Book III (9-11)

1. Read 307-28
2. Post a Quotation from each Chapter that presents a theme
3. State the topic of theme- Revenge, Love, Wealth, Class System, etc.
4. State the insight or theme Dickens is presenting in the chapter.

Book III- Chapters 4-8

1. Post quotations from last night- 1-4 with MLA format "(281).
2. Read Chapters 4, 5, 6, 7, 8 (257-94).
3. Post important quotations that focus on either a :

- Symbol- represents something beyond itself

-Forshadowing- hints or clues

-Theme- insight into life

Book III Chapters 1-4

Please post the quotations, one from each chapter, with page number using MLA format.
"(331). Number only, pg. is not required.

What is a thesis?

Due Friday- Write and POST a paragraph about "Thesis"
- What is a thesis? How does it shape a person's writing? Structure?
- Create a thesis based on the events in A Tale of Two Cities

Due Monday- Read to the end of Book II (196-221)
- List the major events from each chapter
- State one of the purposes of Book II
- Select "the most important" quotation from each chapter.

Thematic Page

Create a One Page Response that discusses one of the many topics of Theme.

1. Your 1st sentence should state and define the topic of theme- For example, wealth, greed, anger, identity, etc. Original Thought, Please.
2. State what you think the author is trying to say, without using "I and My", to the reader through the events, characters and conflicts.
3. Use one quote along with the conflict, and at least one character that reflect the author's view on life.
4. One page in length-Double space-12pt-Times

Tale of Two Cities

Capitalistic competition, during Victorian times, was an emerging entity in the world. Through literature, Dickens often portrays characters, or individuals, that cherish greed and self-accomplishment over a group, or even societal goal. In many cases, Dickens' perspective often had the two things opposed, an individuals greed vs. societal advancement.


Do you agree or disagree? Explain why using modern day examples.

What in the Dickens is this?

In the novel, A Tale of Two Cities, our characters are dealing with the effects of war, and civil chaos amongst an ever changing world. The effects are startling. People mistreating other people based on the side in which they are standing. Thus, the question:

• How can people commit evil deeds, even murder, towards others w/o feeling ashamed or awful about the deed they imposed on another?

Possible helping thoughts are:

• Motivation- what could it be?
• Separation of emotion from action. How could that happen?
• What emotional state must one be in to be able to hurt others?

Chapters 12 and 13

Please post an original quote, one not used by anther classmate, from the reading. Place your quote in quotation marks, along with the page number using MLA format.

Select a passage that you believe is the most important of the chapter in how it reveals:

1. Gene's change and/or development,
2. a theme
3. a symbol

Be able, willing and ready to share your quote.
Respond to at least one other person's posted text by stating what you believe to be the importance of their quote.
Bring quote, and response to another person's quote to class tomorrow for credit and a group activity.

Quotation for Chapter 11

Please post an original quote, one not used by anther classmate, from the reading. Place your quote in quotation marks, along with the page number using MLA format.

1. Please select a passage that you believe is the most important of the chapter in how it reveals a theme, or topic of theme. Be able, willing and ready to share your quote, and be able to relate the quote to the insight in life of the novel.
2. Respond to at least one other person's posted text by stating what you believe to be the thematic importance of their quote.
3. Bring quote, and response to another person's quote to class tomorrow for credit and a group activity.

Vocab Quiz Friday- Unit 4

Quotation Bank

Please post a quote from the reading. Place your quote in quotation marks, along with the page number using MLA format.

Topic of quotation MUST relate to theme. Be able, willing and ready to share your quote, and be able to relate the quote to the insight in life of the novel.

Homework- Monday October 27, 2008

Important Quotation
Please post a quote from the reading that is scheduled on your sheet, along with page number. Explain why the quote is important to the meaning of the text, IE, the insight into life it reveals through characters, conflicts and situations.

Paragraph must be posted and be typed and brought to class. Make sure your paragraph is free of personal pronouns and states the topic of them before you introduce the quote. For example, if your quote surrounds the theme of friendship you would begin your paragraph with an authentic definition, your own words not Webster's, of that word as it relates to the text. Follow the strutcute of broad-to-specific.

Quotation Bank- Chapter 7

Please follow the same procedure as last time and post your quotation to the blog, along with page number, for class tomorrow.

Quotation Bank

Hello, and greetings happy posting people,
Please post your quote, including page number, to the blog.

Understanding Thesis

1. Read the thesis articles: OWL, UNC, Indiana U
2. Complete the worksheet- Main Ideas, Conclusions, Impact on Your Writing

Assignments

Library Quest

Due Thursday at the end of Class- Timeline and Journals.

Membership in Society Blog

"We need to belong to a group to feel good about ourselves."

Agree or Disagree with this statement. Create 5-6 sentences explaining your answer with at least one example to support your response. Also, print your response for class.

Due Thursday-25

1. Read " Coming of Age" Articles
2. Respond to the questions- Connections to Your Own Life
3. Remember- Vocabulary Quiz on Friday

Symbol Blog

According to Poe, every literary element in a story should be directed to achieve " a certain single effect."

Choose any symbol from the stories we have read, and:

1. State it's meaning
2. Impact-effect on the story
3. Effects on Theme

Homework- Due Wednesday 9/17

1. Read "The Masque of the Red Death" (495-503)- EA Poe
2. Response Analysis Questions 1-11 (507)
3. Complete the Symbol Chart

Homework

1. Read- "The Rat Trap"- use the link on the home page to the online text, type in your user name and password, and go to "Collection 6". You will find the title on page 463.

2. Answer Questions 1-8.

3. Bring your responses to class tomorrow.

4. Reminder- If you did not repsond to the blog last night, please do so NOW.

Homework Blog Question- Wednesday

Essential Questions:
Why are symbols important in literature and life?
What is their significance as well as their role in society and literature?

Assignment:
1. Give one example of a symbol from life, meaning the real world, and it's significance to a society or group of people.

2. Give one example of a symbol from literature, meaning a novel, and it’s significance to the overall theme, or meaning of that text.

3. Attempt to answer the essential questions.

4. Please post your response under comments and bring a hard-copy to class.

Thematic Question

What is integrity?
In three-four sentences define the term and include a concrete example that illustrates your understanding.
Please type and post your response under "Comments" . Also, cut/paste your response into a word document to bring to class for Friday.

Course Description

Literary Heritage: Advanced

Room 501
jkendall@arlington.k12.ma.us

Course Description
This course will examine literary texts that focus on issues of the individual, family, integrity and power. Students will improve their skills in writing analytically about literature and continue to develop their language sense in the areas of grammar and vocabulary. Students will prepare for the MCAS English Language Arts examination by writing on demand and maintaining a portfolio of their written work, and moving beyond the five-paragraph essay in their writing. Students will reflect on their own writing and learn from the writing process; they will also learn more about their own writing progress in individual writing conferences. Students will gain confidence as speakers by presenting their own work and participating in performed poetry and drama. They will mature as communicators and members of the school community by working in groups and teams on a routine basis. Finally, students will self-evaluate frequently and monitor their progress as readers and writers. Cooperative learning skills and collaboration with peers will also be further explored with students working in groups for various learning outcomes with a focus on responsibility, tolerance and respect.

Learning Objectives:
· To communicate effectively using multiple forms of assessment
· To gather, interpret, synthesize, and evaluate information
· To discover connections between their own ideas and the ideas of preceding generations
· To take full responsibility for their own learning and respectfully advocating for themselves when they do not understand the material being presented
· To demonstrate the ability to read critically and think logically and analytically

Classroom Expectations:
· Attendance: Students will attend class and will not exceed the Six-excused absence policy. If absent please make an appointment with me before or after school to get materials. Students will be on time for class within the two-minute grace period. Detentions will be given to late arrivals without passes. After three late arrivals you will be reported to the Dean.
· Beginning of Class: Students will enter the classroom prepared with a positive and respectful attitude towards the learning environment with a willingness to complete the day’s activities and or agenda. Many class periods will begin with a bell-ringer or a journal entry that is relative to the classes learning objectives thus allowing an opportunity to create a piece of writing without judgment. This work will be evaluated with a focus on topic development and the depth of thought.
· Classroom Procedures: Information from class discussions as well as anything posted will be your responsibility. Therefore, take notes.
· Materials: Please have a three-ring binder or a notebook with three sections and bring this to class everyday. Also, make sure to have a pen and pencil with you everyday.
· Homework: If you are absent you should contact one of your “Clock Buddies” or consult the “week at a peek” sheet that will be given out on almost every Monday. Late homework will not be accepted as well as notes from parents unless it is an extenuating circumstance. Remember, this does not include papers or projects.
· Papers, Projects, Major Assignments: All papers must be typed and revised. Hand-written assignments will not be accepted. Papers should be read by a peer during peer editing, myself or by another person (friend, parent) if we don’t peer edit on a particular assignment. Ten points will be taken off for each day a paper, project or assignment is late, no exceptions. A paper may be turned in at any time during the term for a 50%. Please see me if extenuating circumstances do not allow you to get the paper done on time.
· Plagiarism: No credit will be given if any part of an assignment is plagiarized. No exceptions! Parents will also be contacted.
· The Classroom: Respect is very important to any society or environment, and this class is no exception. Treat the environment and all the participants with respect and respect will be returned. Thoughtful deliberation or thinking about what you are about to say before you say it helps ensure the concept of respect. Cell phones, I-Pods or any type of electronic device that disrupts the learning environment is unacceptable. NO food or Drinks are allowed in class except water. No exceptions. Lastly, your seat may be subject to change at anytime without discussion if your proximity to another is disruptive.
· Participation: Students should be aware of how much or how little participation is contributed. Too little will effect your grade, too much may not allow everyone a chance to speak.

Assessments:
1. Writing/Projects: 45% (35% term 1)
2. Quizzes: 15%
3. Homework: 25%
4. Participation 15%
5. Summer reading: 10% (term 1 only)

Core Texts

1st Quarter
· To Kill a Mockingbird by Harper Lee (Summer Reading)
· Collection 6 Elements of Literature, Fourth Course, Holt, Rinehart, Wilson
· Julius Caesar by William Shakespeare
· Vocabulary Workshop, Level E, Sadlier-Oxford

2nd Quarter
· A Tale of Two Cities by Charles Dickens
· Collection 7 Elements of Literature, Fourth Course, Holt, Rinehart, Wilson
· Collection 10 Elements of Literature, Fourth Course, Holt, Rinehart, Wilson
· Vocabulary Workshop, Level E, Sadlier-Oxford
· Mastering the MCAS by Steven Stern

3rd Quarter
· Antigone by Sophocles
· A Separate Peace, John Knowles
· Death of a Salesman by Arthur Miller
· Vocabulary Workshop, Level E, Sadlier-Oxford
· Mastering the MCAS by Steven Stern

4th Quarter
· Fences by August Wilson
· OUI by Robert Pease
· Mastering the MCAS by Steven Stern

FILMS
· A Tale of Two Cities
· A Separate Peace
· Facing History and Ourselves

Advanced Literary Heritage