DUE DATES:

Link to 1st Quarter Log Here

ENGLISH 12 LOG (B1 and B3) - 2nd Quarter

1 - 10/26: Critical Viewing Film: QWs: What is the most frightening thing you can think of? What would cause the most fear, despair, or regret? Discussion and notes. Viewing part 1 (0:00 - 0:40 minutes) of Frankenstein (dir: Kevin Connor). Post-Viewing QWs: What do you find surprising, unexpected, or otherwise noteworthy about the way the tale begins? What do you find surprising, unexpected, or noteworthy about the film itself? Other than being a tale created for entertainment, what is this story really about? Try to come up with several responses for each question.

2 - 10/28: Critical Viewing Film: Review responses to post-viewing questions from last time - discussion - notes. View part II (0:40 - 1:10) of Frankenstein (dir: Kevin Connor). Post-viewing QW: Compose three or more interpretive questions about Frankenstein. Example: Why do the villagers just drive away the creature instead of capturing it? Why does the creature chop wood for the cottagers?
 
3 - 10/30: Critical Viewing Film: review interpretive questions - take notes. In small groups, choose several questions and discuss them. Each group will make five predictions about about what will happen in the story. Groups report on discussion and predictions - take notes. View part III (1:10 - 1:40). Have a Happy Halloween!

4 - 11/03: Critical Viewing Film: Quiz and Review: Frankenstein Facts. Viewing part IV (1:40-2:30). Post-Viewing QWs: What do you find surprising, unexpected, or otherwise noteworthy about the way the tale has developed? What do you find surprising, unexpected, or noteworthy about the film itself? Other than being a tale created for entertainment, what is this story really about? Has your answer changed since we began? If so, how? If not, why not? Try to come up with several responses for each question.

5 - 11/05: Critical Viewing Film: Viewing Part V (2:30-3:24). Reviewing the "Elements of Understanding" and defining the big ideas, essential (evaluative) questions, interpretive questions, factual questions review and assignment, "Analyzing Film as Literature." 

For definitions of the "Big Ideas," and the different types of questions CLICK HERE

6 - 11/09: Read and reread "Why Literature Matters," identify five important concrete details, compose factual questions about the text and discuss their relevance (why does the questions and the answer matter?)

For definitions of the "Big Ideas," and the different types of questions CLICK HERE

7 - 11/11: Review factual questions about "Why Literature Matters" as a model for creating factual questions about the film Frankenstein. Independently work on the assignment "Analyzing a Film as Literature." 

For definitions of the "Big Ideas," and the different types of questions CLICK HERE

8 - 11/13: Work on the assignment "Analyzing a Film as Literature" independently, with a partner, or in a small group (students' choice).

For definitions of the "Big Ideas," and the different types of questions CLICK HERE

9 - 11/17: "Analyzing Film as Literature" assignment due. Listening and taking notes on This American Life: Going Big, "Harlem Renaissance."  Quickwrites: How does this connect to Mary Shelley's story Frankenstein? What does this have to do with us? Do increasing rates of poverty impact us on an individual basis? On a societal basis? If so, how? Is poverty only a problem for the poor? If not, why not? If so, why?  

10 - 11/19: Review the Enduring Understandings from "Harlem Renaissance:"
    1. Reading to children from the moment they're born, every day, without exception drastically increases their likelihood of succeeding academically, socially, and economically; it helps break cycles of poverty.
    2. Encouragement (positive reinforcement), speaking kindly, generates long-term beneficial impacts on kids; discouragement (negative reinforcement), speaking harshly, produces long-term harmful impacts.
    3. Corporal punishment as a disciplinary method produces less positive outcomes than reasoning, negotiation, grounding, and time-outs.

Review basic principles of academic writing: qualifying absolute terms, avoiding 2nd person pronouns (i.e., you, your, yours, yourself), drafting with but then eliminating redundant announcements (e.g., "I think that...," "I am going to write about..."). Review interpretive and essential (evaluative) questions about "Why Literature Matters"

11 - 11/23: Class time to work on the assignment for "Why Literature Matters"

12 - 11/30: Scheduled writing lab time to revise, edit, and type the assignment for "Why Literature Matters."

13 - 12/02: Survey. Writing Prompt 2 - Language Use, Perception, and Judgment, Read and listen to the first act of Pygmalion. Take notes. Select three important quotations, share quotations and explain the significance of each. Class discussion.

14 - 12/04: Survey results. WP#3 -Changing the World. Read and listen to Pygmalion act II. 

15 - 12/08: Identify three significant quotations from act II, scene 1 and list them. Explain why you consider each quotation important, profound, or otherwise significant. Writing Prompt #4 - Morality, Class, and Economics. Read and listen to the remainder of act II and all of act III.  Class read-aloud the end of Act III.

16 - 12/10: Writing Prompt #5 - Gender, Stereotypes, and Discrimination. Read and listen to acts IV and V. Identify three significant quotations from acts IV and V and list them. Explain why you consider each quotation important, profound, or otherwise significant.

17 - 12/14: Writing Prompt #6 - Pygmalion changes the world - How? Viewing the film of Pygmalion part I. QW: Drafting the "Enduring Understandings;" predict: in twenty or thirty years what do you think you'll remember about Pygmalion, its issues, themes, or other concepts?

18 - 12/16: Finish viewing Pygmalion. Writing Prompt #7 - Changing Impressions through Visualization. QW: Drafting the topics and themes: Pygmalion is obviously about language use, class, and gender stereotypes; however, many other themes arise from every author's work, even themes the author does not necessarily intend. Aside from the obvious, what else is Pygmalion about? Why do you think so? In other words, what evidence can you offer?

19 - 12/18: QW: Drafting the topics and themes: Pygmalion is obviously about language use, class, and gender stereotypes; however, many other themes arise from every author's work, even themes the author does not necessarily intend. Aside from the obvious, what else is Pygmalion about? Why do you think so? In other words, what evidence can you offer? Assignment description: Analyzing Pygmalion as text and in performance.

20 - 12/22: Scheduled writing lab time to begin Pygmalion analysis assignment.


21 - 01/05: Scheduled writing lab time to complete Pygmalion analysis assignment.

22 - 01/07: Pygmalion analysis due at the start of class. Final Exam - Education, Entertainment, and Responsibility. Some Enduring Understandings from Pygmalion (B1)