This document contains the schedule and lesson plans for a literature class over the course of several days. It includes summaries and discussions of works by Emerson, Thoreau, and others. The schedule outlines reading assignments from Self-Reliance and other works, with objectives focused on comprehension, analysis of themes, and classroom activities like group discussions and presentations.

2. Monday, January 31stReview last week’s objectivesReview Frederick Douglass test questionsTest will be tomorrowFinish presentations todayReading test today

3. Tuesday, February 1stReview Objectives for Self-RelianceBefore we read… Pick up Yellow Student Reading HandbooksWrite your name on the inside coverKeep books in closetDiscuss Letter/Speech grade

4. From Narrative of the LifeObjectives- Write down in notebook (this is what you’re expected to learn)Literary Analysis: Autobiography and style Reading and Critical Thinking: Author’s purposeWriting: Anti-slavery editorial (page 572)Speaking and listening: Persuasive speech (568)Grammar usage: independent and subordinate clause (572) Vocabulary: On page 562

5. from Self-RelianceObjectives- Write down in notebook (this is what you’re expected to learn)Literary Analysis: Aphorisms Reading and Critical Making judgementsWriting: Reflective writing Speaking and listening: Giving advice Grammar usage: independent and subordinate clause (572) Vocabulary: page 80

6. Wednesday, February 9thTarget Skill: Fact and OpinionTo understand Thorueau’s views about good citizenship, students must be able to identify opinions and generalizations. Read aloud lines 16-22 on pages 90-91-Identify the opinions in these sentences-Note that the second sentence serves as an example to support the opinion stated in the first sentence.-After reading, record facts and opinions from this selection by using the chart on page 107

7. Thoreau believes that the government is misusing their power to further their own individualistic ambitions without the prior approval of the general public.

8. Wednesday, February 9thSentence Structure: Thoreau often expresses his ideas in long, complex sentences that may be confusing Read aloud the long sentences that begins on line 28 of page 92Identify the main idea by underling the following words: “…the practical reason why… a majority are permitted…is…because they are physically the strongest.”Read the sentence that begins on line 23 on this pageUnderline the words that state the main idea(“I ask for… a better government”).Underline the MAIN IDEA IN OTHER LONG SENTENCES

9. Thursday, February 10thSet up highly functioning groupsFocusedAppoint jobsEach group will focus on increasing reading comprehension by Focusing on the main ideas of the passageCompleting the margin work activities Hold a discussion with group membersDiscuss main ideaWhole groupEach group will share what they believe is the main idea of each passageWe’ll judge who got it right and who got it wrongGroups who got it wrong will be punished

10. Turn to page 94Read the blue support information on page 95Perform margin activitiesWRITE YOUR THOUGHTS IN THE MARGINUnderline, circle and box main ideasSummarize your passage- Happy Meal ideas- 4 nuggets

11. American Authors Groups

12. Finding Nemo: Doesn’t like that the majority rules. Should be ruled by honest to have a better government. Cheese Heads: Wants to limit the majority the power so that people can realize what the governments is doing and how they are being selfish. Spider Monkey: he believes that the gov thinks about what is right and wrong without thinking about their conscience. He thinks that the public should not give up their conscience and that he shouldn’t/wouldn’t. Majority rules because they have larger numbers. Future Leaders: He feel that the decided votes are always right. He states this is a society that goes with the most popular vote. Why do men have conscience if they don’t choose… Heat: The majority are permitted to rule because they are most likely to be in the right and they are physically the strongest.

13. Homework Page 85-86What is an Aphorism? A brief statement of truthVocabulary

14. From Civil Disobedience Henry David ThoreauMexican-American war

15. Henry David Thoreau (1817-62) was an author, essayist, naturalist, and poet whose work went on to influence some of the greatest literary figures of the twentieth century. Thoreau expounded upon his love of nature and the doctrines of Transcendentalism in Walden (1854), and passionately defended civil liberties and pacifistic protest in the essay "Civil Disobedience" (1849). His friend and mentor was Ralph Waldo Emerson, one of the most prominent intellectuals of the nineteenth century.

16. Thoreau's essay, "Civil Disobedience," emerged out of his experience opposing the Mexican-American War. He had refused to pay a poll tax as a demonstration against what he felt to be an unjust, imperialistic war and a government waging it to expand slavery's domain. He spent the night in jail before someone paid the tax to set him free. In his essay, Thoreau argued that not all civil laws are just, and that humans have an obligation to obey a higher law—their sense of morality. If obeying the conscience necessitates violating the law, then so be it. Thoreau advocated that others who disapprove of the war follow his lead and refuse to pay their taxes as a gesture of protest.

17. What is a poll tax? A poll or head tax is one imposed equally on all adults at the time of voting and is not affected by property ownership or income. The poll tax was used in the South during and after Reconstruction as a means of circumventing the 14th Amendment and denying civil rights to blacks. This form of taxation gradually fell out of favor in the South in the mid-20th century, but it was not until the adoption of the 24th Amendment that poll taxes were made illegal as a prerequisite for voting in federal elections. That same prohibition was later extended to all elections.

18. Monday, February 7thTake Frederick Douglass TestReview Self-Reliance ObjectivesOpen to page 84Homework reviewPages 81-83Summarizing Activity

19. Wednesday, February 9thContinue reading Civil Disobedience Objectives

21. What’s the difference…Quotationsmust be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.Paraphrasinginvolves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.Summarizinginvolves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

22. Summarizing vs. Paraphrasing Paraphrasing is re-writing another writer’s words or ideas in your own words without altering the meaning. The paraphrase is about the same length as the original since the purpose is to rephrase without leaving out anything, and not to shorten. Summarizing, on the other hand, is putting down the main ideas of someone else’s work in your own words. A summary is always shorter than the original since the idea is to include only the main points of the original work and to leave out the irrelevant. A summary is usually about one-third the size of the original.

23. When to paraphrase and summarize Paraphrase when:• You want to use another writer’s words without plagiarizing• You want to use another writer’s words without the use of quotes• The ideas of the other writer are more important than his/her style• You think that the words of the other writer are too difficult for your readersSummarize when:• You want to identify only the main ideas of the writer• You want to give an overview of the topic (from several sources)• You want to simplify a complex argument• You want to condense the matter to suit your requirement

24. Summarizing What are some strategies for summarizing? Look up the words

25. Summarize- Discuss the process

26. Student handbooksTurn to page 76Target Skill: Making judgments- in order for you to evaluate and respond to Emerson’s ideas and opinions, it is crucial for you to understand the judgment-making process and to be able to make judgments of your own. Aphorisms: The condensed, pointed language of Emerson’s aphorisms may give you difficulty. It is essential that you understand the aphorisms, however, because they contain Emerson’s main ideas.

27. Before ReadingConnect to your life: Recall a time when you refused to go along with the views or actions of a group of friends. Describe the situation and your feelings on page 77 and share your responses with a partner. (quick write & speaking and listening)Key to the essay: Read the Key to the essay silently. Identify aspects of contemporary culture that a self-reliant individualist might criticize or shun. Build Background: Emerson and the transcendentalists. New York University Lecture on American TranscendentalistsRalph Waldo Emerson Life of Emerson

28. Begin Reading Beowulf –pg 20Objectives-Analyze archetypes, including the epic heroAnalyze the way the theme of a selection represents a comment on life, using evidence from the text to support your claimUnderstand and analyze alliteration and kennings. Archetypes (write down definitions) Epic heroThemeAlliterationKennings

29. Begin reading BeowulfAudio version online Epics tend to have these characteristics: The hero is a great leader who is identified strongly with a particular people or societyThe setting is broad and often includes supernatural realms, especially the land of the deadThe hero does great deeds in battle or undertakes an extraordinary journey or questSometimes gods or other supernatural or fantastic beings take part in the actionThe Story is told in heightened language

30. Tuesday, February 1stReview objectivesPossible test questions- discussContinue readingJigsawSummarize sectionCreate a visual summary of sectionBlock three Old English translation activity

31. British Authors- Thursday, February Take out student handbooksRead Battle with GrendalAnswer margin questions

32. Reading Skills: Identifying Details

33. British Authors- Monday, Feb 7thHomework check- page 18Review Epic HeroSmall Group- share the hero you choseLarge Group- Share heroes Objectives- DO YOU KNOW ABOUT… Analyze archetypes, including the epic heroAnalyze the way the theme of a selection represents a comment on life, using evidence from the text to support your claimUnderstand and analyze alliteration and kennings.

34. British Authors- Monday, February 7thRead about Beowulf’s death-page 35Imagery: What images in the description of Grendel’s lair associate Grendel with death and darkness? Lines 563-569- what is Hrothgar asking Beowulf to do? What can you learn about the setting by re-reading II. 588-594Epic hero- What characteristics of an epic hero does Beowulf display during his fight with Grendel’s mother? Describe how Beowulf comes to the lair of Grendel’s mother. What details remind you t hat Beowulf is not an ordinary man?

35. How does Beowulf kill Grendel’s mother? Lines 648-665: What is Beowulf’s final revenge against Grendel? What action of Beowulf’s provides a resolution, or wrapping up, of the episode?

36. From Grendel- page 39This is an excerpt from a story that takes Grendel’s perspective. What does Grendel describe (summarize)Verbal irony: What words and expressions indicate that Grendel is using irony in his storytelling? What does the irony suggest about his personality? Ironic words and expressions include A respected guest, _______, ______How do people in Herot receive Grendel?

37. John Gardner’s GrendelHow is the raid on Hrothgar’s hall shown differently in John Gardner’s Grendel than in Beowulf? In Grendel the monstor is not a man-eaterThe novel Grendel shows the action from the monster’s point of viewIn Beowulf each victim is individually describedBeowulf shows the action from Beowulf’s point of view

38. Life in 999: A Grim StruggleThis article describes life in Europe in A.D. 999. At that time, European society was rather primitive. Life for most people was short and marked by poverty, poor health, and virtually no chance of improving one’s circumstances. Reading information text: Characterizing the historical period: Why might a writer use the concept of speed to define a particular historical age? (the pace of life often reflects the age)A.D. 999 VS. Today

39. Life in 999: A Grim StruggleReading informational textFinding supporting ideas- The main idea of this paragraph is that life expectancy in the Anglo-Saxon age was short. What details does the author cite to prove this point? Many women died _______________. ______ were rampant.______ was considered old.

40. Tuesday, February 8thThe Death of BeowulfTurn to page 43Read and respond to margin questions- discussBeowulf insists upon going into battle alone. When has he done so in the past? What does this motif suggest? (motif- a recurring subject, theme, idea, etc., especially in a literary, artistic, or musical work.)An important element of the Anglo-Saxon worldview was the concept of fate (wyrd). Specifically, the Anglo-Saxons believed that the hero could postpone death through personal bravery but that fate eventually would win out. How does fate play a part in this battle?

41. Tuesday, February 8thJigsaw the Death of BeowulfResponse and Analysis- page 50Reading check 1, 2, 3Thinking Critically 4, 8Writing- Analyzing the Monster

42. Writing- page 50

43. WritingIn an essay, analyze the monster Grendel, focusing on the character’s nature. In a four paragraph essay, use your responses from the chart.Topic sentenceSupporting example Analysis

44. Topic sentenceGrendel was a cold-blooded killer. Supporting example Before he went into Herot, he laughed as if he looked forward to the horror he was about to create. Analysis Grendel’s actions show his inner nature. He enjoys killing, and he does not have any regrets about the pain and anguish he caused.

45. Grendel was a cold-blooded killer. Before he went into Herot, he laughed as if he looked forward to the horror he was about to create. The narrator describes Grendal’s pleasure, “No savage assault quench his lust/ For evil” (line 52-53). Grendel’s actions show his inner nature. He enjoys killing, and he does not have any regrets about the pain and anguish he caused.

46. Questions from the testWhat last thoughts does Beowulf express as he is dying? The most important event in Beowulf’s career as leader of the Geats is the—In Beowulf’s fight to the death with Grendel’s mother, the piece of his own equipment that saves his life is his—Beowulf tells Wiglaf that he wants his burned-out funeral pyre to be—

47. Wednesday, February 9thTake test2nd block review previous answers and write answers on the testBegin/Continue Writing Activity on page 50Review structureDon’t forget to write down line and page numbers on your graphic organizerCompose four paragraph essay

48. British Authors- Block 2 Groups

49. British Authors- Block 3 Groups

50. Test Prep- ReviewArchetypes (write down definitions) Epic heroThemeAlliterationKennings

51. Vocabularyresolute vehemently infallible furled lavish assail extolled