Great Expectations - The First Stage of Pip's Expectations REVISED DUE DATES

Monday, April 24
In-class - Journal entry - a childhood experience options

Tuesday, April 25 (A,B) Wednesday, April 26 (F)
Read Great Expectations Chapters I and II. Upon finishing Chapter 2,write a 3-5 sentence  reader's response incorporating at least two text excerpts.

Wednesday, April 26 (A) Thursday, April 27 (B,F)
Read Great Expectations Chapters III and IV. List at three examples from the following: motifs, comic misapprehensions, character tags, comedy, allusion, house as battery, battery as home

Thursday, April 27 (A) Friday, April 28 (B,F)
Read Great Expectations Chapters V and VI.  Write a text-based question to pose to the class.

Monday, May 1
Final Macbeth Project due

Tuesday, May 2 (A,B) Wednesday, May 3 (F)
Read Great Expectations Chapters VII, VIII, IX, and X
In-class journal entry

Great Expectations

Journal Entry Options through Chapter X

1)     At the end of Chapter IX, Dickens directly addresses the reader, saying “Pause, you who read this, and think for a moment of the long chain of iron or gold, of thorns or flowers, that would never have bound you, but for the formation of the first link on one memorable day."     Begin by paraphrase his statement, identifying the key motif, then recount a memorable day that formed the first link on of your own experience of being bound.

2)     One of the ways that Dickens links disparate story lines is to employ linking motifs.  Identify one linking motif, cite its appearance in two seemingly separate story lines, and comment on its significance.

Wednesday, May 3 (A) Thursday, May 4 (B, F)
Read Great Expectations Chapters XI, XII, XIII, XIV


Thursday, May 4 (A) Friday, May 5 (B, F)
Read Great Expectations Chapters XV and XVI
List at three examples from the following: motifs, comic misapprehensions, character tags, comedy, allusion, house as battery, battery as home

Tuesday, May 9 (A, B) Wednesday, May 10 (F)
Complete reading THE FIRST STAGE OF PIP'S EXPECTATIONS (Page 144) Quiz on identifying characters and literary elements.

Macbeth Act IV and Act V

Wednesday, April 5 (A) Thursday, April 6 (B, F)
Read Act IV Scenes ii and iii and respond to the following:

Act IV Scene ii:

1)  Why is Lady MacDuff upset with MacDuff?


2)  How do we know her tone with her son is more bantering than serious?


3)  In the short time we get to know the Macduff son, what endears him to us?  Why is it important that we respond to him in this way?


4)  Identify a specific line or two of text from either Lady MacDuff or her son that underscores Shakespeare's thematic intent.

Act IV scene iii

Before reading:  Macbeth has tried to lure Malcolm back to Scotland by various schemes that he has been able to see as traps.  If you were Malcolm how would you respond to Macduff who has come to England to convince you to return to Scotland for the purposes of overthrowing Macbeth?






How does Malcolm respond to Macduff?  What is the resolution of their conversations?







Complete the following passage from Gervinius's  "Shakespeare Commentaries" written in 1885: (First three are all the same word)
"Macduff is, by nature, what Macbeth once was, a mixture of mildness and force; he is more than Macbeth, because he is without any admixture of ______________.  When Malcolm accuses himself to Macduff of every imaginable  vice , not a shadow of _________________ to force himself into the usurper's place comes over Macduff.  So noble, so blameless, so mild, Macduff lacks the goad of sharp __________________ necessary to make him a victorious opponent of Macbeth: [Shakespeare], therefore by the horrible extermination of his family, drains him of the 'milk of human _____________________, and so fit him to be the conqueror of Macbeth."


Thursday, April 6 (A) Friday, April 7 (B,F)

Read Macbeth Act V scenes i and ii.  Annotate at least five symbols or motifs.

Monday, April 10
Read Macbeth ActV scenes iii, iv, and v and William Maxwell's "Nearing Ninety".  Write down 3-5 direct contrasts with Macbeth's thoughts on life in Act V scene iii lines 26-33 and Act V sce v lines 22-31
Nearing Ninety Essay

Thursday April 13

Proposal For Final Macbeth project

Macbeth Act III Assignments

Monday, March 27
Read Act III - scenes i, ii, and iii.
For each scene write a discussion or clarifying text-specific question to bring to class.

Tuesday, March 28 (A, B) Wednesday, March 29 (F)
Read Act III scene iv.
Make a list of at least five comparisons and contrasts between the dagger and the ghost

Wednesday, March 29 (A) Thursday (B, F)
Outline of Dagger/Ghost paragraph
In-class Rough Draft

Thursday, March 30 (A) Friday, March 31(B, F)
Dagger/Ghost essay writing workshop

Monday, April 3
Dagger/Ghost essay due

Tuesday April 4 (A, B)  Wednesday, April 5 (F)
Read Act III scene vi.
Complete Macbeth Act III  "An Open Book Reading Guide"

Macbeth  Act II  and Poetry Submission Assignments

Friday, March 3 (B, F)

Read Act II scene i and complete the double-sided reading guide. 

Monday, March 6  -IF YOU HAVEN'T YET, TURN IN FINAL DRAFT OF POEM

Read Act II scene ii

Write down :

1) At least three specific elements that make this scene suspenseful

2) At least five references to sleep. What do you make of them?

3) Three separate text examples that show Macbeth or Lady Macbeth on the spectrum of FEAR - COURAGE - RASHNESS

Tuesday, March 7 (A,B) Wednesday, March 9 (F)
Submit your poem to the poetry website:

student.LHSpoem.org
(Make sure that you have had me proofread your final copy before submitting)
IMPORTANT NOTES: 1) PLEASE SUBMIT AS A WORD DOC. IF ON GOOGLE DOC NOW, THEN DOWNLOAD IT AS A WORD FILE THEN SUBMIT THE FILE.  2) PLEASE ALERT YOUR PARENTS TO LOOK FOR THE PERMISSION SLIP - POSSIBLY IN THEIR SPAM FOLDER.  A PARENT SIGNATURE IS ESSENTIAL FOR PUBLICATION.

Wednesday, March 8 (A) Thursday, March 9 (B, F)

Construct an Argument Map to state and support your claim about whether or not Macbeth gains your sympathy.

Thursday, March 9 

In-class writing (Sympathy paragraph)

Tuesday, March 14 (A,B) Wednesday, March 15 (F)

Read Act II scene iii.  Include the following key words in either a specific  clarifying question or a text-based observation.
1.  The Porter  2.  The night   3. "In our house"  4. Macbeth's reaction  5.  "Help me hence, ho!"
6.  A motif  7. Malcolm and Donaldbain

Wednesday, March 15 (A) Thursday, March 16 (B,F)
Acts I and II  50 point test (Vocabulary, Identification, Literary elements)

Thursday, March 16  (A) Friday, March 17 (B, F)
Monthly Writing

Macbeth Act I Assignments

Macbeth Act I Assignments

Tuesday, February 28(A,B) Wednesday March 1(F)

Read to Act I scene vii line 28

Complete the worksheet on Macbeth’s soliloquy

Wednesday, March 1 (A) Thursday March 2 (B,F)

Macbeth Act 1 Reading Practice Test (Identification, vocabulary, motifs, class discussions).   Spend  @ 45 minutes responding to the Practice Test questions - finish tomorrow in class.

Assignments to February Vacation

Thursday, February 2
Hard copy of revised poem for  with annotated rubrics

Thursday, February 2 (A) Friday, February 3 (B,F)
January Monthly Writing

Monday, February 6

Citing your sources:

Provide 3-5 historical facts about King James I of England

Provide 3-5 more personal aspects of the man (his ideas, interests, and personality) that make him an interesting figure.

Put yourself in Shakespeare’s place in 1606.  Based upon the experiences and proclivities of this King less than two years, identify at least three elements you might incorporate into your play that would please him.

Tuesday, February 7 (A,B) Wednesday, February 8 (F)

Consulting ”Characters in the Play” (page 3) complete the guided notes “Macbeth Characters in the Play”

Wednesday, February 8 (A) Thursday February 9 (B,F)

From either your own experience, literature, history, or contemporary sources, provide a modern-day example of equivocation.  Write a brief analysis that points out its misleading language designed to hide rather than to illuminate the truth,  and your position of its ethical merits or shortcomings.

Wednesday, February 15 (A) Thursday, February 16 (B,F)

Read Macbeth Act 1 up to scene iv) (line 175 page 25)

Provide at least three specific text examples for Macbeth and three for Banquo that indicate how their language reveals their position on the scale of FEAR - COURAGE – RASHNESS

Thursday, February 16 (A) Friday, February 17 (B,F)

Read Act I to scene vi.

Write a response to Lady Macbeth’s words that will “Shake [her] fell purpose” by being the voice of her better nature, “The Compunctious Visitings of Nature”. Refute at least three of her language choices by showing their relation to particular motifs or to where they lie on the scale of FEAR –COURAGE –RASHNESS. Include, in your response the consequences you believe that her language will engender.

Assignments for Mondays,- January 23 and 30

All this week take time in 30-45 minute increments to work on:

For Monday January 23
1)  memorizing and practicing your chosen poem
2) writing out by hand your lines
3) providing a 300-400 word written response about what you appreciate about the poem -  both its literary elements, what it's about, and why it connects with and transforms your perspective.

For Monday, January 30
Choose a poem to revise from drafts of the following types (Examples provided for each in packets):

1) Fake apology poem
2) Object Poem
3) A poem about standing up (for something or for someone who may not have a voice)
4) A poem about a first impression

Examples for the following given on last class this week:
1) Ambivalence about a place
2) An activity
3) Your heritage