English 12 - Period 1 Assignments

1. In the Hands of Fate: By Act III, Macbeth becomes king, which was his original goal, but his restless mind is getting the better of him. In his soliloquy in Scene 1, Macbeth states a fear that was planted in his mind during his initial encounter with the witches. This fear leads to events that result in Macbeth's seeming madness at his banquet table. Describe Macbeth's fears, the events and the banquet scene. Explain how the knowledge of the future has once again driven Macbeth to extreme action. Do you think Macbeth is foolish to attempt to control what is fated? Or do you think he is acting wisely? Why?
2. Finish Macbeth - Act IV and Act V for Monday's final exam

1. Irony - a contrast between expectation and reality; Situational irony - occurs when a character or the reader expects one thing to happen but something else actually happens; Verbal Irony - occurs when a writer or character says one thing but means another; and Dramatic Irony - occurs when the reader or viewer know something that a character does not know. Find THREE examples of situational, verbal, and dramatic irony from Act III and explain how eac example fits that particular type of irony. Make sure to use proper citation.
2. In the Hands of Fate: By Act III, Macbeth becomes king, which was his original goal, but his restless mind is getting the better of him. In his soliloquy in Scene 1, Macbeth states a fear that was planted in his mind during his initial encounter with the witches. This fear leads to events that result in Macbeth's seeming madness at his banquet table. Describe Macbeth's fears, the events and the banquet scene. Explain how the knowledge of the future has once again driven Macbeth to extreme action. Do you think Macbeth is foolish to attempt to control what is fated? Or do you think he is acting wisely? Why?

1. Homework: Review Act II for quiz. EAP "The Value of Life" Writing Prompt (the assignmnet that was to be done over Chirstmas break)
2. Finish Act II
3. No Regrets?: Macbeth's character is not purely evil, but in Act II he overcomes his reservations long enough to kill King Duncan and two of the king's grooms. Afterward, Macbeth reveals his inner state. Search Act II for quotations that disclose Macbeth's feelings about the murders. Find 3 - 4 quotes with proper citation. Describe Macbeth's general state of mind after the murders. What do you think Macbeth should do to gain control of his feelings?
4. Act III: Identify the most important events from each scene and explain why they are important. Identify 4 important quotes from each scene and explain why they are important to the play/story.

1. Homework: Charting Multiple Texts: You will answer these questions for EACH piece of text we read. 1) Title of text, Author of text, Genre (type) of text. 2) What is the text's big issue? (Identify the "main idea" of the text.) 3) What claim does the text make? (Identify the writer's perspective/point of view on the main idea.) 4) What are examples or quotes from the text? (Examples given by the writer to help the reader understand his/her claim. Be sure to include page or line numbers to identify where you found the quote or idea.) 5) What do you think about the text's claim? (Explain your response to the text's claim, including to what extent - if any - you agree with.) 6) What are your examples? (Give a few examples from your own experiences that help explain your response to the text's claim.) 7) How does this text connect to other texts? (If you see a similarity to another text, make note of it here. connections can be made even among texts that have very different claims.)
2. Hamlet's "To be or not to be - that is the question:" Soliloquy
3. 1st Read : As you first read the text, focus on what you see as the "big picture" Hamlet describes. Based on this first reading, woudl you say that Hamlet is an optimist or a pessimist? What are your reasons for thinking so? Provide proof from the text.
4. 2nd Read: As you read the soliloquy for a second time, highlight/underline the places in the text where Hamlet describes what it means to be alive. Indicate whether your highlighted examples show a positive (+) outlook in life or a negative (-) outlook on life. Choose THREE of your highlighted samples and paraphrase them.
5. Thinking Critically: From your reading of the soliloquy, answer the follwing questions: 1) Does the soliloquy form seem to favor the expression of emotion (pathos) of logic (logos)? Why? 2) Does Hamlet's soliloquy use emotion (pathos) to crate a specific effect on the reader? If so, describe how emotion is used. 3) Does Hamlet's soliloquy use logic (logos) to create a specific effect on the reader? If so, describe how the lgic is used. 4) When Hamlet speaks his soliloquy, he is in crisis. How do his circumstances positon Hamlet to speak with authority (ethos) about the value of life? Does Hamlet seem to be speaking about his life in particular or about the quality of life in general? Explain your answer. 5) As careful readers, we are of course aware that this is nto really Hamlet speaking but a character created by shakespeare. does Shakespeare seem like someone whose opinions and attitudes are worth considering? Why?

1. Homework: None
2. “The Last Lecture” by Randy Pausch - You can view this on You Tube or google it
3. The Value of Life – After viewing “The Last Lecture” have answer the following questions based on the video and your own personal opinions. Each question should be a well-written paragraph. 1) What does being alive mean to you? 2) How do you assign value to life? 3) What makes life challenging? 4) What makes life worth living? 5) Describe THREE examples that help to show your thinking about how people should value life.

1. Homework: None
2. Collect homework: “To the Virgins, Make Much of Time”, “To His Coy Mistress” and Lucasta Letter
3. Timed Writing Prompt: On a separate sheet of paper, answer the prompt. Write the number of the test on your paper. If you were absent today, make sure you see me to make-up your essay. 

1. Homework: "To the Virgins, Make Much of Time": The speaker of this poem employs two main images to illustrate his reason for urging young women to marry. List each image, from the poem, and briefly explain what the image means. Write the principle on which the speaker's argument is based. What emotions are the images likely to cause in the readers? Do you fidn Herrick's argument compelling? Why or why not? "To His Coy Mistress": In this famous poem, the speaker uses imagery to frame two ideas. One idea is a vision of what life (and love) woudl be like if wh ahd all the time we wanted. The other idea is recognition of how little time we have. List the images, from the poem, that illustrate the idea having all the time in the world. List the images, from the poem, that illustrate life's brevity. Some of the imagery is outlandish. Why does this imagery still succeed in making a realistic point? Which image in the poem do you find most convincing? Which image do you fins least convincing? Why? "To Lucasta, Going to the Wars": Write a letter from Lucasta to her lover AFTER he's left for the war. Be sure to mention how you feel about his choice to leave you and go fight in a war. (Writing Options, page 469, option 3)
2. Journal: The Latin phrase carpe diem means literally "seize the day." Many people subscribe to the idea that life is fleeting and that we should therefore focus on the enjoyment of the present. But living for the moment can have its pitfalls too. List all of the pros and cons of living for today.
3. Cavalier Poets: musical, lighthearted verse was popular among members of the royal court; focused on themes of love, war, honor, courtly behavior; frequently advocated the philosophy of carpe diem (living for the moment)
4. Hyperbole: a figure of speech in which facts or ideas are greatly exaggerated for emphasis or for humorous effect
5. Read: "To the Virgins, to Make Much of Time: by Robert Herrick, page 464, "To His Coy Mistress" by Andrew Marvell, page 465, and "To Lucasta, Going to the Wars" by Richard Lovelace, page 467 - 1) Summarize the poem. 2) Explain what the speaker in the poem is trying to get the feamle to do. (What si he saying?) Provide proof from the text.

1. Homework: Never love again - In "On My First Son," Johnson resolves never again to love so strongly becasue his loss is unbearable. What do you think of Johnson's resolution? What effect could it have on him? Explain your answers. Write an epitaph for yourself that is 6 lines in length.
2. Quickwrite: The ties of love bind us powerfully to family, frineds, even to pets. One of love's ironies is that a strong bond of love, a bond so strengthening and so fulfilling, also opens us up to heartache when it is cut. What does the word "bond" mean to you? What are the positive outcomes of a bond? Negative outcomes? Explain your answers.
3. Epitaph - an inscription placed on a tomb or monument to honor the memory of the person buried there; a verse that commemorates someone who has died
4. "On My First Son" by Ben Johnson, page 459 - explicate the poem line by line
5. Group presentation of poem explication
6. First Son Epitaph : 1) Decide which lines from the poem would be the best epitaph to inscribe on a gracvestone for Johnson's son. 2) Taking the role of Ben Johnson, you are to write an epitaph, of 4 lines, about your dead son. 

1. Homework: Finish "Meditation 17" assignmnet
2. Read "Meditation 17" by John Donne, page 455
3. Summarize passage in 1-2 paragraphs
4. List events (5-6) Donne believes are universal experiences
5. Answer the following questions: 1) What does Donne mean when he says the church is "catholic"?, 2) According to Donne, for whom does the bell toll?, 3) Donne also mentions the ringing of a bell in a sense other than for the dying. explain., 4) Donne says that humankind is like a book. According to Donne, what happens to the book when a person dies?, and 5) Describe another metaphor Donne uses to show the unity of human life.

1. Homework: None
2. Reading Strategy: PAPA Square
3. PAPA Square for "A Change of Heart About Animals"

1. Homework: Make sure to bring colored pencils, pens or highlighters to class
2. Portfolio Exchange
3. Read "Three Ways to Persuade"

1. Homework: None
2. Quickwrite: Should immagrants applying for American citizenship be required to take a citizenship test? Explain your answer.
3. Classical Appeals of Argumentation
4. Read "New Citizenship Exam Brings New Questions and New Fears"

1. Homework: Final Draft Personal Statement (typed, double space, size 10/12, Times New Roman/Arial, 1 inch margins all around, 500 words max)
2. Quiz "Sir Gawain and the Green Knight"
3. Personal Statement Introductions
4. Revision Workshop

1. Homework: Brainstorm Personal Statement Prompt
2. Personal Statement Tips
3. Breaking Down teh Prompt: Uc Personal Statement Prompts

1. Homework: Finish "Sir Gawain and the Green Knight" storyboard
2. Review "Sir Gawain and the Green Knight
3. Finish reading "Sir Gawain and the Green Knight"
4. District Writing Handbook
5. Green, Green, Green: Summarize each section of "Sir Gawain and the Green Knight" in a visual. Every box on your paper must have the color GREEN in it and there are to be NO WORDS.

1. Homework: Type personal statement (size 10/12, Times New Roman/Arial, double line spacing)
2. Quiz "The Pardoner's Tale" & "The Wife of Bath's Tale"
3. Medieval romance
4. Quickwrite - Honor: What is honor? Give 5 examples of honorable deeds.
5. Read "Sir Gawain & the Green Knight", page 210

1. Collect homework: Which tale is more entertaining: “The Pardoner’s Tale” or The Wife of Bath’s Tale”? Why?
2. Personal Statement: Students are to write their 1st draft of their personal statements by choosing only ONE of the following prompts. The 1st draft must be at least 250 words.
   • Personal Statement Prompts
   • Prompt #1 (freshman applicants)
   Describe the world you come from — for example, your family, community or school — and tell us how your world has shaped your dreams and aspirations.
   • Prompt #2 (all applicants)
   Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are?

1. Homework: Compare the tales of the Pardoner and the Wife of Bath. Which character tells a better, more entertaining story? Use informstion from both tales to support your opinion. Quiz on "The Pardoner's Tale' and "The Wife of Bath's Tale".
2. Collect homework: The Pardoner & the Black Death
3. Battle of the Sexes - Men vs. Women: What makes a good marriage? Would you say that a good marriage is basically an equal partnership, or do you think that one person has the upperhand? Provide five reasons to support your opinion.
4. Read "the Wife of Bath's Tale", page 155

1. Homework: Finish reading "the Pardoner's Tale", pages 150-151; Briefly summarize what you read; Black death and the Pardoner: During the mid-14th century, the Black Death - a massive epidemic of the bubonic plague - swept through Asia and europe. In Europe alone, one-quarter of the population died. In what ways might these circumstances have made people vulnerable to the tricks of the Pardoner and other unscrupulous clergymen? Explain your answer.
2. Discuss A History of the English Church and People
3. Medieval Narratives
4. Chaucer's Style
5. Connecto to Your Life, page 141: Roots of Evil: "The love of money is the root of all evil," the Bible tells us. On a separate sheet of paper, write about the desire for money and the ways in which it influences human behavior. In what situations is the desire for money evil or harmful? When does the desire seem noraml or legitimate to you? Explain your answer.
6. Read "The Pardoner's Tale", page 142

1. Homework: Finish reading A History of the English Church and People repeated reading
2. Summer Reading Quiz
3. Discuss 1st excerpt of A History of English Church and People
4. Read 2nd part of A History of English Church and People

Be prepared to discuss in class.

1. Homework: Finish reading The Alchemist, Repeated reading of A History of the English Church and People (pages 99-100)
2. Quiz Beowulf
3. Introduction: Venerable Bede, Historical Events
4. Historical Writing
5. Auhtor's Purpose: Repeated Reading
6. Connect to Your Life, page 98 (discussed in class)
7. Read A History of the English Church and People (pages 99-100)

1. Homework: Summer Reading Quiz on The Alchemist; Quiz on Beowulf; Finish Beowulf Heroic Traits and Deeds chart. List 5 heroic traits and provide 2 examples for each trait.
2. Finish Beowulf
3. Continue working on Beouwulf heroic traits chart

Character Traits  

* What character traits does Beowulf possess that make him a hero?

Deeds

* What has Beowulf done to show those character traits? (proof from text with line references - you can either copy the lines word for word or summarize the lines)

1. Homework: Finish Grendel's point of view; finish summer eading book (The Alchemist)
2. Collect/Check homework: summary of "The Battle with Grendel" (periods 1 and 2 ONLY); Beowulf's heroic traits and deeds (proof from the text)
3. Review "Grendel", "Beowulf" and "The Battle with Grendel"
4. Grendel's Point of View: For every story there are two sides. In Beowulf, the reader only gets Beowulf perspective.  Based on which row you sit in class will determine what section you will re-write from Grendel's point of view. 1 = "Grendel", 2 = "Beowulf", and 3 = "The Battle with Grendel".

1. Homework: Download Anglo-Saxon Period Notes; finish reading "Battle with Grendal" and write a 1 paragraph summary; list the heroic traits Beowulf has shown in what we read and provide proof from the text with proper line citation (proof from text can be direct quotes or summarized)
2. Epic: epic traditon, epic hero
3. Warm-up: What do you believe are the qualities of a true hero? Explain your answer.
4. Read Beowulf - keeping track of his heroic traits

1. Homework: Parent/Guardian Signature
2. Check-in students
3. Seating Chart
4. Classroom Expectations
5. Academic Dishonesty Policy
6. Supply List
7. Indispensible Listening Skills