Eng 12 Syllabus 2020 To 2021

Senior Syllabus for 08/26/20 – 09/04/20
Wednesday: (1/2 of class)

Expectations, Syllabus
Homework: Get class supplies and begin creating your river for Journal #1 (5 stone labels)
-Draw river and five stones that represent your high school years and next year
-Each stone gets sentences to remember one event, person, or place of importance
Thursday: (1/2 of class)

Expectations, Syllabus
Homework: Get class supplies and begin creating your river for Journal #1 (5 stone labels)
-Draw river and five stones that represent your high school years and next year
-Each stone gets sentences to remember one event, person, or place of importance
Friday:
Drawing for journal
Flocabulary (sign language for answers)
Set up NoRedInk
Discuss: Why study World Literature (pp. 2-3 from textbook)
-Six reasons
Review six strategies for reading on p.7 from textbook. Bookmark anyone?
Homework: NoRedInk Diagnostic
NOTE: CC+ students’ summer reading presentations are due September 4, 2019.
You only have that day to present. No exceptions!
Monday:
10 Helpful Vocabulary (Definitions from slides)
Quiz Wednesday over vocabulary and six reasons to study World Literature
Homework: Study for quiz and post a picture of a samurai on TEAMS by 9 p.m. tonight!
Tuesday:
Samurai Show on TEAMS: What do you see? Similarities/ Differences
Begin reading “Green Willow” pp. 9-13 together.
Homework: Study for Vocab/Reasons Quiz
Wednesday:
Set up Edmodo accounts
Quiz over Helpful Vocabulary and Why Study World Literature (Edmodo)
Finish reading “Green Willow” Retold by Paul Jordan-Smith
Journal #2: “Green Willow: Japanese Folk Tale” Retold by Paul Jordan-Smith Reflection (7-10
sentences):
1. What was Tomatada more concerned about, love or consequence? Why?
2. What happened to Tomatada after Green Willow’s death? Support your answer with
text.
3. One moral of this story could be “It is better to have loved and lost, than never to
have loved at all.” Do you agree with this? Would Tomatada agree?
4. Did love weaken Tomatada? Was he less of a samurai because of Green Willow?
5. Name one other story or movie that shares a common theme, quest hero/story, or
archetype and explain the similarity.
Thursday:
Get selection from The Epic of Gilgamesh
Read background and epic explanation together
Is the word “epic” overused? Find a definition and argue that epic is used correctly in today’s
world or it is used incorrectly. Be prepared to backup your argument with real examples.
Friday:
Flocabulary (sign language for answers)
CC+ Book Talk Presentations
Read “The Death of Enkidu” and annotate three places that explain what the
Mesopotamians expected the afterlife to be like. Then read “The Search for Everlasting
Life” and answer why Gilgamesh does not take Siduri’s advice.
Discuss annotations and why Gilgamesh doesn’t take the advice? Do his choices make him like
the samurai in “Green Willow?” Why or why not?
Homework: NoRedInk
PREVIEW FOR NEXT WEEK:
Monday:
In class, read “The Story of the Flood” and “The Return.”
How does Gilgamesh feel about how his journey/quest finishes?
Homework: Finish “The Story of the Flood” and “The Return” if needed.
Quiz tomorrow – open story. 
Tuesday:
Synonym Fun With Gilgamesh (slide/post-it)
Selection Quiz over from “The Epic of Gilgamesh”
So? Gilgamesh? A Hero?
Homework: Find an actor to be Gilgamesh (Post the picture to TEAMS by tonight 9 p.m.)
Monday:
Labor Day – No School!
Tuesday:
Watch Book Trailers (x2)
Get selection from The Epic of Gilgamesh
Read background and epic explanation together
Is the word “epic” overused? Find a definition and argue that epic is used correctly in today’s
world or it is used incorrectly. Be prepared to backup your argument with real examples.
Wednesday:
Read “The Death of Enkidu” and annotate three places (POST-IT) that explain what the
Mesopotamians expected the afterlife to be like. Then read “The Search for Everlasting
Life” and answer why Gilgamesh does not take Siduri’s advice (POST-IT).
Discuss annotations and why Gilgamesh doesn’t take the advice? Do his choices make him like
the samurai in “Green Willow?” Why or why not?
Thursday:
In class, read “The Story of the Flood” and “The Return.”
How does Gilgamesh feel about how his journey/quest finishes?
Homework: Finish “The Story of the Flood” and “The Return” if needed.
Quiz tomorrow – open story. 
Friday:
Flocabulary (w/ sign language)
Synonym Fun With Gilgamesh (slide/post-it)
Selected Quiz over from “The Epic of Gilgamesh”
So? Gilgamesh? A Hero?
Homework: Find an actor to be Gilgamesh (Post the picture to TEAMS by tonight 9 p.m.)
Homework: NoRedInk
NEXT WEEK: READING MAP TEST:

September 14 (Monday) and September (Tuesday) 15, 2020
Monday:
Sign-Out Books for Book Talk #1
MAP TEST – Reading
Tuesday:
MAP TEST - Reading
Wednesday:
MAP TEST – Language Usage
Thursday:
MAP TEST – Language Usage
Friday:
Homework: NoRedInk
Monday:
Read from Egyptian literature: from the Book of the Dead, and “Adoration of the Disk,”
Complete Part I of Journal #3: Egyptian Literature Study
Part I: Answer questions #2 and #3 under “Think Critically” on page 59
Tuesday:
Read from Egyptian literature: “I’m Going Downstream on Kingswater Canal,” and
“Whenever I Leave You, I Go Out of Breath.”

Complete Part II of Journal #3: Egyptian Literature Study
Part II: Answer questions #4 under “Think Critically” and #7 under
“Extend Interpretations” on page 59
Wednesday:
Decoding hieroglyphics lesson
Partner project (create two modern hieroglyphs) Random pairings?
Turn in hieroglyphs
Thursday:
Old Testament selections
Read from Genesis “Creation and the Fall” and answer questions on TEAMS worksheet
Friday:
Read from Genesis “Noah and the Flood” answer questions on TEAMS worksheet
Submit TEAMS worksheet answers for from Genesis and “Noah and the Flood”
Homework: NoRedInk
Monday:
Read about good resume techniques and what to put in a resume
Look at resume examples
Homework: Draft your educational, work, and extra-curricular list 9th – 12th grades
Tuesday:
Discuss references and look at an example reference list
Discuss how to ask someone to be a reference
Send an email to three people to be a reference for you to go with your resume
-Do not send a mass email. Send three separate emails.
Browse the formats on Word and choose the best resume format for you
Use your list from last night to create your resume
Homework: Finish the draft of your resume to edit in class tomorrow. Include your
references if you received permission
Wednesday:
Resume edit day
-Peer edit (action verbs, appearance of the resume, and how easy it is to read)
-Maxson edit
Make changes and add references if possible
Thursday:
Introduce a cover letter/thank-you email
Read examples of cover letters
Draft a cover letter for your dream job (look up the company, address, person, etc.)
Homework: Finish your cover letter and finalize resume and references.
Friday:
Upload all three documents to TEAMS for credit.
Homework: NoRedInk
Monday:
Upload resume, cover letter, and references to TEAMS for credit.
Parables and The New Testament
Begin reading “The Parable of the Prodigal Son” and on an index card, please answer the
two questions listed at the bottom of page 98
Turn in card at the end of class
Tuesday:
Index card responses (Were we all in agreement? Why or why not?)
A Modern Parable: “Be Careful What You Plant”
-What does this parable teach?
Aesop’s Fables are another type of parable
http://read.gov/aesop/001.html
With the link available on my web page, choose 2 Aesop’s Fables to read and
Summarize on two post-it notes. SAVE THESE FOR JOURNAL #4!
Wednesday:
Journal #4: Write Your Own Aesop-Type Fable OR Write a Parable
Write your own parable OR fable based on the parable or Aesop Fables you read.
Thursday:
Overview of the Mayan Culture (Mayan Scientific Achievements)
- https://www.history.com/topics/ancient-americas/the-mayans-video
(if available)
Get Packet from Popol Vuh and read background together
Introduce Coded Note-Taking
Yellow Post-it = 1 similarity to another piece we have read in class
Pink Post-it = 1 major difference to another culture we have studied this fall
Orange Post-it = information that really interests you
Friday:
Post-it sharing
Popol Vuh Quiz (Open Note)
Homework: NoRedInk
Monday:
Popol Vuh Quiz (Open Note)2 bonus pts. if student includes the post-its from Friday
Tuesday:
Overview of Beowulf via Shmoop
Begin listening to Beowulf
Wednesday:
Speaker: Kelly Edwards from Workforce (15 – 20 minutes)
Continue listening to Beowulf
Start filling in the packet together.
Thursday:
Continue filling in the packet.
Friday:
Homework: NoRedInk
Monday:
-Check TEAMS for where we stopped each day.
Tuesday:
Wednesday:
Finish listening to Beowulf
Thursday:
Friday:
Barnes Trust Speaker
Homework: NoRedInk
Monday:
Tuesday:
Homework: 4 Journals are due tomorrow!
Wednesday:
Collect Journals today!
Thursday:
Senior Picture Day
Friday:
No school for students!
Monday:
Journal #5: Beowulf Trailer Comparisons
Monday:
Finish the last two Beowulf comparisons to The Hobbit/The Lord of the Rings trailers
Turn in Beowulf packet – Paper VS Online?
Review story with slide pictures and columned writing (See/Remember/Beowulf)
Tuesday:
Journal #6 Beowulf Project: Choose one of the following options:
1. Write a poem titled "Beowulf" or "Grendel." The idea here is to investigate one of these two
characters more in depth but condensed into poetic form. You must have at least seven lines. You
may also choose rhyming, patterned or “no rules” poetry (free verse). You must also include some
sort of visual with your writing and you must include at least one kenning. Underline/Highlight the
kenning you decide to use.
2. Create a found poem from words that appear in the text. (A found poem is created from taking works
that already exist and reordering to create a new poem.) The poem should demonstrate a theme from
Beowulf and the title of this poem should reflect that theme. For example, “Grendel’s Immorality.”
You must also include some sort of visual.
Wednesday:
Beowulf Test (Edmodo)
Read Book Talk book
Thursday:
Greek and Roman God Research Presentations (Random Partners & Pick a Number)
You must choose a God, Goddess, Demi-God, etc. and create a five-slide presentation about
him/her/it. Slides must include:
1. Greek and Roman Names and Pictures (if applicable)
2. Background/Family
3. Characteristics/Traits
4. A Famous Story (brave deed, adventure, trickster tale, exploit, etc.)
5. Citation(s) for all research used as footnote on each slide
a. NO WIKIPEDIA! NO CUT & PASTE!
Friday:
Flocabulary
Greek and Roman God Research Presentations
Homework: NoRedInk
Greek and Roman God Research Presentations Choice of Research Topics:

1. Perseus 10. Titans
2. Hades
3. Ares
4. Andromeda
5. Hephaestus
6. Apollo
7. Athena
8. Minotaur
9. Cyclops
Monday:
Greek and Roman God Research Work Day
Tuesday:
Greek and Roman God Research Presentations
Wednesday:
Begin watching Wrath of the Titans
Explain Journal # 6: Movie Critique from Unique Perspective
1. Watch the movie from the perspective of your research topic. How
well/poorly did the movie portray you and/or your group?
2. Also, who/what had the best or worst portrayal? You must answer
critique both aspects for this journal to be complete.
3. Use a T-chart to compare.
a. My Perspective/Other Perspectives
4. Conclude the T-chart with an I chart conclusion of at least 7 – 10
sentences.
Thursday:
Continue watching Wrath of the Titans
Friday:
Flocabulary
Finish watching Wrath of the Titans and complete Journal #6
Homework: NoRedInk
Greek and Roman God Research Presentations Choice of Research Topics:

1. Perseus Haylee/Christian
2. Hades Ethan/JJ
3. Ares Seth/Devon
4. Andromeda NONE
5. Hephaestus Karizma/Cat
6. Apollo Cory/Cameron
7. Athena Zoey/Paige
8. Minotaur Skyler/Ashley
9. Cyclops Caroline/Kaylen
10. Titans Lola/Hunter
11.
Monday:
Finish watching Wrath of the Titans and complete Journal #6
Tuesday:
Introduce/Review The Middle Ages
Read “Knights and Knighthood” and finish “Make False Statements True”
worksheet
Wednesday:
Connecting the Middle Ages to Arthur Legend:
“Is there any truth to the King Arthur legends?” - Alan Lupack
https://www.youtube.com/watch?v=RBsY88Lir-A
The Kid Who Would Be King | Official Trailer [HD] | Fox Family Entertainment
https://www.youtube.com/watch?v=Cg-h8TwQCgs
Journal #7: Why do you think the King Arthur legend has survived and
been so
popular for so long? (Part 1)
Yellow post-it: Five facts about King Arthur or anything related to King Arthur
you learned from the video.
Blue post-it: What are three parts of the movie trailer that connect to the video
about King Arthur?
Thursday:
Independent Research Day:
Journal #7: Why do you think the King Arthur legend has survived and
been so
popular for so long? (Part 2)
Start with our work this week and then add one more piece of research on your
own. You may use additional resources (videos, articles, etc.) as needed. You
must use at least two resources and you must cite both correctly using MLA
format. See OWL@PURDUE for templates.
Friday:
Flocabulary
Share findings from Journal #7
Introduce and work on Heraldry Project – Due MONDAY!
Homework: NoRedInk
Monday - Tuesday:
Share Heraldry Projects
Read “The Crowning of Arthur” from le Morte d’Arthur by Sir Thomas Malory
-Note card with the Chivalric Code and track main characters by names
Chivalric Code Lives Up to the Code Falls Short of the Code

Honorable
Chaste
Loyal
Courageous
Truthful
Courteous
Wednesday - Friday: THANKSGIVING BREAK!
Monday:
Overview of The Canterbury Tales (Biography.com and Shmoop Handout)
https://www.biography.com/people/geoffrey-chaucer-9245691
Tuesday:
Begin The Canterbury Tales: Prologue [& Introduction of the Characters]
-Prologue Notes (Highlight and write two margin sentence notes per character.)
-4 Character Notes include summaries of sections of Prologue and Story per
character (The Nun’s Priest, The Pardoner, The Wife of Bath, &
The Franklin) each summary should be 200 words each which equals 800
words for the set of four characters.
-CC+: Highlight ONE other character of interest, that you will read and research.
See requirements below. You cannot use the characters listed above.
Tuesday:
Continue The Canterbury Tales: Prologue [& Introduction of the Characters]
Wednesday:
Show Canterbury packet for credit
Friday:
Flocabulary
Homework: NoRedInk
CC+: Fiction and Poetry Presentation (Canterbury Tales):
By the end of our class study of The Canterbury Tales, you will be responsible for presenting a
story/poem that has not been read by the entire class but was written by a “studies” author
(Chaucer). This presentation will ask for you to summarize the story/poem (including reading the
poem or excerpts of the poem). Then, you will need to explain the work to the class in context of
the rest of the piece. Include as many of the following literary terms in your writing/presentation
as possible: Theme, Speaker, Language, Symbol, Moral, Irony, Motivation, etc. Your
presentation should be about 5-10 minutes.
Monday:
Review & continue The Canterbury Tales: Prologue [& Introduction of the Characters]
The Haberdasher - The Parson
-Prologue Notes (Highlight and write two margin sentence notes per character.)
-CC+: Highlight ONE other character of interest, that you will read and research.
See requirements below. You cannot use the characters listed above.
Tuesday:
The Plowman – The Summoner
Wednesday:
Finish The Canterbury Tales: Prologue [& Introduction of the Characters]
The Pardoner – Prologue
Show Canterbury packet for credit
Thursday:
Story Time: “Prologue,” “Prologue to the Nun’s Priest’s Tale,” “The Nun’s
Priest’s Tale”
Journal #8: Character Sketches for The Nun’s Priest and The Pardoner
Character: 7 – 10 bullet points about the person
Short Summary: (6 - 8 sentences) of his/her prologue AND tale
Friday:
Flocabulary
Priest’s Tale”
Short summary (6 - 8 sentences) of his/her prologue AND tale
Homework: NoRedInk

Monday:
Flocabulary
Priest’s Tale”
Short summary (6 - 8 sentences) of his/her prologue AND tale
Tuesday:
Story Time: Read the Pardoner's Prologue and The Pardoner's Tale
Finish Journal #8 Character Sketches for The Nun's Priest and The Pardoner
Wednesday:
Story Time: The Wife of Bath’s Prologue and The Wife of Bath’s Tale
Journal #9: Character Sketches for The Wife of Bath and The Franklin
Thursday:
Story Time: The Franklin’s Prologue and The Franklin’s Tale
Finish Journal #9: Character Sketches for The Wife of Bath and The Franklin
NOTE CC+ Students: Your presentations will be due the day we return!
NOTE ALL ENG 12: Book Talks are due on January 4, 2021
Friday:
Flocabulary
A Christmas Carol by Charles Dickens overview (Shmoop handout)
Begin A Christmas Carol
Monday – Tuesday: Finish watching A Christmas Carol

Monday:
The Book Talk due date has been moved to Friday, January 15, 2021. Your Book Talk grade will
go on the third quarter. We will be using this Friday as a workshop day for your Book Talks.
CC+ The Canterbury Tales Assignment will be due when we all return to class as a whole. I will
post an official due date when I know hybrid learning will come to an end.
MAP TEST -- READING
Tuesday:
MAP TEST -- READING
Wednesday:
MAP TEST – LANGUAGE USAGE
Thursday:
Friday:
Flocabulary
Book Talk Workshop Day – Editing & Revising Day
Shoe Dog Adapted Rubric
Part I of Book Talk #1: This part can stay the same.

☐ Type a 500 word summary of the book in your own words. Give an overview of what Timmerman
does, where he goes, and what the purpose of this book is.
Part II of Book Talk #1: Review and Critique See the changes I bolded below.
☐ Type 500 words about how well you think Phil Knight covered the information he
presented. (See questions on the next page to get started).
1. Was Knight biased in any way?
2. Did Knight explain too much or too little about how Nike became the giant corporation it is today?
3. Where did Knight use language that confused and/or helped you understand the shoe business and the
development of his company (Nike)? (Give at least four examples.)
4. Would you buy or continue to buy Nike products now that you have read Knight’s book? Why?
5. How could Knight have presented his story to the world better? Give at least 1 constructive criticism
to Knight.
Part III of Book Talk #1: Plan of Action See the changes I bolded below.
☐ Type 1000 words about how you could incorporate any (or multiple) of Knight’s ideas into your
daily life, life at Fairlawn, and/or your work life. Be sure to quote the text directly and
indirectly at least 4 times. This could focus on his work ethic, how he treated his coworkers,
how he never gave up, how he started from a desire to make a love of running better for
more people, etc.
Monday: (A)
Journal #10: 2021 Canterbury Tale
Imagine we have been snowed in at Fairlawn overnight. To pass the time, Mrs. Maxson has
decided to hold a story contest. You are to draft a story either from your actual life or a story that
you made up to try and win the contest. The story can have a moral or lesson, or it could be just
to entertain the class.
Tuesday: (B)
Story Peer Review: Find a partner to read your story from Journal #10. Each person must get the
following feedback written or typed to put into his/her journal to go with his/her story.
1. One positive comment about the story
2. One criticism to make the story better
3. One overall comment about how you think the story would be received by our class
Wednesday: (A)
Journals are due today for Group A students.
“The Lady of Shalott” by Alfred Lord Tennyson Parts I & II
Go to: http://www.poetryfoundation.org/poem/174627
Take condensed notes like for the Prologue of The Canterbury Tales. Label the
stanzas/parts
since we will be doing this through TEAMS, and do the rhyme scheme for the poem.
Homework: Finish Parts I & II and taking notes.
Thursday: (B)
Journals are due today for Group B students.
“The Lady of Shalott” by Alfred Lord Tennyson Parts III & IV
Go to: http://www.poetryfoundation.org/poem/174627
Take condensed notes like for the Prologue of The Canterbury Tales. Label the
stanzas/parts
since we will be doing this through TEAMS, and do the rhyme scheme for the poem.
Homework: Finish Parts III & IV and taking notes.
Friday: (B)
Flocabulary
Quiz time: https://www.funtrivia.com/playquiz/quiz33173425fa158.html
Log your score after your notes from the poem
“The Lady of Shalott” Tweets/Hashtags/Memes
-What if the Lady of Shalott had a cell phone and was tweeting her despair
before
her final boat ride? Create three tweets/hashtags/memes to add to the end of your notes. Post
your notes, rhyme scheme, quiz score, and posts to TEAMS.
BOOK TALK DUE TODAY!
Homework: NoRedInk
Monday:
No School – Martin Luther King Jr. Day
Tuesday:
Students will get shields and journals back.
Read The Twelfth Night overview and highlight 5 important new pieces of knowledge.
Walk around the room with your computer for 3-minute shares with a timer. Students must
also explain why the knowledge is important and cannot use the same piece of
information twice.
Wednesday:
Read The Twelfth Night Act I Scene 1 from Drama Notebook
-Take notes. There will be quiz after every Act.
-Sign up for a part to read – If you do not get a character, you will share the narrator
part. Everyone must participate.
Thursday:
Read The Twelfth Night Act I Scene 2 from Drama Notebook
Friday: 2 - Hour Delay Day

The Twelfth Night Act I Drama Notebook Quiz (Edmodo)
Flocabulary
Homework: NoRedInk
Monday:
Read The Twelfth Night Act II Scenes 1-2 from Drama Notebook
-Student review on white board: What’s new in these two scenes?
Tuesday:
Read The Twelfth Night Act II Scenes 3-4 from Drama Notebook
-Top 10 events in this Act to review for the quiz tomorrow
Wednesday:
The Twelfth Night Act II Drama Notebook Quiz (Edmodo)
Malvolio's Misleading Text Challenge
 In this age of technology, we rarely handwrite notes. How could Maria have used the
technology of today to pull the same prank on Malvolio? It is your job to show the class.
Texts, posts, etc. are acceptable to use as long as they are school appropriate.
Thursday:
Read The Twelfth Night Act III Scenes 1-2 from Drama Notebook
-Boxed Review: What’s happening now? (Use 1 large post-it and we will use it Monday for a review.)
Friday: 2 - Hour Delay Day

Flocabulary
Homework: NoRedInk
Monday:
Upfront Article: “Is it Time to Eliminate The Penny?”
Use this link: https://upfront.scholastic.com/issues/2020-21/012521/is-it-time-to-
eliminate-the-penny.html#1110L
Use the class code: crowfly7
Read the article and complete Journal #11.
Journal 11: Should the Penny Be Eliminated?
1. State your claim about the penny and use two parts of the article to support your
argument. One must come from the side that supports your claim and the other
must come from the side that disagrees with you and you have to argue why your
claim is stronger.
2. Make sure you authorize your evidence (cite who said what) in your writing.
3. Cast your vote at the bottom of the article.
4. Click “see results” after you vote and log the total yes/no votes after you vote.
Tuesday:
Review Act II by talking about Maria’s prank letter.
Malvolio's Misleading Text Challenge
 In this age of technology, we rarely handwrite notes. How could Maria have used the
technology of today to pull the same prank on Malvolio? It is your job to show the class.
Texts, posts, etc. are acceptable to use as long as they are school appropriate.
Wednesday:
Read The Twelfth Night Act III Scenes 1-2 from Drama Notebook
4-Box Review: What’s happening now? (Use 1 big post-it and we’ll use it for a review.)
Thursday:
Read The Twelfth Night Act III Scene 3 from Drama Notebook
Review Act III– Quiz tomorrow
Friday:
Flocabulary
The Twelfth Night Act III Drama Notebook Quiz (Edmodo)
If time allows, read The Twelfth Night Act IV Scene 1 from Drama Notebook
Homework: NoRedInk
Monday:
Read Act IV of The Twelfth Night Drama Notebook
Take Act IV Quiz on Edmodo – No Review
Tuesday:
Read Act V of the Twelfth Night Drama Notebook
Wednesday:
Take Act V Quiz on Edmodo
Discuss Journal #12 The Twelfth Night Character Analysis
 Pick one character from Shakespeare’s The Twelfth Night
 Prewrite: Take 3 minutes and write everything you remember about this character.
 Research: Go back in the text and find two quotes of this character from Drama Notebook’s
version of the play. (Cite the quotes with Act # only.)
 Take notes: As we watch The Twelfth Night, see if your character is presented in a similar
fashion.
 Postwrite: Does the movie version fit with how you saw this character while we read the
play? Why of why not? Give three reasons.
Begin watching The Twelfth Night
Thursday:
Continue watching The Twelfth Night
Friday:
Flocabulary
Continue watching The Twelfth Night
Homework: NoRedInk
Monday:
Continue watching The Twelfth Night and work on Journal #12
Journal #12 The Twelfth Night Character Analysis
Pick one character from Shakespeare’s The Twelfth Night
fashion.
Tuesday:
Continue watching The Twelfth Night and work on Journal #12
Wednesday:
Finish watching The Twelfth Night and complete Journal #12
Discuss Journal #12 in groups of who analyzed similar characters and as a class
Thursday:
PICTOGRAPH ASSIGNMENT – At the End of The Twelfth Night, create a relationship pictograph that
uses all of the characters. The pictograph needs to connect all 10 characters using their names:
(Viola/Cesario, Orsino, Olivia, Sebastian, Antonio, Sir Toby, Sir Andrew, Fabian, Maria, & Feste) For an
example, please see the resource included below. Note: It only includes three people from the
cast and would not be accurate at the end of the play. 10 points will be given if all 10
characters are present and 5 points will be given for creativity/effort. That is a total of 15
points.
Friday:
Flocabulary
Complete Pictograph Assignment and print out to post in the classroom.
Homework: NoRedInk
This would be
from early on in
The Twelfth Night.
Count
Viola/ Olivia
Orsino
Cesari
o
Monday:
Finish watching The Twelfth Night and complete Journal #12
Journal #12 The Twelfth Night Character Analysis
Pick one character from Shakespeare’s The Twelfth Night
fashion.
Tuesday:
PICTOGRAPH ASSIGNMENT – At the End of The Twelfth Night, create a relationship pictograph that
uses all of the characters. The pictograph needs to connect all 10 characters using their names:
(Viola/Cesario, Orsino, Olivia, Sebastian, Antonio, Sir Toby, Sir Andrew, Fabian, Maria, & Feste) For an
example, please see the resource included below. Note: It only includes three people from the
cast and would not be accurate at the end of the play. 10 points will be given if all 10
characters are present and 5 points will be given for creativity/effort. That is a total of 15
points.
Wednesday:
The Twelfth Night TEST
Email Ms. Maxson a picture of “Frankenstein”
Thursday:
View Frankensteins - Themes?
Frankenstein Overview (highlight 5 and 1 reason)
Share if time allows
Sign out books
Homework: Begin reading Author’s Introduction, Preface, Letters 1 & 2
Journal #13: Discuss Author’s Introduction, Preface, Letters 1 & 2 (slide questions)
Friday:
Flocabulary
Homework: NoRedInk
Monday:
Discuss Journal #13: Discuss Author’s Introduction, Preface, Letters 1 & 2 (slide
questions)
Homework: Read Letters 3 & 4
Tuesday:
Quickwrite: How are these two letters different that 1 & 2?
Introduce packet and highlight “vocab” words. Scan for other crosswords you might
already know. This packet will be worth 20 points when the book is over.
Homework: Read Chapter 1
Wednesday:
Class discussion with the following from “Discussion Questions for Frankenstein Written
by Hailey Toporcer, Hiram College Class of 2019 Edited by Prof. Kirsten
Parkinson”
 Victor describes the first appearance of Elizabeth: “Her hair was the brightest living gold,
and despite the poverty of her clothing, seemed to set a crown of distinction on her head.
Her brow was clear and ample, her blue eyes cloudless, and her lips and the moulding of
her face so expressive of sensibility and sweetness that none could behold her without
looking on her as of a distinct species, a being heaven-sent, and bearing a celestial stamp
in all her features.”
1. Elizabeth is described as being heavenly, almost angelic as a child. We know that she is
destined to be married to Victor, whom we also know to be quite troubled from Walton’s
letters. Because of this contrast, do you think their relationship will flourish or falter?
2. In what ways might Elizabeth act as a foil to Victor?
3. How does the representation of Elizabeth, compared to those with whom she initially
lives, reveal class bias of the time period?
Thursday:
Class Discussion in three groups:
1. Contrast Victor’s academic interests with those of his friend, Henry Clerval.
2. Which authors and topics does Victor become obsessed with reading?
3. Describe Victor’s experience with lightning. How was it a turning point in his life?
Class share findings
Friday:
Flocabulary
Quickwrites: 5 minutes each and use text to support your responses
1. Tell what Caroline Frankenstein hopes for Elizabeth & Victor’s future. (Quote)
2. Summarize Elizabeth’s response to Caroline’s death. (Find quotable words.)
Homework: NoRedInk
Monday:
Read Chapters 4 & 5
Journal #14: Frankenstein Chapters 4 & 5 Questions
 Pick 4 questions to answer from the following:
1. How does Victor think his creation will regard him?

2. How does Victor violate his own advice: “A human being in perfection ought always to
preserve a calm and peaceful mind, and never to allow passion or a transitory desire to
disturb his tranquility.”
3. Why does Victor “shun his fellow-creatures” while working on his creation?
4. How does Victor react when his creation comes to life? Were you surprised? Why or why
not?
5. How does Victor’s dream take on the mood of a horror story?
6. What does the monster do after leaving Victor’s laboratory?
Tuesday:
Go over Journal #14
Read Chapter 6 and make a list of five important pieces of information from Elizabeth’s
letter
Wednesday:
Rewrite a shortened version of Elizabeth’s letter with your list and 2021 language.
Analyze the tone shift of the last sentence in Chapter 6. What is the tone now and what
does that usually foreshadow in the near future?
Homework: Read Chapter 7 and be prepared to answer the questions:
Who is on trial and for what crime is that person accused of? (post-it)
Thursday:
Discuss Chapter 7 question (post-it)
Read Chapter 8 & explain the last paragraph Chapter 8. Submit answer before class ends.
Homework: Read Chapter 9 and bring back a quiz question on an index card. Be
sure to include the answer and its page number.
Friday:
Flocabulary
Class based quiz over Chapter 9
Homework: NoRedInk
Monday:
Class based quiz over Chapter 9
Read Chapters 10 & 11
Answer the questions and complete the following prompts
Chapter Ten
1. What is the creature’s ultimatum to Victor?
2. What is the creature’s chief complaint?
3. How do you feel about the creature now that you have heard him implore Frankenstein to hear his
story?
Chapter Eleven
Summarize the following in no more than 2 sentences each.
 The creature’s first experiences when he leaves Ingolstadt
 How the creature learns about fire
 How the creature is similar to an infant
 What the creature learns about humans from his first encounters with them
 The family that the creature observes.
Tuesday:
Group discussions over Chapters 10-1 and share overview with class
Read Chapter 12 and answer ONE of the TWO sets of questions (index card)
All answers must use proof from the text.
SET A
 How does the creature assist the DeLacey family?
 How long does the creature observe the DeLacey family?
SET B
 What does the creature learn from the family?
 Why does the creature want to learn to speak?
Wednesday:
Divide into “set” groups to discuss answers on index cards.
Read Chapters 13 & 14
-Choose a chapter to bring in a picture for discussion ( ½ class for each chap.)
Thursday:
Discuss pictures for Chapters 13 & 14
Read Chapters 15 - 17
Friday:
Flocabulary
Write a letter from Frankenstein to his creation that address the following: (Due Mon.)
 The demand the creature makes of Victor

 How Victor first responds to the creature’s demand
 What the creature says to convince Victor to make him a mate
 Victor’s hesitations and reasons to support this demand made by the creature
Homework: NoRedInk
Monday:
Read Chapters 15 - 17
Tuesday:
Write a letter from Frankenstein to his creation that address the following: (Due at the end of
class.)
 The demand the creature makes of Victor

 How Victor first responds to the creature’s demand
 What the creature says to convince Victor to make him a mate
 Victor’s hesitations and reasons to support this demand made by the creature
Wednesday – Thursday:
Read Chapters 18 -20 and take Edmodo Quiz on Thursday before class ends
Friday:
Flocabulary
Homework: Read Chapter 20 and complete Journal #15
Journal #15: What Could Frankenstein Have Done?
Answer the following question: What could Victor have done to avoid the situation he finds
himself in at the present moment? Give three different scenarios for the class to consider on
Monday.
Journals #11 – 15 are due Monday at the end of class.

Monday:
Go over Journal #15: What Could Frankenstein Have Done?
Answer the following question: What could Victor have done to avoid the situation he finds
himself in at the present moment? Give three different scenarios for the class to consider on
Monday.
Journals #11 – 15 are due at the end of class.
Read Chapters 21 – 24 – TEST WEDNESDAY
Tuesday:
Packet due today! Go over answer and get credit. This is your study guide!
Read and/or final review for test on Wednesday
How does the story end? What happens to the main characters, including Walton? What is the
creature’s name? Who do you most identify with from this novel?
Wednesday:
Frankenstein TEST (Edmodo)
Explain Frankenstein project – “Create the Ultimate…”
Thursday – Tuesday: SPRING BREAK! HAVE FUN AND STAY SAFE!

Wednesday:
Work on Frankenstein Creation Project
Thursday:
Work on Frankenstein Creation Project
Friday:
Present Frankenstein Creation Project
Homework: NoRedInk
Frankenstein Project Overview (20 points):
 (Re-)Animate your own “creation” and include a write-up that explains the “creation’s” parts,
purpose, origins, etc.
 Use 7 – 10 “parts” to animate your creation.
 Write a 7 - 10 sentence explanation about our creation including name, parts, purpose, etc.
 Create a visual to go with your write-up to show the creation.
 Turn in your write-up and visual here on TEAMS.
 Everyone must turn in a copy of this assignment.
Monday:
Explain paper and begin watching Edward Scissorhands
Journal #16: Take notes for one-two page paper. 7-10 sentences must be used!
Paper topic: Identify a theme in both Frankenstein and Edward Scissorhands. Then compare and
contrast that theme in both pieces.
Sample themes could include:
“What happens when creators do not guide their creations?”
“Are all creations inherently good from the beginning?”
“Can creations develop their own sense of purpose?”
Tuesday:
Continue watching Edward Scissorhands and working on Journal #16
Wednesday:
Continue watching Edward Scissorhands and working on Journal #16
Thursday:
Finish watching Edward Scissorhands and working on Journal #16
Discuss themes and outline your paper as part #2 of Journal #16
Friday:
2 – Hour Delay Day
Flocabulary
Go over MLA format, movie source citation and book source citation
Homework: NoRedInk
Your paper is due Monday on this assignment page!
Monday:
Self-edit & Peer Edit Comparison/Contrast Paper (Frankenstein & Edward Scissorhands)
Turn in on TEAMS
Tuesday:
Work Day #1 (Book Talks, Journals, Older Assignments)
If all work is made up: Extra Credit on NoRedInk or Read – No Watching Videos
CC+ Work on Abstract & Annotated Bibliography for Comp II paper (See directions below.)
Make sure you email or message me on TEAMS to tell me what work you have turned in!
Wednesday:
Work Day #2 (Book Talks, Journals, Older Assignments)
If all work is made up: Extra Credit on NoRedInk or Read – No Watching Videos
CC+ Work on Abstract & Annotated Bibliography for Comp II paper
Make sure you email or message me on TEAMS to tell me what work you have turned in!
Thursday:
NoRedInk Part I (Online Friendship Analysis: Read and Complete Paragraph #1)
Friday:
NoRedInk Part II (Online Friendship Analysis: Complete Paragraph #2)
CC+ Complete your annotated bibliography and abstract for your paper.
For Comp II credit through Edison Community College, you have to complete an independent research
project that results in a 10-page paper. The first steps in this process are creating an annotated
bibliography and an abstract. Both of these are used to persuade your teacher (me) to allow you to
continue working on this topic and actually start the research paper.
READ ALL DIRECTIONS BEFORE YOU START!

Step #1: Decide on a topic you want to research.
Step #2: Find 10 sources that you would use to research this topic (online articles, videos, books,
magazines, etc.). There is no limit to how many online resources you can use. Please try to include
different types of resources though. For example: 5 articles, an infographic, 2 videos, and 2 different
sources of statistics would be a good mix of sources.
Step #3: Create an annotated bibliography. This will look similar to a Works Cited page, but with a few
differences. After the MLA heading, use Annotated Bibliography instead of Works Cited. This is
because you have not cited this work in a paper yet. Once you cite the sources, they sources become
works that are cited. Hence, the title of the page is then a Works Cited page. Use MLA format to
alphabetize, organize, and list your sources. Then after each source, use 1-2 sentences to explain what
you plan to use from the source. In this source, I plan to use the statistics to show…
Step #4: Write your abstract. An abstract explains your game plan for the research paper. Some topics
to include in your abstract are: What do you want to research? Why is this topic interesting/necessary?
How will this research benefit you or the world? These are just basic questions. You can add whatever
else you want to persuade me to let you research this topic. This paragraph should be at least 10 – 15
sentences.
Post your abstract and the annotated bibliography to the TEAMS assignment
by Thursday.
Monday:
On TEAMS, write a thank-you letter to someone who has helped you at some point
throughout your high school career. Print the letter using the Fairlawn letterhead
provided in the resource section. Address the envelope with the first and last name
of the recipient of the letter.
Tuesday:
On TEAMS, write a letter to a fellow classmate, senior, or the entire class of 2020 to
offer encouragement, congratulations, etc. Print the letter using the Fairlawn
letterhead provided in the resource section. Address the envelope (if needed) with
the first and last name of the recipient of the letter. I will post all letters addressed
to the senior class on TEAMS for everyone to read.
Wednesday:
On TEAMS, write a letter to the incoming freshmen class at Fairlawn giving them advice
for high school. I would like to share these during the first week of school next
year. They can be anonymous. Print the letter using the Fairlawn letterhead
provided in the resource section.
Thursday:
NoRedInk Day 1
Friday:
NoRedInk Day 2
Monday:
Finish letters and discuss delivery of letters
Portfolio Explanation and work day
Tuesday:
Portfolio Work Day #2
Wednesday:
Portfolio Work Day #3
Thursday:
Portfolio Meeting Day #1
Friday:
Flocabulary & Senior Breakfast
CC+ Presentations (Research Papers)
Monday:
Tuesday:
Wednesday:
Journal #17: What Have I Learned Studying World Literature? Part 1
Step 1: Review the six reasons to study world literature from the start of the year
Step 2: Write down the list of literature pieces we have studied this year.
 “Green Willow” Retold by Paul Jordan-Smith
 The Epic of Gilgamesh
 Egyptian literature: from the Book of the Dead, “Adoration of the Disk,” &
“I’m Going Downstream on Kingswater Canal,”
“Whenever I Leave You, I Go Out of Breath.”
 Old Testament selections: “Creation and the Fall” & “Noah and the Flood”
 New Testament: “Parable of the Prodigal Son”
 Aesop’s Fables
 Beowulf
 from Popol Vuh
 “The Crowning of Arthur” from le Morte d’Arthur by Sir Thomas Malory
 The Canterbury Tales by Geoffrey Chaucer
 “The Lady of Shalott” by Alfred Lord Tennyson
 The Twelfth Night by William Shakespeare
 Frankenstein by Mary Shelley
 Shoe Dog by Paul Knight OR Where am I Eating by Kelsey Timmerman
Step 3: Highlight 4 that you “know”. Write 3–4 sentences about why you chose these.
Step 4: Watch four short stories about different cultures and take notes about each
on in a 4-square diagram. Each square gets 4 sentences (at least) for notes.
Thursday:
Journal #18: What Have I Learned Studying World Literature? Part 2
Step 1: Decide which of the six reasons to study world literature best connects one of the
literature pieces we studied and one of the new short stories. Explain how this reason
shows up in both pieces and what exactly you learned from this reason and the two pieces
that you see are examples of that reason. Journals are due tomorrow!
Friday:
Flocabulary
Journals are due today! (There will only be 3.)

Eng 12 Syllabus 2020 To 2021

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Eng 12 Syllabus 2020 To 2021

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Senior Syllabus for 08/26/20 – 09/04/20

Wednesday: (1/2 of class)

Thursday: (1/2 of class)

PREVIEW FOR NEXT WEEK:

NEXT WEEK: READING MAP TEST:

“Whenever I Leave You, I Go Out of Breath.”

Greek and Roman God Research Presentations Choice of Research Topics:

Greek and Roman God Research Presentations Choice of Research Topics:

Chivalric Code Lives Up to the Code Falls Short of the Code

Wednesday - Friday: THANKSGIVING BREAK!

CC+: Fiction and Poetry Presentation (Canterbury Tales):

Monday – Tuesday: Finish watching A Christmas Carol

CC+: Fiction and Poetry Presentation (Canterbury Tales):

Shoe Dog Adapted Rubric

Part I of Book Talk #1: This part can stay the same.

Friday: 2 - Hour Delay Day

Friday: 2 - Hour Delay Day

 Pick 4 questions to answer from the following:

1. How does Victor think his creation will regard him?

 The demand the creature makes of Victor

 The demand the creature makes of Victor

Journals #11 – 15 are due Monday at the end of class.

Thursday – Tuesday: SPRING BREAK! HAVE FUN AND STAY SAFE!

Frankenstein Project Overview (20 points):

READ ALL DIRECTIONS BEFORE YOU START!

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