English 4 & 4H: 8/29-31/12

Joiner: Lesson Plans for all English Classes: 1, 2, 3, 5

Wednesday and Thursday, August 29, 30, 2012

• In the literature book: on back shelf -- Students will have to share
• No more than two students per book
• Students working in pairs may help each other but - - -
• They can not speak above a whisper
• They must each turn in their own individual work
• Read "Beowulf" and related stories from page 38 to 67
• Answer all margin questions: labeled "A" through "Y"
• These questions are in the margin with the definitions to the right of the text.
• Answer all end questions on pages 50, 57, and 67
• Before the end of class
• Have students read pages 36 and 37 in the literature book
• Have students write an exit journal explaining why they believe Beowulf was so important that it was told orally for hundreds of years before it was written down, and it is still important enough to be put in a literature book today.
• This is their best guess -- however I expect them to give good reasons to support their guess.
• Have students turn in all work before they leave!!
• Students who complete their work before class is over
• May find something to read silently
• or May begin tomorrow's assignment
• or May work on their homework for next week's vocabulary test

Friday, August 31, 2012

• Give each student a copy of the short story, "The Use of Force"
• Assignment:
• Students are to practice annotation and dialectic responses on this short story.
• Annotation means add notes to
• Dialectic response means 1 the art of investigating or discussing the truth of opinions. 2 inquiry into metaphysical contradictions and their solutions. • the existence or action of opposing social forces, concepts, etc. The ancient Greeks used the term dialectic to refer to various methods of reasoning and discussion in order to discover the truth.
• To simplify, dialectic means to respond to the reading as though having a conversation, looking for deeper meanings, questions, analysis, questions to show they are digging in to the reading to really think about it and understand it.
• I expect students to really dig into the story to understand it. They are to treat the story as a scientist would while examining a new discovery.
• Students are to put their name on their paper and their notes and dialectic responses.
• All work is to be turned in at the end of the period -- even if it is incomplete.
• Classes next week will begin with a discussion of the story.
• I expect students to have something to talk about -- related to the story.