Tentative Class Schedule

 Literature

Tentative Plan for the Year

Daily Agenda:

1.       Opening: Motivational/SAT Prep/GRAMMAR Review

2.       Lesson: Varies depending on objectives

3.       Closing (last 10 – 15 minutes of Class): Test Prep/Formative Assessment/Homework/Blog Check

Blog Address: http://seniorliteraturetchs.blogspot.com/

August 10^th – 14^th

·         Syllabus Review

·         Diagnostic Exams

August 17^th – 21^st UNIT ON PSEP

·         Begin PSEP OVERVIEW

a.      Motivational/SAT Prep/Grammar Review

b.      Organization and Composition of the Autobiographical Essay (Introductory, Body, Concluding Paragraphs, and incorporation of dialogue) *Check textbook and blog for examples*

c.       MLA Format

August 24^th – 28^th

·         Continue PSEP REVIEW

a.       Motivational/SAT Prep/Grammar Review

b.      Parenthetical Documentation & Citations

c.       Assessment: Final PSEP

August 31^st – September 1^st UNIT ON HISTORY OF LITERATURE THROUGH RELIGIOUS STUDY

·         Begin reading the textbook (The History of Literature)

a.       Motivational/SAT Prep/Grammar Review

b.      Research the history of literature (Group Research Assignment and Presentation)

1.       The Sumerians/Babylonians

2.       The Egyptian

3.       The Hebrews

4.       Arabic and Persian Contributions

5.       The Western Part of African

September 7^th – 11^th

·         Assessment: Presentations of Group Projects

a.       Motivational/SAT Prep/Grammar Review

b.      Review the elements of effective presentations (Articulation, Eye-Contact, Poise, Correct English, Posture, Knowledge of Information, & Power Point Rules and Regulations)

September 14^th – 18^th

·         Begin reading Epic of Gilgamesh P.12

a.       Motivational/SAT Prep/Grammar Review

b.      Read Epic of Gilgamesh

c.       Begin teaching the Comparison and Contrast Essay

d.      Assessment (Essay):

a.       How is the plot an example of a hero’s quest?

b.      Compare and contrast The Epic of Gilgamesh to a modern day hero’s quest. How are they similar and how are they different?

e.      Peer Editing and Self Check of Essay

September 21^st – 25^th

·         Continue reading Epic of Gilgamesh p.12

a.       Motivational/ SAT Prep/ Grammar Review/ Journal Topic

b.      Read Epic of Gilgamesh

c.       Begin teaching the Comparison and Contrast Essay

d.      Assessment (Essay):

a.       How is the plot an example of a hero’s quest?

b.      Compare and contrast The Epic of Gilgamesh to a modern day hero’s quest. How are they similar and how are they different?

e.      Peer Editing and Self Check of Essay

September 28^th – October 2^nd

·         Begin reading New Kingdom Love Lyrics p. 32

a.      Motivational/  SAT Prep/ Grammar Review/ Journal Topic

b.      Have students research: The New Kingdom, Literature during the New Kingdom/ The goddess Ma’at, Pastoral Poetry (Stations, Google/Cell Phones, etc…)

c.       Include a table that encompasses a review of diction, speaker, and dramatic context

d.      Final Assessment: They own Love Lyrics with a brief analysis

October 5^th – 9^th

·         Continue reading New Kingdom Love Lyrics p. 32

a.       Motivational/ SAT Prep/ Grammar Review/ Journal Topic

b.      Diction analysis exercise using the poems

c.       Assessment: The creation of their own poems with a focus on diction, speaker, and dramatic context

d.      Assessment: Talk Show (Video record and can be viewed as a class or on blog/Edmodo)

October 12^th – 16^th

·         Begin reading Genesis 1-3 (The Creation) and Genesis 6-9 (The Flood)

a.      Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Begin the video https://www.youtube.com/watch?v=5hG7leA_6D4

c.       Research: The various translations of the Bible, Abraham as the father of Judaism, Christianity, and Islam, Other stories of creation, Other flood stories, and the differences between the Old and New Testaments)

d.      Assessment: Students must create learning stations based on their research.

October 19^th – 23^rd

·         Continue reading Genesis 1-3 (The Creation) and Genesis 6-9 (The Flood)

a.       Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Continue the video (Christianity):  https://www.youtube.com/watch?v=l6xnnYxOw_Y

c.       Continue to prepare stations & Begin visiting stations

October 26^th – 30^th

·         Begin reading the Qur’an

a.      Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Continue Video Series (Islam ): https://www.youtube.com/watch?v=9yz36aIlr0U

c.       Read the Surahs: p. 84, 85, & 86 with a focus on Imagery and Antithesis

d.      Assessment: Create a poem with six examples of imagery and six examples of antithesis and include a paragraph explaining the deeper meaning the imagery provides to the poem’s theme and that specific line. Also, discus the importance of the contrast in the antithesis. How do these contrast add to the meaning of the line or entire poem?

November 2^nd – 6^th

·         Begin reading excerpts from Sundiato p. 123

a.       Motivational/ SAT Prep/ Grammar/Journal Topic

b.      Assessment: Research and create a booklet of proverbs from around the world (include a reference page, the country where the proverb originates, a rewrite of the proverb using a modern translation with colloquialisms/slang/and dialect synonymous with their generation

c.       Assessment: Do a comparison of the Epic of Gilgamesh to The Epic of Sundiata.

d.   PSEP DUE

November 9^th – 13^th

·         Begin reading excerpts from the Mahabarata, Bhagavad-Gita, and the Ramayana p. 173

a.      Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Assessments: Compare Gilgamesh, Sundiata, and one of the stories above.

c.       View: https://www.youtube.com/watch?v=s0yhsHlr7B8

d.      Try to take a field trip to http://www.baps.org/Global-Network/North-America/Atlanta.aspx

With lunch at http://www.shalimarkababatl.com/Datamenu.aspx

November 16^th – 20^th

·         Have students chose a text that represents each of the major systems of beliefs: Taoism, Zen, and Buddhism P. 227

a.       Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Complete the assignment in text on page 302

(It will be broken into sections: Notes, Outline, 1^st Draft, Peer Edit, Self-Edit, and Final Draft)

THANKSGIVING BREAK

November 30^th – December 4^th

·         UNIT ON DRAMA: An Awakening

·         Begin reading A Dolls House p. 862

a.      Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Read aloud or silently!

c.       Have students complete Novel Guides for each Act/Scene

d.      Assessment Preparation: Socratic Seminar

December 7^th – 11^th

·         Continue reading A Dolls House p. 862

a.       Motivational/ SAT Prep/ Grammar/ Journal Topic

b.      Read aloud or silently while completing Novel Guide & Character Sketch

c.       Prepare for Socratic: Some will read p. 948, p.951, or p. 953 (HOMEWORK)

December 14^th – 18^th

a.       Exams

b.      Socratic Seminars

WINTER BREAK

Text online information

A Dolls House by Henrik Ibsen
https://www.gutenberg.org/files/2542/2542-h/2542-h.htm

Notebook Arrangement

You will need a THREE SUBJECT SPIRAL notebook for our class.
You will need a pen or pencil daily.
You will need a printed copy of all text for each class!

Notebook Requirements:

Literature Red Group
1. Red Five Subject Spiral Notebook
2. Cover: Name & Class Period on upper left hand side
3. 5x7 colored picture of you printed on regular print paper and tapped/glued to the front cover
4. Inside Cover: Parent/Guardian's name and their current/working number & email address
5. Sections 1-3 All work done in and outside of class
6. Section 4 Poetry Journal & Winter Novel Guide Assignments
7. Section 5 (Leave for Second Semester Projects)

Have Notebooks by August 17, 2015
Have Song of Solomon by August 17, 2015
Must have a jump drive!!!

Essay Checklist

Essay Writing Checklist

Introduction

€       The first sentence is the hook and is designed to grab the reader’s attention

€       Transition from the hook to the thesis statement

€       Give the full title(s) of the work(s) you are exploring as well as the complete name(s) of the author(s)

€       The thesis statement is the last sentence in the introduction paragraph

€       The thesis statement clearly and directly responds to the writing prompt or assignment (the words in the prompt may be used to formulate the thesis statement)

€       The introduction is at least 4 – 6 sentences

Body Paragraphs

€       The topic sentence is the first sentence of each body paragraph

€       The topic sentences are an extension of the thesis statement—each topic sentence clearly proves and supports the thesis statement and responds to the prompt or writing assignment

€       Topic sentences do not summarize plot or make general comments

€       Body paragraphs are developed with at least two supporting passages/quotes from the literature 

€       Provide reader with the context for each supporting quote: speaker + occasion

€       Follow each quote with at least two sentences of analysis that explain how the quote supports and proves the topic sentence and therefore the thesis statement

€       The last sentence of each body paragraph is a concluding sentence that summarizes the paragraph and/or transitions to the next paragraph

Conclusion

€       Restates the thesis statement

€       Summarizes the main ideas without being repetitive

€       May possibly revisit the hook or provide an appropriate quotation

€       Expands on the ideas in the essay, leaving the reader thinking and pondering “SO WHAT”

€       The conclusion is at least 4 – 6 sentences

€       Never write “In conclusion…”

Other Important Aspects

€       Use formal writing style, tone, and language

€       Avoid slang, poor diction, non-specific language, and contractions

€       Avoid addressing the reader and the use of first-person

€       Avoid asking rhetorical questions

€       Be mindful and aware of MLA format in citing your sources in the text

€       Pay attention to spelling, punctuation and grammar

€       Always proofread and self-edit your work

€       Give your essay a creative, thoughtful and interesting title

Take pride in your work and give the essay 100% of your effort!

Topic Sentence Checklist

An effective topic sentence:

        Proves and supports a thesis statement

        Tells the reader the focus of the paragraph

        States a claim, idea, or assertion—the author’s expert opinion about the literature

        Like the thesis statement, addresses how/why questions

        Is very clear and very specific

        Avoids 1^st person point of view

        Avoids plot summary

        Avoids stating the obvious

        Avoids abstract ideas and language

        Avoids passive voice

Using Supporting Details Checklist

Consider the following when using supporting quotes and passages in your writing:

        Lead into or set up your quote/passage with speaker (character/narrator) and occasion (context, or what’s happening in the plot

        Follow up a quote with at least two sentences of commentary and analysis before moving on to the next supporting detail

        Avoid excessive plot summary

        Be sure the quote is relevant to your topic sentence and thesis—does your quote help prove your point?

        Avoid letting the quote speak for itself—avoid “dropping” the quote

Active and Academic Verbs to Use in Critical Literary Analysis

Emphasizes                                                

Elucidates

Compares

Suggests

Creates

Illustrates

Exemplifies

Parallels

Juxtaposes

Implies

Alludes to

Observes

Identifies

Organizes

Reinforces

Defines

Clarifies

Contrasts

Argues

Mirrors

Echoes

Develops

Connotes

Focuses

Balances

Relates

Expresses

Insinuates

Demonstrates

Anatomy of a Paragraph & Paragraph Checklist

Consider the following model of a typical literary analysis paragraph:

 

                                                                   

Concluding Sentence

                                                  

Each supporting detail is made up of:

1. Lead-in or set-up: Speaker + Occasion

2. Direct quote or passage

3. At least two sentences of following commentary/analysis

The Concluding Sentence:

        Wraps up and summarizes the paragraph

        Transitions to the next body paragraph

        Avoids the words “in conclusion” or “in summary”

Consider the following reminders when composing a literary analysis paragraph:

        Use the strongest argument, or supporting detail, last

        Be mindful of spelling, grammar, and punctuation

        Use present tense verbs when writing literary analysis

        Be mindful of proper MLA format when citing a source

        Avoid poor diction and slang

        Avoid clichés, first-person point of view, and addressing the reader

Thesis Statements: Strategies,Checklist, & Samples

The thesis statement in an essay of literary analysis functions as follows:

-          It narrows your topic to a central idea—all topic sentences and body paragraphs will develop and support this idea

-          It asserts something specific and significant about the topic, conveying your expert opinion

-          It may preview how your ideas will be arranged within your essay

-          It is logical, precise, and reasonable

Here are some strategies for formulating a thesis statement:

                I. Decode the writing prompt: Pay close attention to the language of the prompt.

                    Underline or highlight words that indicate specific areas of focus. Use the language of

                    the prompt while composing your thesis statement.

                                * Depending on the prompt or assignment you are given, you may be able to

                                    simply restate the prompt while including your answer to how/why questions.

                II. Take Inventory: Determine which supporting details or passages could be used to

                     prove your thesis.

                                * Be careful! Avoid arbitrarily selecting quotes. Be certain the supporting details

                                    you choose do, in fact, support the central idea.

                III. Identify Relationships, Distinctions, & Categories: Once you have a variety of

                       supporting details, determine what various aspects of the thesis statement each

                       detail supports. These distinctions or categories will be used to determine what your

                       topic sentences and body paragraphs will be made up of.

                IV. Revise and Draft Again: Rewrite the thesis as many times as necessary to achieve

                      satisfaction. Continually refer to the prompt to be sure you are directly and

                      specifically responding to its requirements. You may find that after you have written

                      the body paragraphs, your paper has taken a different direction. In that case, you

                      must revise your thesis statement to suit the rest of the essay.

Consider the following checklist when composing a thesis statement:

    Do not use first-person point of view in a thesis statement, unless you are writing a personal

       autobiographical essay. Formal literary analysis requires the use of third person point of

       view.

    The thesis statement should be limited to one sentence. In rare cases, two sentences may

       be necessary.

    Refer to the writing prompt frequently while composing the thesis and be sure your

       statement clearly responds to all aspects of the prompt

    The thesis statement is located at the end of the introductory paragraph in a typical

        literary analysis essay.

    The thesis is a “roadmap” for the ideas presented in the essay; it informs the reader what

       will be analyzed in the essay and in what order.

    The thesis statement presents ideas in logical, clear, and specific language; it avoids vague or

        abstract language, poor diction, and slang.

    The thesis statement is analytical, not factual; it conveys the author’s expert opinion, or

        assertion and avoids stating the obvious. It answers how and why questions.

     The thesis statement is logical, precise, and reasonable.

The Introduction Paragraph: Strategies & Checklist:

The introduction paragraph in an essay of literary analysis functions as follows:

-          It focuses the reader’s attention on the topic and arouses curiosity about what you

have to say

-          It specifies your subject and implies your attitude/tone

-          It provides background necessary to understand the thesis statement

-          It is concise and sincere

-          It comes to a point with the thesis statement

Anatomy of the Introduction:

 

1^st Sentence: Hook or Opening Sentence

-          Engages the reader’s attention

2^nd – 3^rd Sentence

-          Should mention the author’s complete name

and the complete title of the work being

analyzed

3^rd - 5^th Sentences

-          Function to transition ideas from hook to thesis

Thesis Statement

-          Final sentence(s) of the introduction paragraph

Strategies for Composing Hooks or Opening Statements:

-          Use a vivid quotation

-          Create a visual image that represents your subject

-          Create an analogy for your subject

-          Offer a surprising/interesting statistic or other fact

-          State an opinion related to your thesis

-          Ask a question or define a word central to your subject (Note= Use these techniques very sparingly and cautiously, as they may be considered cliché)

Consider the following checklist when writing an introduction paragraph:

       The opening sentence or hook engages the reader’s attention

       The introduction avoids 1^st person point of view, slang, and poor diction

       Specific terms or language are clearly defined

       Necessary background information is provided

       The paragraph clearly and logically transitions from the hook to the thesis statement

       The thesis statement appears at the end of the introduction

       The paragraph is clear, logical, and reasonable

       Avoid vague/abstract language

       Avoid an attempt to be cute, funny, or terribly clever

       The introduction is usually 4 – 6 sentences (longer introductions tend to ramble and detract from the topic)

       Uses present tense verbs consistently

The Conclusion Paragraph: Strategies, Checklist, & Samples

The conclusion paragraph in a literary analysis essay functions as follows:

-          It finishes off the essay and tells readers where the writer has brought them

-          It restates the thesis and contains echoes of the introduction and body paragraphs without listing the points covered in the essay

-          It creates a broader implication of the ideas discussed and answers the question “So what?”

Anatomy of the conclusion:

 

-          The conclusion begins with a restatement of the thesis, not

a repetition, and gradually widens toward a final, broad

statement of implication

-          Borrows from the body paragraphs, without being flatly

repetitive or listing points already covered

-          Creates echoes of the introduction and body paragraphs

to reinforce analysis/ideas

-          Moves outward with a statement that relates the

thesis to a broader implication so the reader can see it

in a larger perspective

Strategies for Composing Conclusions:

-          Strike a note of hope or despair

-          Give a symbolic or powerful fact/detail

-          Create an analogy that relates your topic to a larger implication

-          Give an especially compelling example

-          Create a powerful visual image that represents your topic

-          Use a meaningful quotation

-          Recommend a course of action

-          Echo the approach/language of the introduction

-          Reference and make meaning of the title of the work you are analyzing

Consider the following checklist when writing a conclusion:

                    Avoid first person point of view, abstract/vague language, poor diction, and slang

       Avoid simply repeating the thesis and/or listing the main points

       Don’t conclude more than you reasonably can from the evidence you have presented

       Echo the language/ideas from your introduction and body paragraphs

       Expand on the implications of your ideas—So what?

       Avoid any attempts to be funny, cute, or clever

       The conclusion is usually 4 – 6 sentences

Paper Format and Titles

Margins:

In MLA format the margins are as follows:

Top: ½  inch

Left: 1 inch

Right: 1 inch

Bottom: 1 inch

Spacing:

                All MLA style papers are double spaced throughout.

Heading and Title:

-          An MLA paper does not need a title page.

-          ½” down from the top of each page and in the right hand corner is located the page number followed by the author’s last name and a space

-          1” down from the top (and one double space down from the page number) in the left hand corner appears the authors name (first and last)

-          One double space below the author’s name is the name of the professor or instructor

-          One double space below the professor’s name is the class title and/or course number

-          One double space below the course information is the date the assignment is due, listed in the following order: date, then month, followed by year (no commas)

-          One double space below the date, centered in the page, is the title of the paper.

 Titles:

-          A title tells the reader how extensive the topic is

-          A title should not restate the assignment or thesis statement

-          The revision stage is a good time to consider a title because attempting to sum up your essay in a phrase can focus your attention on the topic, purpose, and audience

-          A descriptive title is often expected for academic writing—it announces the topic clearly, accurately, and as briefly as possible

-          Avoid trying to be funny, cute, or terribly clever in your title