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Lesson Plans &nbs - DOC by UBhn5C2n


									Lesson Plans                                                                        Dr. Carey
Week of Mar 1-5                                                                   English 11 B

     Give out Harlem Renaissance poetry project handout.
     Vocabulary from text:
            ether—a chemical compound used as an anesthetic
            tedious—tiresome; boring
            muzzle—device put over an animal’s mouth to prevent it from biting; to prevent
                     from freely talking
            terrace—an unroofed, paved area usually overlooking a lawn or garden
            presume—to take action without first getting permission; to take something for
            digress—to ramble; to get off topic
            fast (v)—to abstain from eating
            marmalade—jam made with slices of the fruit’s rind
            meticulous—extremely careful with details
            linger—to stay around, not wanting to leave
            wreathed—to decorate; to coil, twist, and encircle
            porcelain—type of ceramic that is delicate and breaks easily
            shawl—a cloth worn usually by women to cover their heads or shoulders
            indecision—not able to decide
            Michelangelo—Renaissance Italian sculptor, painter, architect, and poet
     Poetry of e.e. cummings (overhead)
     Primary Source v. Secondary Source
            Primary source—something written by an author
            Secondary Source—something written about an author or his/her work
            Primary source is always preferable to a secondary source

      Announce that review for test 2 will be Thurs/Fri; Test 2 will be Mon/Tues, Mar 8/9
      Reminder that Harlem Renaissance poetry project will be due on Tue/Wed, Mar 16/17
      Literary terms:
              Protagonist—the central character in a story
              Antihero—a protagonist who is disillusioned and feels hopeless
              Dynamic character—a character who changes throughout the story
              Static character—a character who does not change but remains the same
                      throughout the story
              Internal conflict—conflict occurring inside a character’s own mind
              External conflict—conflict occurring outside the character, ie against others,
                      against society, against nature
      Modern Fiction        Modern American hero is now becoming disillusioned.
              Read Hemingway’s “Soldier’s Home” 611-617. Answer questions in order to
                      begin to build an essay.
              1. Krebs is a disillusioned American hero. Why is he disillusioned?
              2. “Nothing was changed in the town except that the young girls had grown up”
                 (613). What about the town has changed? What has not? What has really
              3. Why don’t we learn Krebs first name until half-way through the piece?
              4. What is the difference between Krebs and Charley Simmons?
              5. What is the lie that Krebs finally agrees to? Why does he agree to it?
              6. Is Krebs a static or a dynamic character?
              7. Give examples of internal and external conflict in this story.
        HW: ready Welty’s “A Worn Path” 687-691

      Review for Test 2 over vocabulary, Modernism, stream of consciousness writing, primary
             v. secondary sources, historical events during the Modernist period (early 1900s),
             Eliot’s “Prufrock” poem, poetry of Wm. Carlos Williams and e.e. cummings.
      Discuss Welty’s “A Worn Path” 687-91. Answer these discussion questions:
             1. How is the story a metaphor? Give five examples of metaphor in the story.
             2. What is the significance of Phoenix’s name?
             3. Is Phoenix’s grandson still alive? Defend your answer.
             4. Give examples of internal and external conflict in this story.
             5. Is Phoenix a dynamic or a static character? Explain.

      Class discussion, class participation, discussion questions, written essay, end of unit test.

ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples
of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas)
in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel,
essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of American
fiction and provides evidence from the text to support understanding; the student:
         a. Locates and analyzes such elements in fiction as language and style, character
                 development, point of view, irony, and structures (i.e., chronological, in medias res,
                 flashback, frame narrative, epistolary narrative) in works of American fiction from
                 different time periods.
         b. Identifies and analyzes patterns of imagery or symbolism.
         c. Relates identified elements in fiction to theme or underlying meaning.
         d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and
             elements in fiction for rhetorical and aesthetic purposes.
         e. Analyzes the influence of mythic, traditional, or classical literature on American literature.

ELAALRL3 The student deepens understanding of literary works by relating them to their
contemporary context or historical background, as well as to works from other time periods.
The student relates a literary work to primary source documents of its literary period or historical
setting; the student:
         b. Relates a literary work to the characteristics of the literary time period that it represents.
                 iv. Modernism

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