Lessons and Homework: Quarter 4
Tuesday, March 14th
1. vocab: behemoth, imminent, ineluctable, portend, paramount, cardinal, predisposed, zealous, partial
2. Persuasive Speech Project Introduction: Prove that a problem in the world/nation/community is severe and that your classmates must participate
3. Share Homework Findings
A> 50 Facts that should change the world
B> journal: Ethical Inventory Questions
Link to Questions
C> Brainstorm for your Persuasive Speech project: Severe Problem & Solution
Mindmap Problems in the world and solutions for your classmates (on web or in journal)
D> Credible Source Page & Note-taking Skills
4. Check in with Ms Rankin about Independent Project
Homework: Choose a topic
1. vocab: behemoth, imminent, ineluctable, portend, paramount, cardinal, predisposed, zealous, partial
2. Persuasive Speech Project Introduction: Prove that a problem in the world/nation/community is severe and that your classmates must participate
3. Share Homework Findings
A> 50 Facts that should change the world
B> journal: Ethical Inventory Questions
Link to Questions
C> Brainstorm for your Persuasive Speech project: Severe Problem & Solution
Mindmap Problems in the world and solutions for your classmates (on web or in journal)
D> Credible Source Page & Note-taking Skills
4. Check in with Ms Rankin about Independent Project
Homework: Choose a topic
- 2-3 pages of research on that topic
- Must use 2-3 sources - record source!
- Must complete Credible Source page for each source
Essential Research Question: What is a problem in the world and how can I engage my classmates to participate in a solution?
OUTLINE:
1- Intro (Background Info)
A> Interest Catcher (interesting quote, fact, or question to the audience)
B> Background Info on your subject to engage audience in the topic
C> Thesis (last sentence of Intro): _________ is a problem and we all must be part of a
solution.
2> Prove Severity of Problem - Facts/anecdotes that prove your issue is DIRE!
3> Propose Solutions (propose solutions that you audience can participate in and prove
that this will be effective)
4> Counter-arguments and Rebuttals (Discuss why others would object to your
issue and rebute these oppositions)
5> Conclusion:
A> Restate thesis in new words with added information
B> Summarize your main points
C> Discuss an overarching analysis - implication of the future
D> Leave your audience with a call to action
6> Annotated Bibliography
Sources in the correct format in alphabetical order
Annotations: 1. Who is the source?
2. Why is it credible?
3. How has it helped your research?
Link to Problem/Solution Speech resources
Ideas for Projects:
Homelessness
Discrimination (Gender, Sexuality, Race)
Global Warming
Ocean Pollution
Endangered Species
Environmental Pollution
Bullying
Child Soldiers
Overpopulation
Overconsumption
Eat Organic
Eat Local
Factory Farming
Animal Cruelty
Sex Trafficking
Teen Suicide
Anorexia/Bulimia/Body Image
Mental Illness
Guns in Schools
Guns in America
Skateboarding is not a Crime
Plastics in the Environment
Violence in Video Games/Media
Addiction to Technology
Drugs/Drug Addiction
Drugs in Sports
Gap between the rich and the poor
Child Labor
Corporate Oppression
War/International Violence
Death Penalty
Legal Issues/Infringement on Rights
People in Prisons & Jails
Obesity in Children/in America
Dependence on Oil
Alternative Energy
Poverty
Economic Issues
Health Topics
Child Abuse
Homework: Choose a topic
1- Intro (Background Info)
A> Interest Catcher (interesting quote, fact, or question to the audience)
B> Background Info on your subject to engage audience in the topic
C> Thesis (last sentence of Intro): _________ is a problem and we all must be part of a
solution.
2> Prove Severity of Problem - Facts/anecdotes that prove your issue is DIRE!
3> Propose Solutions (propose solutions that you audience can participate in and prove
that this will be effective)
4> Counter-arguments and Rebuttals (Discuss why others would object to your
issue and rebute these oppositions)
5> Conclusion:
A> Restate thesis in new words with added information
B> Summarize your main points
C> Discuss an overarching analysis - implication of the future
D> Leave your audience with a call to action
6> Annotated Bibliography
Sources in the correct format in alphabetical order
Annotations: 1. Who is the source?
2. Why is it credible?
3. How has it helped your research?
Link to Problem/Solution Speech resources
Ideas for Projects:
Homelessness
Discrimination (Gender, Sexuality, Race)
Global Warming
Ocean Pollution
Endangered Species
Environmental Pollution
Bullying
Child Soldiers
Overpopulation
Overconsumption
Eat Organic
Eat Local
Factory Farming
Animal Cruelty
Sex Trafficking
Teen Suicide
Anorexia/Bulimia/Body Image
Mental Illness
Guns in Schools
Guns in America
Skateboarding is not a Crime
Plastics in the Environment
Violence in Video Games/Media
Addiction to Technology
Drugs/Drug Addiction
Drugs in Sports
Gap between the rich and the poor
Child Labor
Corporate Oppression
War/International Violence
Death Penalty
Legal Issues/Infringement on Rights
People in Prisons & Jails
Obesity in Children/in America
Dependence on Oil
Alternative Energy
Poverty
Economic Issues
Health Topics
Child Abuse
Homework: Choose a topic
- 2-3 pages of research on that topic
- Must use 2-3 sources - record source!
- Must complete Credible Source page for each source
Thursday, March 16th
Students will be able to identify the ethos, logos & pathos in sources & extrapolate relevant information that they can synthesize into their own arguments.
1. vocab: extrapolate, elucidate, erudite, pedantic, didactic, edify
A> Severity of your problem
B> Quotes from Experts in the field
B> How it relates affects your audience
C> Other Sides of the issue & counter arguments
D> Solutions for this problem
E> Proof that these solutions are effective
* Keep track of sources - take notes on ONLY ONE side of the page, skipping lines between notes
Students will be able to identify the ethos, logos & pathos in sources & extrapolate relevant information that they can synthesize into their own arguments.
1. vocab: extrapolate, elucidate, erudite, pedantic, didactic, edify
- Article: HRC & The Vulture Fund
- GOOGLE DOC LINK
- ethos (credible source page)
- logos (credible facts, evidence)
- pathos (avoid bias, emotional arguments)
- Personal Word List: Find 10 unknown words while researching, define them & write sentences
- Ethical Inventory & Checklist
- Profiling your Audience
- Separate CDs & CMs
- Are CMs also good notes to take?
- How do you take notes of CMs?
- RECORD YOUR SOURCE, AUTHOR & DATE ACCESSED!!!!
A> Severity of your problem
B> Quotes from Experts in the field
B> How it relates affects your audience
C> Other Sides of the issue & counter arguments
D> Solutions for this problem
E> Proof that these solutions are effective
- Credible Source Page for each source (x 5)
* Keep track of sources - take notes on ONLY ONE side of the page, skipping lines between notes
Tuesday, March 21st
1. vocab: apathetic, complacent, despondent, myriad, condone, nullify, advocate, posterity, empirical
2. Complete Independent Project Reflection - (on Proposal Doc)
1. Create a code for each of your credible sources (1-5 or A-E) and record this code next
to each fact from that source) [ie - all facts from source "A" should have an "A" next to
the fact before it is cut from the page]
2. Cut out each fact from the page, so that each individual fact includes the source code
3. Take 5 sheets of blank paper and label them with the following categories:
A- Intro (Background Info)
B - Facts that prove Severity of Problem
C - Solutions & Proof that solutions are effective
D - Counter Arguments & Rebuttals
E - Overarching analysis
3. Sort your notes into the corresponding category pile
4. Paste down the notes on each page in the order you will use them in the paragraph,
leaving space for commentaries in between.
5. You now have the outline for your essay
Homework: Complete your outline - all 5 pages have your facts pasted IN ORDER, source code on each
Wednesday, April 18th
1. vocab: contend, assert, heed, denounce, correlate, corroborate, heinous, endeavor, exacerbate, exordium
2. journal: Complete Checklist: The Beginning & Introducing the Problem
3. Writing Lesson: The Introduction:
1. Hook 2. Background Info 3. Thesis
-> Hooks: Interest Catcher
B) Citing Sources - Citing your sources IN THE TEXT as you write
-> Student examples of Introductions: Analyze for persuasion: ethos/logos/pathos
-> Student Examples of Severity of the Issue Paragraph
-> Student Examples - Full Speeches
5. Worktime: Problem/Solution Speech
1) Write your introduction:
A> Hook (interesting quote, fact, or question to the audience)
B> Background Info on your subject to engage audience in the topic
C> Thesis (last sentence of Intro): _________ is a problem and we all must be part of a
solution.
2) Prove Severity of Problem - Facts/anecdotes that prove your issue is DIRE!
Homework: Write your Introduction & Severity of the Issue Paragraphs, MLA FORMAT, due Tuesday at START OF CLASS
*Use IN-text citations
-> resources tab
Friday, April 20
1. vocab: foment, assiduous, coalesce, ameliorate, efficacy, mitigate, contingent, concede, coalesce,
concur, capitulate
2. Lesson: They Say, I Say Templates
3. Read example student essays -
Homework: Write Sections -
Monday, April 23
1. vocab: brevity, adamant, loath, intractable, denounce, incite, insurrection, implications, catalyst, impetus,
2. Lesson: Writing the Conclusion & Annotated Bibliography
5> Conclusion:
A> Restate thesis in new words with added information
B> Summarize key points in a sentence or two
C> Discuss an overarching analysis - implications of the future
D> Leave your audience with a call to action
6> Annotated Bibliography
Sources in the correct format in alphabetical order
Annotations: 1. Who is the source?
2. Why is it credible?
3. How has it helped your research?
1. Visit: Annotated Bibliography Instructions, Purdue University
2. Input your sources into easybib.com & Create a Bibliography (add annotations) & Print
**You may need to go back to the website used to get more information
*Use the credible source page that you filled out when you collected sources
3. Annotate your Bibliography: Add a few sentences after each source identifying it, discussing why you found it to be credible, and how you used the information in your paper
4. Write your Conclusion:
6. Make sure your sources are cited: In-text Citations
7. Edit for grammar, and revise for meaning (Read Aloud to yourself to hear errors)
8. Add Pathos - more emotional words, use thesaurus!
Homework: 1. Complete FINAL DRAFT OF ALL parts of paper (5 paragraphs/sections & annotated bibliography)
2. Rehearse speech to present after spring break
1. vocab: apathetic, complacent, despondent, myriad, condone, nullify, advocate, posterity, empirical
2. Complete Independent Project Reflection - (on Proposal Doc)
- Evaluate YOUR objectives, as well as the Content-Standard Objectives
- Share again when COMPLETED!
1. Create a code for each of your credible sources (1-5 or A-E) and record this code next
to each fact from that source) [ie - all facts from source "A" should have an "A" next to
the fact before it is cut from the page]
2. Cut out each fact from the page, so that each individual fact includes the source code
3. Take 5 sheets of blank paper and label them with the following categories:
A- Intro (Background Info)
B - Facts that prove Severity of Problem
C - Solutions & Proof that solutions are effective
D - Counter Arguments & Rebuttals
E - Overarching analysis
3. Sort your notes into the corresponding category pile
4. Paste down the notes on each page in the order you will use them in the paragraph,
leaving space for commentaries in between.
5. You now have the outline for your essay
Homework: Complete your outline - all 5 pages have your facts pasted IN ORDER, source code on each
Wednesday, April 18th
1. vocab: contend, assert, heed, denounce, correlate, corroborate, heinous, endeavor, exacerbate, exordium
2. journal: Complete Checklist: The Beginning & Introducing the Problem
3. Writing Lesson: The Introduction:
1. Hook 2. Background Info 3. Thesis
-> Hooks: Interest Catcher
- Imagine…. (detailed imagery/ set a scene)
- Shocking Fact: "Every 5 seconds, 10,056 pounds of edible food is thrown away in the United States."
- Rhetorical Question: How would you like to experience...?
- Quote: "Be the change you want to see in the world." - Ghandi
- Anecdote (short story told to engage interest): In 2008, Mayra Rosales was labeled the
- “Half Ton Killer”, for murdering her two year old nephew by sitting on him (ABCnews.com).
- Hook: examples
B) Citing Sources - Citing your sources IN THE TEXT as you write
- Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
- Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
- Wordsworth extensively explored the role of emotion in the creative process (263).
- ____________________argues that "XYCVB" (nationalgeographic.org), while I contend ____________.
- ___________________ must be stopped because "JGKHGJHVJHV" (Jones 255).
- Paraphrase/ summary in my own words/but taken from a source (bbc.com).
-> Student examples of Introductions: Analyze for persuasion: ethos/logos/pathos
-> Student Examples of Severity of the Issue Paragraph
-> Student Examples - Full Speeches
- Ex 1: Text Them GoodBye
- Ex 2: Childhood Obesity
- Ex 3: GMOs
- Ex 4: Gender
- Ex 5: Hunger
- Ex 5: Endangered Species
5. Worktime: Problem/Solution Speech
1) Write your introduction:
A> Hook (interesting quote, fact, or question to the audience)
B> Background Info on your subject to engage audience in the topic
C> Thesis (last sentence of Intro): _________ is a problem and we all must be part of a
solution.
2) Prove Severity of Problem - Facts/anecdotes that prove your issue is DIRE!
Homework: Write your Introduction & Severity of the Issue Paragraphs, MLA FORMAT, due Tuesday at START OF CLASS
*Use IN-text citations
-> resources tab
Friday, April 20
1. vocab: foment, assiduous, coalesce, ameliorate, efficacy, mitigate, contingent, concede, coalesce,
concur, capitulate
2. Lesson: They Say, I Say Templates
3. Read example student essays -
- Solutions Paragraph
- Counter-argument Section
- Reread & Edit Sections 1 & 2
- Section 3> Propose Solutions (propose solutions that you audience can participate in and prove
- Section 4> Counter-arguments and Rebuttals (Discuss why others would object to your
Homework: Write Sections -
- Propose Solutions (Section 3)
- Counter-arguments and Rebuttals
Monday, April 23
1. vocab: brevity, adamant, loath, intractable, denounce, incite, insurrection, implications, catalyst, impetus,
2. Lesson: Writing the Conclusion & Annotated Bibliography
- How to Write a Conclusion
- Annotated Bibliography Instructions, Purdue University
- Read example student essays - Conclusions & Annotated Bibliographies
5> Conclusion:
A> Restate thesis in new words with added information
B> Summarize key points in a sentence or two
C> Discuss an overarching analysis - implications of the future
D> Leave your audience with a call to action
6> Annotated Bibliography
Sources in the correct format in alphabetical order
Annotations: 1. Who is the source?
2. Why is it credible?
3. How has it helped your research?
1. Visit: Annotated Bibliography Instructions, Purdue University
2. Input your sources into easybib.com & Create a Bibliography (add annotations) & Print
**You may need to go back to the website used to get more information
*Use the credible source page that you filled out when you collected sources
3. Annotate your Bibliography: Add a few sentences after each source identifying it, discussing why you found it to be credible, and how you used the information in your paper
4. Write your Conclusion:
- A> Restate your thesis in new words with added information
- B> Summarize main points
- C> Analyze the universal implications of your topic
- D> Leave the audience with a call to action
6. Make sure your sources are cited: In-text Citations
7. Edit for grammar, and revise for meaning (Read Aloud to yourself to hear errors)
8. Add Pathos - more emotional words, use thesaurus!
Homework: 1. Complete FINAL DRAFT OF ALL parts of paper (5 paragraphs/sections & annotated bibliography)
2. Rehearse speech to present after spring break
Wednesday, April 25th
1. vocab: conglomerate, circumvent, reappropriate, obsolete, imperative, reiterate, abhorrant, eradicate
2. Video Speech Examples: Analyze ethos, logos, pathos in the following:
A) Jamie Oliver: Teach Every Child About Food
4. Visual Presentation example
Friday, April 27th
1. vocab: disparity, dichotomy, analogous, pertinent, pervasive, feasible,
2. journal: verbal & non-verbal speaking techniques 3. Famous Speeches: analyze verbal & non-verbal speaking techniques:
--> Robert F Kennedy: On the Death of Martin Luther King
--> Malcolm X: Who Taught You To Hate Yourself?
--> Sojourner Truth's "Ain't I a Woman": Nkechi at TEDxFiDiWomen
4. Visual Presentations
- Past student visual presentations - Worktime: Visual Presentation
Homework: Complete Final Draft of Speech: *MLA Format, using IN-text citations
1. vocab: conglomerate, circumvent, reappropriate, obsolete, imperative, reiterate, abhorrant, eradicate
2. Video Speech Examples: Analyze ethos, logos, pathos in the following:
A) Jamie Oliver: Teach Every Child About Food
- Analyze: How does Oliver make the problem relevant?
- How does he prove the severity of his issue?
- Clip: A Call to Action! (@10:30)
- Analyze: Relevancy of problem: why the audience should care; how the topic relates to the audience; effective use of evidence to make claim relevant; practical solutions
4. Visual Presentation example
- use Google slides, Powerpoint, or Prezi
- use pathos (images, video clips (2 min max), interview clips, music, etc...)
- use logos (shocking fact paired with photo)
- use ethos (Bibliography Slide at end with all sources cited)
- 1-3 bullet points per page, paired with image
- COPY & PASTE WILL RESULT IN A ZERO
- Work on Visual Presentation
Friday, April 27th
1. vocab: disparity, dichotomy, analogous, pertinent, pervasive, feasible,
2. journal: verbal & non-verbal speaking techniques 3. Famous Speeches: analyze verbal & non-verbal speaking techniques:
--> Robert F Kennedy: On the Death of Martin Luther King
--> Malcolm X: Who Taught You To Hate Yourself?
--> Sojourner Truth's "Ain't I a Woman": Nkechi at TEDxFiDiWomen
4. Visual Presentations
- Past student visual presentations - Worktime: Visual Presentation
Homework: Complete Final Draft of Speech: *MLA Format, using IN-text citations
- Visual Presentation due Tuesday
- Rehearse Speech: Be prepared to present after testing
- Practice Speaking in front of the mirror, a friend, or your phone (video yourself!)
- Highlight the places where you will look up and make eye contact with your peers
- Create a visual presentation with 12-20 slides that will support your argument with logos, ethos, and pathos (bibliography)
Monday, April 30th
SPEECHES!
SPEECHES!
- Practice Speaking in front of the mirror, a friend, or your phone (video yourself!)
- Highlight the places where you will look up and make eye contact with your peers
- Complete your visual presentation with 12-20 slides that will support your argument with logos, ethos, and pathos (bibliography)
Thursday, April 20th
Smarter Balance Testing: English Language Arts/Performance Task
Homework: Rehearse Speech
Smarter Balance Testing: English Language Arts/Performance Task
Homework: Rehearse Speech
- Practice Speaking in front of the mirror, a friend, or your phone (video yourself!)
- Highlight the places where you will look up and make eye contact with your peers
- Complete your visual presentation with 12-20 slides that will support your argument with logos, ethos, and pathos (bibliography)
Tuesday, April 25th
Smarter Balance Testing: English Performance Task
Homework: Rehearse Speech
Smarter Balance Testing: English Performance Task
Homework: Rehearse Speech
- Practice Speaking in front of the mirror, a friend, or your phone (video yourself!)
- Highlight the places where you will look up and make eye contact with your peers
- Complete your visual presentation with 12-20 slides that will support your argument with logos, ethos, and pathos (bibliography)
Thursday, April 27th
Present Speeches
Homework: Self-Assessment of Speech
Present Speeches
Homework: Self-Assessment of Speech
Tuesday, May 2nd
1. LAST DAY to Present Speeches
2. Essential Questions & Theme Statements: One Flew Over the Cukoo's Nest
Homework: Self-Assessment of Speech
Read: One Flew over the Cukoo's Nest p. 9-28
1. LAST DAY to Present Speeches
2. Essential Questions & Theme Statements: One Flew Over the Cukoo's Nest
Homework: Self-Assessment of Speech
Read: One Flew over the Cukoo's Nest p. 9-28
Thursday, May 4th
1. vocab: unreliable narrator
6. What is the original conflict?
3. Speeches
4. Context: History of Mental Health Treatment Slideshow 5. Read: One Flew over the Cukoo's Nest p. 29-77
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 29-77
1. vocab: unreliable narrator
- acute (ADJ):
- sharp or severe in effect; intense: (acute sorrow; an acute pain).
- extremely great or serious; crucial; critical:
- chronic (ADJ):
- constant; habitual; inveterate: (a chronic liar).
- continuing a long time or recurring frequently
- Who are the "acutes" versus the "chronics"?
- Who is the narrator? Describe.
- Who is McMurphy? Describe.
- Who is Big Nurse? Describe.
- What stereotypes are embedded in this 1962 society as seen in the
6. What is the original conflict?
3. Speeches
4. Context: History of Mental Health Treatment Slideshow 5. Read: One Flew over the Cukoo's Nest p. 29-77
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 29-77
Tuesday, May 9th
1. Vocab: subjugate, matriarch, insinuation, astute, placate, impregnable, irate, somatic
2. Reading Quiz:
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 78-101
1. Vocab: subjugate, matriarch, insinuation, astute, placate, impregnable, irate, somatic
2. Reading Quiz:
- Who is Mr Taber? What does his character foreshadow?
- How does the institution keep "the machine" running?
- What is the "red pill"?
- Who is the Human Resources guy and what does he do?
- What details do we learn about Bromden's old life?
- What is the analogy that McMurphy makes about the institution after observing his first meeting?
- What is McMurphy's plan?
- What is the fog?
- What elements of unreliable narrator do we see?
- Emerging themes?
- History of Mental health Treatment - Human Timeline, Summary of information
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 78-101
Thursday, May 11th
1. vocab: corrugated, prattle, uncouth, convalescent, filch, ornery, maudlin
2. video clips: One Flew over the Cukoo's Nest 3. Read: One Flew over the Cukoo's Nest p. 102-137
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 118-137
1. vocab: corrugated, prattle, uncouth, convalescent, filch, ornery, maudlin
2. video clips: One Flew over the Cukoo's Nest 3. Read: One Flew over the Cukoo's Nest p. 102-137
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 118-137
Tuesday, May 16th
1. Speeches
2. Reading Quiz - p. 137
3. journal: Characterization:
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 138-168
Study Vocab words for a Quiz- Cukoo words so far...
1. Speeches
2. Reading Quiz - p. 137
3. journal: Characterization:
- Characterization: McMurphy
- Big Nurse
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 138-168
Study Vocab words for a Quiz- Cukoo words so far...
Thursday, May 18th
1. vocab: aplomb, jargon, castration, conniption, panopticism
2. Reading Quiz: p. 145-168
3. Video: Foucault 4. journal: Authority v. Rebellion
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 169-218
1. vocab: aplomb, jargon, castration, conniption, panopticism
2. Reading Quiz: p. 145-168
3. Video: Foucault 4. journal: Authority v. Rebellion
- How is panopticism seen in the book?
- Discussion on McMurphy’s rebellion,
- Dominant v. Submissive characters
- discuss hierarchies in novel/life/society,
- high school hierarchies?
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 169-218
Tuesday, May 23rd
1. vocab: asylum, subservient, calamity, apparatus, bravado, forlornly, smarting, microcosm
2. Reading Quiz p. 169- 218
3. journal: Women's Roles in Cukoo's Nest:
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 219-242
1. vocab: asylum, subservient, calamity, apparatus, bravado, forlornly, smarting, microcosm
2. Reading Quiz p. 169- 218
3. journal: Women's Roles in Cukoo's Nest:
- Sexualized/castrating women T-chart of details
- What do the women in this novel symbolize?
- Are these women powerful?
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 219-242
Thursday, May 25th
*Anne's Stress Survey link
1. vocab: enterprise, corrosion, pretense, croupier, affront, philanthropy, chicanery,
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 242-272 (END)
*Anne's Stress Survey link
1. vocab: enterprise, corrosion, pretense, croupier, affront, philanthropy, chicanery,
- homogeneous vs. heterogeneous;
- collectivist vs individualist cultures
- What is mental illness?
- What is society’s Perception of the Mentally Ill today?
- What is considered "insane"?
- Who decides this?
- What is wrong with the system?
- Why is it needed? Is it needed? Other solutions?
- construct list of “Hopes for Changes in Society”
Homework: Read & Annotate: One Flew over the Cukoo's Nest p. 242-272 (END)
Tuesday, May 30th
1. vocab: arbitrate, fracas, retribution, chastise, casualties, atrocities, contemptuous, condone, syndicate,
2. Reading Quiz --> END
3. journal:
5. Mental Health Today Article
Homework: Finish Self-Assessment
Thursday, June 1st - LAST DAY OF CLASS! - Self-Assessment DUE!
1. Watch: What About Bob?
Homework: Study for Vocab Test
Tuesday, June 6th & Thursday, June 8th
1. vocab: arbitrate, fracas, retribution, chastise, casualties, atrocities, contemptuous, condone, syndicate,
2. Reading Quiz --> END
3. journal:
- A) Critical Review of the book: One Flew over the Cuckoo's Nest
- B) Is Mc Murphy "insane"? Does he deserve to be in the mental institution?
5. Mental Health Today Article
Homework: Finish Self-Assessment
Thursday, June 1st - LAST DAY OF CLASS! - Self-Assessment DUE!
1. Watch: What About Bob?
Homework: Study for Vocab Test
- Socratic Seminar Prep (50 points)
- Compare themes to outside examples/texts
- 3-5 opening questions & 3-5 quotes for each from the book (10 quotes total)
Tuesday, June 6th & Thursday, June 8th
- Final Exam: Prep for Seminar (50 points)
- Outside Text & one-full page of the connection between themes
- 3-4 Opening Questions & 3-4 quotes for each (10 QUOTES TOTAL)
- Outside Text & one-full page of the connection between themes
Essential Questions:
Additional Questions:
- Life’s Journey: What does the individual learn from success and failure?
- Will to Power: Is power, by its nature, corruptive?
- Indomitable Human Spirit: How do individuals respond to adversity and how does their response affect the greater society?
- Inhumanity and Alienation: What causes societies to become unjust and how do individuals respond to injustice?
- What is Sanity?
Additional Questions:
- Who decides who is “crazy’?
- Are our thoughts about mental illness shaped from personal experiences or cultural/social perceptions?
- What can people do to eliminate the stigma associated with mental illness?
- Why does this stigma exist and when did it begin?
- What characteristics do the mentally ill possess that differ from the “normal” behavior of others?
- What treatments are available for those with mental illness?
- What factors contribute to someone descending into madness?
- How do the character’s experiences in the texts we examine either reflect or discount the idea that society treats the mentally ill unjustly?
- How does suffering lead to dehumanization?
- Are human beings inherently evil?
- How does society treat those who are different?
- What responsibility does society have to preserve the dignity of its members?
- What kinds of circumstances can lead to a loss of faith?
- How does an individual find a place in the world?
- How does experience shape an individual?
- What does it mean to be human?
- What does it mean to be responsible for one’s actions?
- How does power influence our place in the world?
- What can the individual learn from failure?
- What do journeys teach us about ourselves?
- How is the journey a metaphor for life?
- What constitutes a “complete journey”?
- How can attitude influence life’s journey?
- To what extent does society value good deeds?
- How does reading require specialized and unique strategies?
- How do literary devices and conventions affect perspectives and messages in a work of literature?
- How does the message of the text apply to the past historical events, personal lives and the world at large?
- What conventions of standard written English are important to effective communication?
- In what ways is the video about reality and fantasy?
- How is sound used as a dramatic device?
- How are people products of their past?
- How is Mac a tragic hero?
- How do tensions and animosities affect relationships?
- How does the use of light affect the video?
- What do the character’s lives say about human desire?
- In what ways are the names and places symbolic?
- Does the protagonist have to win in order to be considered successful?
- In understanding himself or herself, is the protagonist self-reliant or does he or she look to society for answers?
- Have writers embraced or challenged the literary traditions established by literature of the western world in the so-called "classics"?
- How does the community influence the values and beliefs of the individual?
- How do relationships between characters develop the major themes of the text?
- What are the contrasts between dreams and realities?
- Do the ends always justify the means?
- Why is power so attractive?
- Is power, by its nature, corruptive?
- What makes a leader effective?
- Why is leadership necessary in society?
- How do individuals acquire power?
- How does an individual find a place in the world?
- How does experience shape an individual?
- What does it mean to be human?
- What does it mean to be responsible for one’s actions?
- How does power influence our place in the world?
- How can attitude influence life’s journey?
- How is your voice appropriate and effective for the intended mode of writing?