1984 by George Orwell
Chapters 3-5 in class with reading passage assigned (within the first 5 chapters) over the weekend
Chapter 1 read in class. 2 assigned for hwk.
Context notes and discussion in class, biography of Orwell.
Handouts include:
Intro to prose (terms review, additions)
Aspects of novel notes tables (ongoing)
Reading Journal passages (task and sample)
Context notes, thematic development
Othello
Handout: Othello essay topics and preparation guide April 22 2014. (Have a topic in mind as we read to the end of the play so you can pull relevant ideas from class discussion)
See Ms. Stevens at lunch to make up missed Quizzes!
Bring parent permission forms to view Act 1 before the quiz!
Handouts: Quiz passages, Significance in Othello--notes taken Friday, March 21 2014
Act I.i Questions due Monday, April 7 2014
Spoken Word
Final Project: choose one of your lists and workshop it to meet these additional criteria:
Sarah Kay "If I Should Have a Daughter"
- 7 poetic devices, identified properly
- 15 lines minimum
- final copy with polished, visual appeal
- separate note cards, if needed
- rehearse presentation, consider performance details
- submit stapled to rubric along with requested tasks
Sarah Kay "If I Should Have a Daughter"
Ivan Coyote "Dear Younger Self"
List topics so far:
10 Things--Advice to my younger self/future offspring
10 Things I should have learned by now
10 Things I know to be true
Deconstructing Stereotypes/Media Bias
Task: With reference to "Beyond Beats and Rhymes", discuss the effects of the media on masculinity and femininity.
Byron Hurt: "Beyond Beats and Rhymes"
Ms. Melody Stevens mstevens@sd91.bc.ca
2014
English
12 Course Outline
Essential Learning
Outcomes:
Every
grade 12 student must demonstrate competency in the following tasks:
Oral Language
25%
(summative)
|
Reading & Viewing
25%
(summative)
|
Writing & Representing
25%
(summative)
|
1.
prepared informal discussion
(small
group)
·
Poetry discussions
·
Novel discussions
2.
formal oral presentation (speech, debate, group presentation)
·
Formal debate
3.
Expression of metacognition in tasks using rubrics
·
Peer assessment using
discussion, debate and writing rubrics
|
1. summary (analysis, quotations and
reflection)
·
Novel Notes
2.
personal response (connecting and analyzing social context)
·
Othello / Tempest quizzes
·
Prep for poetry and novel
discussions
3.
familiarity with genre specific vocabulary
·
Poetry Test
·
Short Stories Test
|
1.
personal narrative with voice
(prompted)
·
Good copy of 6+1 Trait
composition
2. analytical multi-paragraph essay with
outside sources, quotation integration and citation
·
Poetry paragraphs
·
Novel essay
·
Othello/Tempest essay
3. synthesis and integration of sources
(compare / contrast / evaluation structure)
·
Short Stories essay
·
Formal debate prep
|
Students will receive both formative
grades (practice work) and summative assessments that will reflect how they
have met the learning outcomes of the course. Both formative and summative
assessment will be used throughout the course, and formative assessments will
make up 25% of the students’ overall grades.
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