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Miss Breese's Page
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Contact me at: jbreese@fallriverschools.org
Welcome to term 4!! The juniors will be studying dystopian literature using excerpts from A Brave New World, 1984, The Hunger Games, and other texts. The seniors will be learning to analyze poetry using music lyrics and reading The Last Lecture by Randy Pausch. Have a wonderful fourth term :)
You will find the assignment calendars below. There is a calendar for College Prep English 3, Honors English 3, and Honors English 4. The calendar contains information on what was done in class each day, as well as links to any assignment that was given that day. This means that if you are absent, you can simply use the assignment calendar to find out what you missed and catch up on any assignments. USE THIS RESOURCE!!
College Prep English 3 Assignment Calendar
| March | ||||
| 12 Students worked on a worksheet and graphic organizer for "The Chimney Sweeper" from Songs of Experience (hard copy only). | 13 Students took a test on Romantic Poetry. This test must be made up after school before next Tuesday, or it will be a zero. | 14 The class began discussing the Elements of Persuasion. The class then reviewed notes on ethos, pathos, and logos (hard copy has an extra breakdown on back). Finally, the class discussed persuasive techniques in advertising (hard copy only). | 15 The class began analyzing persuasion in ads. Students analyzed an ad for Guess clothing and accessories (Hard copy only) using a graphic organizer. | 16 Students finished analyzing an ad for Vera Bradley accessories (hard copy only, on back of Guess ad) using a graphic organizer. Students then analyzed an ad for the Prius V (hard copy only) using a graphic organizer. The ad for Prius was handed in; the ads for Guess and Vera Bradley were not as they were just practice. |
| 19 Students watched commercials for the Jennifer Lopez collection at Kohl's and Coke Zero (clips at coloribus.com)and analyzed them using a graphic organizer. Period 7 also had to analyze an ad for Neutrogena for homework (ad in hard copy only). | 20 Students watched commercials for Mass Effect 3 and the Fiat Aberth (adforum.com) and analyzed them using the graphic organizer. | 21 Students analyzed the advantages of different types of ads (hard copy only). Students were then put into groups and began planning the creation of their own advertisement using a graphic organizer. | 22 Students got back into their groups and finished the planning phase of their ad creation project (see graphic organizer for direction). By the end of the period, student should have determined their product, filled out their graphic organizer, chosen print or commercial for their ad, and developed a game plan for creating their ad giving each student part of the responsibility. | 23 Students looked up words that described tone (hard copy only). The class then reviewed SOAPSTone. Finally, the class began reading and annotating an article that takes the con position on "pink slime" especially as it applies to school lunches. |
| 26 The class finished reading the article that takes a con position on pink slime. Students then got into the groups from their ad project and began analyzing an article that takes the pro position on pink slime. | 27 The class reviewed the pro pink slime article. Students then began analyzing an article about the youth of today being helpless (finished for homework). | 28 Students turned in the Generation Helpless article analyzed and annotated. Students were then given an article that defends young people saying they are not lazy and helpless. Students analyzed and annotated the article and are finishing this for homework. | 29 Students turned in their analysis of the article defending today's youth from being called Generation Helpless. Students then analyzed and annotated an article about the dangers of antibacterial soaps, which they turned in. Finally, students received an article about the positive aspects of year round schooling, which they will finish and turn in tomorrow. |
30 Students finished analyzing and annotating the article about the positive aspects of year round schooling. Students then received an article about the negative aspects of year round schooling and began analyzing and annotating it. The article will be finished for homework and due on Monday. DO NOT FORGET TO BRING YOUR MATERIALS TO CREATE YOUR ADS ON MONDAY!! IF YOU CAN'T WORK ON YOUR AD IN CLASS, IT WILL BE DONE COMPLETELY FOR HOMEWORK! |
| April | ||||
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2 Period 6: Students took their quarterly exam Period 7: Students worked on their ad project in groups. |
3 Students worked on their ad projects in groups. |
4 Period 6: Students worked on their ad projects in groups. Period 7: Students took their quarterly exam. |
5 Students either worked on their ad project or began writing their editorials. | 6 No School, Good Friday |
| 9 Students worked on the Planning Your Own Editorial Graphic Organizer and began writing their editorials. | 10 Students used their notes on editorial writing and their completed Planning Your Own Editorial Graphic Organizer to begin writing their editorials. | 11 Students continued writing their editorials using their notes and graphic organizers. | 12 Students finished writing their editorials using their notes and graphic organizers. | 13 Students wrote their essay for Credit for Life. Note: The editorial is due on 4/24 for period 6 and 4/26 for period 7. We will be going to the computer lab to type them on those days. You need not type the final draft at home. |
| April Vacation 4/14-4/22 | ||||
| 23 Students took and discussed a short survey in order to start thinking about dystopian literature. The class then began review the defining characteristics of dystopian literature using clips from V for Vendetta to demonstrate those characteristics. |
24 Period 6: Students went to the lab to type their editorials. Remember that the graphic organizer, rough draft and final draft are due tomorrow along with the rubric. Period 7: The class finished reviewing the defining characteristics of dystopian literature using V for Vendetta to demonstrate those characteristics. The students then began discussing Nazi propaganda as an example of how dystopias form. |
25 Period 6: The students finished reviewing the defining characteristics of dystopian literature using clips from V for Vendetta to demonstrate those characteristics. The class then discussed Nazi propaganda as an example of how dystopias form. Period 7: The class finished discussing propaganda. Then, students used political cartoons to analyze the types of dystopias. Finally, the class began reading and annotating "Harrison Bergeron." |
26 Period 6: The class finished discussing Nazi propaganda as an example of how dystopias form. The class then began reading and annotating "Harrison Bergeron." Period 7: Students went to the lab to type their editorials. Remember that the graphic organizer, rough draft and final draft are due tomorrow along with the rubric. |
27 Finish reading and annotating "Harrison Bergeron." |
| 30 The class finished reading and annotating "Harrison Bergeron." The class then began discussing Allusions in Brave New World using a PowerPoint. | ||||
| May | ||||
| 1 The class finished discussing the Allusions in Brave New World using a PowerPoint. The class then began reading and annotating Brave New World. | 2 Begin Grammar 3 Notes. The class then continued reading and annotating Brave New World. | 3 The class finished the Grammar 3 Notes. The class then continued reading and annotating Brave New World. | 4 Students began practicing colons and semicolons with a Grammar 3 Worksheet (they completed 1-5). The class then continued reading and annotating Brave New World Chapter 1. | |
| 7 Students began reading and annotating Chapter 2 of Brave New World in groups (From now on, notes will not be available online as students will be doing notes within their groups.) | 8 Students finished the Grammar 3 Worksheet they began last Friday. Students then finished reading and annotating Brave New World Chapter 2. | 9 The class reviewed the Grammar 3 Worksheet students finished up yesterday. The class then continued reading and annotating Brave New World in groups. | 10 Students began working on Grammar 3 Worksheet B. Students then continued reading and annotating Brave New World in their groups. | 11 Students finished Grammar 3 Worksheet B and handed it in. Students then continued reading and annotating Brave New World in their groups. |
| 14 Students continued reading and annotating Brave New World in their groups. | 15 Students continued reading and annotating Brave New World in their groups. (Note: This was the last in class annotation day. If you are not finished annotating Brave New World, you will need to finish it at home.) | 16 Review Grammar 3 Worksheet B (Test Monday 5/21). Begin reading and annotating 1984 in groups. | 17 Continue reading and annotating 1984 in groups. | 18 Continue reading and annotating 1984 in groups. |
| 21 Students continued reading and annotating 1984 in groups. | 22 | 23 | 24 | 25 |
Honors English 3 Assignment Calendar
| March | ||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
| 12 The class began discussing the Elements of Persuasion. The class then reviewed notes on ethos, pathos, and logos (hard copy has an extra breakdown on back). Finally, the class discussed persuasive techniques in advertising (hard copy only). | 13 The class began analyzing print ads (hard copy only) using a graphic organizer. They analyzed an ad for Guess and Vera Bradley (hard copy only). | 14 The class continued analyzing print ads (hard copy only) using a graphic organizer. They analyzed an ad for Neutrogena lotion and the Prius V (hard copy only). | 15 The class began analyzing commercials (Old Navy with Mr. T and Upstate Farms) using the advertising graphic organizer. The website for the commercials is www.coloribus.com | 16 The class continued analyzing commercials (Xfinity and Sony Tv's and Tablets) using a graphic organizer. The website for the commercials is www.coloribus.com |
| 19 The class finished analyzing the Sony Tv's ad from Friday. Students then analyzed the advantages of Tv, print, and internet ads (hard copy only). Students were then given the graphic organizer for their ad project. Students were asked to brainstorm some ideas for products they might want to advertise. (Students were also given their Portfolio Rubric, and I'm providing a link to the Autobiography Packet in case students lost it.) | 20 Students worked on their Portfolios. | 21 students took notes of the colons portion of Grammar 3. Students were then split into groups and began planning the creation of their own ad using a graphic organizer. | 22 Students took notes on the semicolon portion of Grammar 3. (Students were also given some sillier examples of the rules for semicolons.) Students were given a Grammar 3 Worksheet to complete for homework Students then got into their groups and finished the planning phase for their ad project. By the end of the period, students should have determined their product, filled out their graphic organizers, decided on print or commercial, and developed a game plan for creating their ads including the responsibilities of each student. | 23 Students looked up words that described tone (hard copy only). The class then reviewed SOAPSTone. Finally, the class began reading and annotating an article that takes the con position on "pink slime" especially as it applies to school lunches. |
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26 Period 1: The class finished reading the article that takes a con position on pink slime. Students then got into the groups from their ad project and began analyzing an article that takes the pro position on pink slime. Period 3: Students went to go see a performance of Macbeth in the auditorium. |
27 Period 1: The class reviewed Grammar 3 (Grammar 3 Worksheet B assigned for homework, test will be on Thursday 3/29). The class reviewed the pro pink slime article. Students then began analyzing an article about the youth of today being helpless (finished for homework). Period 3: The class reviewed Grammar 3 (Grammar 3 Worksheet B assigned for homework, test will be on Thursday 3/29). The class finished reading the article that takes a con position on pink slime. Students then got into the groups from their ad project and began analyzing an article that takes the pro position on pink slime. (REMEMBER THAT PORTFOLIOS ARE DUE TOMORROW BEFORE SCHOOL!!) |
28 Period 1: The class reviewed Grammar 3 Worksheet B. Students turned in the Generation Helpless article analyzed and annotated. Students were then given an article that defends young people saying they are not lazy and helpless. Students analyzed and annotated the article and are finishing this for homework. Period 3: The class reviewed Grammar 3 Worksheet B. Students were then given an article about the youth of today being helpless, which they had to analyze and annotate (finished for homework) |
29 Period 1: Students had Grammar 3 Bonus Day and took their Grammar 3 Test (must be made up before next Thursday if you were absent). Period 3: Students turned in the Generation Helpless article analyzed and annotated. Students were then given an article that defends young people saying they are not lazy and helpless. Students analyzed and annotated the article and are finishing this for homework. |
30 Period 1: Students finished analyzing the article defending young people. Students then received an article about the positive aspects of year round school and analyzed and annotated it. They are finishing this for homework (due Tuesday). Period 3: Students took their Term 3 Quarterly exam. DO NOT FORGET TO BRING YOUR MATERIALS TO CREATE YOUR ADS ON MONDAY!! IF YOU CAN'T WORK ON YOUR AD IN CLASS, IT WILL BE DONE COMPLETELY FOR HOMEWORK! |
April |
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2 Period 1: Students read and analyzed an article about the negative aspects of year round school. Students then worked on the anti-year round school article that is due on Tuesday. Period 3: Students read and annotated an article about the negative aspects of year round school. Students then began analyzing an article that defends young people saying they are not lazy and helpless |
3 Period 1: Students took the quarterly exam. Period 3: Students worked on their ad project in groups. |
4 Students worked on their ad project in groups.
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5 No Class: Credit for Life Fair | 6 No School, Good Friday |
| 9 Students finished working on their ad projects. The project, graphic organizer (each group member must hand one in), and responsibilities sheet (each group member must hand one in) are due on Wednesday 4/11. | 10 Students used their notes on editorial writing and their completed Planning Your Own Editorial Graphic Organizer to begin writing their editorials. | 11 Students continued writing their editorials using their notes and graphic organizers. | 12 Students finished writing their editorials using their notes and graphic organizers. Final drafts (along with brainstorm, rough draft, graphic organizer, and rubric) are due on Wednesday 4/25. | 13 Students wrote their essay for Credit for Life. Note: The final draft of your editorials is due on 4/25 |
| April Vacation 4/14-4/22 | ||||
| 23 Students took and discussed a short survey in order to start thinking about dystopian literature. The class then began review the defining characteristics of dystopian literature using clips from V for Vendetta to demonstrate those characteristics. | 24 The class finished reviewing the defining characteristics of dystopian literature using V for Vendetta to demonstrate those characteristics. Students then analyzed political cartoons for the types of dystopia they represented in order to have an example to refer back to. Finally,the students discussed Nazi propaganda as an example of how dystopias form. | 25 The class began to review Grammar 4: The Comma. The class then began discussing the historical allusions in A Brave New World. | 26 The class finished reviewing Grammar 4: The Comma. Students were given the Grammar 4 Worksheet to complete for homework. The class then began reading and annotating "Harrison Bergeron." | 27 Finish reading and annotating "Harrison Bergeron." Continue discussing allusions in A Brave New World. |
| 30 The class finished discussing Allusions in Brave New World using a PowerPoint. The class then began reading and annotating Brave New World. | ||||
| May | ||||
| 1 The class reviewed the Grammar 4 Worksheet students completed for homework last week. Students were then given Grammar 4 Worksheet B to complete for homework. Then the class continued reading and annotating Brave New World. | 2 Students continued reading and annotating A Brave New World. | 3 The class reviewed the Grammar 4 Worksheet B that students completed for homework on Tuesday night. Students then continued reading and annotating Brave New World. | 4 The students had Grammar Bonus Day and took a Grammar 4 Test. | |
| 7 Students began annotating Chapter 2 of Brave New World in groups. (From now on, notes will not be available online as students will be compiling their own notes within their groups.) | 8 Students began reviewing Grammar 8 Notes. Students then finished reading and annotating Chapter 2 of Brave New World in groups. | 9 Students finished reviewing the Grammar 8 Notes begun yesterday. The class then continued reading and annotating Brave New World in groups. Homework: Grammar 8 Worksheet. | 10 Students continued reading and annotating Brave New World in their groups. | 11 Students continued reading and annotating Brave New World in their groups. |
| 14 Students continued reading and annotating Brave New World in their groups. | 15 The class reviewed the Grammar 8 Worksheet students completed for homework last Wednesday. Students then finished reading and annotating Brave New World in groups (last day in class to annotate, due on Thursday 5/17). Homework: Grammar 8 Worksheet B. | 16 Students worked on their portfolios and received their Term 4 Portfolio Rubric. (If you need the reflection questions for the editorial reflection, click here.) | 17 Review 1984 Background Information. Begin reading and annotating 1984 as a class. | 18 Continue reading and annotating 1984 in groups. |
| 21 The class had a Grammar Bonus Day for colons and semicolons. Then, students took their Grammar 3 Test. | 22 | 23 | 24 | 25 |
Honors English 4 Assignment Calendar
| February | ||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
| 1 Students went to the computer lab to finish the research for their Ancient Greece Research Project. | 2 Students worked with their groups on visual aids, planning presentations, and practicing presentations. | 3 The class reviewed MLA citations and then wrote a short example of the annotated bibliography. Students then worked on their Night and Dawn Essays (due 2/8/12). | ||
| 6 Students began presenting their Ancient Greek Projects. | 7 Students finished presenting their Ancient Greek Projects. | 8 The class began reading Oedipus Rex while students took notes. If you were absent and need the notes, either copy them from a classmate or come and see me before or after school. | 9 The class finished reading the Prologue to Oedipus Rex while taking notes. The class then began reading Scene One of Oedipus while taking notes. If you were absent and need the notes, either copy them from a classmate or come and see me before or after school. | 10 The students completed their Oedipus Graphic Organizer for the Prologue. |
| 13 The class continued reading Scene One of Oedipus while students took notes. | 14 The class continued reading Scene One of Oedipus while students took notes. Students also received a family tree for Oedipus as well as the Characteristics of a Tragic Hero Graphic Organizer for Oedipus. | 15 The class finished reading Scene 1 of Oedipus while students took notes. Students then worked on their Perception vs. Reality Graphic Organizer and Characteristics of a Tragic Hero Graphic Organizer. | 16 Students finished working on their Perception vs. Reality, Fate vs. Free Will, and Characteristics of a Tragic Hero Graphic Organizers for Scene 1. The class then began reading Scene 2 of Oedipus. | 17 Students finished reading Oedipus Scene 2 while students took notes. |
| 27 Students began reading Scene 3 of Oedipus while students took notes. | 28 The class finished reading Scene 3 of Oedipus and read all of Scene 4 of Oedipus while students took notes (Notes must be copied from a classmate if you were absent.) | 29 The class worked on their graphic organizers. Then, the class began reading the Exodos for Oedipus while students took notes (Notes must be copied from a classmate if you were absent). | ||
| March | ||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
| 1 The class continued reading the Exodos to Oedipus while students took notes. | 2 The class finished reading the Exodos to Oedipus while students took notes. Students then worked on their graphic organizers. They are due on Monday even though I will not be there. Put them in the bin or you will receive a zero. | |||
| 5 Students looked up the definitions for a list of dramatic terms. | 6 Students completed a graphic organizer to find examples of the dramatic terms they looked up yesterday in Oedipus. | 7 Students received background notes and a family tree for Hamlet (hard copy only). Students then received a comic book version of Act 1 Scene 1 of Hamlet (hard copy only, we did not read this scene, just went through the comic). The class then began reading Act 1 Scene 2 of Hamlet. | 8 The class continued reading and annotating Act 1 Scene 2 of Hamlet. | 9 The class finished reading and annotating Act 1 Scene 2 of Hamlet. |
| 12 The class read and annotated lines 1 -120 of Hamlet Act 1 Scene 3. Students finished reading through line 136 for homework. | 13 Students took a pop quiz on yesterday's reading homework. The class then read and annotated Hamlet Act 1 Scene 5. Students then began their Hamlet Graphic Organizer for perception vs. reality and fate vs. free will. We will finish Act One of the graphic organizer tomorrow. | 14 Students finished working on Act 1 of their Hamlet graphic organizer. The class then began reading and annotating Act 2 Scene 1 of Hamlet. | 15 The class continued reading and annotating Hamlet Act 2 Scene 1. | 16 The class finished reading and annotating Hamlet Act 2 Scene 1 and began annotating Hamlet Act 2 Scene 2. (Due to the Special Olympics, many students were out, so I'm including the notes for Hamlet.) |
| 19 Students finished reading and annotating Act 2 Scene 2 of Hamlet. Students then worked on their two Hamlet graphic organizers. (Students were also given their Portfolio Rubrics.) | 20 Students read and annotated Act 3 Scene 1 of Hamlet. | 21 Students began taking notes on the colons portion of Grammar 3. The class then continued reading and annotating Hamlet Act 3. | 22 Students took notes on the semicolons portion of Grammar 3. (Students were also offered some sillier examples of semicolons if they wanted them.) The class then continued reading and annotating Hamlet Act 3. | 23 Students finished reading and annotating Act 3 of Hamlet and continued working on their graphic organizers. |
| 26 Students worked on their Hamlet graphic organizers. The class then began reading and annotating Hamlet Act 4. | 27 The class reviewed Grammar 3 (Grammar 3 Worksheet B assigned for homework, test will be on Thursday 3/29). The class then continued reading and annotation Hamlet Act 4. (REMEMBER THAT PORTFOLIOS ARE DUE TOMORROW BEFORE SCHOOL!!) | 28 The class reviewed Grammar 3 Worksheet B. The class then continued reading and annotating Hamlet Act 4 | 29 The class had Grammar 3 Bonus Day and took a test on Grammar 3. | 30 Students finished reading and annotating Hamlet Act 4. Students then worked on their Hamlet graphic organizer. Don't forget that the Perception vs. Reality/Fate vs. Free Will Graphic Organizer as well as the Hamlet packet annotations through Act 4 are going to be collected on Tuesday!! (I'm not collecting the tragic hero graphic organizer until next term; it is not due on Tuesday.) |
| April | ||||
| 2 Students began reading and annotating Hamlet Act 5. | 3 Students took the quarterly exam. | 4 Students continued reading and annotating Hamlet Act 5. | 5 Students finished reading and annotating Act 5 of Hamlet and began working on their graphic organizers (due 4/10) | 6 No School, Good Friday |
| 9 Students were given the Hamlet and Oedipus Essay Assignment as well as outlines for each essay choice. Finally, students received an anchor paragraph for the tragic hero essay choice. The essay was discussed and students began working on their brainstorms (Note: A brainstorm, outline, rough draft, and final draft are required for this essay.) | 10 Students outlined their Hamlet and Oedipus Essays. Students who finished their outlines began writing their essays. | 11 Students began writing their Hamlet and Oedipus essays using their outlines and notes/annotations. | 12 Students continued writing their Hamlet and Oedipus essays using their outlines and notes/annotations. | 13 Students continued writing their Hamlet and Oedipus essay using their outlines and notes/annotations. The essay is due on 4/24 (brainstorm, outline, rough draft, final draft) |
| April Vacation 4/14-4/22 | ||||
| 23 The class began watching The Lion King while students analyzed the characterization and plot similarities to Hamlet using a worksheet. | 24 The class continued watching The Lion King while students analyzed characterization and plot similarities to Hamlet using a worksheet. | 25 The class finished watching The Lion King and handed in their analysis worksheet. The class began to review Grammar 4: The Comma. Students also received and began looking up their terms for poetry. | 26 The class finished reviewing Grammar 4: The Comma. Students were given the Grammar 4 Worksheet to complete for homework. Students then continued looking up their terms for poetry; this assignment must be finished at home. |
27 Discuss Tone and Mood words (hard copy only). Begin discussing why music is a good way to begin studying poetry. |
| 30 The class finished discussing why music is a good way to begin studying poetry. The class then began analyzing and annotating Music as Poetry Part 1 | ||||
| May | ||||
| 1 Students took a quiz on The Last Lecture Chapter 1-11. The class then reviewed the Grammar 4 Worksheet students completed for homework last week, and students were given the Grammar 4 Worksheet B worksheet to complete for tonight's homework. Students were then assigned the Music as Poetry Project. | 2 The class finished analyzing and annotating "Fear" by Lily Allen and "Smoke" by Ben Folds Five on their Music as Poetry Part 1 Sheet. | 3 The class reviewed the Grammar 4 Worksheet B that students completed for homework on Tuesday. The class then finished analyzing and annotating Music as Poetry Part 1 in groups for subject, tone, theme, mood, and three examples of figurative language. | 4 The students had Grammar Bonus Day and took a Grammar 4 Test. | |
| 7 Students began analyzing and annotating Music as Poetry Part 2 in groups. | 8 Students began reviewing notes on Grammar 8. Students then continued analyzing Music as Poetry Part 2 . | 9 Students finished reviewing the Grammar 8 Notes begun yesterday. Students then finished analyzing and annotating Music as Poetry Part 2 in groups (handed in, due by tomorrow the latest). Homework: Finish reading The Last Lecture Parts 3 and 4, Grammar 8 Worksheet. | 10 Students began analyzing and annotating Music as Poetry Part 3 and the Imagery Assignment. | 11 Students began presenting their Music as Poetry Projects. |
| 14 Students worked on their portfolio reflection for their Hamlet and Oedipus Essay and/or read The Last Lecture. | 15 Students continued their Music as Poetry Presentations. Don't forget the quiz on The Last Lecture Parts 5 and 6 is tomorrow!! | 16 Students took a quiz on Parts 5 and 6 of The Last Lecture. Students then continued their Music as Poetry Presentations. | 17 Students finished their Music as Poetry Presentations. The class then began Musical Connections 1, which we will connect to your Musical Connections Project (For assignment click here, for blank graphic organizer click here, for example of completed graphic organizer click here, due on Monday) tomorrow. | 18 Students analyzed and annotated Musical Connections Part 2. Don't forget that your Musical Connections Project Presentations start Monday, and the written project is due for all students on Monday. |
| 21 Students began presenting their Musical Connections Projects. | 22 | 23 | 24 | 25 |
