Ashley D. Fluhme Week of 9/24

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Ashley D. Fluhme

Week of 9/24


AP4

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Mnemonic Devices: If time allow, I will provide mnemonic devices.
Vocabulary Proctor Sign-ups: Students will sign up for proctoring.
Use of Sound in the novel:
Cacophony of Sounds: Students will be asked to think of a sound, any sound. They will have to make that sound.
Sound from War: Students will make a war sound. We will then make the sound altogether. I will act as the conductor and we will raise the sound into an crescendo.
Discuss the cacophonous sound of war: We will discuss the sound that we made.
Find passages from chapter in which Remarque uses sounds to depict the war: Break students into three groups, one for each of chs. 4-6. Students will examine the numerous uses of sound. They should be prompted to pay attention to animal sounds and the absence of sound. Students will discuss the sounds of the horse dying and the recruit dying. Students should also recognize the quiet memories from page 120.

Discuss effects of sound from chapter 4: Discuss the innocence of horse and recruit. Also discuss sex passages involving Paul and Kat and the earth. Examined the coming of age of Paul.

Voc. Quiz—Fri

AP Advantage—Fri.

Read chs. 4-6 for Wed.

7-9 for Thurs.

10-12 for next Next Tuesday.



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Quiz on AQWF Chs. 4-6: Students will demonstrate their comprehension of chapters 4-6.

Types of Destruction: Discuss physical, mental, emotional destruction. Have students list the examples of destruction on the board. Group together the examples into types of destruction—physical, mental, emotional.

Voc. Quiz—Fri

AP Advantage—Fri.

Read chs. 4-6 for Wed.

7-9 for Thurs.

10-12 for next Next Tuesday.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8


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Return Chs. 4 & 6 Quiz.
Comradeship: Begin working on roles of comradeship to set up in class theme on comradeship.
Determine the qualities of a friend: Ask students what the qualities of a friend are in their own words.
Brainstorm list of episodes from Chapters 1-6: Students will compile a list of episodes in which they see friends bonding.

Protect, Provide, and Entertain: List the episodes on the board. Identify the roles of the comrades as either protecting, providing, or entertaining.



Voc. Quiz—Fri

AP Advantage—Fri.

Read chs. 4-6 for Wed.

7-9 for Thurs.

10-12 for Tuesday.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8


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Quiz on Chs. 7-9

Recap 3 forms of destruction and 3 forms of comradeship: recap these ideas.

Changing view of the enemy: Paul is a German soldier. What group is he fighting? Look a this relationship with Russian soldiers to see if we can see a shift in his view of the enemy. Read page 193. Paul doesn’t know his enemy. They are just an idea to him. What episode does he get to know his enemy Duval scene.

Duval Scene: Read pages 223-225. What is an abstraction? How was Duval an abstraction? Why is Duval no longer an abstraction? What makes Paul think of Duval as similar to Kat and Albert? Why is it impossible for Paul to write to Duval’s family? Why does Paul swear that he will live only for the sake of Duval? Does Paul believe that he will fulfill his promise to Duval? How does Paul betray this idea of comradeship?

The Man He Killed”: Pass out copies of the poem and discuss relationship to text.

Monday:

Students will view posters around the room: Discuss the role of women in the novel. Women are abstractions, e.g. Earth acts as a mother/sexual partner. Men leer at the posters, some put the woman on a pedestal others as an object of smut. Paul seems let down in some fashion by his own mother and the actual sex with the French girls is disappointing.


Tuesday.: Quiz on Chs. 10-12

Discuss the end of the novel.



Voc. Quiz—Fri

AP Advantage—Fri.

7-9 for Thurs.

10-12 for Tuesday.


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Voc. Quiz: Student proctor will proctor the quiz.
AP Advantage: Students discuss responses to passage.
Discuss AP Advantage Procedure: Students will receive the AP Advantage packets.
7-9 for Thurs.

10-12 for Tuesday.


1-1

Reading Quiz - “The Most Dangerous Game”: Students will take a quiz on their reading of the short story. Then we will discuss the story, completing the story chart from our discussion. This will be a model for their independent completion of the chart for future

readings of short stories.


Complete the definitions of the other literary terms, the answers to the reading check, and any other syllabus requirements on your chart.
1.1, 1.2, 1..3, 1.6


Discussion - “The Most Dangerous Game”: Students will complete the discussion of the story, completing the chart and reviewing their homework answers.

Quiz Return: Students will get their quizzes and check for understanding.

Irony Lesson: Through instruction and discussion students will review the three types of irony. Students will then review their responses to the homework. They will hear that the next three stories represent the three types of irony.
Read Princess and the Tin Box for Wed.
1.4, 1.5, 1.7, 1.6


Irony Lesson: Through instruction and discussion students will review the three types of irony. Students will then review their responses to the homework. They will hear that the next three stories represent the three types of irony.
Irony of Situation: As an example of irony of situation, students will discuss as a class the story “The Princess and the Tin Box” by James Thurber. Hopefully they will see how the ending is not what the reader expects because of the ways that the author and our experience with fairy tales sets us up for a different outcome.
Irony Worksheets: Students will use the rest of the class to complete the worksheets. They will discuss the answers to the questions of the selections from A Farewell to Arms and “The Devil and Tom Walker.”
Complete the story chart and syllabus requirements for “The Lady or the Tiger?” for class tomorrow.

.
1.1, 1.3, 1.6

The Lady or the Tiger?” - Quiz: Students will take a quiz on the story.

Elements of the Story: Through discussion of the elements of the story, the students will discuss the conflict, setting, characters, verbal irony and other elements of the story. They will complete a diagram of the structure of a short story to understand the usual organization of a short story. They will be told that they should be able to apply this structure to other stories in the unit.


Read “War” for class on Monday.
1.1, 1.3, 1.6


The Lady or the Tiger?” In class writing: Two different prompts will be distributed to the students. One will ask the student to identify the door which the princess chose for her lover and to give three reasons from the story for their choice. The second prompt will ask the students to write the thoughts of the lover as he confidently walked toward the door chosen by the princess. After the 10-minute write, we will discuss the responses

.

Quiz Return: Students will review their responses on the reading quiz and concentrate on the last questions which test their knowledge of verbal irony.


Complete all aspects of the syllabus requirements for class Monday that pertain to the story “War.”
1.4, 1.5, 1.6, 1.2, 1.3




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