10th grade Honors English



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

Unit Outline for “Challenge that Defines our Generation” Research Paper and for Catcher in the Rye

Essential Questions: How do I conduct proper and effective research? How do I accurately document sources? How do I effectively persuade my readers of my opinion? What kind of messages are artists able to convey through their art?

Catcher in the Rye: What are the effects of mental health disorders on individuals and society? How has the treatment of mental health disorders changed in our country? How do authors represent mental illness, insanity, and depression? How can alienation and isolation be shown in different works? Is rebellion an inevitable part of growing up? Can anyone avoid being “phony”? What gives our lives meaning, and who defines that for us? What is happiness? How do new experiences enlarge one’s world? *You must bring your research packet and Catcher text with you to class every day*

*Note that agenda is subject to change*

|Day/ Date |In Class |Homework |

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

|Monday |Gattaca film and viewing guide/ end of Technology & Social Control unit | |

|10/31/11 | | |

|Tuesday |Gattaca film review/ viewing guide |BRING headphones tomorrow; Read chapters |

|11/1/11 |Go over new vocabulary words – list 5 |1 & 2 of Catcher (p. 1-16) and begin |

| |Introduce Catcher in the Rye; J.D. Salinger background |looking over background info |

| |Issue The Catcher in the Rye texts; Look at first chapter | |

| |Discuss frame story; setting/ context/ narrator (reliable?) | |

| |Discuss: the literature of rebellion | |

| |*Note: On my website are optional Discussion Questions to guide your reading and | |

| |articles for further thought | |

|Wednesday |In Computer Lab D-107; Review vocabulary sentences |Begin brainstorming; Read chapter 3 & 4 |

|11/2/11 |The Life and Times of J.D. Salinger powerpoint |of Catcher (p. 16-35) |

| |Introduce “Challenge that Defines our Generation” Research Paper | |

|Thursday |Vocab Quiz 5; Grammar Prep |Read chapters 5, 6, 7 & 8 of Catcher (p. |

|11/3/11 |MLA/ Writing packet – review and use throughout unit |35-58) |

| |Continue brainstorming – draft a thesis statement | |

|Friday |THESIS due; Grammar Prep |Read Catcher chapters 9 - 10 (p. 59-76) |

|11/4/11 |Review MLA format/ parenthetical documentation and Works Cited page | |

| |Dead Word Wall – group activity and extra credit opp (due Thurs 11/10 – see me for word | |

| |assignment) | |

|DGP sentence for next week (12): my uncle from pittsburgh pennsylvania recently bought a boat which he will keep on our lake |

|Monday |In Computer Lab D-107; Grammar Prep |Read Catcher chapters 11, 12, 13, & 14 |

|11/7/11 |Discuss how to capture your reader’s attention |(p. 76-104) |

| |Work on “Challenge that Defines our Generation” Research Paper | |

| |Reminder - Formal writing (no: I think; you; stuff; really; thing, etc.) | |

|Tuesday |INTRO Paragraph and OUTLINE due; Grammar Prep |Read Catcher chapters 15, 16, & 17 (p. |

|11/8/11 |Discuss Catcher in the Rye |105 – 134) |

| |Review research paper progress – make sure thesis statement is a clear, sophisticated, | |

| |debatable opinion | |

|Wednesday |Read & Discuss Catcher in the Rye; Grammar Prep |Read Catcher chapters 18, 19, & 20 (p. |

|11/9/11 |Discuss voice and tone in Catcher in the Rye |135-157) |

| |Introduce end-of-unit Catcher assessment: literary criticism blog responses on | |

| | – due Wed 11/30 | |

|Thursday |Grammar Quiz 3; Extra Credit for Dead Word wall due |Finish rough draft of research paper – |

|11/10/11 |Discuss Catcher in the Rye |due tomorrow |

| |Small group guided discussions - theme analysis | |

|Friday |In Computer Lab D-107 |Read Catcher chapters 21, 22, & 23 (p. |

|11/11/11 |ROUGH DRAFT due: Peer Edit |157-180) |

| |Review edits and revise | |

| |

|DGP sentence for next week (13):she should have thrown out those magazines dated before may 29 1968 because not one of them is useful |

|Monday |Examine sentence structure |Finish Catcher in the Rye - chapters 24, |

|11/14/11 |Discuss word choice/ LV/ passive voice/ formal language (written versus spoken language)|25, & 26 (p. 180-214) |

| |Catcher small group discussions – Diagnose Holden | |

|Tuesday |Catcher small group discussions |Prepare for graded discussion tomorrow |

|11/15/11 |Animal Imagery in Catcher | |

| |Tracing the Title in Catcher | |

| |Examine title of Catcher in the Rye – Robert Burns | |

|Wednesday |Graded Discussion on Catcher in the Rye - including relations to history/ pop culture, |“Challenge that Defines our Generation” |

|11/16/11 |title/ Robert Burns, literary criticism, essential questions, themes, symbols, tone, |research paper – revise/ polish/ |

| |voice, characterization, relation to other novels, etc. |proofread |

|Thursday |RESEARCH PAPER DUE!! (double weighted essay) | |

|11/17/11 |Turn in rubric on top; final draft underneath; peer edit under that; all drafts and | |

| |brainstorming under that; pre-writing on bottom | |

|Friday |Discuss mental health in the 1950’s/ Catcher/ OMAM |Work on Catcher lit crit blogs |

|11/18/11 | | |

| |

|No DGP this week |

|Monday |Discuss mental health in the 1950’s/ Catcher/ OMAM |Work on Catcher lit crit blogs |

|11/21/11 | | |

|Tuesday |Discuss mental health in the 1950’s/ Catcher/ OMAM |Happy Thanksgiving! ( |

|11/22/11 | | |

|Wednesday |** Thanksgiving Holidays ** ( | |

|11/23/11 | | |

|Thursday |** Thanksgiving Holidays ** ( | |

|11/24/11 | | |

|Friday |** Thanksgiving Holidays ** ( | |

|11/25/11 | | |

| |

|DGP sentence for next week (14): in the novel a tale of two cities there is a character named dr manette who has a pretty daughter |

|Monday |Begin Antigone/ Civil Disobedience Unit |Work on Catcher lit crit blogs |

|11/28/11 | | |

|Tuesday |Antigone/ Civil Disobedience |Blog responses on Catcher lit crit due |

|11/29/11 | |tomorrow (unit assessment) |

|Wednesday |Catcher lit crit blogs due (unit assessment) | |

|11/30/11 |Antigone/ Civil Disobedience | |

|Thursday |Antigone/ Civil Disobedience | |

|12/1/11 | | |

|Friday |Antigone/ Civil Disobedience | |

|12/2/11 | | |

| |

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.

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

ELA10RC4: Student establishes a context for information acquired by reading across subject areas.

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.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download