images.pcmac.orgimages.pcmac.org/.../Documents/02_British_Literature_U… · Web viewENGAGEMENT ACTIVITY: Think-Pair-Share students working in pairs will decide what is the single

Teacher: Mr. Hanson Course: British LiteratureUnit Two: The English Renaissance 1485-1660

Part I—Aspects of Love; Part II—A Passion for Power; and Part III—Facing Life’s Limitations(27 days)

Unit description: Development of the English language and literary historyNVACS ELA Standards: (Look in the NVACS) http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_Support/Nevada_Academic_Standards/K-12_ELA_Standards_ADA_Accessible.pdf

Day Daily Outcomes/Content

Resources

Day 126 October

Objectives for the Day

Understand the principal elements of the history behind the English literary renaissance.

Activities for the Day

Review and discuss the major aspects of the early modern times of British literature covered since the beginning of the school year.

Review and discuss the quotation on page 272 as it relates to the illustration on page 273.

Relive world-history from two years ago as by reviewing and discussing the timeline on page 274-275. Then read and discuss the historical background English Renaissance on pages 276-279, The Rise of the Stuarts.

ENGAGEMENT ACTIVITY: Students will participate in the “Stand up/Sit Down” engagement strategy to answer questions concerning the issues surrounding the role of government in the USA today as compared to the role of government in Great Britain during its renaissance.

Complete reading the historical background English Renaissance from pages 279, The Rise of the Stuarts, to the end on page 281.

Classroom Text: McDougal Littell The Language of Literature, British Literature

Classroom displays of Rigor and Relevance and Bloom’s taxonomy

Day 230 October


• Literary Analysis—Students will identify the rhyme scheme of a poem.• Literary Analysis—Making Inferences: students will identify the


central issue of a poem.


Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.

Review what was learned in the last class session in reading about the English Renaissance.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 283 from the My Lute Awake!, and On Monsieur’s Departure.

Begin reading My Lute Awake! by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 284-285 at least in part aloud together; then vary reading strategies.

ENGAGEMENT ACTIVITY: Write on your neighbor’s paper. Students will hand their paper to the student behind them to write the answer to question one on page 285, then pass the paper to the next student behind them to answer question two, and so forth until all five questions are answered. Students at the back of the row will take their papers to the student at the front. At the conclusion, each student will receive her/his paper back from whichever student had it as the exercise concludes.

Read On Monsieur’s Departure on page 286 at least in part aloud together; then vary reading strategies.Students will answer questions 1-6 on page 287 on the daily writing sheets.

Day 331 October


Literary Analysis—Understand and appreciate two pastoral poems. Active Reading—Use strategies for comparing and contrasting

speakers in poetry. Understand the literary terms pertaining to sonnets: Italian Sonnet,

Petrarchan Sonnet, Shakespearean Sonnet, Octave, Sestet, Quatrain, Couplet.

Activities for the Day Word for the Day—students will use the daily writing sheets to write


http://people.umass.edu/sharris/in/gram/GrammarBook/GrammarReview.html

the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.

Review what was learned in the last class session about the English Renaissance and the two poems by Sir Thomas Wyatt and Queen Elizabeth I respectively.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 289 from The Passionate Shepherd to His Love, and The Nymph’s Reply to the Shepherd.

In the Language of Literature textbook, review in class the short biographies of Christopher Marlowe and Sir Walter Raleigh.

The Passionate Shepherd to His Love: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 290-291 at least in part aloud together; then vary reading strategies.

ENGAGEMENT ACTIVITY: Students will create one short paragraph on the topic of what they think will be the response of the Shepherd’s lady love to his proposal of life together. They will exchange their responses using the slide rule strategy.

The Nymph’s Reply to the Shepherd: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading page 292 at least in part aloud together; then vary reading strategies

In the Language of Literature textbook, review in class the information in the “Learning the Language of Literature” presentation on pages 295-296 concerning the form of poetry known as the sonnet.

Students will answer questions 1-5 on page 293 on the daily writing sheets.

Day 41 November


Literary Analysis—Understand and appreciate Spenserian Sonnets. Active Reading—Use strategies for summoning major ideas in poetry.



Review what was learned in the last class session about pastoral



poetry. In the Language of Literature textbook, review in class the “Preparing

to Read” selection on page 297: sonnets 30 and 75 by Edmund Spenser.

In the Language of Literature textbook, review in class the short biography of Christopher Marlowe on page 301.

Edmund Spenser Sonnets 30 and 75: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 298-299 at least in part aloud together; then vary reading strategies.

ENGAGEMENT ACTIVITY: Students will create a one-question quiz on one of the definitions pertaining to sonnets learned in the last class session; they will mingle to music to find a partner to quiz.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 302: sonnets 29, 116, and 130 by William Shakespeare.

In the Language of Literature textbook, review in class the first pages of the Author Study of William Shakespeare on pages 314-316.Students will answer questions 1-3 on page 298, and questions 1-4 on page 300 on the daily writing sheets.

Day 52 November


Literary Analysis—Understand and appreciate classic Shakespearean sonnets.

Literary Analysis—Identify and examine similes and metaphors as examples of figurative language.

Active Reading—Analyze strategies for understanding sensory language.



Review what was learned in the last class session about Spenserian sonnets and the life and work of William Shakespeare.

William Shakespeare sonnets 29 and 116: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 303-304 at least in part aloud



together; then vary reading strategies. ENGAGEMENT ACTIVITY: Students will answer for themselves the

question: “Is there any poetry worth memorizing” and use the cross the room activities to engage in a short debate on the answers.

William Shakespeare sonnet 130: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading on page 305 at least in part aloud together; then vary reading strategies.Students will answer questions 1-6 on page 306 on the daily writing sheets.

Day 66 November


Literary Analysis—Understand and appreciate classic Italian sonnets. Active Reading—Summarize major ideas in poems. Recognize and discuss connections that cross cultures.



Review what was learned in the last class session about Shakespearean sonnets.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 308: sonnets 169 and 292 by Francesco Petrarch.

In the Language of Literature textbook, review in class the short biography of Francesco Petrarch on page 312.

Francesco Petrarch sonnets 169 and 292: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 309-310 at least in part aloud together; then vary reading strategies.

ENGAGEMENT ACTIVITY: Move to the Center—the instructor will read selected lines from several of the sonnets studied during this week; students will form a large circle in an appropriate space and move to the center to the degree in which they feel confident they know which author and sonnet have been quoted by the instructor.

In the Language of Literature textbook, complete in class the remaining pages of the Author Study of William Shakespeare on



pages 317-319. Students will answer questions 1, 2, 4, and 5 on page 306 on the daily

writing sheets.

Day 77 November

Unit Two The English Renaissance, Part Two A Passion for Power.


Understand the following literary terms: comedy, comic relief, tragic hero, tragic flaw, antagonist, and catastrophe.



Review what was learned last In the last class session about Italian sonnets; compare and contrast them with the English sonnet.

In the Language of Literature textbook, review in class page 313 to introduce Unit Two The English Renaissance, Part Two A Passion for Power.

In the Language of Literature textbook, review in class the Author Study of William Shakespeare on pages 314-317.

ENGAGEMENT ACTIVITY: Students will identify their favorite tragic character from the world of contemporary film and use the slide-rule strategy to exchange why that character enchants them.

Students will continue reading and reviewing the Author Study of William Shakespeare from page 318 through page322.

Students will identify three characteristics pf tragedy on the daily writing sheets, and identify why they feel which one represents the most powerful aspect of tragedy; then in their own words will define comedy, comic relief, tragic hero, tragic flaw, antagonist, and catastrophe.

88 November


Literary Analysis—Understand and appreciate a classic


Shakespearean tragedy. Literary Analysis—Identify and examine blank verse. Active Reading—Use strategies for reading drama.



Review what was learned in the last class session about William Shakespeare.

In the Language of Literature textbook, review in class pages 324-325 to review the aspects of literary analysis and active reading skills to be used in reading the “Scottish Play.”

ENGAGEMENT ACTIVITY: Sonnet Review! Students will create a three-question quiz on three of the definitions pertaining to sonnets learned last week; they will mingle to music to find a partner to quiz.

Begin reading the day’s selections from the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then begin reading pages 326-336 (through Act I Scene Four) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act I Scenes One through Three.

Students will compare and contrast on the daily writing sheets the contemporary meaning of the following three terms with their different connotations as used in Shakespeare’s day: (1) memorize, (2) become, (3) present.

Day 99 November


Literary Analysis—Identify and examine soliloquies and asides. Vocabulary Building—Expand vocabulary by listening, using context,

and discussing.




Review what was learned in the last class session about Act I through Scene Three of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 337 (Act I Scene Four) to the bottom of page 342 (Act I Scene Six) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act I Scenes Four through Six.

ENGAGEMENT ACTIVITY: Look on your neighbor’s paper. Each student will look at the paper of an adjacent student to verify if all the objectives of the day are written on the daily writing sheet in the objectives area.

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 343 through page 345 (Act I Scene Seven) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act I Scene Seven.

On the daily writing sheets, answer questions one through six on page 346.

Day 1013 November


Literary Analysis—Evaluate the use of blank verse in drama. Active Reading—Analyze the aspects of and evaluate the strategies

for reading drama.



Review what was learned in the last class session about Act I through Scene Seven of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 347 (Act 2 Scene One) to the bottom of page 353 (Act 2 Scene Two) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 2 Scenes One and Two.


ENGAGEMENT ACTIVITY: CITY OR COUNTRY Students will spend one minute writing which character they feel is the most vile in the “Scottish Play” so far, and with which one the they would prefer living if they had to live with one of them under the same roof; they will then use the May pole activity in the hallway

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 354 (Act 2 Scene Three) through page 360 (Act 2 Scene Seven) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 2 Scenes Three through Seven.

In the Language of Literature textbook, read and discuss in class “Duncan’s Murder” from the Holinshed’s Chronicles on page 361.On the daily writing sheets, answer questions two through seven on page 362.

Day 1114 November


Literary Analysis—Evaluate the use of dramatic irony. Literary Analysis—Evaluate the use of rhyme.



Review what was learned last In the last class session about the events through Act I through Scene Seven of the “Scottish Play.”

In the Language of Literature textbook, read and discuss in class “Duncan’s Murder” from the Holinshed’s Chronicles on page 361.

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 363 (Act 3 Scene One) to the top of page 368 (Act 3 Scene Two) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 3 Scene One.

ENGAGEMENT ACTIVITY: TELEPHONE, groups of three will be organized. Each group of students will summarize one concept in Act 3 Scene One given by the instructor (a different concept will be given to each group) and form a line. The first student will be given the


information and will pass it along—orally—to the next student, and so forth until the last student has been told the concept. The group whose last member most accurately repeats the original concept wins!

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 368 (Act 3 Scene Two) through the top of page 372 (Act 3 Scene Four) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 3 Scenes Two and Three.

On the daily writing sheets, answer the following question: Which is preferable: Absolute Power, or Absolut Wealth?

Day 1215 November


Active Reading—Analyze the aspects of and evaluate the strategies for reading drama.

Literary Analysis—Understand the purposes of paraphrasing.



Review what was learned in the last class session about the events through Act 3 Scene One through Scene Three of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 372 (Act 3 Scene Four) to the top of page 377 (Act 3 Scene Five) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 3 Scene Four.

ENGAGEMENT ACTIVITY: Display and review in class on the Smart Board projector four images representing various aspects of the “Scottish Play.” Students will move to the corresponding corner of the room designated to for each of the four images, and discuss why they chose that image as the one they feel which best represents the “Scottish Play.”

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from


page 377 (Act 3 Scene Five) through the top of page 379 (Act 3 Scene Six) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 3 Scenes Five and Six. Begin by briefly discussing the art of paraphrasing, then continue by reading Hecate’s speech in lines 2-13 and asking students to paraphrase it.On the daily writing sheets, students will answer questions 1,3,4,5, and 6 on page 381.

Day 1316 November


Active Reading—Define and explore the purposes of the refrain. Literary Analysis—Understand the purposes of foreshadowing.



Review what was learned last In the last class session about the events through Act 3 Scenes FOUR through SIX of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 382 (Act 4 Scene ONE) to the bottom of page 387 (Act 4 Scene ONE) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 4 Scene One.

ENGAGEMENT ACTIVITY: YOU’RE AN ARTIST! Students will spend three minutes to draw a depiction of an event covered in Act 4 on a sheet of paper. They will use the “slide rule ” strategy to share them with fellow students.

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 388 (Act 4 Scene TWO) through the middle of page 391 (Act 4 Scene TWO) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 4 Scene TWO.On the daily writing sheets, students will answer the following question: Why does Shakespeare’s Macbeth continue to endure


through the ages?

Day 1420 November Objectives for the Day

Reading Skills and Strategies—Students will explain why Macduff does not answer Malcom’s question in lines 26-28

Literary Analysis—Theme, students will review the list of topics on page 324 and identify the topics touched on in the exchange between Malcom and Macduff.



Review what was learned in the last class session about the events through Act 4 Scenes ONE and TWO of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 391 (Act 4 Scene THREE) to the bottom of page 395 (still Act 4 Scene ONE) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 4 Scene ONE.

ENGAGEMENT ACTIVITY: YOU’RE AN ACTOR—students will pair with a partner to act out at least three lines from Act 4 Scene THREE in front of the class.

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 395 (Act 4 Scene THREE) through page 398 (Act 4 Scene TWO) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 4 Scene THREE.On the daily writing sheets, answer questions 1,3,4,5, and 6 on page 399.


Day 1521 November


Active Reading—Understand the importance of dialogue in drama. Literary Analysis—Analyze the motives of characters in Act Five




Review what was learned in the last class session about the events through Act 4 Scene THREE of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 401 (Act 5 Scene ONE) through the middle of page 405 (Act 5 Scene TWO) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 5 Scenes ONE and TWO.

ENGAGEMENT ACTIVITY: YOU’RE A POET—students will compose at least two lines of rhymed iambic pentameter about “The Scottish Play” and share them using the “mingle to the music” strategy.

Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 405 (Act 5 Scene THREE) through page 410 (Act 5 Scene FIVE) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 5 Scenes THREE through FIVE.

On the daily writing sheets, students will write four lines imaginary dialogue between two audience members living in the days of Shakespeare revealing their reactions to the play, including such elements as whether they feel witches do exist and why a person would feel inclined to engage in criminal acts to gain and maintain power.

Day 1627 November


Active Reading—Evaluate the importance of Shakespeare’s use of words.

Literary Analysis—Analyze the conflict


Word for the Day—students will use the daily writing sheets to write



Review what was learned in the last class session about the events in Act 5 Scenes ONE through FIVE of the “Scottish Play.”

In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 410 (Act 5 Scene SIX) through the bottom of page 412 (Act 5 Scene SEVEN) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 5 Scenes SIX and SEVEN.

ENGAGEMENT ACTIVITY: Think-Pair-Share students working in pairs will decide what is the single most important message in “The Scottish Play” of the following possibilities: (1) Power corrupts (2) Virtue always triumphs, (3) What goes around comes around) or (4) Life’s full of vicissitudes and we’re left to cope with them all as best we can. Students will then align themselves into the different parts of the room corresponding to their choices; two students from each group will then each go to the remaining members of any other group to explain their positions.

Complete reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 413 (Act 5 Scene EIGHT) through the end of the play page 416 at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 5 Scene EIGHT.On the daily writing sheets, answer questions 1,3,4,5, and 6 on page 420.

Day 1728 November


Literary Analysis—Understand the use of dialogue by explaining how Thurber makes dialogue realistic; compare and contrast with the Shakespeare’s use of dialogue.

Literary Analysis—Humor: analyze how misapplied criteria lends to humorous prose.


Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly


punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.

Review what was learned last In the last class session about the events through the conclusion of the “Scottish Play.”

In the Language of Literature textbook, read the “Macbeth Murder Mystery” by James Thurber. Students will then answer questions 1, 2, and 3 on page 419.

ENGAGEMENT ACTIVITY: Cross the Room—students will move to the designated side of the room which corresponds to their answer to the question could someone else actually be guilty of killing Duncan?

Beginning viewing the 1961 black and white Canadian television production of the “Scottish Play” featuring Sean Connery.

On the daily writing sheets, students will answer the following question: To which medium does Shakespeare’s “Scottish Play” best lend itself: live Theater, big-screen cinema, television, or some other medium, if the latter choice, which medium?

Day 1829 November


Complete the viewing of production of “The Scottish Play.” Literary Analysis—Analyze the singular style of Shakespeare’s

writing.



Review and discuss what was learned in the last class session in the viewing of “The Scottish Play.”

ENGAGEMENT ACTIVITY: In the Language of Literature textbook, students will review “The Author’s Style” article on page 421, complete activities A, B, and C and share the product of C while mingling to the music.

Complete viewing the “Scottish Play” Canadian TV production. On the daily writing sheets, students will identify what they

considered the least and most effective aspects of the 1961 Canadian TV production of “The Scottish Play.”


Day 19 Unit Two The English Renaissance, Part Three Facing Classroom Text: McDougal Littell

6 December Life’s Limitations


Active Reading—making inferences: identify, analyze, and evaluate the importance of inferences in sacred texts and cite specific examples therefrom.

Literary Analysis—repetition: identify and assess the impact of the elements of repetition in selected texts; identify and contrast Hebraic poetic styles with those of similar cultures.



Review what was learned in the last class session in the viewing of “The Scottish Play.”

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 435 from Ecclesiastes, Chapter 3, Psalm 23, and the Parable of the Prodigal Son.

Read first (from the online text) Ecclesiastes, Chapter 1; then read and compare the literary techniques of inferences and repetition to enhance meaning.

Introduce and discuss the Hebraic poetic style of rhyming ideas instead of words as presented in Genesis Chapter 7:18-24, Isaiah 1:18, and then again in Ecclesiastes 3:1-8 in the text book.

ENGAGEMENT ACTIVITY: MOVE TO THE CENTER— Students will form a large circle and to the extent they are confident they can answer the questions posed by the instructor will move toward the center of the circle.

The handout entitled Hebrew Poetry will be distributed to each student and read and discussed in class.On the daily writing sheets, students will compare and contrast the literary styles of the sacred Hebrew and Arabic accounts of the same event to determine purpose, style, and impact on the reader. They will also answer questions one through three on page 440 in the textbook.

The Language of Literature, British Literature

Day 207 December

Objectives for the Day Classroom Text: McDougal Littell The Language of Literature, British

Literary Analysis—understand and appreciate classic essays. Active Reading—evaluate opinions



Review what was learned in the last class session about Hebraic poetry Semitic literary styles.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 442 from Essays by Sir Francis Bacon. Next read the brief biography of Sir Francis Bacon on page 448.

Begin reading the essay Of Studies by Sir Francis Bacon on page 443 by scanning the entire text to note headings, pieces of art, and called-out quotations; then read the essay and answer questions one through four on page 444 on the daily writing sheets:

ENGAGEMENT ACTIVITY: Look on your neighbor’s paper. Each student will look at the paper of an adjacent student to verify if all the objectives of the day are written on the daily writing sheet in the objectives area.

Continue the study of Sir Francis Bacon’s selected essays by reading the essay Of Marriage and Single Life on page 445 by scanning the entire text to note headings, pieces of art, and called-out quotations; then read the essay and answer questions one through four on page 447 on the daily writing sheets:

Literature

Day 2111 December


Literary Analysis—Paraphrase similes. Literary Analysis— Paraphrase paradoxes.



Review what was learned last In the last class session about the essays of Sir Francis Bacon.


In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 451 A Valediction: Forbidding Mourning, Holy Sonnet 10, and from Meditation 17 by John Donne; then discuss its meaning in class. Next, read—using the same strategies—the short biography of John Donne on page 457. Students will then answer questions on and two on page 453 on their daily writing sheets.

Students will next employ the same strategies to read—by first scanning the entire text to note headings, pieces of art, and called-out quotations—A Valediction : Forbidding Mourning on pages 452-453. Students will then take several minutes to paraphrase lines one through six of A Valediction: Forbidding Mourning, then share and discuss responses in class.

ENGAGEMENT ACTIVITY: Students will draw a picture of what to them constitutes the most compelling aspect discussed in class about the “Valediction Forbidding Mourning.” Using the “mingle to the music” strategy they will then display their artwork to their fellow students with an explanation of why they selected that event to portray.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group—Holy Sonnet 10 on page 454, discuss, and answer questions one through three on page 454. Students will then take several minutes to paraphrase lines three and four of Holy Sonnet 10, then share and discuss responses in class.

Read, using the same strategies, From Meditation 17 on page 455. On the daily writing sheets, students will answer questions one

through four on page 456.

Day 2212 December


Literary Analysis—Understand and appreciate two lyric poems by Ben Johnson.

Literary Analysis—Evaluate an epitaph. Active Reading—Comparing speakers in poetry.

Activities for the Day Word for the Day—students will use the daily writing sheets to write



Students will the use their assigned Chromebooks to access the following URL about active reading strategies and exercises: http://tutorials.istudy.psu.edu/activereading/

Review and discuss what was learned in the last class session in reading the selected works of John Donne.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 458 On my First Son and Still to Be Neat. Then read, using the same strategies, the short biography of Ben Johnson on page 462.

Students will next employ the same strategies to read and discuss—by first scanning the entire text to note headings, pieces of art, and called-out quotations—On My First Son—on page 459. Students will then answer questions one through three on page 459 on the daily writing sheets; they will then repeat the process for Still to Be Neat on page 460, but answer questions one through three on page 461 on the daily writing sheets.

ENGAGEMENT ACTIVITY: Flying Metaphors and Similes Students will create their own metaphor for what they consider the most significant event discussed in in the last class session’s readings of the selected works of John Donne. The metaphor or simile will be written on a half sheet of paper, and then folded into a paper airplane, which students (only on cue from the teacher) will launch. Students will quickly take turns reading to the entire class the metaphor which landed closest to them.

In the Language of Literature textbook, read and discuss—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 463 To the Virgins, to Make Much of Time; To His Coy Mistress; and To Lucasta, Going to the Wars. Next, read—using the same strategies—the short biographies of Robert Herrick on page 469, and Andrew Marvell and Richard Lovelace on page 470.

Students will next employ the same strategies to read and discuss—by first scanning the entire text to note headings, pieces of art, and called-out quotations—To The Virgins, To Make Much of Time, on page 464, and To His Coy Mistress on pages 465-466, and To Lucasta, Going to the Wars on page 467.

On the daily writing sheets, students will answer questions one through three on page 464 and one through three on page 466, and one through four on page 468.

Day 2313 December


Literary Analysis—Evaluate the use of metaphor and structure in


Persian poetry; compare and contrast it with the use of those literary devices in English poetry.

Active Reading—Use strategies to clarify sentence structure in poetry. Literary Analysis—Allusion, After reading the parable of the talents in

the KJV Bible, students will compare and contrast it with the parable in How My Light Is Spent.



Review what was learned in the last class session in the readings of poetry by Johnson, Herrick, Marvel, and Lovelace.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 471 The Rubaiyat of Omar Khayyam. Next, read—using the same strategies—the short biography of Omar Khayyam on page 475.

Students will next employ the same strategies to read and discuss—by first scanning the entire text to note headings, pieces of art, and called-out quotations the selection from—The Rubaiyat—by Omar Khayyam. Students will then answer questions one through three on page 474 on their daily writing sheets.

ENGAGEMENT ACTIVITY: The “slide rule” engagement strategy will be employed to allow students to exchange their reflections on the selection from the Rubaiyat with each other.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group—the “Preparing to Read” selection on page 476 from How Soon Hath Time, and When I consider How My Light Is Spent; then read the short biography of John Milton on page 492.

Read to students the KJV parable of the talents (Matthew 25: 14-20), then Students will next employ their strategies to read and discuss—by first scanning the entire text to note headings, pieces of art, and called-out quotations the selection from How Soon Hath Time, and When I consider How My Light Is Spent, on pages 477-478. Then on the daily writing sheets, students will answer questions one through three on page 477, and one through four on page 479.

Day 2414 December


Literary Analysis—Understand and appreciate a classic epic poem. Literary Analysis—Identify and examine diction in an epic poem.

Active Reading—Use strategies for clarifying meaning.



Review what was learned in the last class session about the Rubaiyat, Omar Khayyam and Jon Milton.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 480 from Paradise Lost; then read Build Background on page 481—again using the same reading strategies of class, group, and individual, aloud and silent; then discuss the most important aspects.

Begin reading Paradise Lost on page 483 by scanning the entire text to note headings, pieces of art, and called-out quotations through line 114.

ENGAGEMENT ACTIVITY: TAKE DICTATION—Remembering that Milton was totally blind when he dictated Paradise Lost, students will first pair up, then one of them will take the role of Milton and (with eyes closed) dictate to the student scribe (who will write the dictation) two lines of poetry; then the student taking Milton’s role will see how closely the scribes writing matches what was dictated.

Complete reading the selection from Paradise Lost from line 115 by scanning the entire text to note headings, pieces of art, and called-out quotations; then read answer questions one through six on page 491 on the daily writing sheets:


Day 2518 December


Literary Analysis—Understand and appreciate argumentation. Active Reading— Use strategies for understanding the structure of

arguments.




Review of grades to this point in the semester: the instructor will explain how grades to this point of the semester are calculated.

ENGAGEMENT ACTIVITY: Students stand and stretch to manipulate and stimulate left brain-right brain synapses.

Review what was learned last In the last class session about Paradise Lost by John Milton.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 493 Female Orations debate by Margaret Cavendish; next, read—using the same strategies—the short biography of Margaret Cavendish on page 501.

Students will next employ the same strategies to read—by first scanning the entire text to note headings, pieces of art, and called-out quotations—Female Orations on pages 494-497 to read—at least taking turns in part aloud together; then vary reading strategies from individual to small group. Then share and discuss in class.

Read, using the same strategies, Eve’s Apology in Defense of Women on page 498.

On the daily writing sheets, students will answer questions one through six on page 500.

Day 2619 December


Literary Analysis—Understand and appreciate the Pilgrim’s Progress by John Bunyan.

End of Unit assessment.



Review and discuss what was learned in the last class session in reading Female Orations by Margaret Cavendish.

In the Language of Literature textbook, read—at least taking turns in part aloud together— the extract about The Pilgrim’s Progress by


John Bunyon on pages 502-503. In the Language of Literature textbook, read—at least taking turns in

part aloud together— the “Reading and Writing for Assessment” pages 508-513; discuss in class.

In the Language of Literature textbook, read—at least taking turns in part aloud together— the “Unit Two Reflect and Assess” selection on pages 504 and 505; students will then review the “writing option” on page and chose the two selections from Unit Two about which they wish to write.

ENGAGEMENT ACTIVITY: Slide Rule: Students will engage in the slide rule activity to tell each other which two selections they have chosen to write about and why.

Students will begin their Unit Two writing assessment; using the rubric provided. Each selection chosen will be completed using the Chrome Books, comprising one full, double-spaced page.

Day 2720 December


Students will complete their Unit Two writing assessment.



Review the progress on in the last class session’s Unit Two writing assessment.

Complete the Unit Two writing assessment.
