
Writing, Literary
Analysis
OBJECTIVES
What is tipping today?
INSTRUCTIONAL STRATEGIES
- Warm-up: Students will practice language acquisition skills
through activity designed to prepare for SAT/AP (5 minutes)
 WC18
- Socratic Seminar prep work
- Work on Vignette Assignment
16
STANDARDS
(CCGPS, GPS, AP)
L1 a, b
L2 a, b, c, d
L3 a
L4 a, b, c, d
L5
L6
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W4
W5
W6
W7
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Tuesday, 5/7
Literary Analysis
What is tipping today?
- Warm-up: Students will write at least a 150-word journal
focusing on text/literary devices (5 minutes)
The Tipping Point  Review/Wrap-up  Socratic Seminar
(45 minutes)
Homework: find current event/editorial related to a tipping
point today 150-word response due w/ copy of article
tomorrow
Wednesday, 5/8
Thursday, 5/9
Cultural
Awareness,
Literary Analysis
What is a tipping point?
Persuasive
Writing
What is tipping today?
LAB  Vignette Assignment
HW: TPP Vignette Assignment due by 11:59 pm to
Turnitin.com
- Warm-up: Students will write at least a 150-word journal
focusing on persuasive techniques (5 minutes)
17
SL5
SL6
W3 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W2 a, b, c, d, e, f
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI8
RI10
W1 a, b, c, d, e
W4
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
- Share Vignette Work (25 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (20 minutes)
Friday, 5/10
Visual Literacy
What is tipping today?
- Warm-up: Students will view the visual and write at least a
150-word journal describing what the visual is conveying
with literary/rhetorical terms (5 minutes)
- Share Vignette Work (25 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (20 minutes)
18
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W1 a, b, c, d, e,
W2 a, b, c, d, e, f
W9
W10
RL5
RL6
RL7
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI10
SL1 a, b, c, d
SL2
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
SL3
SL4
SL5
SL6
AP Exams
Monday, 5/6 – AP Chemistry (AM) and AP Psychology (PM)
Wednesday, 5/8 – AP Calculus (AM)
Thursday, 5/9 – AP English Literature (AM)
Friday, 5/10 – AP English Language (AM), AP Art (AM), and AP Statistics (PM)
WEEK
Week 17
DAY
CONCEPT
Career Pathways Testing
Tuesday, 5/7
Wednesday, 5/8
Thursday, 5/9 (PM – Make-Up Exams)
OBJECTIVES
INSTRUCTIONAL STRATEGIES
Monday, 5/13
Vocabulary,
Rhetorical
Analysis,
Persuasive
Writing
What is rhetoric?
- Warm-up: Students will practice language acquisition skills
through activity designed to prepare for SAT/AP (5 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (15 minutes)
- In groups, students pick out U.S. document and analyze for
rhetorical strategies (20 minutes)
-Present group’s findings on rhetorical strategies (10
minutes)
Tuesday, 5/14
Rhetorical
Analysis, Media
Literacy,
Persuasive
What is rhetoric?
- Warm-up: Journal  Think about all of the advertisements
you see/hear on a daily basis. Where do you encounter
advertising? Which specific advertisements stick in your
head? Why? What makes them memorable? Do you think
19
STANDARDS
(CCGPS, GPS, AP)
L4 a, b, c, d
L5
L6
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W3 a, b, c, d, e
W4
W9
W10
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Writing
advertisements have an effect on your personal interests? (5
minutes)
- Review / discussion of U.S. documents of historical and
literary significance (10 minutes)
- Review ethos/pathos/logos with note sheet. Have students
pull specific examples from the advertisements they listed in
their journals (5 minutes)
- Distribute Demographics note sheet. Have students
complete and discuss results (15 minutes)
- Show select commercials. Discuss targeted groups based on
ethos/pathos/logos review and demographics work (15
minutes)
Homework: find current event/editorial  150-word
response due w/ copy of article tomorrow
Wednesday, 5/15
Cultural
Awareness,
Rhetorical
Analysis, Media
Literacy
What is rhetoric?
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (10 minutes)
- Distribute the Analyzing Ads handout and discuss the
expectations and format for response (5 minutes)
- Students will analyze six advertisements: two print ads, two
television commercials, and two Internet
advertisements. The Internet advertisements should take
the form of marketing Websites featuring a particular
product, or pop-ups/embedded ads in Websites unrelated to
the product. This activity will allow students to practice their
recognition of pathos, logos, and ethos in three different
modes of advertising. Students should also record any of the
"other strategies" explained on Persuasive Techniques in
Advertising handout (20 minutes)
-Discuss results as a class (5 minutes)
- If there is time, have students find their own two
20
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W2 a, b, c, d, e, f
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Thursday, 5/16
Rhetorical
Analysis, Media
Literacy,
Persuasive
Writing
What is rhetoric?
advertisements and discuss.
- Warm-up: Journal  Now that we have reviewed rhetorical
strategies and various other components of advertising,
revisit your journal from the other day. How do
advertisements impact who you are? What do you consume
(literally and figuratively) on a daily basis that has an effect
on you? (Be sure to focus specifically on the rhetorical terms
we have discussed.) (5 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (10 minutes)
- Wrap up this section of the lesson by using the Advertising
Advantages: Television vs. Print vs. Online note sheet to
engage students in a discussion of the advantages of each
mode of advertising, using the examples on the handout as a
guide (25 minutes)
- Discuss results and compare as a class (10 minutes)
(END DREAMS, HOPES, AND PLANS UNIT)
Friday, 5/17
W1 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
EOCTs, Yearbooks, Carnival, Class Night
REVIEW FOR BENCHMARK
AP Exams
Monday, 5/13 – AP Biology (AM) and AP Music Theory (AM)
Tuesday, 5/14 – AP Government (AM)
Wednesday, 5/15 – AP US History (AM)
Thursday, 5/16 – AP Macroeconomics (AM) and AP World History (AM)
Friday, 5/17 – AP Human Geography (AM)
WEEK
Week 18
Benchmark
DAY
CONCEPT
EOCTs
Thursday, 5/16 – Economics
Friday, 5/17 – 9th Lit & Comp, Math 2
(Other EOCTs will be given during Semester Exam periods.)
OBJECTIVES
INSTRUCTIONAL STRATEGIES
Senior Exams (Benchmark #4 – 5th, 6th, & 7th)
Monday, 5/20
REVIEW FOR BENCHMARK
21
STANDARDS
(CCGPS, GPS, AP)
Buford High School CURRICULUM CALENDAR
COURSE: Honors World Literature
SEMESTER: S13
TEACHER(S): Beach and Lane
Week #4
Tuesday, 5/21
Wednesday, 5/22
Thursday, 5/23
Friday, 5/24
Senior Exams (Benchmark #4 – 1st, 2nd, 3rd, & 4th) / Semester Exams (Benchmark #4 – 7th)
REVIEW FOR BENCHMARK
Semester Exams (Benchmark #4 – 1st & 2nd)
Semester Exams (Benchmark #4 – 3rd & 4th)
Semester Exams (Benchmark #4 – 5th & 6th)
22