10th grade Honors English



Mrs. Johnson’s 10th grade Honors English 2011-2012

Unit Outline for Technology & Social Control/ Satire/ Brave New World

Essential Questions: At what point does the government have a responsibility to control individuals in order to protect society as a whole? Should there be a limit on individual freedom and rights? Is it possible for technology to go too far – to do more harm than good? Is utopia possible?

Poetry: How can different poets express the same emotions and themes differently?

You need your Brave New World text every day in class

*Note that agenda is subject to change*

|Day/ Date |In Class |Homework |

|DGP sentence for next week (6): sandrine enjoys flying kites so we bought her a new ball of string |

|Monday |Discuss Candide (satire) ch 26-30 and text as a whole | |

|9/26/11 | | |

|Tuesday |Candide assessment: in-class essay | |

|9/27/11 | | |

|Wednesday |Begin Technology & Social Control Unit |Continue reading in BNW – chapters 1 & 2 |

|9/28/11 |Issue texts: Brave New World (return Candide texts) | |

| |Intro/ information on Aldous Huxley & Brave New World | |

| |Theme: Technology & Social Control; still satire | |

| |Read chapter 1 | |

|Thursday |In D-107 |Overview Questions on chapters 1-3 of |

|9/29/11 |Vocab Quiz 2 |BNW; Read 1st half of chapter 3 |

| |Miranda Hypertext for BNW context and connections | |

| |Miranda Hypertext is a resource as you read BNW: | |

| | | |

| |Review and reference throughout this unit | |

| | | |

| |Note: basic study questions for BNW on my website: | |

| | | |

| |– not required; simply for you to use if they help you focus | |

|Friday |Hand out unit outline: Technology & Social Control |Finish/ review BNW ch 1-3 and finish |

|9/30/11 |Discuss idea of utopia vs. dystopia |Overview Questions on ch 1-3; Read |

| |Assign BNW Name mini-research project, assign names – Due Tuesday 10/11 |chapter 4 |

| |Juxtaposition in ch 3 of BNW – discuss & group activity | |

|DGP sentence for next week (7): the southside baptist church sponsored a festival my mother bought some french pastries there |

|Monday |Grammar review |Work on BNW Name mini-research project; |

|10/3/11 |Quote posters on setting of BNW in groups & present |Read BNW ch 5 |

|Tuesday |Grammar review |Read ch 6; Overview Questions on chapters|

|10/4/11 |Pair-Share discussions and begin reading ch 6 |4-6 |

|Wednesday |Grammar review |Reach ch’s 7 and 8 |

|10/5/11 |BNW Class Discussion | |

|Thursday |Grammar Quiz 2: subject/verb agreement,: pronoun/antecedent agreement |Read ch’s 9 and 10 |

|10/6/11 | | |

|Friday |Assign article/theme relation: due next Friday |Finish BNW Name mini-research project; |

|10/7/11 |SAT strategies |Read ch 11 |

| |Vocab word: sanguine | |

| |BNW class discussion | |

|DGP sentence for next week (8): stephen was eager to prove that his dog blue was different from the other hunting dogs |

|Monday |Trauma Pill article & small group discussion |Finish BNW Name mini-research project; |

|10/10/11 | |Read ch 12 |

|Tuesday |BNW Name mini-research project due |Catch-up night/ get a good night’s sleep |

|10/11/11 |Present Name projects quickly to class (roll-call presentations); turn in |before PSAT |

| |BNW Class Discussion | |

|Wednesday |PSAT |Reach ch 13 |

|10/12/11 | | |

|Thursday |Go over new vocabulary words – first half – will have combined list 3 & 4 quiz on 10/20 |Article/theme relations due tomorrow; |

|10/13/11 |BNW Food for Thought Questions – in groups |Read ch 14-15 |

| |BNW Class Discussion | |

|Friday |Go over new vocabulary words – second half – will have combined list 3 & 4 quiz on 10/20|Read ch 16; Begin CIS Journal |

|10/14/11 |BNW Class Discussion | |

| |Share article/theme relations: Technology & Social Control | |

| |Assign CIS Journal (ch 16-17) – due Wednesday | |

|DGP sentence for next week (9): i must have drunk four cups of cocoa because i was frozen from skating on lake kenton |

|Monday |Teacher Workday | |

|10/17/11 | | |

|Tuesday |Review vocabulary sentences/ words quickly |Read ch 17; Finish CIS Journal; Freud |

|10/18/11 |Freud Meets Brave New World |examples in BNW |

|Wednesday |CIS Journal (ch 16-17) due – discuss and turn in |Read BNW ch 18 (End of novel) |

|10/19/11 |Discuss Freud & Brave New World examples through ch 17 | |

|Thursday |Vocab Quiz 3 & 4 combined (20 words) |Prepare for BNW Graded Discussion; Begin |

|10/20/11 |Issue Anthem books & hand out Guided Reading Questions |reading Anthem (short novella) & begin |

| |Chalk Talk silent debate |guided reading qu’s |

|Friday |Graded discussion: Brave New World |Continue reading Anthem and complete |

|10/21/11 | |questions |

|DGP sentence for next week (10): can you lend Mallory and me that literary cavalcade magazine or does your group need it to finish the assignment |

|Monday |Happiness Exercise |Finish reading Anthem and complete |

|10/24/11 |Ayn Rand/ Anthem Background |questions |

|Tuesday |Anthem Guided Discussion in groups – discussion notes and journal due tomorrow |Guided Discussion notes and journal due |

|10/25/11 | |tomorrow |

|Wednesday |Anthem Guided Discussion questions/ notes/ journal DUE | |

|10/26/11 |Gattaca film and viewing guide (Constructed Response Assessment for Visual Media Text) | |

|Thursday |Gattaca film and viewing guide (Constructed Response Assessment for Visual Media Text) |Study for test |

|10/27/11 | | |

|Friday |Technology & Social Control Unit Test | |

|10/28/11 | | |

|DGP sentence for next week (11): while we were driving on the brewton highway we saw a burning garage with several cars in it |

Georgia Performance Standards mastered and practiced in this unit:

ELA10RL1 Reading and Literature: The student demonstrates comprehension by identifying evidence in a variety of texts and uses this evidence as a basis for interpretation.

ELA10RL2: Student identifies, analyzes, and applies knowledge of theme in literary works.

ELA10RL3: Student deepens understanding of literary works by relating them to contemporary context or historical background.

ELA10RL4: Student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works.

ELA10RL5: Student understands and acquires new vocabulary.

ELA10RC1 Reading Across the Curriculum: Student reads 25 grade-level appropriate books from a variety of genres and disciplines.

ELA10RC2: Student participates in discussions related to curricular learning.

ELA10RC3: Student acquires new vocabulary

ELA10W1 Writing: Student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a focus, and signals closure.

ELA10W2: The student demonstrates competence in a variety of genres.

ELA10W3: Student uses research and technology to support writing.

ELA10W4: Student practices both timed and process writing.

ELA10C1 Conventions: Student demonstrates understanding and control of the rules of the English language.

ELA10C2: Student demonstrates understanding of manuscript form.

ELA10LSV1 Listening, Speaking, and Viewing: Student participates in student-to-teacher, student-to-student, and group verbal interactions.

ELA10LSV2: Student formulates reasoned judgments about written and oral communication in various media genres.

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