Honors English/D. Kelly Syllabus: January 15-19

Honors English/D. Kelly Syllabus: January 15-19 Quotes to ponder:  “I have never let my schooling interfere with my education.”- Mark Twain  “Great minds have purposes; others have wishes.”- Washington Irving  “We must not always talk in the market-place of what happens to us in the forest.” - Nathaniel Hawthorne CCRS: Cite textual evidence to support analysis. (CCRS 1, 10)

Identify theme and/or main idea of a text. (CCRS 2, 7, 11)

Analyze elements of literature in a text. (CCRS 2, 3, 5, 6, 12, 15, 41)

Define vocabulary in context and demonstrate understanding of other academic vocabulary (CCRS 40, 41)

Analyze use of diction, figurative language, rhetorical devices and strategies to convey meaning and tone in a text.(CCRS 4, 8, 12, 13, 14, 17, 41)Read and comprehend fiction and nonfiction texts (CCRS 2, 7, 9, 11, 18, 20) Produce clear and coherent writing by engaging in the writing process from pre-writing to polished draft. (CCRS 22, 24, 25, 29, 30)

Prepare for and actively participate in collaborative discussions on varied tasks. (CCRS 31, 32, 34, 35, 36)

Apply rigorous revising and editing skills to communicate effectively. (CCRS 23, 24, 25, 30, 39, 40)

M-15: Martin Luther King Holiday

T-16: Before: Brief synopsis of part I of "Young Goodman Brown" which students read as a class on Friday, January 12. During: Continue reading "Young Goodman Brown" identifying ambivalence and moral ambiguity as themes. After: Complete dialectical journal for "Young Goodman Brown." HW: Finish dialectical journal. Due block day. Vocabulary review due block day.

W-17/ TH-18: Before: Submit completed dialectical journals and vocabulary review. Writer's notebook assignment #3. Students will write a well-composed AEC paragraph comparing Romantic elements in "The Devil and Tom Walker" and "Young Goodman Brown" identifying how these elements are used to achieve an affect. During: Students will assemble in home groups. Read critical article, source A, to identify evidence to use as support for the dialectical journal (whole-group instruction). Students will read and annotate critical article, source B, to identify evidence to use as support for the dialectical journal (small-group instruction). Students will submit completed dialectical journals. HW: Study for short stories vocabulary test on Friday, Jan. 19.

F-19: Before: Submit defined vocabulary. During: Complete short stories vocabulary test. HW: None

Next week:  Introduction to the Fireside Poets/Romantic poetry  Sentence combining using participial phrases  Documented essay on "Young Goodman Brown" (collaborative).  Romantic poetry/short stories test