Wednesday 5-25-16

Frankenstein Tests were returned and we discussed

Group project announcements:

• Be ready at start of class TOMORROW
• 5 minute presentations - cut off after 5 minutes
• Be ready...will present even if people are absent
• All students need a rubric at the START of class.

Tuesday 5-24

time to work on TEMPEST PROJECT

Monday 5-23-16

Tempest WS turned in AND Tempest project groups assigned

Grammar Flip due by 7 AM tomorrow

Time to work on Tempest Project in class Tuesday and Wednesday - due THURSDAY 5-26

May 20th

Portfolio organization

BLOCK 5 - Yearbooks once done

May 18 and 19

Discussion (Frankenstein + BNW science)
Frankenstein TEST

Tuesday 5-17

Discussed Frankenstein (from handout last week)

• Religion
• Victor's response when he knows he has done wrong

Discussed Will Rio be Ready? (Upfront)

• Sources credible or not?
• Any sign of boas?
• Thesis stmt
• Focus Stmt
• Text features used to make point

Monday 5-16-16

Finish discussing role of FEMALES

Discuss the Revenge Plot between Victor and the Creature ... what as the "climax" in each "man's" story that lead to this moment?

Block Day and Friday

Block Day Discussed the role FEMALE CHARACTERS played in Frankenstein...

Victor's Mom
Elizabeth
Justine
Safie
The Female Monster
Walton's Sister

We found TEXTUAL EVIDENCE to support our response

The characters we did not discuss on block day we will dicuss Monday 5-16

We read Upfront Article "The Race to Save the Elephants"

Friday - Pronoun Quiz

Time to work on Frankenstein Discussion topics:

1516 Frankenstein Discussion Topics

Prepare for MONDAY

What was the “straw that broke the camel’s back” for Victor and the creature that set each on a “revenge” mission? Trace the revenge plot in the story. What word choices were used? What emotions expressed? Who won in the end?

Prepare for TUESDAY

Where was a sense of RELIGION communicated in the story?

Victor fell ill when things went wrong for him or when his conscience got the best of him…find examples (5) to support this THROUGHOUT the book.

Prepare for BLOCK DAY (test on block day)

Scientific advancements can have negative consequences. Support this statement with THREE example from BNW and three from Frankenstein.

How does Frankenstein help us understand the concept of HUMAN DEVELIOPMENT (both physically, mentally, and emotionally).

Monday and Tuesday 5-9 and 5-10

Monday we completed and corrected page 39 in the Pronoun Packet...Tuesday we completed and corrected the remaining pages

Monday we discussed Victor's childhood and how it related to how he created a "childhood" for his creation

Tuesday we finished Monday's talk and discussed the role of women in the story

Friday 5-6-16

Today we discussed Chapter 1 of Frankenstein...

We discussed:

• Reading it ... imagining the story taking place on screen...exploring word choices and descriptive writing
• Victor's impression of his parents
• Victor's first memories
• Victor's vow to love and care for Elizabeth from the moment she was "adopted"
• Patience, charity, and self-control were modeled for Victor as a child. We discussed how this may or may not have been a part of his adult life - giving textual examples.  
• Word choices author uses when describing FEMALE characters

Block Days 5-4 and 5-5

We discussed Frankenstein topics:

• Story w/in a Story w/in a Story
• Romanticism and Romantic Quest
• The Romantic Quest of Walton, Victor, and the Creature
• What it means to be human.
• We connected the text to the UN Declaration of Universal Rights...what needs of the Creatures were or were not met
• We looked at traits shared by the three men
• We discussed Victor's feelings AFTER creation ... start of Chap. 5
• We connected Victory with other characters from this year.

BLOCK 6 discussed the climax of Victor's story and the Creatures

Monday and Tuesday 5-2 and 5-3

NOTE...MASS IS THURSDAY THIS WEEK and NEXT

Monday some papers were passed back in Blocks 4-5-6, Tuesday the remaining papers will be passed back in Blocks 3-4-5-6.

We discussed Sonnet 55 and 130 :

• Rhyme Scheme...did it fit Elizabethan Sonnet formula?
• Connotation of words
• Paraphrase
• Then...analysis by Quatrain and Couplet...theme...SHIFTS per section
• THEN looked at alliteration and assonance...searched for examples...Asked how they reinforced connotation of words as well as enhanced meaning/drove home author's point.
• Discussed figurative language...and connotation
• parallels in beauty's brow

Connected Frankenstein - judging people by LOOKS with Sonnet 130



Tuesday: Finish Sonnets...delve into Frankenstein on Block Day

BLOCK 4 ... a few extra minutes so papers transferred to portfolios.