Assignments for Honors Tenth Grade
Spring 2006

2.)Viewing of OPRAH episode with Elie Wiesel in Auschwitz and the episode which reveals the winners of Oprah's essay contest!

2.)Viewing of OPRAH episode with Elie Wiesel in Auschwitz.

2.)Begin working on the Final--due Monday by midnight.

2.) Review the 1984 Essay Exam instructions: your chosen THESIS STATEMENT to examine 1984, 1984 and Animal Farm, or to examine the author George Orwell. Further explanation of the index card requirement--index cards that identify a quotation from the book, page number (or, if online, the Part # and Chapter #), and your interpretation of the quote--refer to class notes.

2.) Introduction of 1984 Essay Exam instructions: determine your chosen THESIS STATEMENT to examine 1984, 1984 and Animal Farm, or to examine the author George Orwell. Explain the index card requirement--minimum of five cards that identify a quotation from the book, page number (or, if online, the Part # and Chapter #), and your interpretation of the quote.

2.) Share your impressions about the Do Now.

2.) Discuss Part III Chapter 3--recounting Winston's prison experience and torture, his interactions and relationship with O'Brien. Discuss student impressions of imprisonment and Winston's responses to the torture. Questions to explore: How does the Party maintain power over the people? How does O'Brien physically and mentally break Winston and enfeeble him? What empowers Winston?

2.) Discuss the article above and make connections to 1984.

2.) Discuss Part III Chapter 2--recounting Winston's prison experience and torture, his interactions and relationship with O'Brien. Discuss student impressions of imprisonment and Winston's responses to the torture.

2.) Discuss Maslow's hierarchy of needs. What happens if these needs are not met? How do the prisoners in 1984 reveal their human needs?

2.) Discuss Part III Chapter 1--recounting Winston's initial prison experience, his fellow prisoners, their treatment by the Party members/guards, Parsons, and O'Brien. Discuss student impressions of imprisonment and O'Brien's revelation.

2.) Begin reading the HW: Part III Chapter 1

2.) Discuss Chapter 6 of Part II and Chapter 7 of Part II. Analyze O'Brien. What are your impressions of him? Describe Winston as a child and his mother and sister. Why is this worth analyzing? What does Winston learn about himself and what he values from these childhood memories? Why is it important to have memories and history?

2.) Discuss the article. Connect to 1984.

3.) Discuss Chapter 5 of Part II, analyzing parallels between the world of 1984 and our world today. Also, examine the characterization and developing relationship of Julia and Winston, description of the proles (especially through the eyes of Winston), irony, conflicts, setting, mood and foreshadowing (predictions for the fate of Julia and Winston).

4.) If time permits, introduce HW: Part II Chapter 6 of 1984 and Part II Chapter 7 of 1984.

2.) Discuss the Do Now above. Connect to 1984.

3.) Discuss Chapter 4 of Part II, analyzing the characterization and developing relationship of Julia and Winston, description of the proles (especially through the eyes of Winston), irony, conflicts, setting, mood and foreshadowing (predictions for the fate of Julia and Winston).

4.) If time permits, begin reading HW: Part II Chapter 5 of 1984.

2.) Discuss the Quiz above.

3.) Finish discussing Chapter 3 of Part II, analyzing the characterization of Julia and Winston, irony, conflicts, setting, mood and foreshadowing (predictions for the fate of Julia and Winston).

4.) Begin reading HW: Part II Chapter 4 of 1984.

2.) Discuss Chapter 8 of Part I. Discuss the proles, Winston's visit to the prole community, the old man in the pub, capitalists, relics of the past, Mr. Charrington, Winston's childhood rhymes, the girl with dark hair, and the major events that occurred in this chapter. What lessons are learned about different classes of people in this fictional world of 1984, about the setting and general mood of the chapter, Orwell's political opinions as expressed in his writing, and symbolic significance in Part I, Chapter 8.

2.) Discuss article, student opinions and connections to 1984.

2.) Review/Discuss Chapter 7 of 1984--sharing evidence from the novel that depicts new characters and the protagonist (Winston), setting (the canteen, the society of Oceania), mood (atmosphere created by the settings), foreshadowing (Chestnut Tree Cafe, vaporized characters), irony (situations that are the opposite which you expect--such as prostitution), and conflicts (Winston vs. himself).

2.) Review/Discuss Chapter 6 of 1984 and Chapter 7 of 1984--sharing evidence from the novel that depicts new characters (Syme, Parsons, Parsons' daughter, Katharine, proles, the girl with dark hair) and the protagonist (Winston), setting (the canteen, the society of Oceania), mood (atmosphere created by the settings), foreshadowing (Chestnut Tree Cafe, vaporized characters), irony (situations that are the opposite which you expect--such as prostitution), and conflicts (Winston vs. the girl with dark hair, Winston vs. Syme, Winston vs. himself, Winston vs. Katharine).

2.) Review/Discuss Chapter 5 of 1984 and Chapter 6 of 1984--sharing evidence from the novel that depicts new characters (Syme, Parsons, Parsons' daughter, Katharine, proles, the girl with dark hair) and the protagonist (Winston), setting (the canteen, the society of Oceania), mood (atmosphere created by the settings), foreshadowing (Chestnut Tree Cafe, vaporized characters), irony (situations that are the opposite which you expect--such as prostitution), and conflicts (Winston vs. the girl with dark hair, Winston vs. Syme, Winston vs. himself, Winston vs. Katharine).

2.) Discuss final grades.

2.) Review the quiz.

3.) Review/Discuss Chapter 4 of 1984--sharing evidence from the novel that depicts new characters and the protagonist, setting, mood, foreshadowing, irony, and conflicts.

2.) Discuss the Do Now above. How did you feel from the exercise--both emotionally and physically? Explain your experience with a smile on your face during the exercises. Did you enjoy the exercises? Why/Why not? How did these exercises connect to 1984?

3.) Review Chapter 2 of 1984--sharing evidence from the novel that depicts new characters and the protagonist, setting, mood, foreshadowing, irony, and conflicts. Review Chapter 3 of 1984--sharing evidence from the novel that depicts new characters and the protagonist, setting, mood, foreshadowing, irony, and conflicts.

2.) Discuss the Do Now above.

3.) Student Presentations of picture collages.

5.) Begin reviewing Chapter 2 of 1984--sharing evidence from the novel that depicts new characters and the protagonist, setting, mood, foreshadowing, irony, and conflicts.

2.) Discuss the Do Now above.

3.) Gallery walk of 1984 picture collages. Using post-its, write comments--both positive and critical feedback, write questions asking about relevance and understanding, and any other comments of your choice.

4.) Student Presentations of picture collages.

5.) Begin reviewing Chapter 2 of 1984--sharing evidence from the novel that depicts new characters and the protagonist, setting, mood, foreshadowing, irony, and conflicts.

2.) Discuss the Do Now above.

3.) Finish discussing specific examples in chapter 1 of 1984 that reveal Orwell's political opinions. Refer to your political analysis composed over the vacation. Also, discuss and take notes on characterization, setting, mood, foreshadowing, irony, conflicts, and unknown words (at least 10).

4.) Introduce HW

2.) Discuss the Do Now above.

3.) Discuss specific examples in chapter 1 of 1984 that reveal Orwell's political opinions. Refer to your political analysis composed over the vacation. Also, discuss and take notes on characterization, setting, mood, foreshadowing, irony, conflicts, and unknown words (at least 10).

4.) Period 8--review Animal Farm History Test.

2.) Discuss the Venn/chart with the class.

3.) Discuss specific examples in chapter 1 of 1984 that reveal Orwell's political opinions. Refer to your political analysis composed over the vacation. Also, find and taken notes on characterization, setting, mood, foreshadowing, irony, conflicts, and unknown words (at least 10).

4.) Review Animal Farm History Test.

2.) Exemplary poets will read poems and share analysis.

3.) Begin vacation HW

2.) Discuss the structure, summaries, and poetry terms appearing in the poem "I Know Why the Caged Bird Sings" by Maya Angelou.

3.) On your poem, analyze your own chosen poem's structure, summary for each stanza and any poetry terms used--such as repetition, personification, rhyme scheme, alliteration, hyperbole, imagery, etc. Be prepared to share with the class.

4.) Display your poem around the room and classmates will do gallery walk and view analysis of poems' structure, summaries and poetry terms.

5.) Exemplary poets will read poems and share analysis.

6.) Introduction of vacation HW

2.) Discuss the structure, summaries, and poetry terms appearing in the poem "I Know Why the Caged Bird Sings" by Maya Angelou.

3.) On your poem, analyze your own chosen poem's structure, summary for each stanza and any poetry terms used--such as repetition, personification, rhyme scheme, alliteration, hyperbole, imagery, etc. Be prepared to share with the class.

4.) Display your poem around the room and classmates will do gallery walk and view analysis of poems' structure, summaries and poetry terms.

5.) Exemplary poets will read poems and share analysis.

2.) Discuss www.nicenet.org discussion forums and responses to "Freedom's Plow"--historical context, connections to Animal Farm and poetic devices.

3.) Identify poetic devices and structure of the poem.

4.) Introduction of HW.

2.) Read aloud "Freedom's Plow" by Langston Hughes.

3.) Read nicenet.org discussion forums on "Freedom's Plow"--its historical context, connections to Animal Farm, and poetic devices. Share your responses to the discussion forum comments.

2.) Comment/Discuss themes in Animal Farm and reactions to your classmates' poems.

3.) Volunteers to share Journal #6.

4.) Introduction of poetry HW and nicenet discussion forums.

2.) Share your new, interpretive ITHS rules, based on the Discipline Code. Connect to Animal Farm.

3.) Share your favorite sentence (with vocabulary word) from Journal #6.

4.) Eliminate unnecessary words from last night's homework--the themes in Animal Farm. Keep the essential words and turn your prose into poetic form, eliminating unessential words (such as: a, the, in, or, after).

2.) Continue to read aloud Chapter 10--identifying historical and current event significance.

2.) Share predictions. Read chapter X aloud and discuss historical and current event relevance.

2.) Show Animal Farm history flashcards.

2.) History Test on Animal Farm

3.) Begin reading HW--finish reading chapters IX and X, taking notes in the margin on historical and current event relevance, as well as your opinions/reactions.

2.) Class Discussion: Discuss/Share signs of tyranny in Chapter VIII.

3.) Review the HISTORICAL CONNECTIONS IN ANIMAL FARM.

2.) Class Discussion: Discuss/Share supporting and hindering evidence on the revolution in Chapter VII.

3.) Review the HISTORICAL CONNECTIONS IN ANIMAL FARM.

2.) Class Discussion: Discuss/Share thoughts about the Nicenet Discussion Forums.

3.) Discuss the supporting evidence for the revolution and hindering evidence against the revolution in chapter VI of Animal Farm.

2.) Class Discussion: Discuss/Share thoughts about the article and Nicenet Discussion Forums.

3.) Discuss the supporting evidence for the revolution and hindering evidence against the revolution in chapter V of Animal Farm.

2.) Class Discussion: Discuss/Share Journal Entry #5. Discuss both the supporters and hindrances to the revolution in Chapter IV. Discuss how the Animal Farm's government and newly established rules are changing to benefit the leaders of the revolution.

3.) Discuss the strengths and weaknesses in the Night essays.

2.) Class Discussion: Discuss both the supporters and hindrances to the revolution in Chapter III. Discuss how the Animal Farm's government and newly established rules are changing to benefit the leaders of the revolution.

3.) Introduce chapter IV for Animal Farm.

2.) Class Discussion: Discuss the obstacles to the revolution. Discuss the characters and events that support a revolution in Chapter II--the initial events and the leading characters that direct the revolution on Manor Farm. Discuss the new rules created from the animals' rebellion.

3.) Introduce chapter III for Animal Farm.

2.) Class Discussion: Discuss the path to a revolution in Chapter I--the initial events and the leading characters that direct the revolution on Manor Farm.

3.) Identify the animals' pain and suffering on Manor Farm. Identify the new rules created from the animals' rebellion.

4.) Introduce chapter 2 for Animal Farm.

2.) Class Discussion: Discuss what it takes to be a great leader--characterize him/her by discussing personality traits, actions, beliefs/values, people's points of view, and the government he/she established (including when and where it existed). Discuss governments that have been overthrown in history. Discuss the governments, where, when, and how they were overthrown, who overthrew the governments, what was the form of rebellion, and why it happened.

3.) Introduce chapter 1 for Animal Farm and identify the explorative questions that will be answered during the reading.