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English IV-MASH Make-up Work

Ms. Krupa, 2016-2017

Week of August 31, 2016

FRIDAY, SEPTEMBER 2, 2016

BELLWORK: Prepare your favorite M.A.S.H. story and why.

In addition: write 2 things you like about technology, and 2 things you dont like about technology.

--dissect the concept technology into parts. You can use the boxes we practiced with on Thursday. Write a _minimum_ 5 sentence paragraph on some aspect of technology as a whole, and the various parts that you broke it into. Tell us why these parts are significant.

EXAMPLE: When people today think of technology as a concept, they often forget simple ideas like a shower. Modern day showers were only invented about 100 years ago. A shower is broken down into faucet, water, and some kind of container that captures the old water. Mostly those containers are tubs or shower stalls. Showers contribute to overall human hygiene, and help prevent widespread illness. When the Spanish Flu epidemic hit in 1919, showers and bathing daily were still not widely practiced, even in the United States. Showers are an important and often overlooked aspect of technology that helps almost all of humanity.

ONLINE:

1) navigate to: turnitin.com

If you have an account, log in. If you do not have an account, create one. If you have an account but forgot your UN or PW, use the reset password button.

--If you do not have an email address (like [email protected]), then make a username like this: [email protected]

Click enroll in a class at the top. Choose the ID for your period:

P5: 13416876

P6: 13416878

Password: 1234 for all classes.

Logout. Email your username & password to Ms. Krupa: [email protected]

2) Login to Google docs

If you have a gmail address or an email address for google docs, please log in & check that you can access the word doc and spreadsheet doc.

If you do not have a gmail account, you can create a google account using another email address here: https://accounts.google.com/signup Click the I prefer to use my current email address. Link.

You may be given a Gmail account once you sign up. Therefore, remember your email that you use for logging in. Email your username and password for Google Docs to Ms. Krupa: [email protected]

Week of September 6, 2016

Tuesday, September 6th

--BELLWORK: Create 4 columns: mystery, action, suspense, horror

**For each column, list your top 3 characteristics for each genre. Your opinion!

--READ: the 2 Flash Fiction stories The Lampshade Vendor and The Colonel (found on Ms. Krupas webpage)

--WRITE: for each story, pull out one quote that best represents each genre, and add it to your chart. BE SPECIFIC use page numbers/paragraph numbers

--WRITE: 2 paragraph minimum on which event in either story is the most significant, and which genre you put that event in. Why did you pick this event? Why did you label it in the genre you picked?

Wednesday, September 7th

--BELLWORK: reflect on your notes from yesterdays class

**begin an outline (1,2,3/a,b,c style) on either story with this topic

1) Author used ___ characteristic(s) to best represent ___ genre

--WRITE: based on yesterdays discussion, write minimum 3 paragraphs on one of the authors. Describe how he/she used craft or elements to represent a specific genre.

**Paragraph 1 hook the reader, introduce your thesis

**Paragraph 2 body, explanations, quotes

**Paragraph 3 conclusion; restate thesis; last chance to wow reader

Thursday, September 8th

NO BELLWORK

Friday, September 9th

--BELLWORK: 2-paragraph reflection:

**Do you like puzzles? What do you think drives the human characteristic of curiosity? Is this what makes mystery novels so popular?

--READ: these webpages:

http://www.pbs.org/wgbh/masterpiece/hound/tg_era.html

http://www.dailywritingtips.com/is-your-novel-mystery-thriller-or-suspense/

https://hunterswritings.com/2012/10/05/mysteries-vs-thrillers-vs-crime-fiction/

http://book-genres.com/detective-fiction-genre-definition/

--WATCH: this video on Sir Arthur Conan Doyle:

http://www.biography.com/people/arthur-conan-doyle-9278600

--READ: two webpages from the list shown on this page, to understand the Victorian Era

http://www.sherlockian.net/england/index.html

--WRITE: Write min 2 paragraphs on influences affecting Doyle and how/why he created the character Sherlock Holmes. Think outside the box! Include wide concepts like: culture, historical events, politics, human nature, etc.

--READ: begin reading Speckled Band http://sherlockholmes_cases.tripod.com/holmes1_8.htm


Monday, September 12th


**Do you like puzzles? What do you think drives the human characteristic of curiosity? Is this what makes mystery novels so popular?

--WATCH: this video on Sir Arthur Conan Doyle:

http://www.biography.com/people/arthur-conan-doyle-9278600

--READ: Speckled Band http://sherlockholmes_cases.tripod.com/holmes1_8.htm

**While reading, fill out Story Map graphic organizer (on Teacher Page)--on back side put box: Red Herrings/False Clues

--WRITE: 1-paragraph reflection on element of Mystery you thought SACD used the most in Speckled Band


--BELLWORK: Write the word M-Y-S-T-E-R-Y in your paper in a column. For each letter, write a word or phrase you know about the mystery genre.

--READ: Read-Headed League http://familymanagement.com/literacy/sherlock/adventure/red-headed.league.html

**FOCUS: elements Doyle used to craft overall Mystery

**Fill out Story Map

--on back side put box: Red Herrings/False Clues

**Fill out Character Frame graphic organizer (on Teacher Page)


DISTRICT WRITING ASSESSMENT

NO BELLWORK



**What element of the Mystery genre did you think Sir Arthur Conan Doyle used the most in Speckled Band and/or Red-Headed League?

--WRITE: Create a Flash Fiction piece based on Mystery. Pick one element of Mystery you want to focus on.

**1,000 words or less include word count

**ANALYZE: write 3 paragraph reflection on which element you picked & why, & how that element showed up in your story

--Intro, Body, Conclusion whole to parts; 1st person ok

--turnitin.com DUE TUESDAY 9/20

--Open Mic on Tuesday!


NO BELLWORK

FOCUS ON WRITING ASSIGNMENT THATS DUE TUESDAY 9/20



--BELLWORK:write 1 paragraph comparing similarities & differences between Speckled Band & Red-Headed League; PROMPT: Sir Arthur Conan Doyle uses the mystery genre technique ________ in both The Red-Headed League and The Speckled Band.

--PREPARE: one Level I and Level II question based on the prompt

--COUNSELING VISIT- no other work needed


--BELLWORK: Review your Level II and Level III questions. Make sure they fit the stories. Make sure you have an answer for each one. Make sure you've cited the page number.

--WATCH: video on Speckled Band

**create Venn diagram (double circles with overlapping section), and list similarities and differences between short story & video

**http://youtu.be/-VEIaa1Hl7c (1 of 5 videos. Video 1 may not play. Do the best you can)

--WRITE: 1 paragraph on similarities & differences between video and short story

Wednesday, September 21st

--BELLWORK: write a Level I, II, III question (one question per level), comparing & contrasting the video and short story for Speckled Band

--WATCH: video on Sir Arthur Conan Doyle's inspiration for Sherlock Holmes.

**write 1 paragraph on what about Doyle's life helped him make Sherlock Holmes such a good, believable, and interesting character (also refer to your notes from Victorian England slides)

--REVIEW: review writing project handout (on teacher website); first writing day is Thursday, 9/22

Thursday, September 22nd

--NO BELLWORK

--REVIEW: rhetoric handouts (comic book style)

**also handout on outlines (both of these on teacher page)

--WRITE: work on narrative writing project for Flash Fiction

Friday, September 23rd

--BELLWORK: Think of a closed setting you'd like to use for a murder mystery. Maybe it's one you picked for your Flash Fiction project. Write one paragraph on why you picked this location.

--WATCH: slide deck on Agatha Christie and background on A Murder on the Orient Express

--READ: begin reading Orient Express; (up to ch. 2 at a minimum)

--WRITE: continue writing your Flash Fiction project DUE MONDAY, SEPTEMBER 26th!!



--WRITE: complete last weeks 3-paragraph essay assignment on a fellow students Flash Fiction narrative


NO MAKE-UP WORK D.I.E.S ASSESSMENT


--BELLWORK: List something about Christies and SACD that are different and one thing thats similar (2 sentences total). Find a quote in Orient Express that backs up your claim (1 quote).

--WRITE: 2 paragraph minimum: summarize chapters 1-3 of Orient Express What are the key events? What have you learned so far? Emphasize characters, especially Hercule Poirot.

--HOMEWORK: read up to Ch. 7 prepare to discuss 1 character at length; pick a quote that demonstrates their inside and their outside


--BELLWORK: Based on the character you picked for homework, begin to write a list of all the characteristics this character has, and also predict whether they are the murderer.

--WATCH: video on language - https://youtu.be/41lZmGcRWHU

--DRAW: pick a character and draw a picture with all the qualities and/or objects that identify that character. For example: MacQueen is an American and so an American flag might be included in the drawing.

--REVIEW: this website on the geopolitical climate of 1934 when Orient Express was written

**Write 1 paragraph on Christies tone. Is it anxious? Does she comment on cultures/politics?

--HOMEWORK: Ch. 8 + Part 2: Ch. 1-3 reflect on Christies format. Does it work for you?


--BELLWORK: Imagine you are in one of the train cars the night of the murder. Begin to sketch (Draw) out a picture of which car you would be in, and what happens.

--DRAW: based on last nights homework, add to your character drawing any new information.

--ASK: see Ms. Krupa about the diorama project started in class for the night of the murder

--HOMEWORK: Read Part 2, Ch. 4-6; predict who committed the murder; find 1 quote that proves your prediction.

Week of October 3rd, 2016

Monday, October 3rd

--BELLWORK: Take marketing packet & begin writing answers to brainstorming sheet in your notebook. (scanned on teacher page)

--REVIEW: Rhetoric slides on Ethos/Pathos/Logos/Kairos Pages 5-8, then skip to pgs. 11-14

**Check out English Teacher Jenna Clarks website on assignment: http://clark.bengalenglish.org/?page_id=1771

--HOMEWORK: First draft of personal marketing piece due WEDNESDAY 10/5 (turnitin.com)

--HOMEWORK ADD: for your Orient Express reading due Tuesday, predict who you think did the murder, and find 1 quote that supports your choice; pick 1 more quote that demonstrates Christies use of elements of the Mystery genre.

Tuesday, October 4th

--BELLWORK: list out any new characteristics that youll need to add to your drawing when you return to class.

--WRITE: 2 paragraphs describing who you predicted committed the murder and why; include 2 quotes that support your stance.

--HOMEWORK: (Due Thursday 10/6) Read Part 2: Ch. 1-3; pick 1 character (can be different than your picture) and list out all the clues you know about them so far.

Wednesday, October 5th

--BELLWORK: 1-paragraph reflection: What was your experience writing about yourself? What made it easy? What made it hard? What is one thing you need help with?

--HOMEWORK: begin in class if possible; peer review one persons marketing piece

**Offer help with action verbs, self-promotion, personal-ness of story, and flow, in foundation of ethos/pathos/logos/kairos.

**DUE FRIDAY 10/9

Thursday, October 6th

--BELLWORK: Create a 2 column chart, and list out the clues for the character you picked on Tuesday into 2 sections: Real Clues and Red Herrings. Add additional clues from what you read for homework. (Add anything new to your picture if necessary.) Pick the strongest clue from each column, and find the quote in the book where that clue is revealed. Write it in your notebook underneath the chart, and be sure to include the page #.

--WRITE: 2 paragraphs on the 2 strongest quotes from each column of your list. Describe whether they are true clues or Red Herrings, and why you picked them. What made them stand out to you?

--HOMEWORK: Part 2: Ch. 4-6 Based on current clues, decide if you predict a _different_ person(s) for the murderer, or if you stay the same.

**prepare a 1 paragraph explanation for your choice.

**Include 1 quote that supports your choice.

Friday, October 7th

--NO BELLWORK: begin working on revising marketing piece based on teacher & peer review.

--REVIEW: Rhetoric slide deck #2 Audience, pgs 1-12 (on teacher page)

--HOMEWORK: 2ND DRAFT DUE TUESDAY 10/11; FINAL DUE FRIDAY 10/14

**Read Part 2, Ch. 7-9; prepare 2 quotes significant to you for Monday.

Week of October 11th, 2016

Monday, October 10th

--BELLWORK: Write 1 paragraph reflection on: Pick the most interesting or surprising clue to you from Ch. 4-6 in Part 2. What made it interesting/surprising? How did this clue influence your prediction of the murderer?

--WRITE: 2-paragraphs on: Contemplate all the possible murderers in the story so far. Explain why you picked a certain character as the murderer. Use at least 2 quotes from the story.

--HOMEWORK: Part 2: ch. 7-9; prepare graded discussion on Level ii/iii Qs; topics to consider: Christies pacing; other mystery crafting moves; Rhetoric in Christies writing (ethos/pathos/logos/Kairos online graphic novel up to pg. 12) DUE WEDNESDAY


NO BELLWORK WRITING DAY

--WRITE: based on the feedback you received, re-write your Personal Marketing Piece

**Print out a copy for peer review on Thursday.

--HOMEWORK: Part 2: ch. 7-9; prepare graded discussion on Level ii/iii Qs; topics to consider: Christies pacing; other mystery crafting moves; Rhetoric in Christies writing (ethos/pathos/logos/Kairos online graphic novel up to pg. 12) DUE WEDNESDAY


--BELLWORK: Make a new prediction on the murdereryou must commit! (You can change your mind later, but for today, you must commit to a character.) Pick out a quote (the best one for your purpose! Use Quote Finder handout) from Part 2 that supports your choice.

--WRITE: 2-paragraphs on: Discuss whether Christie includes the elements of rhetoric in Orient Express (ethos, pathos, logos, Kairos). Use 2 quotes to prove your argument. (You could say yes she does on some elements, no on others, or yes/no on all elements.)


--BELLWORK: please see Ms. Krupa when you return, to have access to student papers for review, and to get your paper reviewed.

--VIEW: Review Ms. Krupas profile on Linkedin.com

https://www.linkedin.com/in/marissakrupa

**Create a profile for yourself. List out your attendance at HHS as your current position. Include all the activities, events, etc. that youve been involved in from Freshman year to now.

--HOMEWORK: Part 2: ch. 10-13 for Monday

Friday, October 14th

--BELLWORK: create a Venn diagram in your notebook

--WATCH: A version of Orient Express with David Suchet as Poirot

https://www.youtube.com/watch?v=fdPKxNnKJGE

**Watch the first 40 minutes or so, and complete the Venn diagram highlighting similarities and differences between the movie and the novel

--HOMEWORK: Part 2: ch. 10-13 for Monday




--HOMEWORK: P2 Ch. 10-13

**Prep discussion on Venn diagrams


--BELLWORK: review your Venn diagram. Decide if you liked the novel more or the movie more. If you chose book, find 2 quotes that demonstrate _what_ you liked about the book, and _why_ (i.e. slower pace, a characters mannerisms, etc.) If you chose the movie, jot down as many details you can from a scene that supports _what_ you liked about the movie and _why_.

--REVIEW:

**Irony: incongruity appears between expectations of something to happen, and what actually happens instead.

**Satire: the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

--Caricature; could country stereotypes be satire?

**denotation/connotation: Denotation is dictionary; connotation is feelings/ideas around word

**Sarcasm: the use of words that mean the opposite of what you really want to say especially in order to insult someone, to show irritation, or to be funny

**Find one example of each above in the novel; Include page # and quote write 2-3 sentences on how this part of the novel represents the literary concept.


--BELLWORK: Create a 3-column chart, with 4 rows. Each row will represent the 4 terms weve been discussing: sarcasm, denotation/connotation, situational irony, satire. One column each will be novel and film. Third column is best pick whether book or movie shows that term the best. Begin to fill out areas in the novel column that you already know about. Refer to a page # & beginning of a quote for each.

--WATCH: Orient Express movie: https://www.youtube.com/watch?v=fdPKxNnKJGE

** fill out chart as you watch

--HOMEWORK: finish Part 2 (Ch. 14-15)



--BELLWORK: take out your charts from watching the movie last Wednesday. Fill in any gaps. Take out your 3 Questions handout. Create 2 Level II and 2- Level III questions for a graded class discussion. Topic: book compared to movie, and anything else up to P2, Ch. 14 of book.

--WRITE: write 2 paragraphs on the similarities and differences that stuck out to you between the movie and the novel. Take a stand on which one is better, and why.

--HOMEWORK: Read Part 3, Ch. 1-3 Due Thursday.


--BELLWORK: read the Ch. 14 handout from the teacher page. Begin examining the quoted references in Ch. 14, and pick out the crafting moves Christie uses, and put the code in the Literary Devices column. Some references may not employ a device.

--HANDOUT: go through Chapter 14 of the novel and review each quoted reference on the handout.

**complete interpretation column with your interpretation of how the characters relate to each other, and how this relationship affects the plot and mood of the story.

--HOMEWORK: Finish handout for Thursday, along with Part 3, Ch. 1-3


--BELLWORK: Take your District Writing Assessment from the stack. Read the introduction only. In your notebook, comment on whether these items are present/not present, good, or needs work: hook, thesis, lead-in to thesis. Then, trade your paper with a fellow student. Analyze the same 3 areas of their intro, and compare to yours. Whos was better? Both the same? Write 1-2 sentences why.

--REVIEW: review the handout on STAMPY introductions for timed writes. Using the prompt from the District Writing Assessment (on teacher webpage) re-write your intro paragraph using one version of the STAMPY techniques.

**When you return to school tomorrow, ask Ms. Krupa for your DWA paper.

--HOMEWORK: Write 2 STAMPY intros using other elements of STAMPY that you didnt try in class today. Due Friday.


--BELLWORK: re-group with your classmates from Tuesday, and review any questions you have on the Part 2, Ch. 14 handout. Develop 2 Level II questions and 2 Level III questions from handout or P3, Ch. 1-3.

--WRITE: Write 2 paragraphs on one relationship between 2 characters, and how that relationship influences the mood of the story and the plot. Use your handout from Tuesday to help you.

--HOMEWORK: 2 intros from DWA using a different STAMPY technique than what you tried on Wednesday.

Friday, October 28th

--BELLWORK: 1-paragraph - reflect on your writing process using STAMPY. What worked well for you in your re-write? What didnt work well, or you are still struggling with? What do you need more of to feel comfortable with this technique?

--REVIEW: using peer review sheet (on teacher page), review your 3 introductions using STAMPY techniques.

**see Ms. Krupa when you return Monday to receive an additional review on your intros.

Week of October 31st, 2016

Monday, October 31st

--BELLWORK: Write a 1-paragraph reflection in your notebook: Make a new prediction! Based on what Christie tells us in Part 3, Ch. 1-3, who do you think is the murderer? Take your Ch. 15 Close Read handout, and look at the literary devices. Were any used in these chapters? If yes, which techniques did Christie use to help you make your new prediction?

--REVIEW: Part 3, Ch. 1-3

--WRITE: 2 paragraph summary about what happened in these chapters.

--HOMEWORK: Read P3, Ch. 4-7 DUE TUESDAY

Tuesday, November 1st

--BELLWORK: Take out your 3 Questions handout, and create two Level II and two Level II questions based on our chosen topic for todays graded discussion.

--WRITE: 2-paragraph mini-essay answering your own questions from the Bellwork. Pick one Level II (paragraph 1) and one Level III (paragraph 2) question. Use one quote from the text in each paragraph, and make sure it is thoroughly explained.

--HOMEWORK: Read P3, Ch. 8-9 finish the book! DUE THURSDAY

Wednesday, November 2nd

--BELLWORK: take the outline handout (on teacher page), and look over the ideas. Using the example, begin to write an outline for the DWA in your notebook.

--REVIEW: concession argument handout. Defend means maintain an argument with evidence; Refute means to prove something is false.

--HOMEWORK: Write a concession argument outline for FRIDAY. Use the worksheet to help you get started. Use complete sentences for all five roman numerals (I-V) and the capital letters (A-C) like on page 2 of the handout.

Thursday, November 3rd

--BELLWORK: write a 2-paragraph reflection on the following: Paragraph 1: take a step back and view the novel as a whole. Did Christie use effective techniques to convey the solution to the mystery? Which techniques worked? Paragraph 2: What was your reaction to the mysterys solution? Disappointed? Excited? Mind blown? Let down? Use 1 piece of quoted evidence to support how you feel.

--WRITE: Write a 2-paragraph summary of P3, Ch. 8-9.

--HOMEWORK: based on feedback from Ms. Krupa, re-write thesis and change outline if needed for tomorrows peer review

Friday, November 4th

--BELLWORK: Take out your concession cheat sheet handout, and your outline. Compare each to ensure you have every part of the outline completed, with the proper information. Then trade with a partner. Partner makes a check mark by each section of the outline if they feel it reflects the handout requirements.

--REVIEW: look at conclusion handout; see Ms. Krupa next week if further explanation is needed.

--HOMEWORK: Write conclusion using BUC Stops Here DUE MONDAY

Week of November 7th, 2016

Monday, November 7th

--BELLWORK: Turn in your completed Outline on White Paper into the file. Take out your STAMPY Intro. Staple your BUCK Stops Here conclusion to the top of the packet. Place it in a pile at the front of the classroom.

--TURNIN: BUCK Stops Here conclusion on the day you return

--READ: Slides on Action and Chapter 1 of The Bourne Identity (both on Teachers Page)

--NO HOMEWORK

Tuesday, November 8th

NO SCHOOL

Wednesday, November 9th

NO SCHOOL

Thursday, November 10th

-- NO BELLWORK

--WATCH: All ten clips of The Bourne Identity movie on YouTube: https://youtu.be/PeGDBR0Ej_0

--WRITE: create a VENN diagram in your notebook comparing the first two chapters of the book with the movie clips


--BELLWORK: Take out your 3 Questions handout, and create two Level II and two Level III questions based on The Bourne Identity ch. 1 & 2 compared to the movie; focus on 4 concepts of rhetoric: ethos, pathos, logos, kairos

--WRITE: 2 paragraphs comparing similarities and differences of the movie and the book; include 1 quote in each paragraph from the chapters; discuss at least 2 rhetorical concepts

--HOMEWORK: Read Chapters 1-2 of The Da Vinci Code http://hrsbstaff.ednet.ns.ca/engramja/ENG_11/The.Da.Vinci.Code.pdf



--BELLWORK: Briefly re-read the Facts and Prologue of The Da Vinci Code. Name one Rhetorical Concept that was used, and one element of either Mystery or Action that Dan Brown used. Write out the quote reference to the line. Be prepared to explain your choices.

--WRITE: write 1 paragraph each on the Rhetorical concept you saw in the novel, and the element of Mystery or Action genres in the first 2 chapters. Use at least 1 quote in each paragraph.

--HOMEWORK: Read Ch. 3-5 of The Da Vinci Code


--BELLWORK: Take out your 3 Questions handout, and create two Level II and two Level II questions based on The Da Vinci Code Chapters 1-5. Focus on plot & characterization.

--WRITE: write 2 paragraphs on chapters 3-5 of The Da Vinci Code; focus on plot and characterization; include 1 quote per paragraph

--HOMEWORK: Read ch. 6-8 of Da Vinci


--BELLWORK: Review chapters 1-8 of the novel, and list out all the famous places the novel references (i.e. the Louvre in Paris). Then make a note on anything you know about each place. You can work with a partner, if you like.

--REVIEW: review the slide deck on the teacher page on the locations of the novel and the concept of semiotics or the study of symbols.

--HOMEWORK: Read Ch. 9-12 of Da Vinci for FRIDAY.

Thursday, November 17th

FIELD TRIP TO INFERNO NO BELLWORK

--WRITE: fill out the handout with the movie version of The Da Vinci Code instead: http://wowmovie.me/watch-the-da-vinci-code1-2006-online-full-free-hd

**Handout is on the Teacher page


--BELLWORK: Now that youve seen a movie depiction of the character Robert Langdon, write a 1-paragraph reflection on Browns technique of character development, compared to the movie. Is Langdon a more interesting character in the movie, or book? Did you like him better in movie or book? What do you think of Browns style for developing Langdon? Better than movie? Worse?

--WRITE: in lieu of the class discussion, write the above bellwork with 2 paragraphs, instead of 1.

--HOMEWORK: Read Ch. 13-18 of Da Vinci for Monday.

Week of November 22nd, 2016

Monday, November 21st

P5 - OBJECTIVE: Students will continue their discussion of The Da Vinci Code and the movie Inferno touching on Robert Langdon characterization. (RL 1-6)

--P5 - BELLWORK: Review your Level II and Level III questions for how Robert Langdon was portrayed in the movie versus the book. Make sure questions are answered and quotes are referenced.

--P5 - WRITE: write 2 paragraphs on how Robert Langdon was characterized in The Da Vinci Code book, versus the movie Inferno. If you didnt see the movie, then just write about Dan Browns techniques for revealing this character, what you think about the protagonist, and whether you can relate to him. Does he drive the story forward?

--HOMEWORK: read up to and including chapter 13 of book

P6 - OBJECTIVE: Students will continue their discussion of The Da Vinci Code and the movie Inferno touching on Robert Langdon characterization. (RL 1-6)

--P6 - BELLWORK: Out of the genres weve studied, which element of Mystery, Action, or Suspense does Dan Brown utilize the best in The Da Vinci Code up to Chapter 13? Write a 1-paragraph reflection on the best element he uses, and why. Include at least 1 quote.

--P6 - WRITE: Write 2 paragraphs summarizing the plot of the book up to and including Ch. 13; also include your interpretation of the authors tone, especially towards Opus Dei and religion.

--HOMEWORK: read up to and including chapter 20 of book

Tuesday, November 22nd

OBJECTIVE: Students will watch The Da Vinci Code movie (RL 1-6).

--BELLWORK: Write a 1-paragraph reflection on whether you prefer movies to books or vice versa, and why. Talk about what a movie or a book does for your imagination, suspense, excitement, engagement, etc., or any other aspect of the media that attracts you.

--WRITE: 2 paragraphs summarizing The Da Vinci up to and including Ch. 13 (P5) or Ch. 20 (P6).

--HOMEWORK: read up to and including chapter 30 of book for Monday after break



--BELLWORK: Take out your chart from the movie last week. Review the sections, and fill in any gaps. Make sure youve reviewed puzzles for both the book and the film.

--WRITE: 2 paragraphs on the influence of puzzles in both the book (up to ch. 13) and the movie. Did they help the plot? Did they hurt the plot? Influence on Action, Suspense, Mystery? Include at least 1 quote from the book.

--HOMEWORK: Read Ch. 14-21

**DWA Final Due Friday, at 5pm

**WRITING DAY ON WED be prepared, only day


--BELLWORK: Reflect on Browns use of religion in The Da Vinci Code. Does it add to the mystery? Does it work as an element of the plot and story? As a reader, how does his portrayal of ancient religious ideas strike you? Do you like it? Dont like it? Why?

--WRITE: 2 paragraphs on Ch. 14-21. Pick one thing you want to focus on: religion, a character, a puzzle, a clue. Then bring in Rhetorical Concepts (Ethos, Pathos, Logos, Kairos) and describe how the thing you picked relates or doesnt relate to Rhetoric. Include at least 2 quotes from the story.



**WRITING DAY ON WED be prepared, only day


WRITING DAY no Bellwork

Final DWA Essay due on Friday, Dec. 2nd at 5PM

Thursday, December 1st

--BELLWORK: In The Da Vinci Code, the character Silas uses physical pain to absolve himself of his sins. At the end of Chapter 32, what do you think happens to Sister Sandrine? Is this something Silas can ever be forgiven for? What is your opinion?

--WRITE: 2 paragraphs up to & including Ch. 32. What do you think is the primary theme of The Da Vinci Code? Include at least 2 quotes from the story to explain why you think Dan Brown focused on this theme.



Friday, December 2nd

--BELLWORK: Take out your 3 Questions handout. Create two Level II and two Level III questions on the topic we agreed upon. Write down a quote reference.

--WRITE: answer one of your Level II and one Level III question. At least one paragraph per question. One quote per paragraph.

--HOMEWORK: DWA final essay due today at 5PM. Read Ch. 38-45 for Monday

Week of December 5th, 2016

Monday, December 5th

--BELLWORK: Make a two-column chart in your notebook. On the left side, write the possible literary works you might consider writing about. On the right side, write the possible topics you might discuss for that work. Answer this prompt: Choose something weve read in class that demonstrates an aspect of Mystery, Action, and Suspense that was unexpected. What about the authors choices surprised you?

--REVIEW: literary analysis handout (found on teachers page)

--WRITE: 2 paragraphs on the introduction of the symbol of the rose for the Holy Grail; why does Brown choose this symbol to represent the Grail?

--HOMEWORK: Read Ch. 48-54; Outline for analysis essay due Wednesday 12/7

Tuesday, December 6th

--BELLWORK: Dan Brown introduces two new elements late in The Da Vinci Code. 1) a bank manager turns in Langdon & Sophie, and then tries to steal the cryptex, 2) Leigh Teabing, an historian on the Holy Grail begins to help Langdon & Sophie. What was the impact on you, as the reader, to these two events?

--WRITE: 2-paragraphs on how Dan Brown continues to introduce elements of surprise so late in the story. Is it effective? What is Brown trying to accomplish with this technique?

--HOMEWORK: Read Ch. 55-61; Outline for literary analysis due tomorrow

Wednesday, December 7th

--BELLWORK: Reflect on the revelations about The Last Supper painting and the pentacle diagram in Ch. 55-61. Whether these ideas are real or purely fiction, how did you feel as a reader during these chapters? What was your mood? What questions arose when you were reading?

--TURN-IN: Lit analysis essay outline on the day you return

--WRITE: 2-paragraphs on: Yin/yang, male/female balance, what is Brown suggesting with the ideas form Ch. 55-61? Do you agree with Browns assertion that there is an imbalance of these two energetic forces in the world?


Thursday, December 8th

--BELLWORK: Create discussion questions

--WRITE: Answer one Level II and one Level III question that you created. Answer must be one paragraph, and include one quote from the book in each paragraph. Topic: How did Silas from Opus Dei and Collet from the French police find Sophie & Langdon?

--HOMEWORK: Read Ch. 70-84 for Monday; First draft of Analysis essay due Tuesday 12/13; Writing day Monday 12/12

Friday, December 9th

--NO BELLWORK movie day

--WRITE: Instead of watching the movie and writing, pick one technique of Dan Brown in The Da Vinci Code and write a 1-paragraph analysis on why he uses it, the purpose of the technique, and Browns desired effect. Due on the day you return.

--HOMEWORK: Read Ch. 70-84 for Monday; First draft of Analysis essay due Tuesday 12/13; Writing day Monday 12/12

Week of December 12th, 2016

Monday, December 12th


--HOMEWORK: Read Ch. 70-84 for Tuesday

Tuesday, December 13th

--BELLWORK: Dan Brown ends Ch. 84 with a tremendous cliffhanger. In 1-paragraph, write out your prediction for the following characters: the Monk, Remy, Teabing, Sophie, Langdon, Fache, Vernet. What will happen to each of them next?

--TURN-IN: Lit analysis essay first draft Turnitin.com

--WRITE: Pick a writing technique or element of MASH that Dan Brown employs in Ch. 70-84. Write 2-paragraphs about why you think he chose that technique/element, and the impact it had on you as the reader. Include at least 1 quote per paragraph.


Wednesday, December 14th

--BELLWORK: In Ch. 91, the Teacher character seems to know everything, as if he was at the event. Is Remy with you? (p. 374). Write 1-paragraph on these questions: How did the Teacher know? How did the Teacher know Remy did something to jeopardize the mission? Who is the Teacher, in your opinion?

--WRITE: Between Ch. 85-99, pick a clue that you think leads to new information about a character (Langdon, Sophie, Teabing, Remy, etc. ), and pick one that is a red herring. In 2-paragraphs, describe why you picked what you did, and where you think the author is going with the storyline by revealing these two clues. Include at least 1 quote per paragraph.


Thursday, December 15th

--BELLWORK: On 1-paragraph, explore Browns themes as represented by the character of Leigh Teabing. Leigh felt entitled to the Grail because the Priory didnt reveal the secret during the Millennium. Was he justified? What is Brown trying to tell the reader through Teabings actions? What is Browns tone towards Teabing?

--WRITE: In 2-paragraphs, explore Dan Browns theme of corruption. Include evidence from plotline, character(s), and anything else. What does Brown think about corruption? Is it linked to any other emotional state? Include at least 1 quote per paragraph.

--HOMEWORK: Read Finish Book!

Friday, December 16th

--BELLWORK: Create discussion questions.

--WRITE: Answer one Level II and one Level III question that you created. Answer must be one paragraph, and include one quote from the book in each paragraph. Topic: How did Silas from Opus Dei and Collet from the French police find Sophie & Langdon?

--HOMEWORK: writing day Monday & Tuesday; paper due Wednesday

Week of January 2nd, 2017

Monday, January 2nd

NO SCHOOL

Tuesday, January 3rd

--BELLWORK: Finish this sentence using as many elements of horror that you know of:

Before she knew it, night enveloped her as did the damp, misty rain, while Ednas heels clicked on the street of the dark alley

--REVIEW: slides on Horror and Suspense (on teacher page)

--READ: Quitters, Inc. by Stephen King for tomorrow

--WRITE: begin writing draft of narrative project; see handout on Teacher Page

Wednesday, January 4th

--BELLWORK: What part of Quitters, Inc. made it horror for you? In 1 paragraph, describe the point in the story that made you feel the most anxiety. Analyze why at this point?

--SLIDES: Review Poe slides on teacher page

--READ: Poes The Pit and the Pendulum

--HOMEWORK: First draft of narrative due FRIDAY in Google

Thursday, January 5th

--BELLWORK: Analyze Poe vs. King. Pick one element of Horror that both authors used in their stories. Write 2-paragraphs analyzing (with examples) which author used the element better and why.

--READ: It Only Comes Out At Night by: Etchison (On teacher page)

--HOMEWORK: first draft Narrative due to Google docs tomorrow!

Friday, January 6th

--BELLWORK: How do you know when a writer persuades you? Think back to a time when you were persuaded by someone. It could be to believe them, or to do something. How did that person persuade you? Make a list of all the things that person did to persuade you (i.e. repeat themselves, gave examples, etc.)

--HANDOUT: review SOAPS (on teacher page)

--SLIDES: review key rhetorical devices (on teacher page)

--READ: read speech (On backside of SOAPS handout)

--WRITE: Write 2 paragraphs on 2 rhetorical devices that the author uses to create an emotional appeal to the reader/audience. Each paragraph must have one quote from the speech.

--HOMEWORK: peer review of narratives due by Monday in Google

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