May 22 - Macbeth Day 1

Students

• presented Macbeth scavenger hunt's
• took notes over Macbeth
• were given vocabulary words/definitions. They are responsible for studying these words.
• were given a packet they will be referred to at various points throughout the play.
• read a summary of Act I
• watched Act I.
  
  

TEST REVIEW

Brave New World Test Review:
Characters
Setting
Conflict, plot
Theme(s)
Bokanovsky Process
Centrifugal Bumble-puppy
Decanting
conditioning
solidarity service
orgy-porgy
castes
Hypnopaedia
Malthusian Belt
Manipulation
Freedom, slavery
Savage Reservation
World State sayings
Shakespeare
Cyprus experiment, Alphas
Characters
John’s life
Feelies
Morgana Rothschild
Antagonist, protagonist
Soma
Ford, Freud
Dystopia, utopia
Death conditioning
title of the book
freemartins
Huxley’s life
totalitarianism
satire
promiscuity
how did the state evolve/devolve?
aim of the state in Brave New World
· Vocabulary
· Chapter Questions

Consider:
1. Is it better to be free than to be happy?
2. Is freedom compatible with happiness?
3. Is the collective more important than the individual?
4. Can children be taught effectively to think in only one certain way?
5. Can young people be taught so well that they never question their teachings later?
6. Is stability more important than freedom?
7. Can alterations made by advanced science to mankind be made permanent at the DNA-level?
8. Can mankind be conditioned by science?
9. Should the individual be limited/controlled for the greater good? If so, how much?

May 5 & 7 Syllabus

Tuesday, May 5

• Pre-Reading Packet and Chapter 12 Quiz.
• Assignment: Brave New World Caste Project. Get with group members and decide how you want to do this as a group. Set up some kind of plan for yourselves.
• Start reading Chapter 13
• HOMEWORK
  --Journal: Answer the question below. E-mail your answer to Mrs. Woodliff or leave your answer as a comment to the blog post titled “Homework Journal” at http://woodliffenglish12.blogspot.com. If you leave a comment, do NOT leave your full name. Leave your class period and initials after your post. (For example: 1CG for “1st period, Cathy Green”
  · Journal Question: Are Linda and John better off in the civilized world than they were in the Reservation? Why/why not? 5 sentence minimum
  --Read chapters 13 & 14. See additional study questions.
  --Work on Caste Project

May 7

• Return copies of quizzes and go over correct answers (scantrons will be graded when Mrs. Woodliff returns)
• Chapter 13 & 14 Quiz.
• Work on Caste Project
• Begin Chapter 15
• HOMEWORK: Read Chapters 15 & 16. See blog for additional study questions.
  Work on Caste Project

1 May, BNW Day 7

Caste groups split into 4 separate groups (joined with other castes) in order to answer all 47 pre-reading questions. (These are the questions you were supposed to use the PowerPoint your caste was given to answer.)

Students then went back to their usual groups and finished up answering all questions.

Students should read Chapter 12 for homework.

There will be a quiz over Chapter 12 on Tuesday, a quiz over Chapters 13 & 14 on Thursday, and a quiz over Chapter 15 & 16 the following Monday.

Mrs. Woodliff will be out next week. Students can check the blog for any updates.

Some chapter questions are out of order (i.e. Chapter 10 questions actually go with Chapter 11).

To help you better study for the quizzes, see these additional study questions for Chapters 12-16 here.

29 April, BNW Day 6

1. book check (continue next class)
2. Find images that represent castes and characters. Use a magazine to find 1 image that represents your caste or character (in group folder). Put the images in your folder.
3. Vocabulary, Word Webs. Last 3 words:
   •Viscose: solution used in the manufacture of rayon and cellophane
   •Viviparous: Giving birth to living young that develop within the mother's body
   •Zealous: ardently active, devoted, or diligent. Syn: enthusiastic, eager, fervid, fervent, intense, passionate
   Assignment: Use all vocabulary words to create Word Triads and Dyads (use relationships you have already created and make new ones. See outlines below)

HOMEWORK: Read Chapter 11.

27 April: BNW Day 5

Today's Agenda:
1.Get your folder, and sit with your group
2.Vocabulary
3.Quizzes returned.
4.Characterization – John
5.Begin reading Chapter 9
6.Homework: Chapters 9 & 10

Vocabulary:
•Define the next 4 words
–Respectively
–Semblance
–Stupefied
–Unorthodox
•Create a logical relationship between these and the other vocabulary words

Quizzes Returned:
•4 points were added to the grade on the scantron.
•Extra credit option: For 4 points, revise the false statements to be true.

Characterize John:
•Find the orange sheet in your folder.
•Find quotes that describe John, directly or indirectly.
•Continue looking for this while you read the book

Begin reading Chapter 9.

HOMEWORK: Read Chapters 9 & 10

BNW Day 4, April 23

Today's Agenda:

•Journal
•Chapter 5 & 6 Quiz
•Character Map & Plot
•Discuss the book and begin chapter 7

Journal: “It’s Talk Like Shakespeare Day” Write, in the style of Shakespeare, 3 sentences about Bernard Marx &/or Lenina Crowne. Some words you may want to use…
–Anon = right away
–Ere = before
–Prithee = I pray, please
–Hie = hurry
–Methinks = I think
–Morrow = morning
–Thee, thou, thine, thy = forms of “you”
–Wherefore = why

Group Work: Characters & Characterization - Inside group folders, students found a sheet of paper with one of the following characters on it: Bernard Marx, Lenina Crowne, Fanny Crowne, Mustapha Mond, The Director, Helmholtz Watson. The should...

• Write the character’s caste and job


• Find a quote about this character. This may be from another character or the narrator.


• Find a quote from the character that gives the reader an idea of his/her character. (Indirect characterization)


• List one of each that can be used to represent the character. Explain why:
  –1 color, 1 animal, 1 season, 1 food, 1 song or part of a song.

Students read Chapter 7 aloud.

HOMEWORK: Finish Chapters 7 & 8. Answer study questions.

Brave New World, Days 1, 2, 3

Day 1, April 15

• Students began Brave New World today.
• Chapter reading assignments can be found on the calendars at the top of individual blog sites. Chapters assigned on a specific day are expected to be finished before the next class. Quizzes can be expected.
• Students were put into groups according to the caste system found in Brave New World: Alpha-Plus, Alpha, Beta, Gamma, Delta, and Epsilon. (There are actually only 5 castes, but "plus" and "minus" are parts of those casts. I have used the Alpha-Plus so the class will have 6 smaller groups instead of 5 larger ones)
• Group Folders:
  *On the outside, write your caste name (Alpha, etc.) and class period.
  *On the inside, write your names
  *There is a glossary of terms and 2 copies of a PowerPoint in your folder. You will add additional handouts to the folder that your group will share. If you want copies, you will have to make them yourselves.
  *As you read today’s PowerPoints and the book, jot down characteristics of your “caste.”
  *You will eventually decorate the folder to symbolize your caste.
• Pre-Reading assignment using PowerPoints inside the folders (each caste has a different PowerPoint). (1st period should choose someone from their group to post their 8 questions as a comment to this post. Due Friday, 11:59pm)
  *Highlight information about
  *Events in the author’s life that might have influenced his works
  *Themes of Brave New World
  *Information you, as a group, deem important to know before reading.
  *Answer as many of the pre-reading questions on the handout as you can at this point.
  *Create one question that begins with each of the following
  *Who, what, when, where
  *Create two questions that begin with each of the following
  *Why, how
• Students read Chapter 1 aloud in class.
• Vocabulary Assignment: Define the first 7 words (give multiple definitions when possible) Links to definitions are posted in this entry.
  **Find a logical relationship between at least 3 words.
  **For example: Putrefy means to rot or decay; acrid means sharp or biting to the taste or smell; rank means highly offensive and disgusting. These 3 words all have something to do with "yuckiness."

HOMEWORK:

Vocabulary, Read Chapter 2.

Day 2, April 17

• Journal: "Conditioning"
  If you had been conditioned to be who you are today, explain how it would have been done:
  A. Physical conditioning before you were "decanted" (Write about at least one thing that pleases your senses and one thing that doesn’t.)
  B. Psychological conditioning after you were "decanted" (Write about at least one interest/hobby and at least one thing you dislike doing/something you’re not interested in.)

• Reading schedule calendar was handed out. Chapters assigned on one day are expected to be finished the following class day. If you are absent, there is no excuse for not reading.
• Students worked in groups to answer as many pre-reading questions as they can using PowerPoints in folders. Click here for questions and instructions can be found here.
• Vocabulary, next 4 words
  Kiva – n. a large chamber, often wholly or partly underground, in a Pueblo Indian village, used for religious ceremonies and other purposes. Origin: Hopi kíva (ki- house + unidentified element
  Malignant – adj. Bad; disposed to cause harm, suffering, or distress deliberately; feeling or showing ill will or hatred. very dangerous or harmful in influence or effect
  Manifest – v. To show or demonstrate plainly; reveal
  Moribund - adj. in a dying state; near death.; on the verge of extinction or termination.; not progressing or advancing; stagnant:
• Vocabulary: Word Relationships
  Steps to taken when finding logical relationships.
  First, find logical relationships between 2. Example 1) Burgeon & carapace: legs & head of a turtle come out of its shell like buds sprout from a plant. Example 2) Decanted & Incarnadine: wine (red wine, pour wine)
  Then, try to add a 3rd word to these pairs. The result: Burgeon & carapace – Things come out – add fulminate, to explode with a loud noise; detonate. to cause to explode
  What do these 3 have in common?
  Now, do (A) and (B) on vocabulary handout.
  Create at least 3 pairs in part A and 1 triad in part B
• Chapter 3: Read study quesitons; read Chapter 3 aloud; finish for homework.

HOMEWORK: Finish chapter 3, read chapter 4. Be prepared for a quiz over Chapters 3 & 4. 1st period: 8 questions due as a blog post by 11:59pm April 17; 4th period: 8 questions due as a blog post by 11:59 April 20

Day 3, April 21:

• Vocabulary: make a cinquain or graphic organizer for 4 of the 11 vocabulary words you have defined so far. (This is not group work.)
  –Turn vocab in before beginning the reading
• Independent Reading: Chapters 5 & 6
  –Read over chapter questions before reading chapters
  –Answer chapter questions when you finish each chapter.
• Expect a quiz Thursday (including first 11 vocabulary words)

HOMEWORK: Read through Chapter 6. Answer chapter questions to prepare for a quiz.

Brave New World Pre-Reading Questions

Post the 8 questions you generated from the PowerPoint. Include your caste name at the top of the comment.

Due by Friday, April 17.

March 9 & 10

March 9 & 10: Students were given more specific instructions for the research presentation and had the class period to work on them (on computers)