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| Weekly Plans |
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| April 3-7, 2006 |
| We will begin researching our War Presentations and resume reading All Quiet on the Western Front. We will make connections to current events and to poetry from around the world and practice new reading strategies, including "Somebody Wanted But So" and discussion leaders. Assignments: * Three source pages * 15 source notes * 3 topic-related pictures * Discussion topics |
| March 27-30, 2006 |
| We will review the first six chapters of All Quiet on the Western Front and create a play dough "battlefield" based on quotes from the novel. Students will fill in character note pages in preparation for the midway test. We will then go on to compare the readings from the novel to a current events editorial and "War," a short story by Luigi Pirandello. Assignments: * Battlefield soldier with plaque * Study for test (study guide) * Character pages * Test |
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| April 10-14, 2006 |
| We will continue reading All Quiet on the Western Front, discussing each reading assignment using student-selected passages. At the end of the week, we will summarize and reflect on the chapters using our tone/mood charts and character pages. Assignments: * Read Chapter 8 * Read Chapter 9 to page 212 * Finish reading Chapter 9 * Tone/mood chart through chapter 9 * Character pages through chapter 9 |
| April 24-28, 2006 |
| We will finish reading and discussing All Quiet on the Western Front, reviewing with character pages and analyzing imagery, tone, mood, symbolism, and flashback in the novel as well as vocabulary and the themes of brotherhood, horrors of war, authority, and alienation. We will compare poems on related themes to the novel for broader connections. Assignments: * Read Chapter 10 to page 250 + discussion passage * Finish reading Chapter 10 + discussion passage *Read Chapters 11 & 12 + discussion passage *Complete character pages |
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| May 1-5, 2006 |
| We will review concepts from All Quiet on the Western Front. After the Tuesday test over the book, we will complete War presentations, which will take place on Thursday. We will enjoy the Cinco de Mayo exhibit before preparing for our next reading, Oedipus the King. Assignments: * Study for the test * War presentations: Passages, Paragraphs, and Creative Writing * War Presentations |
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| May 8-12, 2006 |
| We will begin reading Oedipus the King, a shortened reader's theater version, exploring aspects of drama such as stage directions. We will also examine the definition of the archetype of the tragic hero by comparing Oedipus to a story about a young man named Joseph and to Romeo and Juliet. Students will be given options as to how they wish to be assessed on their understanding of Oedipus the King and the accompanying concepts. Assignments: * Greek background worksheet * Somebody-Wanted-But-So summaries * Tragedy graphic organizer |
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| May 15-19, 2006 |
| We will finalize Oedipus projects, sharing on Tuesday. Those who do not have projects to present on Tuesday will have the opportunity to take a test in place of the project grade. We will continue with the tragedy theme, beginning to read Death and the King's Horseman, a modern Nigerian tragedy, making connections between Joseph's story and Oedipus the King as well as the tragic hero archetype. Assignments: * Oedipus project * |
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| May 22-26, 2006 |
| We will Assignments: * |
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| May 28-June 1, 2006 |
| We will Assignments: * |