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.