images.pcmac.orgimages.pcmac.org/.../Documents/02_British_Literature_U… · Web viewWord for the Day—students will use the daily writing sheets provided to write the word of

Teacher: Mr. Hanson Course: British LiteratureUnit One: (Anglo-Saxon and Medieval Periods 449-1485, Parts I, II, and III)

(36 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 128 August

Unit One Development of the English Language and Literary History, Part One, Tests of Courage

Objectives for the Day

Assign Seating Review the British Literature Syllabus Understand the purpose of Bloom’s Taxonomy and the Rigor and

Relevance framework Get to know each other Introduce Renaissance Art and Architecture

Activities for the Day

Students will take their assigned seat as presented on the overhead projector.

Distribute the British Literature syllabus and review in class with students

Brief review of Bloom’s Taxonomy and the Rigor and Relevance framework

Engagement activity: Students will introduce themselves and tell the single most distinguishing characteristic about themselves—those items will be listed on the white board by the teacher, without the student’s name. The class will then try to remember which student matches which characteristic.

HOMEWORK: STUDENTS MUST MAKE SURE THEY HAVE A WORKING CHROME BOOK LOG-IN NAME FOR IN-CLASS WORK, INCLUDING THE COMMON ASSESSMENTS.

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

Classroom displays of Rigor and Relevance and Bloom’s taxonomy

Day 229 August


Explain why some stories endure through the centuries. Evaluate how people living in today’s technology-filled world find

ways to connect to classic tales about monsters and heroic quests. Analyze how you can find relevance in literature from centuries ago.


Word for the Day—students will use the daily writing sheets provided 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 the day’s objectives, and what was learned the previous class session about the rigor and relevance framework, Bloom’s taxonomy, etc.

In the text (McDOUGAL LITTELL: THE LANGUAGE OF LITERATURE—BRITISH LITERATURE), students will read and ponder pages 2-26; at various times in the reading, the instructor will engage the students in a discussion about the relevance and meaning of the material.

Read aloud together in class pages 27-29 and evaluate the relevance of an epic to life in today’s technology-filled world.

Access and read through the following website on Old English pronunciation and grammar: http://people.umass.edu/sharris/in/gram/GrammarBook/Pronunciation.html


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

Day 330 August


Evaluate how people living in today’s technology-filled world find ways to connect to classic tales about monsters and heroic quests.

Analyze how you can find relevance in literature from centuries ago. Synthesize the principal three characters of Beowulf discussed in the

selected reading passages.




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



Review the day’s objectives, and what was learned last week about the origins of the English language, early English literature, the rigor and relevance framework, and Bloom’s taxonomy.

Review the elements of Dramatic Reading (page 37 of the teacher edition).

Continue the Epic of Beowulf, alternating reading strategies among silent student reading, choral reading, individual reading aloud, and teacher reading—pages 35-39. Pause to discuss significant elements

Review the parts of speech online @ http://people.umass.edu/sharris/in/gram/GrammarBook/GrammarReview.html

Day 431 August


Identify some of the characteristics of terror as presented in a literary format.

Analyze whether any of the characteristics noted above correspond to any aspects of terror today.

Evaluate the reasons why people help each other.



Review the day’s objectives, and what was learned the previous class session about Beowulf.

Read—at least in part aloud together—in class and discuss pages 40-44 and evaluate the relevance of the Beowulf epic to life today; close read to find specific recurrent themes.

Answer questions 1-4 on page 44 on the daily writing sheets. Review word functions online @

http://people.umass.edu/sharris/in/gram/GrammarBook/GrammarReview2.html



Day 55 September


Outline the specific characteristics of a traditional literary hero as pertains to Beowulf.

Compare and contrast parent-child characteristics as they relate to


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

Grendel and his mother.



Review the day’s objectives, and what was learned the previous class session about literary terror and reasons why people assist each other in times of need.

Read—at least in part aloud together—in class and discuss pages 45-51 and evaluate the motives of Grendel’s mother; close read to find specific recurrent themes.

Answer questions 1-5 on page 51 on the daily writing sheets. Review word order and grammatical cases online @

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

GrammarReview.html

Day 66 September


Analyze the recurrent theme in Beowulf in respect to the recurrent theme of good v. evil.



Review the day’s objectives, and what was learned last week about literary terror and reasons why people assist each other in times of need.

Read—at least in part aloud together—in class and discuss pages 52-63 and evaluate the motives of Wiglaf; close read to find specific recurrent themes.

Review personal pronouns online @ http://people.umass.edu/sharris/in/gram/GrammarBook/

GramPersPronouns.html BEOWULF ASSESSMENT NEXT CLASS SESSION.



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

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

Day 77 September

Objectives for the Day Ace the Beowulf assessment.



BEOWULF ASSESSMENT: Chose ONE and only one of the four writing options on page 64 of the text to complete as the assessment for Beowulf and submit it by the end of the day Tuesday, 6 September for grading. This part of the assignment should be typed, double spaced, 12 point Times New Roman or Palatino font, and occupy no less than one full page, nor more than one page and a half. Submit the finished assignment to the Hapara folder for British Literature.

811 September


Compare and contrast the aspects of the literary hero as seen in Beowulf with those presented in Homer’s Iliad.

Antonym review



Review the day’s objectives. Briefly review the major elements of the heroic epic, and the

outstanding ideas presented in Beowulf. Introduce Homer’s Iliad by reviewing page 66 “Preparing to Read” and

discussing the ideas presented. Begin reading the Iliad , cover pages 67 through 75 in class reading—

at least in part aloud together—in class and discussing the differences in tone, literary devices, and aspect between a Greek epic and an Old English epic.

Review novel vocabulary terms and use.


Day 9 Objectives for the Day Classroom Text: McDougal Littell

12 SeptemberComplete the Iliad, focusing on the roles of narcissism, pride, and revenge as motives.



Review the day’s objectives, and what was learned the previous class session about the Iliad and Homeric legends.

Complete reading the Iliad, cover pages 76 through 81 in class reading—at least in part aloud together.

Discuss the roles narcissism, pride, and revenge have in the Iliad selections studied.

Answer questions 2-6 on page 81 on the daily writing sheets.

The Language of Literature, British Literature

Day 1013 September


Analyze the importance and role of imagery and emotion in poetry. Read and assess the significance of the message in The Seafarer.



Review the day’s objectives, and what was learned last the previous class session about the Iliad and Homeric legends.

Begin reading poetry from the Exeter Book, cover pages 84 through 89 (The Seafarer) in class reading—at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Students will use the slide rule strategy to exchange whether they would or would not want to take the role of a seafarer.

Discuss the roles of imagery and emotion selections studied. Answer questions 1-4 on page 89 on the daily writing sheets.


Day 1114 September


Synthesize the various elements of poetic grief and their impact upon the reader as portrayed in The Wanderer.

Create original poetry



Review the day’s objectives, and what was learned the previous class session in the reading of The Seafarer.

Continue reading poetry from the Exeter Book, cover pages 90 through 93 (The Wanderer) in class reading—at least in part aloud together; then vary reading strategies from individual to small group.

Discuss the roles of imagery and emotion selections studied. ENGAGEMENT ACTIVITY: Students will create an original poem (six

lines minimum) to share in class with fellow students, focusing on the concept of poetic grief. One hopes the poems will not be grievous.



Day 1218 September


Evaluate the purpose of early poetry. Devise epic heroes and formulate short legends which summarize the

heroes’ lives’ accomplishments in the creation of group poems.



Review the day’s objectives, and what was learned the previous class session in the reading of The Wanderer.

Continue reading poetry from the Exeter Book, cover pages 94 through 95 (The Wife’s Lament) in class reading—at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Students will arrange their desks into a


large circle in the room. (1) Each student will begin the group poem writing activity designed to create an epic hero by creating her/his own character, defining her/his name, age, time-frame, physical characteristics, and brief background in two poetic lines. The paper on which the hero’s life was started will then be passed to the student on the right. (2) That student will create in two poetic lines the conflict the hero faces. (3) The papers will then be passed again to the students on the right, who will embellish the story of the conflict by creating the antagonist, providing the name, age, (the time-frame must remain the same), physical characteristics, and brief background in two poetic lines. (4) The paper then goes to the next student on the right who will set the stage for the encounter of the hero and the antagonist; (5) then the paper will be passed to the right and the receiving student will describe in two poetic lines the encounter of the hero and antagonist. (6) The paper then goes to the next student on the right who will create two poetic lines summarizing the moral of the poem in its aftermath. Each student will be writing as papers are passed around to each student to add her/his contributions following the instructions above. Make sure each poem reflects a test of courage; selected poems will be read in class. Close by returning desks to their usual locations.


Day 1319 September


Evaluate the importance of religion in early English literature and culture.



Review the day’s objectives, and what was learned the previous class session in the reading of The Wife’s Lament.

Begin by reviewing in class together page 98, Preparing to Read from A History of the English Church and People.

Read in class pages The Venerable Bede, pages 99-103 at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Mingle to the music while answering the


question “would the history of England have been different had the Venerable Bede not completed his life’s work?”

Answer questions 1-4 on page 104 on the daily writing sheets; answer question 5 together.

Day 1420 September

Unit One Development of the English Language and Literary History, Part TWO — REFLECTIONS OF EVERYDAY LIFE


Analyze the importance of Geoffrey Chaucer on the development of British Literature.

Synthesize the issues that led to the Magna Carta.



Review the day’s objectives, and what was learned last the previous class session in the reading of The Venerable Bead; A History of the English Church and People.

Begin by reviewing in class together the “Author Study” of Geoffrey Chaucer, pages 107-110.

Read in class The Prologue, pages 111-115 at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Step out of Line—students will form a straight line (in the hallway if needed) and the instructor will ask a series of questions concerning the parts of speech. Students take one step away from the line in agreement with the definition proposed by the instructor, students will then engage a student who does not share the same opinion and discuss their reasons for or against the premise.

Distribute the first common assessment primary source document packet and read and discuss the Magna Carta.

Answer questions 1, 2, and 3 at the bottom of the first page of the packet on the daily writing sheet.


Day 1521 September

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

Understand and appreciate a narrative poem. Identify the tone of a literary work. Analyze the author’s use of characterization.



Review the day’s objectives, and what was learned the previous class session in the readings of the “Author’s Study” of Geoffrey Chaucer, the Prologue to the Canterbury Tales, and the Magna Carta.

Continue reading in class The Prologue, pages 116-121 at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Students will participate in a “cross the line” activity centering on the question whether any of the characters yet portrayed seem to possess those of a real person.

Literature

Day 1625 September





Review the day’s objectives, and what was learned the previous class session in the reading of the Prologue to the Canterbury Tales, and English Bill of Rights.


ENGAGEMENT ACTIVITY: Mingle to the Music strategy—students will reflect on what they feel was the most important or interesting aspect


of The Canterbury Tales, exchanging their answers with the student closest to them when the music stops. They will make sure they have a new partner for each round of the activity.

Using the first common assessment primary source document packet and read and discuss the Petition of Right from 1628.

Day 1726 September





Review the day’s objectives, and what was learned the previous class session in the continued reading of The Prologue, and the Petition of Right from 1628.


ENGAGEMENT ACTIVITY: Review each section review question, using the “move to the center” strategy to have students on the periphery move closer to the center based on the degree of certainty they have that their answer is correct.

Using the first common assessment primary source document packet and read and discuss Le Contrat Sociale (the Social Contract) of Jean-Jacques Rousseau.

Answer questions 1-6 on page 137 on the daily writing sheet.


Day 1827 September


Analyze the importance of Geoffrey Chaucer on the development of British Literature.

Examine the life and times of Geoffrey Chaucer.




Review the day’s objectives, and what was learned last the previous class session in the reading of The Prologue.

Begin by reviewing in class together from the “Life and Times” of Geoffrey Chaucer, page 139-140. Discuss questions one – three in class.

ENGAGEMENT ACTIVITY: One Question Quiz—students will create one question (and its correct answer) derived from the reading the “Life and Times” of Geoffrey Chaucer; they will then mingle to the music to exchange their quiz questions with fellow students.

Read in class The Pardoner’s Tale Prologue, pages 141-143 at least in part aloud together; then vary reading strategies from individual to small group.

Using the first common assessment primary source document packet and read and discuss the article on Montesquieu and his take on the need for a separation of governmental powers.

Answer Exercise B Assessment Practice questions 1 - 8 on page 138 on the daily writing sheet.

Day 1928 September


Analyze the roles of personification, irony, and foreshadowing in The Pardoner’s Tale.

Connect the ideas presented in the reading of the selection by Thomas Hobbes.



Review the day’s objectives, and what was learned the previous class session in reading the prologue to the Pardoner’s Tale.

Begin reading the Pardoner’s Tale, pages 144 – 152, at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Paraphrasing— students will paraphrase


one stanza of what they have read so far of the Pardoner’s Tale. Using the first common assessment primary source document packet

and read and discuss the article on Hobbes and his assessment of mankind’s ability to govern themselves.

Answer in class the Vocabulary in Action Answer Exercises A and B question on page 153—and questions 2 - 6 on page 152 on the daily writing sheet.

Day 202 October


Analyze literary developmental structure and allusion in The Wife of Bath’s Tale.

Synthesize the elements Thomas Hobbes lists about the state of nature and the need for a powerful monarch.



Review the day’s objectives, and what was learned the previous class session in reading the Pardoner’s Tale.

As a class read the “Preparing to Read” article on The Wife of Bath’s Tale, to introduce that selection from The Canterbury Tales.

Begin reading The Wife of Bath’s Tale, pages 155-157, at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Employ the “cross the room” activity to discuss whether one would prefer to live in a “state of nature” or a stable but tyrannical monarch.

Continue reading The Wife of Bath’s Tale, pages 158-161. Using the first common assessment primary source document packet

and read and discuss the article on Hobbes and his assessment of mankind’s ability to govern themselves.

Students will compose a paragraph on the daily writing sheet outlining their reasoning for which position they chose in the day’s engagement activity.


Day 213 October

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

Examine the role of Irony in The Wife of Bath’s Tale.



Review the day’s objectives, and what was learned the previous class session in reading the first part of The Wife of Bath’s Tale.

Continue reading The Wife of Bath’s Tale, pages 162-164, at least in part aloud together; then vary reading strategies from individual to small group.

Using the first common assessment primary source document packet and read and discuss the selection from John Locke’s Second Treatise on Government.

ENGAGEMENT ACTIVITY: Concept Connector/Political Systems page 515; after reviewing the information, students will use the “move to the corner” engagement activity to address the issue of why political systems change over time.

Complete reading The Wife of Bath’s Tale, pages 165-166, at least in part aloud together; then vary reading strategies from individual to small group.

Answer questions 2, 3, 5, and 6 on page 167 on the daily writing sheet.

Literature

Day 224 October


Describe active reading skills and their importance Reflect upon and self-assess your current use of active reading skills Engage in and apply active reading skills Identify strategies for taking notes and using underlining in readings



Review the day’s objectives, and what was learned last week from the Canterbury Tales.

Review the following definition of active reading: Active reading


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

simply means reading something with a determination to understand and evaluate it for its relevance to your needs. Simply reading and re-reading the material isn't an effective way to understand and learn. 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 the purpose of active reading in class, as found at the top of the “¡Study for Success!” website and work through activities one and two, and their supporting online pages.

ENGAGEMENT ACTIVITY: “move to the corner” engagement activity in response to their answers to the “group quiz” questions at http://tutorials.istudy.psu.edu/activereading/activereading7.html#userbookmark_Activity4

Continue working through the active reading website exercises three and four.

Day 235 October


Compare the selections to stories in The Canterbury Tales by Day 23 5 October analyzing the themes and structures of both works. Identify conflicts contributing to a story’s plot (literary analysis). Analyze cause and effect by using active reading. Reflect upon and self-assess your current use of active reading skills Engage in and apply active reading skills Identify strategies for taking notes and using underlining in readings



Review what was learned the previous class session about active reading and its strategies.

Students will the use their assigned Chromebooks to access and continuing working on activities the following URL about active reading strategies and exercises: http://tutorials.istudy.psu.edu/activereading/ Review the purpose of active reading in class, as found at the top of the “¡Study for Success!” website and work through activities five through seven and their supporting online pages.


http://tutorials.istudy.psu.edu/activereading/

http://tutorials.istudy.psu.edu/activereading/activereading7.html#userbookmark_Activity4

http://tutorials.istudy.psu.edu/activereading/activereading7.html#userbookmark_Activity4

http://tutorials.istudy.psu.edu/activereading/

ENGAGEMENT ACTIVITY: Students will participate in the “cross the room” activity to determine whether they feel the active reading strategy will be of greater use in college or in the workplace.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on Federigo’s Falcon on page 171. Next read the brief biography of Giovanni Boccaccio on page 179.

Begin reading the Federigo’s Falcon, pages 172 – 175, at least in part aloud together; then vary reading strategies from individual to small group.

Conclude by reviewing what was learned about close reading and its strategies as applied to Federigo’s Falcon. Finally, students will answer Vocabulary in Action questions 1-10 on page 178.

Day 249 October


Using active reading skills, analyze cause and effect in Federigo’s Falcon.

Review the definition of plot and identify its main componentsActivities for the Day


Review what was learned the previous class session about active reading and its strategies, especially as applied to Federigo’s Falcon.

Continue reading the Federigo’s Falcon, pages 172 – 175, at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Students will participate in the “Stand up/Sit Down” engagement strategy to answer questions concerning the issues surrounding the plot in Federigo’s Falcon.

Complete reading the Federigo’s Falcon, pages 172 – 175, at least in part aloud together; then vary reading strategies from individual to small group.

On their daily writing sheets, students will answer questions 1,3,4, and 6 found on page 177.


Day 2510 October


Understand and appreciate personal letters written by landowners in


15th century England as an aspect of literary analysis. Identify and understand external and internal conflict as an aspect of

literary analysis (see page 190). Evaluate the credibility of sources as an aspect of active reading.



Review what was learned the previous class session about active reading and its strategies, especially as applied to Federigo’s Falcon.

Students will read the “Preparing to Read” information about The Paston Letters on pages 180-181.

Begin reading The Paston Letters, pages 182-185, at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Students will draw a picture of what to them constitutes the most compelling event discussed in class today. Using the May-pole exercise, they will then display their artwork to their fellow students with an explanation of why they selected that event to portray.

Students will be divided into groups to read and analyze selections of John Locke’s Second Treatise on Government designated by the instructor to identify key ideas that went into the foundational documents of the United States (the Declaration of Independence and the Constitution).

Conclude by each group of students reviewing for the class the elements they identify as being key ideas of the foundational documents of the United States.

Day 2611 October


Evaluate the credibility of sources. Generate inferences as a reading strategy


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 week about active reading and its strategies, especially as applied to the Paston Letters.

Continue reading The Paston Letters, pages 186-to the top of 188 (the completion of the letter from Richard Calle to Margery Paston), at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Continuum of Opinion: Students will form a straight line (in the hallway if necessary) and arrange themselves from east to west corresponding to degree they agree with the following statement: Parents should have absolutely no say in the choice of a child’s spouse. Those aligning with “no say” to the east, and moving west to the extent they disagree.

Complete reading the Paston Letters, pages 188 – 189, at least in part aloud together; then vary reading strategies from individual to small group.

Answer questions 1, 2, and 3 on page 190, and either (not both) question one or two under the heading Writing Options on page 191 on the daily writing sheets.

Day 2712 October


Understand and appreciate three traditional ballads. Identify folk ballads and characteristics of the ballad stanza. Engage active reading strategies to construct a deeper meaning of the

cultural context of ballads. Identify “tone” as it relates to a literary work and analyze the style of

tone in the different ballads presented.


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 the previous class session about active reading and its strategies, especially as applied to the Paston Letters.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on Barbara Allan / Sir Patrick Spens /Get Up and Bar the Door on page 192.


Read the ballad Barbara Allan on page 193, aloud together. ENGAGEMENT ACTIVITY: Students will write a short ballad on the

theme of unrequited love (six lines minimum). Then they will use the slide-rule strategy (in the hallway if needed) to exchange their ballads; three different “slides” will suffice.

Complete reading the remaining two ballads on pages 194 – 197, at least in part aloud together; then vary reading strategies from individual to small group.


Day 2816 October

Unit One Development of the English Language and Literary History, Part Three, ATTEMPTS AT PERFECTION


Literary Analysis—Understand and appreciate a medieval romance form.

Literary Analysis—Describe the development of plot and identify conflicts.

Active Reading—Apply reading strategies to a narrative poem.



Review what was learned last the previous class session about active reading and its strategies, especially as applied to Barbara Allan / Sir Patrick Spens /Get Up and Bar the Door.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 209 from Sir Gawain and the Green Knight; review the associated vocabulary terms on the same page.

Begin reading Sir Gawain and the Green Knight by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin reading at least in part aloud together; then vary reading strategies from individual to small group through the bottom of page 214.

ENGAGEMENT ACTIVITY: Mingle to the music—answer this question to your fellow students: would you accept the Green Knight’s challenge had you been one of King Arthur’s knights? Why or why


not. Continue the day’s reading of Sir Gawain and the Green Knight

through the middle of page 216.

Day 2917 October


Literary Analysis—Review the concept of simile. Literary Analysis—Identify elements of principled behavior in

character plots.



Review what was learned the previous class session in reading the first part of Sir Gawain and the Green Knight.

Continue reading Sir Gawain and the Green Knight from page 216 through page 220 line 349; at least in part aloud together; then vary reading strategies from individual to small group.

ENGAGEMENT ACTIVITY: Slide-rule—Create your own simile. Students will create a simile of their own which will be shared using the slide rule activity.

Complete reading Sir Gawain and the Green Knight and answer questions 1,3,4,5, and 7 on the daily writing sheet.


Day 3018 October


Literary Analysis—Understand and appreciate a classic written in the medieval romance genre.

Active Reading—Identify and understand a writer’s use of characterization.

Active Reading—Review the definition of Romance.




Review what was learned the previous class session in reading the conclusion of Sir Gawain and the Green Knight.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 225 from Le Morte d’Arthur; review the associated vocabulary terms on the same page.

Begin reading Le Morte d’Arthur by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin reading from page 226 at least in part aloud together; then vary reading strategies from individual to small group through the bottom of page 228.

ENGAGEMENT ACTIVITY: Cross the room—students will cross the room in response to the question whether they would prefer to live in the age of King Arthur or the present day.

Continue the day’s reading of Le Morte d’Arthur through the bottom of page 230.

Day 3119 October


Literary Analysis—Contrast the wounded Gawain’s speech to King Arthur with his earlier remarks about Launcelot; what causes Gawain’s change in attitude?

Literary Analysis—Making Inferences: Explain why Arthur insists on killing Modred.

Literary Analysis—Mood: Identify the details the writer uses to create a dark, frightening mood in the scene following Arthur’s battle with Modred.



Review what was learned last class session in reading the Le Morte d’Arthur.

Briefly review the short biography of Sir Thomas Malory on page 238. Continue Le Morte d’Arthur by reading at least in part aloud together;

then vary reading strategies from individual to small group through the bottom of page 233.

ENGAGEMENT ACTIVITY: On the daily writing sheets, students will be assigned the following authors in the boxes below. Then—pretending


that they are that person but without identifying that person by name—students will write a brief letter to any of the listed recipients concerning the events that person lived through (or died) during the war between Arthur and Launcelot. Students will then use the “slide rule” to exchange letters and guess the identity assumed by the opposite student.

Complete the reading of Le Morte d’Arthur through the bottom of page 236.

On the daily writing sheets, answer questions two through six on page 237.

AUTHOR OF THE LETTER

King ArthurLauncelotModredQueen GuinevereSir Gawain

RECIPIENT OF THE LETTER

King ArthurLauncelotModredQueen GuinevereSir GawainThe citizens of Camelot

Day 3223 October


Compare legendary deeds across cultures. Understand and appreciate an epic written in India.



Review what was learned the previous class session in reading the Le Morte d’Arthur.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 240 from the Ramayana.

Begin reading the Ramayana by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin reading from page 241 at least in part aloud together; then vary reading strategies from individual to small group through the top of page 244.

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 Ramayana from page 244 Rama and Ravana in Battle through the last full paragraph on the bottom of page 246.

Students will answer the following question on the bottom of the daily writing sheets: Would the Ramayana make a good sci-fi movie? How is it similar to and different from some of those being produced today?

Day 3324 October

Objectives for the Day Identify and evaluate the use of supernatural elements as factors in a

story. Active Reading—Refine comprehension skills by classifying

characters.



Review what was learned the previous class session in reading the Ramayana.

Continue the Ramayana from the last paragraph on page 246 by reading at least in part aloud together; then vary reading strategies from individual to small group through the top of page 249.

ENGAGEMENT ACTIVITY: Following on yesterday’s concluding question for the daily writing sheet, students will take five minutes to write a brief outline of a script for a fictional movie of the Ramayana. They will then use the “mingle to the music” strategy to exchange their outlines with fellow students.

Complete reading the Ramayana in class. On the daily writing sheets, answer questions two through six on

page 250.


Day 3425 October


Literary Analysis—understand and appreciate an autobiography. Vocabulary—research word origins as an aid to understanding

meaning.




Review what was learned the previous class session in reading the Ramayana.

In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 252 from The Book of Margery Kempe.

Review the brief biography of Margery Kempe on page 257; discuss in class the curious aspects of her life.

Begin reading the Book of Margery Kempe by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin reading from page 253 at least in part aloud together; then vary reading strategies from individual to small group through the top of page 255.

ENGAGEMENT ACTIVITY: Student-created quiz. Students will each create one question from text which they will present to their fellow students using the slide-rule strategy.

Complete reading The Book of Margery Kempe. Students will answer questions two through six on page 257.

Day 3526 October


Appreciate the importance of morality plays to the development of English theater.



Review what was learned in the last class session while reading the Book of Margery Kempe.

In the Language of Literature textbook, read and discuss in class the Milestones in British Literature article on pages 258-259.

ENGAGEMENT ACTIVITY: Students will be divided into two or three


group, depending on class size. Each group will create its own morality play emphasizing one aspect of morality from the following list: Compassion, Courage, Fairness, Forgiveness, Honesty, Integrity, Responsibility, Patience, or Peacemaker. Three minutes will be spent on writing the script, three on rehearsing it, and three presenting it. Each member of the group must play some role in the production.

Writing Workshop: Students will cover the material In the Language of Literature textbook pages 260-264.

The class will review and students will answer questions 1-6 on page 265 on their daily writing sheets.

Day 3630 October

Objectives for the DayACE THE UNIT ONE ASSESSMENT


Complete the Unit One Assessment, option ONE on page 268.


Unit One Assessment Handout