English 4 - Quarter 2
Everyone has equity here. What you choose to do with the opportunities provided for you will be either a consequence or source. Remember, the choice is all yours!
Assignment & Task Calendar
Week 10: October 16 - 20 Click Here →
Objectives
Teks
Daily Lesson Frames
Monday, October 16
Student Holiday
Tuesday, October 17
Lesson: We will examine strategies for applying a feminist critical reading of Kate Chopin's "The Story of an Hour."
Activity: Students will engage in exploring a Feminist Critical Reading through the analysis of Kate Chopin's "The Story of an Hour."
Wednesday, October 18
Lesson: We will examine strategies for applying a feminist critical reading of Kate Chopin's "The Story of an Hour."
Activity: Students will engage in exploring a Feminist Critical Reading through the analysis of Kate Chopin's "The Story of an Hour."
Thursday, October 19
Lesson: We will
Activity: Students will engage in exploring a Marxist Critical Reading to analyze class struggle and economic structures in Kate Chopin's "The Story of an Hour."
Friday, October 20
Lesson: We will
Activity: Students will engage in exploring a Marxist Critical Reading to analyze class struggle and economic structures in Kate Chopin's "The Story of an Hour."
Quote of the Week
"Unless there is a response on the part of somebody, there is no significance, no meaning"
— Morse Peckham
Weekly Agenda
Objective
We will explore different readings of a piece of literature through various critical theories.
I will engage with various critical theories to analyze and interpret Kate Chopin's short story, "The Story of an Hour."
Readings
Kate Chopin's "The Story of an Hour"
Essential Question
How do various critical lenses, such as Feminism, Marxism, Psychoanalysis, and Structuralism, enrich our understanding of Kate Chopin's 'The Story of an Hour,' and how can the interplay of these theories deepen our interpretation of the text?
Activities
#22 - Bell Work
#23 - Critical Theory "The Story of an Hour" — Kate Chopin
Week 11: October 23 - 27 Click Here →
TEKS
Teks
Monday, 23 October
Lesson: We will...
Activity: Students will...
Tuesday, 24 October
Lesson: We will...
Activity: Students will...
Wednesday, 25 October
Lesson: We will...
Activity: Students will...
Thursday, 26 October
Lesson: We will...
Activity: Students will...
Friday, 27 October
Lesson: We will...
Activity: Students will...
Quote of the Week
"And wonder, dread and war
have lingered in that land
where loss and love in turn
have held the upper hand."
— Simon Armitage, Sir Gawain and the Green Knight
Weekly Agenda
Objective
We will discuss characters, themes and symbolism in the poem.
I will create an essay demonstrating their understanding of symbolism or conflicts and contradictions of chivalry in Sir Gawain and the Green Knight.
Readings
"Sir Gawain and The Green Knight" - translated by W. A. Neilson
Audio "Sir Gawain and The Green Knight"
Essential Question
How does Sir Gawain grapple with moral and ethical dilemmas, and what does his journey reveal about the complexities of human nature?
How does Sir Gawain embody the ideals of chivalry, and how does his character evolve throughout the poem?
Activities
#24 - Bell Work
#25 - Sir Gawain and the Green Knight
Week 12: October 30 - November 3 Click Here →
Objectives
Teks
Monday, 30 October
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Tuesday, 31 October
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Wednesday, 1 November
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, 2 November
Focused Instruction: We will discuss informational text when reading "Myths about Minorities" written by Thomas Sowell and "Inequalities Persist Despite Decline in Poverty for All Major Race and Hispanic Origin Groups" written by John Creamer.
Guided Instruction: Unbiased and objective examination in writing. Difference between drawing conclusions and twisting the evidence.
Independent Learning: The argumentative text will likely have a clear stance and present persuasive elements, while the informational text will aim to present facts objectively without taking a specific position.
Lesson Closure: Students will determine if the text is argumentative (persuasive, opinion-based) or informational (factual, objective) based on strategies used by the author.
Friday, 3 November
Focused Instruction: We will discuss informational text when reading "Myths about Minorities" written by Thomas Sowell and "Inequalities Persist Despite Decline in Poverty for All Major Race and Hispanic Origin Groups" written by John Creamer.
Guided Instruction: Unbiased and objective examination in writing. Difference between drawing conclusions and twisting the evidence.
Independent Learning: The argumentative text will likely have a clear stance and present persuasive elements, while the informational text will aim to present facts objectively without taking a specific position.
Lesson Closure: Students will determine if the text is argumentative (persuasive, opinion-based) or informational (factual, objective) based on strategies used by the author.
Quote of the Week
"It's not ignorance that is so bad, but all the things we know "that ain't..."
— Thomas Sowell
Weekly Agenda
Objective
We will discuss characters, themes and symbolism in the poem.
I will create an essay demonstrating their understanding of symbolism or conflicts and contradictions of chivalry in Sir Gawain and the Green Knight.
Readings
"Sir Gawain and The Green Knight" - translated by W. A. Neilson
Audio "Sir Gawain and The Green Knight"
"Myths about Minorities" written by Thomas Sowell
"Inequalities Persist Despite Decline in Poverty for All Major Race and Hispanic Origin Groups" written by John Creamer
Essential Question
How does Sir Gawain grapple with moral and ethical dilemmas, and what does his journey reveal about the complexities of human nature?
How does Sir Gawain embody the ideals of chivalry, and how does his character evolve throughout the poem?
How can we distinguish between argumentative and informational texts, and why is it important to recognize the differences in order to be critical readers and thinkers?
Activities
#25 - Sir Gawain and the Green Knight
#26 - Bell Work
#27 - Argumentative vs Informational Text
Week 13: November 6 - 10 Click Here →
Objectives
4(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
4(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
4(F) make inferences and use evidence to support understanding;
4(G) evaluate details read to analyze key ideas;
4(H) synthesize information from a variety of text types to create new understanding; and
5(C) use text evidence and original commentary to support an evaluative response;
5(D) paraphrase and summarize texts in ways that maintain meaning and logical order;
5(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
5(H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;
7(D) critique and evaluate characteristics and structural elements of informational texts such as:
7(D)(i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and
7(D)(ii) the relationship between organizational design and author's purpose;
7(E) critique and evaluate characteristics and structural elements of argumentative texts such as:
7(E)(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
7(E)(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
7(E)(iii) identifiable audience or reader; and
7(F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.
8(A) evaluate the author's purpose, audience, and message within a text;
8(B) evaluate use of text structure to achieve the author's purpose;
8(G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
11(G) examine sources for:
11(G)(i) credibility, bias, and accuracy; and
11(G)(ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;
Daily Lesson Plan
Monday, 6 November
Focused Instruction: We will discuss informational text when reading "Myths about Minorities" written by Thomas Sowell and "Inequalities Persist Despite Decline in Poverty for All Major Race and Hispanic Origin Groups" written by John Creamer.
Guided Instruction: Unbiased and objective examination in writing. Difference between drawing conclusions and twisting the evidence.
Independent Learning: The argumentative text will likely have a clear stance and present persuasive elements, while the informational text will aim to present facts objectively without taking a specific position.
Lesson Closure: Students will determine if the text is argumentative (persuasive, opinion-based) or informational (factual, objective) based on strategies used by the author.
Tuesday, 7 November
Focused Instruction: We will discuss informational text when reading "Myths about Minorities" written by Thomas Sowell and "Inequalities Persist Despite Decline in Poverty for All Major Race and Hispanic Origin Groups" written by John Creamer.
Guided Instruction: Unbiased and objective examination in writing. Difference between drawing conclusions and twisting the evidence.
Independent Learning: The argumentative text will likely have a clear stance and present persuasive elements, while the informational text will aim to present facts objectively without taking a specific position.
Lesson Closure: Students will determine if the text is argumentative (persuasive, opinion-based) or informational (factual, objective) based on strategies used by the author.
Wednesday, 8 November
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, 9 November
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Friday, 10 November
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Quote of the Week
"The opinion of 10,000 men is of no value if none of them knows anything about the subject."
— Marcus Aurelius
Weekly Agenda
Objective
We will collaboratively explore and compare informative and argumentative texts, examining real-world examples to identify key characteristics. Through group discussions and activities, we will develop the skills to critically evaluate and differentiate between these two types of texts, enhancing our overall comprehension and engagement with diverse written materials.
I will analyze the distinguishing features of informative and argumentative texts, including their purposes, structures, and linguistic elements, to develop a comprehensive understanding of how each type functions in conveying information and persuasion.
Essential Question
How do the purposes, structures, and methods of presenting information in informative and argumentative texts differ, and how can understanding these distinctions enhance our ability to critically evaluate and engage with various types of written communication?
Readings
"Myths about Minorities" written by Thomas Sowell
"Inequalities Persist Despite Decline in Poverty for All Major Race and Hispanic Origin Groups" written by John Creamer
A reading/video of your choice that persuasively contradicts the articles above.
Activities
#27 - Informational Text
#28 - Bell Work
#29 - Argumentative vs Informational Text
Week 14: November 13 - 17 Click Here →
TEKS
Teks
Monday, November 13
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Tuesday, November 14
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Wednesday, November 15
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, November 16
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Friday, November 17
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Quote of the Week
"A wise man speaks because he has something to say, a fool speaks because he has to say something."
— Plato
Weekly Agenda
Objective
We will learn to effectively structure and deliver a persuasive speech, developing skills in argumentation, organization, and delivery.
I will create an outline and give a speech to the class over a topic of my choosing and apply the principles of persuasive speaking.
Essential Question
How can the art of persuasive speaking empower individuals to influence opinions, drive change, and navigate diverse perspectives effectively?
Readings
Notes
Activities
#30 - Bell Work
#31 - Persuasive Speech
Holiday Week: November 20 - 24
Week 15: November 27 - December 1 Click Here →
Objectives
4
Daily Lessons
Monday, November 27
Student Holiday
Tuesday, November 28
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Wednesday, November 29
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, November 30
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Friday, December 1
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Quote of the Week
"Those who can make you believe absurdities can make you commit atrocities."
— Voltaire
Weekly Agenda
Objective
We will review the purpose, structure, and key elements of informative speeches.
I will complete the Informative (Teaching) Speech Outline and give a 3-5 minutes speech to the class on a teaching topic of my choice on either Thursday or Friday.
Essential Question
What are the key components of each section in the structure of an informative speech?
Readings
Any and all research needed to complete your speech.
Activities
#32 - Bell Work
#33 - Informative (Teaching) Speech
Week 16: December 4 - 8 Click Here →
Objectives
4(F) make inferences and use evidence to support understanding;
5(C) use text evidence and original commentary to support an evaluative response;
5(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
6(A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;
6(B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;
Daily Lessons
Monday, December 4
Focused Instruction: We will analyze the progression of the narrator's mental state.
Guided Instruction: Researching different types of mental illness.
Independent Learning: Evaluate the changes in the protagonist's thoughts, feelings, and perceptions as the story unfolds.
Lesson Closure: Students will update the product you have selected to complete.
Tuesday, December 5
Focused Instruction: We will examine the impact of isolation on the protagonist's psyche.
Guided Instruction: Discuss the consequences of physical and social isolation as it relates to current events.
Independent Learning: Investigate the consequences of the narrator's physical and social isolation on her mental well-being.
Lesson Closure: Students will update the product you have selected to complete.
Wednesday, December 6
Focused Instruction: We will interpret the symbolism of the yellow wallpaper.
Guided Instruction: Discuss the symbolism as well as meaning of colors.
Independent Learning: Explore the symbolic meaning of the wallpaper and its connection to the protagonist's mental deterioration.
Lesson Closure: Students will update the product you have selected to complete.
Thursday, December 7
Focused Instruction: We will explore the influence of societal expectations on the protagonist's mental health.
Guided Instruction: What are societal norms in the 1890's for women?
Independent Learning: Examine how societal norms and gender roles contribute to the challenges faced by the narrator.
Lesson Closure: Students will update the product you have selected to complete.
Friday, December 8
Focused Instruction: We will analyze the hidden diary as a key to understanding the protagonist's psychology.
Guided Instruction: Discuss the hidden contents of the hidden diary.
Independent Learning: Delve into the contents of the secret diary to uncover insights into the narrator's innermost thoughts and emotions.
Lesson Closure: Students will update the product you have selected to complete.
Quote of the Week
"If you deliberately plan on being less than you are capable of being, then I warn you that you’ll be unhappy for the rest of your life."
— Abraham Maslow
Weekly Agenda
Objective
We will analyze the progression of the narrator's mental state.
I will create a character psychological evaluation according to the requirements proposed on the task page of assignment #35.
Essential Question
What is the significance of the protagonist's thoughts, emotions, and interactions as readers aim to unravel the complexities of her psychological landscape.
Readings (see Google Classroom)
"The Yellow Wallpaper" — Charlotte Perkins Gilman
Activities
#34 - Bell Work
#35 - Character Psychological Evaluation
Week 17: December 11 - 15 Click Here →
Objectives
4
Daily Lessons
Monday, December 11
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Tuesday, December 12
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Wednesday, December 13
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, December 14
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Friday, December 15
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Quote of the Week
"Never say more than is necessary."
— Richard Brinsley Sheridan
Weekly Agenda
Objective
We will collaboratively explore the multifaceted layers of "The Yellow Wallpaper," engaging in discussions to deepen our collective understanding of the story's complexities.
I will closely examine the narrative elements of "The Yellow Wallpaper," including plot, character development, and setting, to gain a comprehensive understanding of the story's structure.
Essential Question
How does the symbolism of the yellow wallpaper in "The Yellow Wallpaper" contribute to our understanding of the protagonist's mental deterioration, and in what ways does the narrative use this symbol to explore broader themes of societal expectations and the consequences of gender roles during the late 19th century?
Readings (see Google Classroom)
"The Yellow Wallpaper" — Charlotte Perkins Gilman
Activities
#36 - Bell Work
# 37 - Literary Analysis "The Yellow Wallpaper"
Week 18: December 18 - 20 Click Here →
Objectives
4
Daily Lessons
Monday, December 18
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Tuesday, December 19
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Wednesday, December 20
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, December 21
Christmas Break
Friday, December 22
Christmas Break
Weekly Agenda
Objective
We will collaboratively explore the multifaceted layers of "The Yellow Wallpaper," engaging in discussions to deepen our collective understanding of the story's complexities.
I will closely examine the narrative elements of "The Yellow Wallpaper," including plot, character development, and setting, to gain a comprehensive understanding of the story's structure.
Essential Question
How does the symbolism of the yellow wallpaper in "The Yellow Wallpaper" contribute to our understanding of the protagonist's mental deterioration, and in what ways does the narrative use this symbol to explore broader themes of societal expectations and the consequences of gender roles during the late 19th century?
Readings (see Google Classroom)
"The Yellow Wallpaper" — Charlotte Perkins Gilman
Activities
#38 - Bell Work
# 37 - Literary Analysis "The Yellow Wallpaper"
Enjoy the Christmas Holiday!
December 21 - January 9
Matthew 2:10-12
When they [the wise men] saw the star, they rejoiced exceedingly with great joy. And going into the house, they saw the Child with Mary His mother, and they fell down and worshiped Him. Then, opening their treasures, they offered Him gifts, gold and frankincense and myrrh. And being warned in a dream not to return to Herod, they departed to their own country by another way.
