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"
Thanksgiving Break
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.
Winter Break
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)