Nicole G. Wojciechowski

updated 8 Feb 2012

Senior Honors English (aka: Honors Humanities): A2, A3 (2^nd lunch), B1

Junior Honors English: A1 and B3 (2^nd lunch)

Basic Acting: B2

LATE WORK POLICY:

Assignments are due when collected in class.

If you do not hand in an assignment at that time, it will be considered late and 20% of the grade will be deducted.

You then have until the beginning of next class to hand in that assignment for credit (minus the 20%).

If you do not hand the assignment in at the beginning of the next class, you will receive a “zero.”

There are some assignments for which no late work will be accepted for credit. I will let you know in advance when this policy will apply to an assignment.

ABSENTEE POLICY:

If you miss a day of class, it is your responsibility to determine what in-class work and assignment work you may have missed.

You will be expected to have your assignment for the next class and to take any quizzes/tests/exams that will be administered the class after your absence unless you reach me with extenuating circumstances the day before the quiz/test/exam.

MAKE-UP TEST AND QUIZ POLICY:

If you have been absent and have missed a test or quiz, see me to schedule a date and time for you to make it up within a reasonable period of time.

If you fail to appear for the make-up test or quiz, you will receive a “0” for that grade.

Template for MLA citation for an electronic source:

Author’s last name, First name. “Title of Article.” Title of Site. Network, Date of publication. Media. Date of access.

An example:

Bernstein, Mark. “10 Tips on Writing the Living Web.” A List Apart. A List Apart Mag, Aug 2002. Web. 18 Sep 2009.

Format for a book:

Author’s last name, First name. Title. City of Publication: Publisher, year of publication.

HONORS HUMANITIES CULTURAL ARTS PROJECT—

HOW TO CITE A PROGRAM OR ARTIST’S STATEMENT:

Author. Title of Work. City of Publication: Publisher, publication date. Print.

An example of a citation for a program for a play:

Erie Playhouse. Hairspray. Erie: Erie Playhouse, Sep 2010. Print.

An example of a citation for an artist’s statement:

Marcel Duchamp. Exhibit Name. Erie: Erie Art Museum, Aug 2010. Print.

To cite a lecture or a speech, provide the speaker's name, title of the lecture or speech in quotation marks, the meeting and the sponsoring organization (if applicable), the location [including place and city], and the date. If there is no title, use an appropriate descriptive label (e.g., Lecture, Address, Keynote speech). Do not underline or enclose in quotation marks (MLA Handbook, 2004).
An example:
Libris, Lola. "Introduction to Online Databases." 2003 Arkadelphia Library Association.

HOW TO CITE A BLOG, LISTSERV, or DISCUSSION BOARD:

Editor, screen name, or compiler name (if available). “Posting Title.” Name of Site. Version number (if available). Sponsor or publisher. Web. Date of access.

All other types of citations are covered in Writers Inc.

Ø Here’s the link to the on-line writing center I told you about. This takes you to the search page, so you’ll have to figure with what category you want assistance (introducing quotations, paraphrasing, literary analysis - - they have A LOT).

http://owl.english.purdue.edu/

Click here to view SAT essay prompts: http://www.collegeboard.com/student/testing/sat/after/essay_prompts.html

Junior Honors English

A1 and B3 (2^nd lunch)

All of our previous class lessons are included in the archives toward the bottom of this page.

Sample PSAT questions: http://www.collegeboard.com/student/testing/psat/about/ontest.html

Junior Honors English

Please remember:  If you are absent, it is your responsibility to make up work and to make an appointment with me to make up any quizzes.  All class material is available on-line, and I am only an email away.

If you fail to make up work within one class of the class missed, the grade will be entered as “0.”  If you fail to make up a quiz within a reasonable period of time (one week), the grade will be entered as “0.”  If you fail to show up for a scheduled make-up quiz/exam, the grade will be entered as “0.”

The link to the Junior Honors English syllabus: SYLLABUS junior honors 2011-2012.pdf

TERM II

Friday, February 3 (B), and Monday, February 6 (A)

45 minutes:  The students will demonstrate their understanding of the Chapter 23 vocabulary words by responding to a test (50 pts.).

40 minutes:  The students will view the conclusion of Polanski’s Macbeth.

5 minutes:  Explain the assessment for the play.

The students will demonstrate their comprehension of Macbeth by composing sentence and paragraph responses to the following questions:

From “Act V” (91-2): Short answers for a,c,d,e,g,h,1,5; Paragraph for f

From “The Play as a Whole” (92-3): Short answers for #5, 6 (for #6, locate one internal and two external conflicts; for each, cite act and scene), 8; paragraph responses for #3

From “Imagery and Figurative Language” (93): Short answers for #1 (a-b), 2 (a-b), 3 (choose one image and write a short response) (62 pts.)

Next class: Macbeth scene presentations (60 pts. – no late work will be accepted for credit on this assignment) and bring your final Macbeth assessment (62 pts.).

The deadline for the overall Macbeth assessment has been revised: B3 has until Thursday to hand in theirs; A1’s assignment is due on Friday.

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

50 minutes: Scene presentations (60 pts. – no late work will be accepted for credit)

20 minutes: The students will take notes on the characteristics of Shakespearean comedy and compare it to Shakespearean tragedy.

15 minutes: In their notes, the students will identify the four plots of A Midsummer Night’s Dream as they read through the list of characters on page ix of the script.

For Friday (A1) or Thursday (B3): Bring the completed Macbeth assessment (62 pts.).

ALSO for FRIDAY (A1) or MONDAY (B3): For each of the following words, write a definition, part of speech, and 1-3 sentences that clearly illustrate the meaning of the word (24 pts.).

1. austerity

2. beguile

3. cloister

4. dote

5. extenuate

6. feign

7. idolatry

8. reveling

Thursday, February 9 (B – assembly – only 30 minutes of class)

1. Collect and review Macbeth assessment.

2. Two more scene presentations

3. Notes on subplots of A Midsummer Night’s Dream

4. Distribute scripts

For next class:

For each of the following words, write a definition, part of speech, and 1-3 sentences that clearly illustrate the meaning of the word (24 pts.).

1. austerity

2. beguile

3. cloister

4. dote

5. extenuate

6. feign

7. idolatry

8. reveling

Friday, February 10 (A), and Monday, February 13 (B)

A1: The students will take notes on the characteristics of Shakespearean comedy and compare it to Shakespearean tragedy.

In their notes, the students will identify the four plots of A Midsummer Night’s Dream as they read through the list of characters on page ix of the script.

10 minutes: In pairs, the students will review their vocabulary work (definitions and sentences). Collect (24 pts.).

30 minutes: The students will read and discuss I.i.1-8 of the play.

25 minutes: The students will take notes as they identify some major themes of Shakespearean comedy, themes particular to MND, and motifs particular to MND.

25 minutes: The students will read and discuss I.ii.9-11.

Next class: For each of the following words, write a definition, part of speech, and 1-3 sentences that clearly illustrate the meaning of the word (15 pts.).

1. dissemble

2. flout

3. progeny

4. promontory

5. wanton

Also for next class: Review Act I of the play and be prepared to write a short essay on the imagery. Remember to bring your vocab book.

Tuesday, February 14 (A), or Wednesday, February 15 (B)

10 minutes: In pairs, the students will review their vocabulary work (definitions and sentences). Collect (15 pts.).

20 minutes: The students will pronounce, define, identify the parts of speech, and give examples of use for the Chapter 24 vocabulary allusions (201-05). There will be no test for these terms.

10 minutes: The students will review thesis-driven essay structure.

50 minutes: Plan and write a thesis-driven essay based on the following prompt: There are many images of the moon in Act I of A Midsummer Night’s Dream. These images foreshadow the night that will soon fall on the characters in the play. Gather the examples of moon imagery in Act I and then, in a thesis –driven essay no fewer than three paragraphs long, analyze and explain the moods the images suggest.

Rubric:

Thesis-driven essay structure 7 pts.

MLA citations 7 pts.

Interpretation and explanation of moon imagery 10 pts.

Fluency 7 pts.

Depth of analysis 7 pts.

38 pts.

Next class: Type your essay. Attach the rough draft and notes to it and bring it to our next class.

Due 2/20 (A) or 2/21 (B): Chapter 24 vocab activities C and D (206-08; 30 pts.)

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

10 minutes: In pairs, the students will peer review their essays, making corrections on the page when necessary. Collect (38 pts.).

7 minutes: In pairs, the students will read II.i to the entrance of Oberon and Titania and answer questions #1 and 2 on the study guide. Review.

7 minutes: In pairs, the students will read II.i from the entrance of Oberon and Titania to Titania’s exit and answer questions #3-5. Review.

7 minutes: In pairs, the students will read II.i from the exit of Titania to the entrance of Demetrius and Helena and answer questions #6-7. Review.

5 minutes: In whole group, we will read and discuss the conclusion of II.i.

5 minutes: The students will read II.ii.20-21 (stop at Lysander and Hermia’s entrance) and answer study question #1.

15 minutes: The students will read, discuss, and respond to the study questions (2-6) for II.ii.21-25.

35 minutes: In response to the following prompt, the students will plan and compose a thesis-driven essay no shorter than five paragraphs in length. Shakespeare establishes several conflicts in Act II. Identify at least three of these unresolved situations and discuss various possible outcomes for each of them.

Rubric:

Thesis-driven essay structure 7 pts.

Identification of conflicts 7 pts.

Plausibility of potential outcomes 7 pts.

Fluency 7 pts.

Depth of analysis 7 pts.

35 pts.

For next class: Type your essay (35 pts.).

Also: Chapter 24 vocab activities C and D (206-08; 30 pts.) are due. There will be no test on the allusions.

Monday, February 20 (A), or Tuesday, February 21 (B)

20 minutes: The students will review Chapter 24 activities C and D (206-08; 30 pts.).

10 minutes: In pairs, the students will peer review their essays, making corrections on the page when necessary. Collect (35 pts.).

Act III

Next class: For each of the following words, write a definition, part of speech, and 1-3 sentences that clearly illustrate the meaning of the word (24 pts.).

1. bequeath

2. chide

3. derision

4. entreat

5. rebuke

6.recompense

7. sojourn

8. spurn

Wednesday, February 22 (A), or Thursday, February 23 (B)

10 minutes: In pairs, the students will review their vocabulary work (definitions and sentences). Collect (24 pts.).

Honors Humanities

A2, A3 (2^nd lunch), B1

Honors Humanities

Please remember:  If you are absent, it is your responsibility to make up work and to make an appointment with me to make up any quizzes.

                        All class material is available online and I am only an email away.

                        If you fail to make up work within one class of the class missed, the grade will be entered as “0.”  If you fail to make up a quiz                    within a reasonable period of time (one week), the grade will be entered as “0.”

All of our previous class lessons are included in the archives toward the bottom of this page.

The link to the Senior Honors Humanities syllabus: SYLLABUS for Honors Humanities 2011-2012.pdf

(The syllabus includes instructions for the Cultural Arts Project.)

TERM II

If you use an outside source when completing any sort of assessment, you must cite that source material (even if you paraphrased) or it will be considered plagiarism. The act of using an outside source is not “wrong;” ripping off other people’s ideas without acknowledging them is.

Monday, February 6 (A), and Tuesday, February 7 (B)

75 minutes: The students will begin to read and write responses to the “Guide Sheet to Art, Architecture, and Music in Florence (19-31).” The students will read pages 19-31 in small groups. Then, individually, the students will complete the guide sheet. If you are absent today, you must see me when you return to school so that you can check out a book to complete the guide sheet and writing prompt assignments.

15 minutes: The students will compose one, unified paragraph in response to the writing prompt about Primavera (found on the guide sheet; 5 pts.).

Here is a url that you can use to access the artwork for the prompt: http://www.italian-renaissance-art.com/Primavera.html

Next class: Students will be allotted 10 minutes to complete their guide sheet work/writing prompt from today’s class.

ALSO -Purchase your copy of Hamlet from CM ($1.50) and bring it to class (5 pts. – no late work will be accepted for credit).

Also for next class: For each of the following words, define the word, identify the part of speech of the word, and write 1-3 sentences that clearly illustrate the meaning of the word (60 pts.).

Wednesday, February 8 (A), and Thursday, February 9 (B – unaffected by assembly)

Check for copies of Hamlet (5 pts. – no late work will be accepted for credit).

Collect writing prompts (5 pts.).

Check guide sheets (10 pts.).

10 minutes: The students will have the chance to complete their guide sheet/writing prompt work from last class.

15 minutes: The students will review their vocabulary homework in pairs. Collect (60 pts.).

25 minutes: Review the “Guide Sheet to Art, Architecture, and Music in Florence (19-31).”

20 minutes: The students will respond to a Shakespeare pre-test for bonus points. Review.

5 minutes: The students will examine the Dramatis Personae in their Hamlet texts. We will identify the primary characters and the characters that appear in I.i.

15 minutes: The students will begin to read and discuss I.i.1-6. Introduce the idea of interpretation. Ask the students to visualize the first scene: the platform at night, the guards, the ghost, etc.

For next class: Print the Act I study questions from the assignment page to guide your reading notes.

Friday, February 10 (A), and Monday, February 13 (B)

20 minutes: The students will conclude their reading of I.i and answer the study questions for I.i (12 pts.). If you were absent, it is your responsibility to bring the completed questions with you next class. Review and discuss in whole group.

Hamlet, I.i (12 pts.) Wojciechowski

Answer the following questions in complete sentences:
1. What is the atmosphere like on the guard platform of the castle in Elsinore?
2. What is Bernardo feeling? What textual evidence indicates this (quote and cite)?
3. What is Francisco feeling? What textual evidence indicates this (quote and cite)?

4. According to Horatio, what is the significance of how the ghost is dressed?

5. How do Marcellus and Horatio explain the sudden disappearance of the ghost?

6. Quote and cite at least two lines that indicate external action.

20 minutes: The students will identify and take notes on various aspects of the Shakespearean stage and the theater.

25 minutes: Review the elements of Aristotelian tragedy. The students will discuss and take notes on Elizabethan revenge tragedy.

35 minutes: The students will read, discuss, and take notes regarding I.ii.7-14.

Questions for study; use this as a guide for your reading notes. Wojciechowski

I.ii, Hamlet

1. How are Claudius, the dead King Hamlet, and Queen Gertrude related?

2. What is in the letter Claudius is sending to the ailing king of Norway?

3. Who is Laertes? Why does he want to leave Denmark?

4. Why is young Hamlet grieving? How do Claudius and Gertrude treat his grief?

5. Why is King Claudius planning a celebration?

6. Who is Horatio? What does he reveal to Hamlet?

a. What conclusions about Hamlet can we draw from this scene?

I.iii, Hamlet

7. What advice does Laertes give Ophelia?

8. What advice does Polonius give Laertes?

9. What advice does Polonius give Ophelia?

a. What conclusions about Ophelia can we draw from this scene?

I.iv, Hamlet

10. How does Hamlet feel about the drunken revelry?

11. What mixed feelings does Hamlet have when he sees the ghost?

12. Why doesn’t Horatio want Hamlet to follow the ghost?

a. What new about Hamlet do we learn?

I.v, Hamlet

13. What does the ghost tell Hamlet?

14. How does the ghost want Hamlet to treat Claudius? Gertrude?

15. What does Hamlet make Horatio and Marcellus swear?

a. What appears to be Hamlet’s plan of attack at this point?

Tuesday, February 14 (A), and Wednesday, February 15 (B)

20 minutes: The students will read, discuss, and take notes regarding I.iii.15-19.

25 minutes: The students will fill both sides of a double-spaced page in response to the following prompt: Imagine you are Ophelia after her conversation with her father. Write a diary entry (10 pts.).

20 minutes: The students will read, discuss, and take notes regarding I.iv.19-22.

25 minutes: The students will read, discuss, and take notes regarding I.v.23-28.

Explain assignment:

The students will demonstrate their analytical awareness of the first act of Hamlet by responding to a writing prompt (30 pts.).

Write a thesis-driven essay (minimum of 2 sub-assertions) in which you trace the motif of dichotomy in regard to the following ideas:

acting vs. sincerity

seeming vs. being

illusion vs. reality

and/or deceit vs. honesty…in Act I.

Be sure to discuss at least two examples (using cited quotations) in detail.

Bring the completed essay to our next class. Earn 2 bonus points for typing it.

Thursday, February 16 (A), and Tuesday, February 21 (B)

Collect the Act I assessment (essay; 30 pts.). Review and discuss.

40 minutes: The students will view the first act of the Huntington Theater film version of Hamlet.

25 minutes: The students will recognize the prompt for their literary analysis essay: Why does Hamlet delay in taking revenge? The students will take notes in regard to the first of various critical theories that try to explain Hamlet’s delay.

Wednesday, February 22 (A - liturgy), and Thursday, February 23 (B)

Friday, February 24 (A – sub), and Monday, February 27 (B)

Basic Acting

Term III

Lower auditorium

Syllabus for Basic Acting: Acting Basics syllabus.pdf

Link to monologues from movies and television: http://www.whysanity.net/monos/others.html

Monologues for teens:

http://www.ispgroupinc.com/monologues/monologues_for_kids_and_teens.htm

archives

Junior Honors

Tuesday, November 29 (B), and Wednesday, November 30 (A)

25 minutes: The students will conduct a self and peer review of their formal outline for the Renaissance research essay.

Collect the outlines.

5 minutes: The students will identify Sir Walter Raleigh and will read his biography (260).

15 minutes: The students will review Raleigh’s reply to Marlowe, “The Nymph’s Reply to the Shepherd’ (261). In their journals under the same heading, the students will paraphrase each stanza of the poem.

20 minutes: Retrieve the purple lit books. Review Sir Walter Raleigh. The students will read and discuss “To Queen Elizabeth” (175-76).

25 minutes: The students will then read the poem by Elizabeth I, “When I Was Fair and Young” (173). In their journals under the heading “When I Was Fair and Young” by Queen Elizabeth, the students will compose responses to “Think and Discuss” #1-3 (177). Review and discuss.

Bring your lit book. Bring your vocab book.

Thursday, December 1 (B), and Friday, December 2 (A)

10 minutes: The students will read and discuss “Shakespeare’s Sonnets: The Mysteries of Love” (275).

15 minutes: The students will read and discuss the biography for William Shakespeare (272-74).

15 minutes: The students will take notes on the sonnet form.

15 minutes: The students will read and recognize the form in Petrarch’s “Sonnet 42” (276) and in Shakespeare’s “Sonnet 18” (277; review conceits) and will read “The Sonnet in the Renaissance” (276) and “Shakespearean Sonnet Form” (277).

5 minutes: The students will read and discuss “Make the Connection,” “Literary Focus,” and “Background” (278).

20 minutes: The students will read and discuss “Sonnet 29” (279). In their journals under the heading “Sonnet 29” by Shakespeare, the students will compose responses to #1-5 (279). Review.

Assign project: The students will each be assigned a sonnet by Shakespeare. The students will be responsible for the following: 1) Locate, print a copy, and cite the source of the sonnet (5 pts.); 2) Paraphrase the sonnet (5 pts.); 3) Analyze the sonnet for the volta and figures of speech like similes, metaphors, or personification (10 pts.) 4) Memorize and be prepared to recite the sonnet (10 pts.) on Friday, 12/9 (B), or Monday, 12/12 (A).

10 minutes: The students may begin work on the Review of Chapters 16-20 Activities IV, V, and VI (169-71; 30 pts.).

Next class: Bring your lit book.

Bring the completed of Chapters 16-20 Activities IV, V, and VI (169-71; 30 pts.).

12/9 (B) or 12/12 (A): Sonnet work and recitation are due (30 pts. – no late work will be accepted for credit).

Monday, December 5 (B), and Tuesday, December 6 (A)

15 minutes: The students will review Chapters 16-20 Activities IV, V, and VI (169-71; 30 pts.).

20 minutes: The students will read, discuss, and ask questions regarding “Sonnet 116” (283). In their journals under the heading “Sonnet 116,” the students will compose short answer responses to #1-7 (283).

40 minutes: The students will read, discuss, and ask questions regarding “Sonnet 130” (284). The students will respond to questions #1-4 (284; 12 pts.). In pairs, the students will respond to “Writing: A Reply” (284; 10 pts.). Review.

Requirements of “Writing: A Reply” (284; 10 pts.) assessment:

-Must be 14 lines

-Must adhere to Shakespearean sonnet rhyme scheme (277)

-Label the rhyme scheme.

-Must contain a volta

-Label the volta.

15 minutes: The students will begin taking notes on the “Guide Sheet to the Theory of Tragedy according to Aristotle.”

Next class: You do not need your lit book.

12/9 (B) or 12/12 (A): Sonnet work and recitation are due (30 pts. – no late work will be accepted for credit). Expect to include your paraphrase in your recitation.

You can download a sample sonnet assignment here: Sample sonnet assignment.pdf (If you want to select your own sonnet, please choose between Sonnets 55-154. You may not choose Sonnets 116 or 130. Let me know of your selection, please.)

Wednesday, December 7 (B), and Thursday, December 8 (A – liturgy schedule)

45 minutes: The students will continue to take notes on the “Guide Sheet to the Theory of Tragedy according to Aristotle.”

10 minutes: Distribute the Macbeth booklets. The students will read and discuss “Crime and Consequence” (4) and “Tragedy” (4).

5 minutes: The students will read and discuss I.i.6.

Globe Theater information

Next class: You do not need your lit book.

Sonnet work and recitation are due (30 pts. – no late work will be accepted for credit). Expect to include your paraphrase in your recitation.

Friday, December 9 (B), and Monday, December 12 (A)

60 minutes: Sonnet presentations (30 pts. – no late work will be accepted for credit)

30 minutes: The students will continue their notes on the “Guide Sheet to the Theory of Tragedy according to Aristotle.”

Bring your Macbeth booklet.

Friday, December 9 (B), and Monday, December 12 (A)

60 minutes: Sonnet presentations (30 pts. – no late work will be accepted for credit)

A1 did not get this far…30 minutes: The students will continue their notes on the “Guide Sheet to the Theory of Tragedy according to Aristotle.”

Bring your Macbeth booklet.

Tuesday, December 13 (B), and Wednesday, December 14 (A)

30 minutes: Conclude the notes on the “Guide Sheet to the Theory of Tragedy according to Aristotle.”

20 minutes: Review I.i of Macbeth. This will lead us into a discussion (and notes) regarding the themes, motifs, and other symbols in Macbeth.

10 minutes: The students will read, discuss, and take notes on I.ii.6-8.

30 minutes: The students will read, discuss, and take notes on I.iii.9-14.

10 minutes: The students will read, discuss, and take notes on I.iv.14-15.

A1 needs to read I.iv.14-15 and answer the study questions on their own for our next class.

Bring your Macbeth booklet.

Thursday, December 15 (B – early dismissal), and Monday, December 19 (A)

15 minutes: On paper to be handed in, the students will compose one, unified paragraph in response (7 pts.): How does Banquo’s reaction to the witches differ from Macbeth’s? What do you think Macbeth’s reaction suggests about his character? Review and discuss.

A1: Review I.iv.14-15.

10 minutes: The students will read, discuss, and take notes on I.v.16-18.

5 minutes: The students will read, discuss, and take notes on I.vi.18-19.

A1 only:

4 minutes: “Shakespeare’s Effects on Language”

35 minutes: “William Shakespeare”

B3 for next class: Read I.vi.18-19 and answer the study guide questions #22 and #23.

Next class: We’ll conclude Act I of Macbeth in class and begin work on the assessment.

Tuesday, December 20 (B), and Wednesday, December 21 (A)

15 minutes: The students will read, discuss, and take notes on I.vii (19-21).

15 minutes: Distribute the Act II study questions. The students will read, discuss, and take notes on II.i.23-25.

20 minutes: The students will read, discuss, and take notes on II.ii.25-28.

40 minutes: The students will demonstrate their comprehension of Act I of Macbeth by composing responses to a formal assessment (page 22: Short answer: a-d,2,3,4, 6,8; Paragraphs: 1, 7 – 44 pts.).

Next class: Bring the completed Act I assessment.

Bring your vocabulary book.

Thursday, December 22 (B- We will have 4^th lunch.), and Tuesday, January 3 (A)

15 minutes: The students will review the Act I assessment. Collect.

5 minutes: The students will read, discuss, and take notes to II.iii.29.

15 minutes: The students will discuss the purpose of the porter in II.iii. The students will read and discuss the article by Thomas de Quincey (34-35) and the article, “Mabeth’s Porter” (36).

20 minutes: The students will read, discuss, and take notes for the conclusion of II.iii.

15 minutes: The students will read, discuss, and take notes on II.iv.33-35

20 minutes: The students will pronounce, identify the parts of speech, define, and give examples of use for the Chapter 21 vocabulary words (174-76).

Next class: Bring the completed Chapter 21 vocabulary activities (176-79; 45 pts.). Be prepared for the Act II assessment.

Wednesday, January 4 (B), and Thursday, January 5 (A)

20 minutes: The students will review Chapter 21 Activities C, D, and E (176-79; 45 pts.).

70 minutes: The students will compose responses to the Act II assessment. Short answer: a-j, 1,2,5,6,7 Paragraphs: 3 and 9 (55 pts.).

Next class: Bring the completed Act II assessment.

1/10 (B) or 1/11 (A): Chapter 21 vocab test (50 pts.)

Friday, January 6 (B), and Monday, January 9 (A)

15 minutes: The students will review the Act II assessment. Collect.

60 minutes: The students will view Acts I and II of Polanski’s Macbeth.

15 minutes: The students will, in their journals under the heading “Review of Acts I and II” compose responses to prompts regarding those acts (arête, hubris, ate, MB’s motivation, conflict, turning point, new conflict). Review.

Next class: Complete the journal activity for homework, if necessary; prepare for the Chapter 21 vocab test (50 pts.).

Tuesday, January 10 (B), and Wednesday, January 11 (A)

50 minutes: Chapter 21 vocab test (50 pts.)

30 minutes: The students will read, discuss, and take notes on III.i.38-43.

10 minutes: The students will begin to read, discuss, and take notes on III.ii.43-45.

For next class: Be sure to have read III.ii and to have answered the questions for that scene on the study guide.

Thursday, January 12 (B), and Tuesday, January 17 (A)

10 minutes: The students will review their reading of III.ii.43-45.

15 minutes: The students will read, discuss, and take notes on III.iii.43-47.

25 minutes: The students will read, discuss, and take notes on III.iv.47-52.

10 minutes: The students will read, discuss, and take notes on III.v.52-53. The students will also read “Hecate: Queen of the Night” (72). In their journals under the heading “Hecate,” the students will paraphrase the speech in III.v.

10 minutes: The students will read, discuss, and take notes on III.vi.53-54.

A1 will complete the following two activities on Thursday, 1/19:

5 minutes:  Introduce the scene presentation assignment.

10 minutes:  The students will congregate in their proposed groups to read through their scenes and begin making plans.

Next class:  Bring your vocabulary book.

Wednesday, January 18 (B), and Thursday, January 19 (A; MIDTERM)

20 minutes:  The students will pronounce, identify the parts of speech, define, and give examples of use for the Chapter 22 vocabulary words (182-84).

A1 only - :  Introduce the scene presentation assignment. The students will congregate in their proposed groups to read through their scenes and begin making plans.

65 minutes:  The students will demonstrate their understanding of Act III of Macbeth by responding to the following questions on page 55 of the booklet:  Short answer:  a-f, 1 (use direct, cited quote),3, 5,7, 10; and paragraph response: 2,8 (47 pts.).

Bring your completed Act III assessment and Chapter 22 vocabulary activities C and D (184-86; 25 pts.) to our next class.

Friday, January 20 (B), and Monday, January 23 (A)

15 minutes:  The students will review Chapter 22 vocabulary activities C and D (184-86; 25 pts.).

10 minutes:  The students will review the Act III assessment.  Collect.

50 minutes:  The students will view Act III of Roman Polanski’s Macbeth.

15 minutes:  The students will begin to read, discuss, and answer the study questions for IV.i.56-61.

Next class:  Chapter 22 vocabulary test (50 pts.)

Tuesday, January 24 (B), and Wednesday, January 25 (A)

45 minutes:  The students will demonstrate their understanding of the Chapter 22 vocabulary words by responding to a test (50 pts.).

10 minutes:  The students will continue to read, discuss, and answer the study questions for Macbeth, IV.i.56-61.

20 minutes:  The students will read, discuss, and answer the study questions for IV.ii.61-63.

A1 only:  In their journals under the heading IV.ii, the students will write one, unified paragraph in response to #10 from the Act IV study guide.

25 minutes:  The students will begin to read, discuss, and answer the study questions for IV.iii.63-71.  The students will read lines 1-139 and answer #11-17 on their study guide.

No homework

Due 2/7 (B) or 2/8 (A): Macbeth scene presentations (60 pts. – no late work will be accepted for credit on this assignment)

Thursday, January 26 (B), and Friday, January 27 (A)

20 minutes:  The students will conclude IV.iii.63-71.

15 minutes:  The students will view Act IV of Polanski’s Macbeth.

55 minutes:  The students will demonstrate their understanding of Act IV by responding to an assessment.

Page 73: short answer a-e,h,1,4,5,7,9; unified paragraph responses for 2 and 3 (44 pts.)

Next class:  Bring your vocab book.

Due 2/7 (B) or 2/8 (A): Macbeth scene presentations (60 pts. – no late work will be accepted for credit on this assignment)

Monday, January 30 (B), and Tuesday, January 31 (A – liturgy schedule)

20 minutes:  The students will pronounce, identify the parts of speech, and give examples of use for the Chapter 23 vocabulary words (190-92).

15 minutes:  The students will read, discuss, and take notes on V.i.74-6.

The students will head a journal entry V.i. Re-read V.i.28-59. Quote and cite at least five allusions to events that occurred earlier in the play. Then, explain what each quotation alludes to.

5 minutes: The students will read, discuss, and take notes on V.ii.76-7.

15 minutes: The students will read, discuss, and take notes on V.iii.77-9.

B day only - 25 minutes: The students will complete Activities C, D, and E (193-97; 44 pts.) from Chapter 23 vocab.

Next class: Activities C, D, and E (193-97; 44 pts.) from Chapter 23 vocab

Due 2/7 (B) or 2/8 (A): Macbeth scene presentations (60 pts. – no late work will be accepted for credit on this assignment)

Wednesday, February 1 (B), and Thursday, February 2 (A)

15 minutes: The students will review Activities C, D, and E (193-97; 44 pts.) from Chapter 23 vocab.

5 minutes: The students will read, discuss, and take notes on V.iv.79.

15 minutes: The students will read, discuss, and take notes on V.v.80-81.

15 minutes: The students will read, discuss, and take notes on V.vi and V.vii.82-84.

10 minutes: The students will read, discuss, and take notes on V.viii.84-86.

25 minutes:  The students will identify the requirements on the rubric (handout).  The students will discuss who will play what parts, props, etc.  The students, in their journals under the heading “Scene analysis,” will do the following in respect to the scenes they will present:

1. Indicate what scene they will present.

2. List the characters that appear in the scene.

3. Summarize what happens in the scene.

4. Indicate what character he/she will play.

5. Identify the character’s motivation.

6. Does the character get what he or she wants in this scene?

7. What things can the student do to display the character accurately?

The students will then get into their scene groups and share their journal responses and make plans.

Due 2/7 (B) or 2/8 (A): Macbeth scene presentations (60 pts. – no late work will be accepted for credit on this assignment)

Remember that scenes on video must be given to Wojciechowski on a cd.

We reviewed the rubric for the scene presentations in class and I will give you a copy the day of the presentations, but here is a posting of the rubric in case you want to review it before then.

Ø Projection 5 pts.

Ø Enunciation 5 pts.

Ø Vocalization 5 pts.

Ø Gestures and facial expressions 5 pts.

Ø Movement 5 pts.

Ø Energy 10 pts.

Ø Believability 10 pts.

Ø The scene as a whole 10 pts.

Ø Costumes and props (minimal) 5 pts.

Ø Memorization bonus up to 8 pts.

Ø Extras bonus up to 5 pts.

60 pts.

Honors Humanities

Tuesday, November 29 (B)

5 minutes: Review the assessment. Collect.

The students will view Delphi: Place of Peaceful Conflict.

20 minutes: The students will read, discuss, and take notes on Scene II (121-25).

The students will view a selection from The History of Theatre: Greek Theatre.

Wednesday, November 30 (A), and Thursday, December 1 (B)

45 minutes: The students will conduct a self-review of their literary analysis outlines for Life of Pi. Collect (60 pts. – no late work will be accepted for credit).

5 minutes: The students will read, discuss, and take notes on Ode II (123-26).

15 minutes: The students will read, discuss, and take notes on Scene III (126-28).

5 minutes: The students will read, discuss, and take notes on Ode III (128-29).

10 minutes: The students will conclude their notes on the “Guide Sheet to Classical Theater…” and will read and discuss the first two paragraphs under the heading “Greek Comedy” (113).

10 minutes: The students will work on the assessment for the second portion of Oedipus Rex.

Next class: Complete the assessment for the second portion of Oedipus Rex (16 pts.).

(A2 and A3 have to complete their reading of Scene III and Ode III on their own.)

Oedipus Rex (16 pts.) Wojciechowski

Use complete, punctuated sentences to earn full credit.

Scene II and Ode II

1. Who stops the quarrel between Oedipus and Kreon?

2. Why does Iokaste tell Oedipus about her baby? What detail of her story catches his attention?

3. Whom do Oedipus and Iokaste send for?

4. What does Iokaste say about oracles? How does the Chorus react to her words?

Scene III and Ode III

5. Who is the Messenger, and what has he come to tell Oedipus?

6. What connection does the Messenger have with Oedipus’ past? Why does he reveal that connection now?

7. When Iokaste suddenly begs Oedipus to stop asking questions – “This talk is a waste of time” (128) – how does Oedipus interpret her reluctance to learn about his past? What is Iokaste’s actual concern?

8. What does the Chorus speculate about the origins of Oedipus’ birth?

Bring all of your materials to review for the Classical theater exam.

Friday, December 2 (A), and Monday, December 5 (B)

10 minutes: Review the assessment for the second portion of Oedipus Rex (16 pts.).

45 minutes: Review for the Greek theater test. If you were absent, it is your responsibility to get the notes from a classmate.

10 minutes: The students will read, discuss, and take notes on Scene IV (129-30).

10 minutes: The students will read, discuss, and take notes on Ode IV (130).

20 minutes: The students will read, discuss, and take notes on the Exodus (130-34).

Next class: Complete the conclusion assessment for the play.

Classical theater exam: 12/12 (A) or 12/13 (B)

Oedipus Rex conclusion assessment (28 pts.) Wojciechowski

Scene IV and Ode IV

1. The man, referred to as the Shepherd, who was the sole survivor of Laios’ travelling group turns out to be the same man who did what in earlier times?

2. What does the Shepherd finally reveal about how Oedipus ended up on Mt. Kithairon? Why is he so reluctant to say it?

3. How does the Chorus react to these revelations? Who do they blame?

Exodus

4. How does the audience learn about Iokaste’s death and Oedipus’ self-mutilation? Why does Sophocles use this method (you might have to refer to your guide sheet)?

5. Who does Oedipus say is responsible for his actions?

6. What three (or four) requests does Oedipus make to Kreon?

7. What moral does the Chorus find in this tragedy?

Overall: Refer to “Comments and Questions” on page 134.

Short answers: 5, 6

Write one, unified paragraph in response to each: 3, 9

Tuesday, December 6 (A), and Wednesday, December 7 (B)

20 minutes: Review the assessment for the conclusion of Oedipus Rex.

5 minutes: Explain the outline assignment.

60 minutes: The students will analyze Oedipus as an Aristotelian tragic hero by composing an outline that illustrates (with cited evidence) that Oedipus fulfills the prescribed characteristics (50 pts.).

Instructions: Use the same format as the Life of Pi essay outline. Each characteristic will be given a capital Roman numeral. You will include at least three, cited quotations that illustrate each characteristic (use capital letters).

Thesis: Oedipus displays all the characteristics of the Aristotelian tragic hero.

I. Arete – Write topic sentence in which you define the term and briefly describe Oedipus’s arête.

A. Use cited quotation to illustrate this characteristic.

B. Use cited quote.

C. Use cited quote

II. Hubris – Write topic sentence in which you define the term and briefly describe Oedipus’s hubris.

A. Use cited quotation to illustrate this characteristic.

B. Use cited quote.

C. Use cited quote.

Do the same for III, IV, and V with the remaining characteristics. Use a minimum of three quotations to illustrate each characteristic.

Next class: Bring the completed outline (50 pts.).

Classical theater exam: 12/12 (A) or 12/13 (B)

Thursday, December 8 (A - liturgy schedule), and Friday, December 9 (B)

20 minutes: Review and collect the outline that proves Oedipus is a tragic hero (50 pts.).

30 minutes: The students will read and take notes on the “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” (10 pts. completion grade).

40 minutes: The students will view the conclusion to the play Oedipus Rex.

Next class: Classical theater exam (92 pts.)

12/14 (A) or 12/15 (B): “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” (10 pts. completion grade)

Monday, December 12 (A; A3 will have 4^th lunch), and Tuesday, December 13 (B)

12/13: Bonus from the production of Lysistrata is due.

90 minutes: The students will demonstrate their understanding of Classical theater by responding to an exam (92 pts.).

The make-up exam will take place Thursday after our early dismissal.

Next class: “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” (10 pts. completion grade)

Wednesday, December 14 (A – Christian Honors Ethics students are expected to complete their work in time with their classmates. This means that if you do not come show me your completed guide sheet before your class is over, it will be considered late.), and Thursday, December 15 (B – early dismissal)

15 minutes: The students will review the “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” (10 pts. completion grade) through #11.

15 minutes: The students will take notes as we further introduce Socrates and will view an excerpt from the Greeks: Crucible of Civilization (“Socrates Arrested” through “Legacy of Socrates” ).

30 minutes: The students will read, discuss, and analyze Plato’s “The Death of Socrates” (159-61) from Phaedo. As they do so they will take notes on how to answer questions 1 and 2 under “Comments and Questions” (161).

A2 and A3 will complete the following in class; B1 will do so for homework.

30 minutes: Compose at least one, unified paragraph in response to #1 and 2 (161; 10 pts.) regarding Phaedo.

Next class: Bring the completed Phaedo assessment (paragraphs for #1 and 2 on page 161).

Monday, December 19 (A), and Tuesday, December 20 (B)

5 minutes: Review Phaedo assessment (10 pts.); collect.

20 minutes: The students will review the “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” from #11-17.

15 minutes: The students will view “Socratic Method” through “Plato and Metaphysics” (11 minutes). The students will also read the introduction to The Republic (156).

25 minutes: The students will read, discuss, and analyze the excerpt, “The Allegory of the Cave” (156-58).

25 minutes: The students will compose short answer responses to “Questions” 1-3 (9 pts.). Review.

No homework

Wednesday, December 21 (A), and Thursday, December 22 (B – p.m. assembly schedule)

15 minutes: Write one, unified paragraph in response to the following prompt: Explain Plato’s perspective of the soul and how it fits into the universe (7 pts.).

15 minutes: The students will review the “Guide Sheet…Philosophy and Ethical Thought” from #18-22.

10 minutes: The students will read, discuss, and take notes on the introduction to Aristotle’s “The High-Minded Man” (163).

25 minutes: The students will read “The High-Minded Man” (163-64) and will respond to “Questions” 2 and 3 (4 pts.). Review. The students will then individually composed unified paragraphs (5 pts.) in response to #1.

A2 and A3 will complete the following in class; B1 will do so for homework.

30 minutes: The students will complete the “Guide Sheet to the Culture of Rome: Hellenistic Theory and Roman History and Thought (167-73)” (10 pts. completion grade).

Next class: “Guide Sheet to the Culture of Rome: Hellenistic Theory and Roman History and Thought (167-73)” (10 pts. completion grade) - - You DO NOT have to complete the writing prompts at this time.

You can access a copy of the guide sheet here: Guide Sheet to Culture of Rome, 1st part, student edition.pdf

Tuesday, January 3 (A), and Wednesday, January 4 (B)

20 minutes: Check guide sheet completion (10 pts.). Review #1-7 on the guide sheet. Read and discuss the handout on Stoicism.

5 minutes: The students will read the introduction to Marcus Aurelius (213-14).

20 minutes: The students will read the excerpt from Aurelius’ Meditations (214). The students will compose responses to #1-5 (10 pts.).

5 minutes: Review responses.

30 minutes: The students will review Stoicism. The students will compose one, unified paragraph in response to the prompt on the guide sheet: Explain why the early Stoics “pictured the ideal as apathy” (169; 7 pts.). Review.

A day only:

The students will also compose one, unified paragraph in response to the prompt on the guide sheet: Describe the legal system the Roman Empire used (7 pts.).

B day only: Review the remainder of the guide sheet.

Thursday, January 5 (A), and Friday, January 6 (B)

20 minutes: The students will review #8-12 on the guide sheet regarding Roman thought and, specifically, Epicureanism. The students will read and discuss the handout regarding Epicureanism. The students will read the intro to Lucretius (212).

20 minutes: The students will read and discuss the excerpt from Triumph Song of Death (212-13).

20 minutes: The students will compose responses to #1,3,4 (213; 6 pts.). Review and discuss.

30 minutes: The students will compose one, unified paragraph in response to the prompt from the “Guide Sheet to the Culture of Rome: Hellenistic Theory and Roman History and Thought (167-73): “Explain why the Epicureans assert “there [is] nothing to fear after death” (169).

B day only: The students will also compose one, unified paragraph in response to the prompt on the guide sheet: Describe the legal system the Roman Empire used (7 pts.).

For next class: If necessary, complete the Epicurean assessments. Complete “Guide Sheet to Medieval Europe: Culture and the Cathedral” (286-92) (10 pts. completion grade).

Monday, January 9 (A), and Tuesday, January 10 (B)

Review the Epicureanism (B day: and Roman Empire law) writing prompt(s).

10 minutes: The students will review classical architectural features as we discuss the role of the Coliseum in Roman culture and examine my photos of the structure.

20 minutes: Check the Medieval guide sheets for completion. Review.

10 minutes: The students will review medieval architectural features as they view my photographs of various cathedrals in Western Europe.

15 minutes: The students will read and discuss “Medieval Art and the Church” up to “Music and Drama in the Cathedral” (292-02).

5 minutes: Explain philosophy culmination essay.

15 minutes: The students will identify and discuss Martin Heidegger, existentialism, and nihilism as they prepare to view I HEART Huckabees.

15 minutes: Begin the film.

Due 1/17 (A) or 1/18 (B): “Guide Sheet to Divine and Human Love” #1-10 (10 pts. completion).

Due 1/19 (A) or 1/20 (B): Philosophy essay (45 pts. – no late work will be accepted for credit)

In a thesis-driven essay, explain your perspective on the following concepts:

· What is reality? (I.e., What is the individual’s relationship to others?)

· What is the purpose of life?

· How is one able to achieve happiness?

· What is the soul?

You may address these concepts in any order.

The essay should be typed in 12 pt. Times New Roman font with your last name and mod in the right corner of the header.

Rubric:

Fully realized and developed content 15 pts.

Unified structure and content 10 pts.

Fluency 10 pts.

Minimum of mechanical/grammatical errors 10 pts.

Total points: 45 pts.

Wednesday, January 11 (A), and Thursday, January 12 (B – senior liturgy)

90 minutes: Conclude I Heart Huckabees.

Next class: “Guide Sheet to Divine and Human Love” #1-10 (10 pts. completion) is due.

Due 1/19 (A) or 1/20 (B): Philosophy essay (45 pts. – no late work will be accepted for credit)

Tuesday, January 17 (A)

I was home sick. The A-day classes completed the following task:

The students will create a chart that briefly outlines the role of god, what the soul is, and the purpose of life/achievement of happiness in relation to the following philosophers: Sophists, Plato, Aristotle, Stoics, Epicureans (45 pts.). Collect.

Next class: Guide sheet check and philosophy essay is due.

Wednesday, January 18 (B)

Check the “Guide Sheet to Divine and Human Love” for completion of #1-10 (10 pts.).

30 minutes: Conclude the film. Discuss the philosophy essay.

60 minutes: The students will create a chart that briefly outlines the role of god, what the soul is, and the purpose of life/achievement of happiness in relation to the following philosophers: Sophists, Plato, Aristotle, Stoics, Epicureans (45 pts.). Collect

Next class: Philosophy essay is due (45 pts. – no late work will be accepted for credit).

Thursday, January 19 (A – MIDTERM), and Friday, January 20 (B)

I’m sorry I’m missing class again! I am so very ill…L

1. Peer review of the philosophy essays (45 pts. – no late work for credit); collect

2. Pass back philosophy charts and review my responses.

3. Individually read “The Miller’s Tale” (355-63) from The Canterbury Tales.

4. In groups of 3 or 4, compose short answer responses to the questions on the handout. (If you were absent, you are excused from this activity.)

For next class: Bring the guide sheet that was due last class.

Monday, January 23 (A), and Tuesday, January 24 (B)

30 minutes A only: Conclude I HEART Huckabees.

25 minutes: The students will review the guide sheet, taking additional notes as necessary. Then, the students will take notes as I lecture regarding courtly and divine love.

20 minutes: The students will read “Selected Lyrics” by Countess of Die and then answer the remaining questions on the guide sheet. Review and discuss.

15 minutes: The students will conclude their notes on the guide sheet as I lecture.

15 minutes: The students will read and discuss Equitan (331-33) by Marie de France. Review Epicureanism.

For next class: The students will demonstrate their comprehension of Equitan by responding in short answer format (1-3 sentences each) to 2,3,5,6 (12 pts.).

Wednesday, January 25 (A), and Thursday, January 26 (B)

5 minutes: The students will read and discuss the beginning portion of “Thirteenth Century Florence and Dante’s Early Life” (318) as I introduce Dante Alighieri.

10 minutes: The students will review the Elizabethan and Petrarchan sonnet forms as they take notes. The students will read and discuss “The Sonnet and A New Vision of Love” (319).

5 minutes: The students will read and discuss the first of two of Dante’s sonnets from Vita Nuova (319). We will analyze the sonnet for its literary structure and language.

20 minutes: We will read the second sonnet (320). The students will demonstrate their ability to deconstruct the sonnet by composing one, unified paragraph in response to the following prompt: How do the ideas presented in the second sonnet on page 320 support or demonstrate elements of the courtly love tradition (7 pts.)? Review and discuss.

5 minutes: Explain the sonnet assignment. The students will compose a sonnet, appreciating the structure and content of the Petrarchan sonnet. In other words, the sonnet must have:

-14 lines

-octave with the set up (labeled)

-volta (labeled)

-sestet with conclusion (labeled)

-may employ either Petrarchan or Elizabethan rhyme scheme (labeled)

Petrarchan: abbaabba ccdede

Elizabethan: abab cdcd efef gg

-two poetic literary devices appropriately employed (labeled)

-love and attraction as content

This is due next class, when the students will have the chance to present their sonnets for a bonus point.

20 minutes: The students will identify Dante, Virgil, and Beatrice from Divine Comedy. The students will identify Dante’s physical schematic for hell, purgatory, and heaven. The students will identify that Dante descends through what he refers to as the “circles of hell” to reach Satan, climbs up his flanks, and enters purgatory.

Review and discuss Dante’s circles (321).

15 minutes: The students will read and discuss “Dante’s Later Life” and “The Divine Comedy” (320-22).

15 minutes: The students will read, discuss, and take notes regarding Canto I (333-35) from the Inferno.

Next class: The final, typed draft of the sonnet is due (20 pts.). Earn 2 bonus points for including your prewriting work.

Friday, January 27 (A), and Monday, January 30 (B)

15 minutes: Individually, the students will brainstorm and compose their own circles of hell based, like Dante’s, on the severity of sin.

Choose five sins (use your own perspective).

Rank the sins regarding each sin’s severity. Order the sins from the least severe at the top and the worst severe at the bottom.

For each sin, create a punishment that reflects the law of contrapasso, or reciprocal punishment. (10 pts.)

Review and discuss Dante’s circles (321).

15 minutes: The students will read, discuss, and take notes regarding Canto I (333-35) from the Inferno.

15 minutes: The students will read, discuss, and take notes regarding Canto III (336-38).

15 minutes: The students will read, discuss, and take notes regarding Canto V (338-41).

15 minutes: The students will read, discuss, and take notes regarding Canto XXVI (342-44).

15 minutes: The students will read, discuss, and take notes regarding Canto XXXIII (344-47).

For next class: Conclude your reading of Canto XXXIII; be prepared for a reading check quiz. On the quiz, you may use your reading notes but not the text.

Tuesday, January 31 (A – liturgy schedule), and Wednesday, February 1 (B)

Reading check quiz on Canto XXXIII (9 pts.).

15 minutes: The students will read, discuss, and take notes regarding Canto XXXIV (347-50).

45 minutes: Begin to read and discuss the excerpts from Purgatorio, Canto XXX (350) and Paradiso, Canto XXXII (353-54).

A2 will conduct the following assessment for homework.

35 minutes: The students will compose responses to 1,2,3,4 (disregard Tristan and Iseult),5,7 (quote and cite two examples from Inferno and one example from Paradiso), 8 (disregard Aeneas) under “Comments and Questions” (335; 28 pts.). Review and discuss.

A2: Complete the Divine Comedy assessment for homework.

Thursday, February 2 (A), and Friday, February 3 (B – p.m. assembly)

5 minutes: Review the Divine Comedy assessment (335; 21 pts.). Collect.

5 minutes: Collect Volume I of the humanities textbook and distribute Volume II.

10 minutes: The students will read and discuss “Humanism” (8-10; through “Petrarch”).

10 minutes: The students will review and take notes on the Petrarchan sonnet.

5 minutes: The students will read the introduction to Rime Sparse by Petrarch (13). The students will examine the rhyme scheme in the original, Italian sonnets. The students will identify the structure of the Petrarchan sonnet in 1, 5, and 133 (13-14).

15 minutes: The students will read and discuss sonnets 1,5,and 133 (13-14). If you were absent, you need to see me to check out a book.

40 minutes: The students will demonstrate their understanding of the Petrarchan sonnets by responding to “Comments and Questions” 1,2,3,,5 (14; 15 pts.). Review and discuss.

2/8 or 2/9: Purchase your copy of Hamlet from CM ($1.50) and bring it to class (5 pts. – no late work will be accepted for credit).