American Lit 10B
Jason Stidham / Whitmore Lake High School / English Department
Email: jason.stidham@wlps.net Phone- 734-449-4461 x 3354
Becoming well versed in the English language arts requires students to develop the skills to become thoughtful readers, writers, listeners, speakers, and viewers both inside and outside of the classroom.To meet this goal, I divide class time into three parts:
1. Independent Reading: Students have the first 20 minutes of class to read independently. They will choose a novel from the ALA's List of Top 100 American Novels of All-Time that is related to the "American Dream", or one related to a novel we have read or will read later by either its setting, author, theme, or time period. Independent reading is not "free-reading". Every day students complete an assignment that is built around our national curriculum called "Common Core", with the goal of better understanding and enjoying the content. Expect a 100 point project based on novels read during Independent Reading.
2. The middle section of class is dedicated to the study of American literature. We read the novels The Great Gatsby, Of Mice and Men, and the play, A Raisin in the Sun. Students focus on the different ways the characters pursue "The American Dream", and how those characters react to the challenges associated with reaching it. This is the section of class designed to help our students become well-rounded readers. It gives them a base of knowledge that is continually built upon through high school, college, and life outside of the classroom. Most American Lit assignments are project-based. Expect one 100 point assignment per novel this trimester.
3. "Collins Writing" The last 15 minutes of class is saved for learning and practicing writing skills that help our sophomores become capable, confident writers. All teachers at WLHS follow a program called "The Collins Writing Method." You'll see these scored on PowerSchool as "Collins Writing" You'll usually hear your son or daughter calling these "Type Ones", "Type Twos", or "Type Threes", depending on the requirements. These always connect to content we learn in the first two sections of class and are usually 25 lines long.
THIS WEEK'S LEARNING OUTCOMES AND ACTIVITIES:
The activities that are underlined come with a handout. If you were absent, see me for the handout when you return to class. Quizzes and tests must be made-up within two days of your return to class after an absence. Arrange a time with me ASAP. Be sure to borrow a friend's notes from any day that you missed any part of class!
Week #9 May 14- May 18
Research Paper Week #2.
DUE MONDAY MAY 21 END OF CLASS!!
MONDAY-
Students will understand- How to select appropriate support from online sources for their research paper's thesis statement
Activities- Conduct an online search that offers strong support of this statement: It is getting easier/harder for most of us to achieve the American dream
TUESDAY-
Students will understand-
1. How to select appropriate print sources to support a thesis statement
2. How to conduct an interview in order to get information that supports a thesis.
Activities-
1. Search the library for print sources, take notes, begin writing the "body" of our research paper.
2. Discuss format of interview (get handout) DUE FRIDAY
WEDNESDAY-
Students will understand-
How to write the body of a research paper.
Activities-
Begin typing the reasons that support your thesis. Support your reasons with evidence from: Of Mice and Men, The Great Gatsby, your choice novel, an online source, and a print source.
THURSDAY-
Students will understand-
How to write the body of a research paper.
Activities-
Finish typing the reasons that support your thesis. Support your reasons with evidence from: Of Mice and Men, The Great Gatsby, your choice novel, an online source, and a print source.
FRIDAY-
Students will understand-
How to conclude a research paper
Activities-
Begin typing research paper conclusions
REMEMBER- RESEARCH PAPERS ARE DUE MONDAY AT THE END OF CLASS!!
PAPERS TURNED IN TUESDAY ARE WORTH HALF CREDIT. WEDNESDAY=NO CREDIT.
Week #8 May 7- May 11
Research Paper Week #1
MONDAY-
Students will understand- Characterization and Author's Techniques in Of Mice and Men
Activities- 100 Point Presentation based on last week's research
TUESDAY-
Students will understand- feedback on assignments from our novels Gatsby and Of Mice and Men
Activities- discuss projects, and introduce our last project of the year "The American Dream" research paper
WEDNESDAY-
Students will understand- The process of developing their own definition of the American Dream, and the process of creating a meaningful thesis statement
Activities- Students write their definition of "The American Dream"
Use the internet to search a variety of definitions for the American Dream.
Share findings in small groups
Refine personal definition of The American Dream" to be included in research paper
THURSDAY-
Students will understand- The process of researching online sources for the support of a written topic
Activities- Visit Forbes.com, search for American Dream. Take notes on at least 5 passages, and choose details that support your research paper's thesis.
FRIDAY-
Students will understand- how to use a text to choose passages that support a thesis
Activities- Small Group Work- use the Gatsby and Mice and Men texts to find details that support
your research paper's thesis statement
Week #7 April 29- May 4
MONDAY-
Students will understand-
Steinbeck's use of foreshadowing in Of Mice and Men
Steinbeck's comments on society through characters abusing their power
Activities-
Read pp. 76-91 of Of Mice and Men, take focused notes, then partner and discuss foreshadowing
and the abuse of power
TUESDAY-
Students will understand-
The climax and resolution of Of Mice and Men
Activities-
Finish Of Mice and Men, take focused notes, then partner and discuss.
Discuss grading rubric for our final project/presentations
WEDNESDAY-
Students will understand-
Format of Friday's test
Activities-
Discuss tomorrow's test
45 minutes to finish partner/paragraphs assignment and work on presentations
THURSDAY-
Students will understand-
The movie Of Mice and Men, and how it can be used to clarify confusing parts of the novel
Activities-
Watch Of Mice and Men movie
Discuss tomorrow's test
FRIDAY-
Students will understand-
Their overall comprehension of the novel Of Mice and Men.
Activities-
Finish Partner Paragraphs questions and prepare for Monday's presentation.
Week #6 April 23-27
MONDAY-
Students will understand-
Their choice of either characterization, symbolism, style and technique, or theme in Chapter 1 of John Steinbeck's Of Mice and Men
Activities-
Read "choice novel" for 20 minutes.
Discuss the Of Mice and Men "Partner Paragraphs" Project,
Read Chapter 1 of Of Mice and Men, take focused notes, then partner and discuss.
TUESDAY-
Students will understand-
Their choice of either characterization, symbolism, style and technique, or theme in Chapter 2 of John Steinbeck's Of Mice and Men
Activities-
Read "choice novel" for 20 minutes. Answer any ONE of the "20 Questions" options.
Read Chapter 2 of Of Mice and Men, take focused notes, then partner and discuss.
WEDNESDAY-
Students will understand-
Their choice of either: characterization, symbolism, style and technique, or theme in Chapter 3 of John Steinbeck's Of Mice and Men
Activities-
Read Chapter 3 of Of Mice and Men, take focused notes, then partner and discuss.
I will return all work from The Great Gatsby today. Partner and Whole class discussion will put closure to that novel.
THURSDAY-
Students will understand-
Their choice of either: characterization, symbolism, style and technique, or theme in Chapter 4 of John Steinbeck's Of Mice and Men
Activities-
Read "choice novel" for 20 minutes. Answer any ONE of the "20 Questions" options.
Read Chapter 2 of Of Mice and Men, take focused notes, then partner and discuss.
FRIDAY-
Students will understand-
Any parts of Of Mice and Men, Chapters 1-4, that they found confusing.
Activities-
20 minute read
Watch the first "four chapters" of the film, stopping after Lenny's visit to Crooks' bunkhouse
Week #5 April 16-20
MONDAY-
Students will understand-
Their choice of the overall plot, characterization, or symbolism in The Great Gatsby.
Activities-
Begin Day #1 of the "Gatsby Copy and Paste Project"
TUESDAY-
Students will understand-
Their choice of the overall plot, characterization, or symbolism in The Great Gatsby.
Activities-
Finish Day #2 of the "Gatsby Copy and Paste Project" Due Tomorrow End of Class
(Honors students- Great Gatsby Chapter Questions Due Today)
WEDNESDAY-
Students will understand-
Their choice of the overall plot, characterization, or symbolism in The Great Gatsby.
Activities-
Day #3 of the "Gatsby Copy and Paste Project" (Due at end of class)
1st, 3rd, and 5th hour students.....Great Gatsby Chapter Questions Due Today
THURSDAY-
Students will understand- Life during the Great Depression
Activities-
1. Consider prior knowledge of The Great Depression (Type Two Write)
2. Complete Great Depression Webquest
FRIDAY- Our counselor, Mrs. Hoehn, is giving a presentation to all four sections of my American Lit classes today. No Homework tonight, nothing due today.
(Great Gatsby Test is next Wednesday)
Week #4 April 10-13
MONDAY- No school! Last day of spring break.
TUESDAY-
Students will understand-
The plot of Great Gatsby, Chapter 7 and the events leading to the plot's climax
Activities-
1. Return and discuss last week's answers to Gatsby Ch 3-6 questions
2. Spring Break "Warm-up" activity
3. Read Ch 7 pp. 128-145, answer Ch 7 questions
WEDNESDAY-
Students will understand-
The plot of Great Gatsby Chapter 8, and the events that make up the plot's "falling action".
Activities-
1. Read Great Gatsby Chapter 8, pp 113-129
2. Answer and discuss "Great Gatsby" Ch 8 questions.
THURSDAY-
Students will understand- Events that lead to the "resolution" of The Great Gatsby
Activities-
1. Finish the novel. Read Great Gatsby Chapter 9
2. Answer and discuss "Great Gatsby Ch 9 questions"
FRIDAY- Our counselor, Mrs. Hoehn, is giving a presentation to all four sections of my American Lit classes today. No Homework tonight, nothing due today.
(Great Gatsby Test is next Wednesday)
Week #2 March 19-23
MONDAY-
Students will understand-
The parts of The Great Gatsby and their "choice novel" that they find confusing
Activities-
Use laptops to visit and read Sparknotes.com, and to conduct an internet search for blogs and forums where challenging parts of their novels and discussed.
Return and discuss last week's novel questions. (25 pts total in Powerschool)
TUESDAY-
Students will understand-
1. The plot of Great Gatsby, Chapter 4.
2. How main characters pursue The American Dream.
Activities-
1. 20 minute novel choice read. Answer one "choice" question.
2. Read Ch 4 pp. 61-74, Answer and discuss Great Gatsby Ch 4 questions.
WEDNESDAY-
Students will understand-
The plot of Great Gatsby, Chapter 4
How their main characters pursue The American Dream..
Activities-
1. 20 minute read. Answer one "choice" question.
2. Read Great Gatsby Chapter 4, pp 74-81
Answer and discuss "Great Gatsby" Ch 4 questions.
THURSDAY-
Students will understand- that videos can help clarify confusing sections of a novel.
Activities-
1. 20 minute read. Answer one "choice" question.
2. Watch the first 35 minutes of the movie, The Great Gatsby
FRIDAY-
Students will: Show their understanding of The Great Gatsby, Ch 1-4
Activities- Take Ch 1-4 Quiz
Week #1 March 12-16
MONDAY-
Students will understand-
Characters' actions in a novel are caused by a variety of driving forces
Activities-
1. 20 minute read. Answer one "choice" question.
2. Answer and discuss"Great Gatsby pre-reading questions. Begin Chapter 1, pp. 1-5
TUESDAY-
Students will understand-
Fitzgerald's techniques for developing his characters in The Great Gatsby
Activities-
1. 20 minute read. Answer one "choice" question.
2. Answer and discuss Great Gatsby Ch 1 questions.
Finish Chapter 1, pp. 5-21
WEDNESDAY-
Students will understand-
The use of symbols (symbolism) in a novel
Activities-
1. 20 minute read. Answer one "choice" question.
2. Begin Chapter 2, pp. 23-30
Begin answering, then discuss "Great Gatsby" Ch 2 questions.
THURSDAY-
Students will understand-
Activities-
1. 20 minute read. Answer one "choice" question.
2. Finish Chapter 2, pp. 30-38
Finish answering, then discuss "Great Gatsby" Ch 2 questions.
FRIDAY-
Students will understand- The parallels between The Great Gatsby's author and its main character
Activities- Watch and discuss 45 minute video: A&E Biography: F. Scott Fitzgerald
|
|