Daily Assignments

Wednesday-Thursday—September 20-21, 2017
Business:
·       PSAT Test—October 11th, see flier
·       Hobbit Writer’s Notebook: Due next Tuesday/Wednesday
1.     WN: Concept Map (spider web): Pages 1-2
2.     Rivendale: Thematic/Graphic Analysis
3.     Three Revealing Moments
4.     Paragraphs and Parts-Chapter 6
5.     Beorn
6.     Scouting Bilbo
7.     The Hero Journey and the Hobbit
8.     Statements that Matter

·       Quiz on The Hobbit next Tuesday/Wednesday

LT: Analyze, using evidence, major themes and characterizations.

DQs:
·       How are the dwarves portrayed differently than Bilbo in the Smaug scenes?
·       Describe Smaug.
·       Report on the Arkenstone.
·       To what extent is Bilbo’s heroism expanding?
·       To what extent is Bilbo’s bagginsism still apparent?


Monday-Tuesday—September 18-19, 2017
Business
  • Discussing 10-11 today.
  • Read 12-13 for next time.
Review “Scouting Bilbo”

DQ: Characterizations in Chapter 10
Describe Tolkien’s characterization of the following characters in chapter 10:
  • The  Master
  • The Elves and the Elvenking
  • The townsmen of Laketown
  • Thorin and the Dwarves
  • Bilbo

Ø  What conflicts or tensions exist among the above groups?

Larger DQs:
  • What do we learn about the dwarves by the way they present themselves and the way they are received among the laketown people?
  • What examples of leadership do we see in the group as they advance toward and begin camping at the Lonely Mountain?





Thursday-Friday—September 15-16, 2017
Business
  • Discussing chapters 8-9 today.
  • Read 10-11 for next time.
  • Scoring the last two Life assignments today.

LT:  Analyze textual passages for themes.

DQs:
  • Review Claims from chapter 7.
    • The Group?
    • Beorn?
    • Gandalf?
    • Bilbo?
  • What changes for Bilbo in chapters 8-9?
    • Include quotes in your answer.



Tuesday-Wednesday—September 12-14, 2017
LT: Analyze a text to determine overall themes and characterizations. 

DQs:
·       What does Beorn contribute to the story?
·       What is Gandalf up to in this phase?
·       What sides of Bilbo do we see?
·       What phase are we in during chapter 7?
  • How does this phase (chapter 7) compare/contrast to earlier phases?



Friday & Monday—September 8 & 11, 2017
10 Honors English

LT: Analyze and extend a theme found in the text.

DQs:
·       Describe the scene where Bilbo re-joins the dwarves and Gandalf.
·       Is Bilbo’s identity within the group changing?
·       How does having the ring affect Bilbo?
·       Is Gandalf’s view that there’s more to Bilbo than the others know proving true?


  

Wednesday-Thursday—September 6-7, 2017
Business:
  • Discussion make-up
  • Re-submitting Writer’s Notebooks
 DQs:
  • Discuss the nature of goblins.
  • Discuss Gollum.
  • What do we learn about Bilbo from his dealings with Gollum?
  • What does the episode involving Bilbo and Gollum reveal about Bilbo and Gollum?


“Life” Assignment: Bilbo and Gollum
  • In 1-2 pages (double-spaced), discuss what we learn about Bilbo from his experience with Gollum in chapter 5. Include an overall observation about Bilbo, and several supporting observations, as well as evidence from chapter 5.
  • Use effective paragraphing to separate supporting observations.
  • Come up with a title that conveys insight.
  • Do this on you “Life” file. Push down previous assignments so that this one is on top.
  • This is a 40 minute, in-class, timed-write.




Friday & Tuesday—September 1 & 5, 2017
10 Honors English

Business:
·       Opportunity today for re-take on Summer Reading Quiz

LT: Use textual evidence in identifying and articulating themes in chapter 3 of The Hobbit.  

DQ: What themes prevail in the Rivendale section?




Wednesday-Thursday—August 30-31, 2017
Business:
  • Summer Reading Quiz Re-take Friday/Tuesday during class.
  • Writer’s Notebook Turned in Today:
1.     Positive Double Negative Thinking
2.     WN: Poem Quiz
3.     Plato’s Cave Allegory
4.     WN: Cave Drawing
5.     Idea-building

LT: Describe the characterization of Bilbo using textual evidence.

DQ: What do you make of Bilbo? How do you define him?

On your “Life” file (on Google Drive): Analyzing your Baggins and Took sides:
  • Write a 1-2 page, double-spaced personal exploration by doing the following:
    • Paragraph 1: My “Baggins” side—the safe, socially-cautious side. Discuss your experiences and thinking.
    • Paragraph 2: My “Took” side—the adventure-loving, risk-taking side. Discuss your experiences and thinking.
    • Paragraph 3: When my Baggins and Took sides struggle with each other.
    • Come up with an appropriate title.

Monday-Tuesday—August 28-29, 2017
Business:
  • Things we’ve done that will be turned in next time:
1.     Positive Double Negative Thinking
2.     WN: Poem Quiz
3.     Plato’s Cave Allegory
4.     WN: Cave Drawing
5.     Idea-building
  • “The Life of You” should be finished on Google Drive. I am reading and scoring these now.

Looking at Plato’s Cave Allegory
·       Do two organic builds (from left to right) on the following:
o   Leaving the cave—what does it reveal about the nature of learning?
o   Re-entering the cave—what does it reveal about the nature of learning?
·       For each Idea-build, include:
o   6+ Evidences
o   3+Sub-claims
o   1-2 Claims

Starting The Hobbit

Checking out books

Pagetrackers w/ Reading Schedule (see file #7 in the classroom)
  • Requirement: a plot note every 3-5 pages.

WN: Concept Map (spider web): Pages 1-3
  • Bilbo Baggins in the main idea.
    • 4 second level ideas
      • 3-5 third level ideas for each second level idea
Read chapter 1
  • Look for Bilbo’s vacillations between his Baggins and Took sides.

Thursday-Friday—August 24-25, 2017
Business:
  • Summer Reading Quiz Retakes: If you would like to re-take the summer reading quiz, do it during the next two consultations.
  • Things we’ve done that will be turned in next week:
1.     Positive Double Negative Thinking
2.     WN: Poem Quiz
3.     Plato’s Cave Allegory
4.     Cave Drawing
  • “The Life of You” should be finished on Google Drive

WN: Poem Quiz
  • Write out all of “Say Naught the Struggle Naught Availeth”

Quiz on “Say Not the Struggle Naught Availeth”
·       0-5 goofs=15/15 points
·       6-10 goofs=10/15 points
·       11-15 goofs=5/15 points
  
  • Highlight important details.

 WN: Cave Drawing
  • Using two pages of your writer’s notebook, draw a detailed sketch of what Plato describes in his Cave Allegory.
  • Include 15-20 labeled items, each a quote or a paraphrase from the text, and number them chronologically in the order they occur in the text.


Tuesday-Wednesday—August 22-23, 2017
Business:
  • Absent last time? Do paragraph pre-assessment.
  • Save everything we’ve done—it will be turned in.
  • Turn in signed disclosures.
 WN: Poem Quiz
  • We put this off until next time to save time for the summer reading quiz.

Summer reading quiz
  • If you were absent, make this up with me ASAP.

·       This is due next class.

Friday & Monday—August 18 & 21, 2017
Business:
  • Quiz on summer reading next time.
  • Turn in signed disclosure statements by next time.
Quiz on 3rd and 4th stanzas of Say Not the Struggle Naught Availeth (no make-up)


Wednesday-Thursday—August 16-17, 2017
Business:

Quiz on first two stanzas of “Say Not the Struggle Naught Availeth”

Homework
  • Memorize the last two stanzas for next time.

DQ: Are men like Caesar good or bad for the world?




Tuesday—August 15, 2017
Business:
  • Summer reading check
  • Bring a reading book every day all year.
  • Bring a spiral bound notebook, dedicated to this class only, every day all year.
  • Test any day on Plutarch’s Lives of Caesar and Brutus. Be ready!
  • My blog:
  • suthys10honorsenglish.blogspot.com
    • If you are absent, go to the blog that day!

Homework:
  • Memorize the first two stanzas of “Say Not…” for next time.

Overview of Class


  • We discussed and re-wrote stanzas for the first two stanzas. 






Wednesday-Thursday—May 24-25
Business:
·       We worked on Three-Text Dramatic Teaching
·       We turned in:
·       Reuven: Chapter 14

·       Is It a Victory for Reb?


Monday-Tuesday—May 22, 2017
Business:
  • Turn in Pagetrackers (odd day classes)
  • The two assignments we have done will be turned in next time:
·       Reuven: Chapter 14
·       Is It a Victory for Reb?

We worked through Exercise #5 in the Pronoun Packet.

Three-Text DramaticTeaching 


Thursday-Friday—May 18-19, 2017
Business:
·       Pagetrackers turned in.
·       Copies of The Chosen turned in.

DQ:
·       Did Reb succeed?

Is It a Victory for Reb?

Test on The Chosen


Tuesday and Wednesday—May 16-17, 2017
Business:
  • Any books to turn in?
  • All discussion make-up needs to be completed by Friday.
  • The test on The Chosen is next time.
  • Writer’s Notebooks for The Chosen turned in today:

Writers Notebook for The Chosen:
1.     Ballgame or Holy War?
2.     Big and Small Insights: Reuven and Mr. Malter
3.     Three Visits
4.     Who’s the Real Apikoros?
5.     New Friend, New World
6.     WN: Hasidism in America
a.      Part I
b.     Part II
c.      Part III
d.     Part IV
7.     Sections and Commentary: Chapter 7
8.     Plot, Generalizations, and Applications: Chapter 8
9.     Think Inside and Outside the Box: Chapters 10-12
10.  WN: Generalization Essay—pages 200-203
11.  You and the Book—Chapter 13

DQs:
  • Describe the journey Reuven travels by identifying phases you see him pass through in these chapters.

Friday & Monday—May 12 & 15
Business:
·       Book check-ups with all students.
o   All books other than The Chosen are due on the Tuesday the16th.
·       Writer’s Notebooks are due whenever I call for them from here on out.
·       The test on The Chosen will be next Thursday and Friday.

Writers Notebook for The Chosen:
1.     Ballgame or Holy War?
2.     Big and Small Insights: Reuven and Mr. Malter
3.     Three Visits
4.     Who’s the Real Apikoros?
5.     New Friend, New World
6.     WN: Hasidism in America
a.      Part I
b.     Part II
c.      Part III
d.     Part IV
7.     Sections and Commentary: Chapter 7
8.     Plot, Generalizations, and Applications: Chapter 8
9.     Think Inside and Outside the Box: Chapters 10-12
10.  WN: Generalization Essay—pages 200-203
11.  You and the Book—Chapter 13

Pronoun Packet
·       We finished Exercise #1

Questions:
  • What role is Reuven playing for Danny?
  • What is college revealing about Danny and Reuven?
    • Who is better prepared for college? Why?
  • What do you make of the excommunication?
    • What does it explain or reveal?




Hasidism in America Part IV



Wednesday-Thursday—May 10-11, 2017
Business:
  • All books are due next Tuesday and Wednesday.
  • Class time will be provided for the final reading assignment.
  • The test on The Chosen will be on Monday and Tuesday, May 22-23.
Writers Notebook for The Chosen:
1.     Ballgame or Holy War?
2.     Big and Small Insights: Reuven and Mr. Malter
3.     Three Visits
4.     Who’s the Real Apikoros?
5.     New Friend, New World
6.     WN: Hasidism in America
a.      Part I
b.     Part II
c.      Part III
7.     Sections and Commentary: Chapter 7
8.     Plot, Generalizations, and Applications: Chapter 8
9.     WN: Generalization Essay—pages 200-203

Pronoun Packet
  • The rules (page 1)
  • Exercise 1
 DQs:
  • Share generalizations or applications from last time.
  • What do we learn about Danny as a learner from his struggles and successes in studying Freud?
  • How do the two dads react to the after-war news?
  • What do we learn from the chat Danny and Reuven have on pages 200-203?
 WN: Generalization Essay—pages 200-203
Write a one-page essay in your writer’s notebook that:
  • begins with a generalization that you elaborate on for at least one paragraph.
  • relates the conversation between Danny and Reuven (pages 200-203) back to your generalization for at least two paragraphs.


Monday-Tuesday—May 8-9, 2017
Business:
·       Talk to me if you want another shot at the Sentence Parts quiz.
·       Next time I will collect Writer’s Notebook for everything we have done so far with The Chosen:
1.     Ballgame or Holy War?
2.     Big and Small Insights: Reuven and Mr. Malter
3.     Three Visits
4.     Who’s the Real Apikoros?
5.     New Friend, New World
6.     WN: Hasidism in America
§  Part I
§  Part II
§  Part III
7.     Sections and Commentary: Chapter 7
8.     Plot, Generalizations, and Applications: Chapter 8



DQs:
·       Evaluate Danny as a learner.
·       Evaluate Reb as a father.
·       Make an observation about good and bad approaches to education, based on this reading.



Thursday-Friday—May 4-5, 2017
Business:
  • Missing first two assignments may be turned in, but not until the writer’s notebook is turned in at the end.
  • Tardiness cuts into your reading points—and they are lost forever.

DQs:
  • Compare and contrast Jewish Enlightenment with Hasidism as portrayed in chapter 7.


Part III of Hasidism in America



Tuesday & Wednesday—May 2-3.
Business:
  • Missing first two assignments may be turned in, but not until the writer’s notebook is turned in at the end.
Sentence Parts Quiz #2

DQs:
  • What has happened to Reuven?
  • What is Potok doing with the detailed descriptions?
  • How has Danny impacted Reuven?
  • What is Danny’s conflict?

WN: Hasidism in America segment #2
  • ½ page notes, again.


Friday & Monday—April 28 & May 1
Business:
·       Missing first two assignments may be turned in.

Sentence Parts Quiz #1

DQs:
·       Describe/characterize Danny’s second visit.
·       Describe/characterize Reuven’s father’s visit.
·       Describe/characterize Danny’s third visit.
·       Describe Danny’s dilemma.



Wednesday-Thursday—April 26-27, 2017
Sentence Parts
  • Finish marking the sentences in Practice Sentences #5
  • Quiz next time
DQs:

Describe the journey Reuven began with the ballgame.

What is he learning? What does he need to learn? What are his strengths? His weaknesses? Where is he on this journey as his father leaves the hospital?
  • What roles are the following playing in Reuven’s experience: Danny, Mr. Savo, Billy, Reuven’s father


WN: Hasidism in America Notes
  • One page of notes for each segment. 
  • Today: Notes on segment #1—the first 10 minutes…

Monday-Tuesday—April 24, 2017
Business:
·       SAGE testing mop up.
·       Make-a-Wish Fundraiser…

Sentence Parts
·       Sentences 11-15.

DQs:
·       Describe the two cultures in chapter 1.
·       What’s really going on with this ballgame?
  

Thursday-Friday—April 20-21, 2017
Business:
  • Finish SAGE testing today.
  • Read chapter 1 in The Chosen for next time:

On your “Life” file: The Ballgame
  • Provide play-by-play of the baseball game.
  • Provide commentary in some format (Tweets, blog posts, etc.
  • Suggested format: a table with play-by-play on one side and commentary on the other.

Play-by-Play
Commentary
Pre-game: Davey Cantor tells Reuven, “They’re murderers.” Reuven laughs it off.

Reuven jokes the game will be “A Holy War.”


The Hasids’ “coach”, a rabbi, insists on his team having 5 minutes to warm up on the field.

Davey Cantor trying to stir things up before the game, but Reuven proves immune to the hype.

Usual pre-game lighthearted propaganda—we’ll see if things get that serious.

Bad form for the Hasids to break tradition.






Wednesday-Thursday—April 18-19, 2017
Day 3 of Sage Testing

Copies of The Chosen were checked out. 


  • The first reading isn’t assigned until next class, but I wanted the books out so students can get a jump on the reading if they would like. 

Friday & Monday—April 14 & 17, 2017

Day 2 of SAGE testing

Two homework items:



Wednesday-Thursday—April 12-13, 2017
SAGE Testing today

Handout for The Chosen: “First Off: Jewish Culture”

  • This is homework—due next time at the start of class. 



Friday & Tueday—March 31 & April 11, 2017
Business:
·         Wrap up any issues from last term.
·         SAGE testing right after Spring Break. Missed SAGE testing must be made up.

LT: Determine main idea and/or purpose in select poems by analyzing figurative language, tone and rhetorical stance.

Grammar Packet
·         Review: Through sentence #10 in Practice Sentences #5.

Terence, This Is Stupid Stuff
·         Analyze and fill out yellow sheet.

Poems Sharing
·         Create a Group Document called: Period 2, Group 1, Poems
o    Share this document with turninmyessay@gmail.com
·         All group members place their Brought and Written poems on this document to make a combined group poem collection.
o    Include author’s names for each poem.
·         All group members read out loud both Brought and Written poems.  

17 Poems Turned in
·         Scored based on heavy annotation.

17 Poems Quiz

Wednesday-Thursday—March 29-30, 2017
Business:
  • Get your Writer’s Notebooks back.
  • Wrap up any issues from last term.
  • Quiz on Friday—Matching the 17 poems with a summary or prominent line.
  • SAGE testing right after Spring Break. Missed SAGE testing must be made up.
  • Heavy Annotation…for next time:
·         Poems 7-17.

LT: Determine main idea and/or purpose in select poems by analyzing figurative language, tone and rhetorical stance.

Grammar Packet
  • Review: Three sentences in Practice Sentences #5.

Poems Analysis: Annotate on the green sheet and fill in the yellow sheet for the following poems:

“Our Hold on the Planet”
·         Whole-class deep analysis using yellow sheet.

“A Noiseless, Patient Spider”
·         Group analysis using yellow sheet.

“Much Madness is Divinest Sense”
·         Individual analysis using yellow sheet.


Monday-Tuesday—March 27-28, 2017
Business:
  • New seating chart.
  • Writer’s Notebooks—pass back
  • Any Mrs. Warner business, talk to me right away.
  • Poetry this week.
  • Quiz Friday on the poems. Know them well enough to match the poem’s title with a prominent line in the poem or a one-sentence summary of the poem.
  • SAGE test right after Spring Break
    • Unless your parents opt you out, you WILL take the SAGE test. If you are absent, you will have to make it up.
LT: Determine main idea and/or purpose in select poems by analyzing figurative language, tone and rhetorical stance.

  • See the white half-sheet.

Multiple Readings:
  • Complex poems usually require multiple readings to begin to understand them.
  • Create a three box table next to each poem. Check off a box each time you read that poem until you have read it at least three times. Both individual and groups reading count.
 “17 Poems” Is a Worksheet
  • Each poem must be heavily annotated by the time we finish.
17 Poems Close Reading: Read and annotate heavily…
  • Day 1 (for next time): poems 1-6
  • Day 2 (for Friday): poems 7-12
  • Day 3: (in class Friday) poems 13-17
 Bring a Poem: Bring a poem to share with classmates next time. Place in on your Life so we can share it that way.
  • Must be a “serious” poem, meaning: It is impressive in some way—including in how funny it is. It must have some depth or polish or wit or flare.

Write a Poem: Write a poem that you are okay sharing next time. Place it on your Life file so we can share it that way.
  • Must be a “serious” poem, meaning: It is impressive in some way—including in how funny it is. It must have some depth or polish or wit or flare.

Creating the “Life” file.
  • On Drive, name a file: Your Name, Per. ( ) Life
  • Share it to: turninmyessay@gmail.com
  • Make sure it’s set on “editable” so I can type on it.


Thursday & Friday, March 23 & 24, 2017
Business:
  • Silent Reading
  • Bring Sentence Parts Packet Next Time
  • Read the Poem Packet and lightly annotate in the margins

LT: Understand and utilize vocabulary from Things Fall Apart.  Share and discuss the TFA Graphic Novels.

WN:


Tuesday & Wednesday, March 21 & 22, 2017
Business:
  • Silent Reading
  • Quiz, WN, Graphic Novel, Page Tracker, Due today
  • WN – Due Today:
1.      TFA Overview
2.      Intro to Okonkwo and Unoka
3.      Yeats Poem and Predictions
4.      Sayings and Proverbs
5.      Newspaper Article
6.      Inside & Outside the Box
7.      New Challenges 14-16
8.      Diary Entry
9.      Contrasting Cultures 17-18
10.  Changes in Umuofia Ch 20-22
11.  Winners & Losers Ch 23-25


LT: Analyze overall themes and plot in Things Fall Apart.  Evaluate the ending of the book.

DQ:
  • Does the ending of the story meet Achebe’s goals?
  • Why do you feel the story ended this way?

WN: “Winners and Losers” worksheet (if absent, see file #24)

Quiz on Things Fall Apart




Friday & Monday, March 17 & 20, 2017

Business:
·         Silent Reading
·         HOMEWORK:   Read Chapters 23-25 in Things Fall Apart
·         Quiz, WN, Page Tracker, Graphic novel due next Tues and Wed
·         WN - What will be included:
ü  TFA Overview
ü  Intro to Okonkwo and Unoka
ü  Yeats Poem and Predictions
ü  Sayings and Proverbs
ü  Newspaper Article
ü  Inside & Outside the Box
ü  New Challenges 14-16
ü  Diary Entry
ü  Contrasting Cultures 17-18
ü  Changes in Umuofia Ch 20-22
ü  Winners & Losers Ch 23-25
LT: Develop a claim based on themes and character development from the last reading by writing in CCQ-Generalization-T/B comment-Q/B comment. 

DQ:
·         What are the changes you are seeing in Umuofia?  Does this enhance the story?
·         How does Achebe portray missionaries? Mr. Brown? Does this achieve his goals?
·         Has Okonkwo changed?

WN: “Changes in Umuofia” worksheet (if absent, see file #23)

Work on Graphic Novels



Wednesday & Thursday, March 15 & 16, 2017
Business:
·         Silent Reading
·         HOMEWORK:   Read Chapters 20-22 in Things Fall Apart
·         Quiz, WN, Page Tracker, Graphic Novel will be due NEXT WEEK Wednesday & Thursday
·         WN - What will be included:
ü  TFA Overview
ü  Intro to Okonkwo and Unoka
ü  Yeats Poem and Predictions
ü  Sayings and Proverbs
ü  Newspaper Article
ü  Inside & Outside the Box
ü  New Challenges 14-16
ü  Diary Entry
ü  Contrasting Cultures 17-18
ü  Chapter Questions
ü  Changes in Umuofia Ch 20-22
ü  Winners & Losers Ch 23-25
LT: Compare and Contrast cultures represented in TFA.  Understand different conflicts in the novel.

DQ:
·         Discuss positive and negative effect of Western civilization on the Igbo tribe.

WN: “Contrasting Cultures” worksheet (if absent, see file #21)

In your WN, title this: “Chapter Questions” and answer one of these questions in well-developed paragraph including quotes from the book. 

1.      As others counsel restraint, Okonkwo is trying to rally men to battle. Okonkwo says, "If a man comes into my hut and defecates on the floor, what do I do? Do I shut my eyes? No! I take a stick and break his head. That is what a man does." Choose one of these two sides and defend it. (Chapter 18)
2.      Construct an argument from an elder's perspective on how the younger men should fight the influence of the "abominable" religion. (Chapter 19)
Work on Graphic Novels


Monday & Tuesday, March 13 & 14, 2017
Business:
·         Silent Reading
·         HOMEWORK:   Read Chapters 17-19 in Things Fall Apart
·         Term 3 Ends March 17, 2017

LT: Develop the main characters in TFA and understand main plot events

DQ:
·         How do the activities within the culture affect the setting?  Achebe’s goals?
·         Is Okonkwo changing?

WN: “New Challenges Worksheet Ch 14-16” worksheet (if absent, see file #21)

Send this to writersnotebookentry@gmail.com, title this “Diary Entries”, Imagine for a moment that Things Fall Apart is a true story and that the characters involved maintained personal journals. These journals would increase the realism of the story by providing various points of view. Your task is to write 2 separate reaction diary entries. You need to convince me that YOU are the character you have chosen. Write as if you are experiencing the events in the novel first hand. Each diary entry should be one page long, and include a quote from the text.

Ø  Choose a character and write a diary entry as that character experiencing the event from the novel.
Ø  One page per entry
Ø  One quote per entry
Ø  Due TODAY

writersnotebookentry@gmail.com



Thursday & Friday, March 9 & 10, 2017
Business:
·         Silent Reading
·         HOMEWORK:   Read Chapters 14-16 in Things Fall Apart
·         Tardies
·         Term 3 Ends March 17, 2017

LT: Understand plot events and how they are noteworthy about people or themes in the novel.

DQ:
·         How is Okonkwo’s character developing? Does it enhance the story?
·         How does the Igbo judicial system compare with our own?  Do you feel it is just?
·         How does this enhance the story?  Meet Achebe’s goals? 
·         Do you feel we could add any of Achebe’s goals to our list?

WN: To be done in groups and a Chromebook.  Title this: “Chapter 10 Skit”
There is a lot of discussion between the Umuofian villagers and the Egwugwu. There is a sense of festivity and excitement that goes along with mystery surrounding the respected governing body of the tribe. When the Egwugwu hears a case, their decisions are final. Notice that not one-person questions the decisions made by the Egwugwu, they are a body to be respected and feared.

To Share:
Title this:  SKIT GROUP___ PERIOD___
SHARE IT WITH:  writersnotebookentry@gmail.com

Write a scene using the characters from chapter ten with dialog that communicates the excitement and anticipation of the clan.  Include stage directions (faces audience, shakes head, raises hands, etc.), accuracy and dialog, and it should be 1 page minimum

            Things to think about:
Ø  What is the role of the Egwugwu at the hearing?
Ø  What is the purpose of the hearing?
Ø  What does the person called Evil Forest represent?

Chapter 10 Skit Rubric
Stage Directions (x4) – (5 points) Faces Audience, Faces Crowd, Turns to ______, shakes head, raises hands, etc.
Accuracy and Dialog - (5 points) Mgbafo: “Today is a great day.”
Length – 1 page minimum (5 points)
Performance – extra credit (5 points)


Perform Skits



Tuesday & Wednesday, March 7 & 8, 2017
Business:
  • Silent Reading
  • HOMEWORK:   Read Chapters 10-13 in Things Fall Apart
  • Term 3 Ends March 17, 2017

LT: Understand plot events and how they are noteworthy about people or themes in the novel.

WN: “Inside and Outside the Box” Chapters 7-9 Worksheet (if absent, see File# 19)

WN:  1.  “Foreshadowing” Look back at Chapter 1.  How does Achebe let the reader know that something bad is going to happen to Ikemefuna?  What clues in this chapter give the reader foreshadowing hints?  List the hints in your WN.  Did you make any of these predictions on your Yellow Predictions Worksheet?
         
          2.  “Igbo Customs” Make two columns in your WN.  In the left column, list ANY Customs, Beliefs, and Rituals that you find from Chapters 1-9.  In the right column, Answer: What do the customs tell us about the Igbo society? AND Are these similar to our customs, beliefs, or rituals?

DQ’s:
  • How do you feel about the different portrayals of women in Chapter 7?
  • How do you feel Achebe’s goals are being met within the last reading?

Work on Graphic Novels



Friday & Monday, March 3 & 6, 2017
Business:
  • Silent Reading
  • HOMEWORK:   Read Chapters 7-9 in Things Fall Apart
  • Page Tracker is Mandatory – Every 4th Page and Chapter Titles (if absent, See File #15)
  • Term 3 Ends March 17, 2017

LT: Understand sayings and proverbs in literature and how they apply to Achebe’s goals for Things Fall Apart. Apply our understanding of a plot event in a newspaper article describing the basic facts of the event.

A proverb in literature is: a brief, simple and popular saying, or a phrase that gives advice and effectively embodies a commonplace truth based on practical experience or common sense.

Google “Kola Nut” and select images to gain a visual for better understanding of these objects from the novel.

WN: 
Part 1: “Proverbs and Sayings” worksheet. (If absent, See File #18) You may work in groups to discuss meanings and explanations.

Part 2: To be part of your WN, write or type out with a Chromebook, title this: Newspaper Article” – Directions: Write a front-page newspaper article detailing the events leading to Okonkwo beating his wife, Ojiugo.  Include the specifics of the beating itself and the aftermath or the conclusion of the episode, and a headline.  Write the story in the factual, detached, unbiased style commonly used by newspaper reporters.  Your article needs to be detailed enough so that a reader can distinguish what happened.

Ø  The headline should be eye-catching and should sum up the content of the article.
Ø  Concisely give the basic facts: The WHO, WHAT, WHERE, WHEN, WHY, AND HOW. 

DQ’s:
  • How do these chapters help Achebe reach his goals?  Are there specific goals met in these chapters?

Wednesday & Thursday, March 1 & 2 , 2017
Business:
  • Silent Reading
  • HOMEWORK:   Read Chapters 4-6 in Things Fall Apart
  • Page Tracker is Mandatory – Every 4th Page and Chapter Titles (if absent, See File #15)
  • Term 3 Ends March 17, 2017

LT: Understand historical context of Things Fall Apart. Analyze The Second Coming by William Yeats apply it to Things Fall Apart by making predictions about the novel.

Watch: http://www.learner.org/courses/worldlit/things-fall-apart/watch/   (first 11 minutes) as an overview of Things Fall Apart by Chinua Achebe

WN:  “Yeats Poem and Predictions” worksheet (if absent, see File #16)  “Chapter 1: Intro to Okonkwo and Unoka” worksheet (if absent, see File #17)

DQ’s:
  • What are Achebe’s goals regarding Things Fall Apart?
  • Describe Okonkwo. What are his strengths and weaknesses?  How does he compare to Unoka?





Friday & Monday, February 24 & 27, 2017
Business:
·         25 Question Quiz over all of Frankenstein
·         Collage Presentations
·         What should be in your Writer’s Notebook:
1.      Historical Background about Mary Shelley - FILE #4
2.      Close reading Letters and Chapter 1 – FILE #5
3.      Love and Frankenstein – FILE #6
4.      Bioethics and Frankenstein – FILE #7
5.      Justine Moritz and Shelley’s Ghost Story – FILE #8
6.      Frankenstein Themes – FILE #10
7.      Generalizing from the Monster’s Rise and Fall: Chapters 13-16 - FILE #11
8.      Paragraphs and Parts: Chapters 13-16 – FILE #12
9.      WN: Who is the REAL monster?
10.  Close Reading: from 17 & 20 – FILE #13
·         Term 3 Ends March 17, 2017
·         HOMEWORK:   Read Chapters 1-3 in Things Fall Apart

LT: Present theme collages with group collaboration. Reflect on Frankenstein. Begin reading Chapter 1, and understand the context of Things Fall Apart.
DQ’s:
·         What is revealed about Victor’s morality in the final scenes?
·         What is revealed about the monster’s morality in the final scenes?

Ø  Check in Frankenstein, Check out Things Fall Apart– Chapter 1: Intro to Okonkwo and Unoka. Read Chapters 1-3 for NEXT TIME.



Wednesday & Thursday – February 22 & 23, 2017
Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 24 in FRANKENSTEIN
·         Finishing Frankenstein NEXT TIME: Whole book Quiz, Collage DUE, WN DUE, Page Tracker DUE

LT:  Utilize prior knowledge to review and assess our understanding of figurative language.  Understand Irony and Symbols as part of figurative language. Evaluate the latest plot events.

Figurative Language: Finishing up the small unit “Figurative Language” gold worksheet; Irony & Symbols

DQ’s:
·         Evaluate Victor’s handling of his marriage with Elizabeth.
·         Evaluate Victor’s efforts to involve law enforcement.
·         Is Victor’s remorse legitimate?

WN: DUE NEXT TIME
1.      Historical Background about Mary Shelley - FILE #4
2.      Close reading Letters and Chapter 1 – FILE #5
3.      Love and Frankenstein – FILE #6
4.      Bioethics and Frankenstein – FILE #7
5.      Justine Moritz and Shelley’s Ghost Story – FILE #8
6.      Frankenstein Themes – FILE #10
7.      Generalizing from the Monster’s Rise and Fall: Chapters 13-16 - FILE #11
8.      Paragraphs and Parts: Chapters 13-16 – FILE #12
9.      WN: Who is the REAL monster?
10.  Close Reading: from 17 & 20 – FILE #13

Frankenstein Final Project Collage:  25 POINTS TOTAL
In a group of up to four people, create a collage depicting a (one) THEME of your choice from Shelley’s Frankenstein.  Your collage will include (worth 5 points each):
Ø  A quote(s) from the novel to support your theme choice.
Ø  Use of symbols, imagery, or personification as found in the novel.
Ø  Is creative and fills up the entire paper with no empty spaces.  The paper needs to be at least 8.5”x11” in size.
Ø  You may use: hand drawn art, printed art, clippings from magazines or newspapers, and 3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)

Ø  You will write a paragraph that explains your theme and quote(s), symbols, imagery and/or personification, and the artistic choices you chose to include in your collage.  Each person in the group is responsible for an aspect of the collage. During the presentation of your collage, each group member will demonstrate his or her portion to the class.  

Friday & Tuesday – February 17 & 21, 2017
Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 21-23 in FRANKENSTEIN
·         President’s Day

LT:  Utilize prior knowledge to review and assess our understanding of figurative language.  Understand allusions, and hyperbole, as part of figurative language.

Figurative Language: Small unit “Figurative Language” gold worksheet; Allusions and Hyperbole

DQ’s:
·         How is the creature continuing to evolve?  How is he diabolical? 
·         Change of narration again. How does this help the story? 
·         How do threats and blackmail assist the ghost story?

WN:  “Who is the REAL monster?”  Close reading: Chapters 17 & 20. Use generalization in your writing.  (If absent, See file #14).

Frankenstein Final Project Collage:
In a group of up to four people, create a collage depicting a THEME of your choice from Shelley’s Frankenstein.  Your collage will include:
Ø  A quote(s) from the novel to support your theme choice.
Ø  Use of symbols, imagery, or personification as found in the novel.
Ø  Is creative and fills up the entire paper with no empty spaces.  The paper needs to be at least 8.5”x11” in size.
Ø  You may use: hand drawn art, printed art, clippings from magazines or newspapers, and 3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)

Ø  You will write a paragraph that explains your theme and quote(s), symbols, imagery and/or personification, and the artistic choices you chose to include in your collage.  Each person in the group is responsible for an aspect of the collage. During the presentation of your collage, each group member will demonstrate his or her portion to the class.  

Wednesday & Thursday – February 15 & 16, 2017
Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 17-20 in FRANKENSTEIN
·         Yearbook
·         Journalism
·         Parent-Teacher Conferences
·         Quiz today

LT:  Utilize prior knowledge to review and assess our understanding of figurative language.  Understand Imagery, Alliteration, and Personification as part of figurative language. Use generalization in academic writing by using textual evidence to support the claim.

Figurative Language: Small unit. Introduction – “Figurative Language” gold worksheet DO NOT LOSE this definition sheet.  Alliteration and Personification.

DQ’s:
·         How does the story of the De Lacey family strengthen the ghost story?
·         Looking at all of the women in Frankenstein, how do you feel they are depicted considering Shelley’s mother was a progressive feminist and author of  “A Vindication of the Rights of Woman” (Mary Wollstonecraft)
·         How did the books the monster read educate or help him?

“Generalizing from the Monster’s Rise and Fall: Chapters 13-16” and “Paragraphs and Parts: Chapters 13-16”  (If absent, See files #12 & #13)  One important aspect of critical writing is making general claims from specific examples.  These general claims need to be supported with evidence. A common organizational principle in academic writing is the general-specific pattern. These patterns involve a general statement supported by specific examples or details.  Claim, Context, Quote, Generalization, Text-based comment, Quote-based comment

Frankenstein Final Project Collage:
In a group of up to four people, create a collage depicting a THEME of your choice from Shelley’s Frankenstein.  Your collage will include:
Ø  A quote(s) from the novel to support your theme choice.
Ø  Use of symbols, imagery, or personification as found in the novel.
Ø  Is creative and fills up the entire paper with no empty spaces.  The paper needs to be at least 8.5”x11” in size.
Ø  You may use: hand drawn art, printed art, clippings from magazines or newspapers, and 3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)
Ø  You will write a paragraph that explains your theme and quote(s), symbols, imagery and/or personification, and the artistic choices you chose to include in your collage.  Each person in the group is responsible for an aspect of the collage. During the presentation of your collage, each group member will demonstrate his or her portion to the class. 



Monday & Tuesday – February 13 & 14, 2017

Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 13-16 in FRANKENSTEIN
·         Faultine Magazine
·         Yearbook
·         Journalism
·         Parent-Teacher Conferences

LT:  Utilize prior knowledge to review and assess our understanding of figurative language.  Understand Imagery as part of figurative language. Continue our understanding of theme development in Frankenstein.

Figurative Language: Small unit. Introduction – “Figurative Language” gold worksheet DO NOT LOSE this definition sheet, “Show What You Know” white worksheet, and “Imagery-Speak to the Senses” white worksheet (If absent, See files #9, #10, #11)

DQ’s:
·         How does Victor begin to portray himself as a tragic figure?
·         How does he deal with his grief?
·         Creature encounter. Treating life like a sport.
·         What made the creature a fiend?
·         Creature begins his narration. How does his journey begin?
·         Who are the people in the cottage?
·         Creature’s education

“Frankenstein Themes” (If absent, See file #12) A huge theme in Frankenstein is: Nature v. Nurture. 

The “Nature” View: Also known as nativism, supporters of this view believe that certain skills, abilities, and dispositions are hard-wired into the brain at birth.  Supporters believe that heredity plays the biggest role in who we are, and aspects of our personalities like intelligence, morals, and likes/dislikes are within us before we leave the womb.

The “Nurture” View: Also known as tabula rosa (“blank state”), supporters of this view believe that humans acquire almost all behavioral traits from their environments and the other people in those environments.  They believe that people are born without built-in mental content, and knowledge comes from experience and perception; social and emotional behavioral and knowledge are influenced by others.

You may work together or on your own.  Part 1:  Choose four themes that you feel are developed in the last reading assignment.  Write the themes in the blanks.  In the remaining space, write two quotes/passages from the novel that you feel express or support the theme. Part 2:  On the back, give your commentary that explains why the themes are important and how they are developed.
Frankenstein Final Project Collage:
In a group of up to four people, create a collage depicting a THEME of your choice from Shelley’s Frankenstein.  Your collage will include:
Ø  A quote(s) from the novel to support your theme choice.
Ø  Use of symbols, imagery, or personification as found in the novel.
Ø  Is creative and fills up the entire paper with no empty spaces.  The paper needs to be at least 8.5”x11” in size.
Ø  You may use: hand drawn art, printed art, clippings from magazines or newspapers, and 3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)

Ø  You will write a paragraph that explains your theme and quote(s), symbols, imagery and/or personification, and the artistic choices you chose to include in your collage.  Each person in the group is responsible for an aspect of the collage.  During the presentation of your collage, each group member will demonstrate his or her portion to the class.  


Thursday & Friday – February 9 & 10, 2017
Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 9-12 in FRANKENSTEIN
·         Page Tracker is MANDATORY for Frankenstein.  Please complete every forth page AND choose a title for the chapters and letters. (If absent, See File #3)
·         Quiz Today

Counseling Office Visits Today

LT: Evaluate the impact of detailed events in the plot of Shelley’s Frankenstein, and how these details contributed to the tension of the storyChoose four themes and support those themes with quotes/passages.  Give commentary, in CCQC, that explains why the themes are important and how they are developed.

DQ’s:
·         Elizabeth’s Letter – Family news
·         Justine Moritz – who is she?
·         William’s death. How did he die? Who was blamed?
·         Why does Justine confess?
·         Justine’s final advice to Elizabeth

“Justine Moritz and Shelley’s Ghost Story” – worksheet – Complete the front side of this worksheet in your groups.  Evaluate the impact of Justine’s story on the ghost story.  In the outer circle, give the most disturbing or exciting details for each chapter.  Then, in the middle circle, make a claim(s) showing how the disturbing or exciting details contribute to the tension of the story.  Lastly, give an overall claim about how Justine’s story adds to the ghost story, in the center circle.  ON THE BACK, write a letter to Mary Shelley congratulating her on how the contribution of the Justine story made her ghost story more intense, creepy, or upsetting, and give her advice on how it could be improved. DO THIS ON YOUR OWN.  (If absent, See File #8)

Begin Reading Chapter 9 in class


Tuesday & Wednesday – February 7 & 8, 2017
Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 6-8 in FRANKENSTEIN
·         Page Tracker is MANDATORY for Frankenstein.  Please complete every forth page AND choose a title for the chapters and letters. (If absent, See File #3)
·         Quiz Next Time: It will be Multiple Choice over the reading so far.

LT: Understand emerging themes and how they are impacting the characters in Frankenstein. Discuss and understand science/bioethics theme and how it relates today and in Shelley’s Frankenstein.

DQ’s:
  • How did Elizabeth and Victor’s individual personalities complement one another?
·         Who is Henry Clerval?
·         What was the omen?
·         What did Victor plan to create? How did Victor’s experiments change him physically and mentally?
·         What are some physical characteristics of the creature? How did Victor respond to the creature?

“Love and Frankenstein” – worksheet – First, on your own, explain how love and/or the lack of love has affected the lives of each character, and answer the last question.  Then, discuss your findings with your group. (If absent, See File #6)

And complete the following Bioethics worksheet.

“Bioethics and Frankenstein” – worksheet – Complete both sides of the worksheet on your own detailing your opinions.  Once you have completed the worksheet on your own, discuss your opinions with your group. (If absent, See File #7)


Begin Reading Chapter 6 in class

Friday & Monday – February 3 & 6, 2017

Business:
·         Silent Reading
·         HOMEWORK: Read Chapters 2-5 in FRANKENSTEIN
·         Page Tracker is MANDATORY for Frankenstein.  Please complete every forth page AND choose a title for the chapters and letters. (If absent, See File #3)
·         There will be quizzes over the chapters, a final book test, and a final project.

LT: Learn and understand the context in which Frankenstein was written. Utilize close reading to identify words or sentences that are poetic, symbolic, or noteworthy, and summarize the important meanings.

DQ’s:
·         Who is Robert Walton?  What is he searching for?  What is his attitude towards his quest? 
  • In this letter to his sister, what does Walton say he longs for?  Why do you think Walton feels lonely even though he is on board a ship with a full crew?
  • How does Walton respond to the stranger?  Why do you think Walton is attracted to this stranger?
  • Walton has a thirst for knowledge, as the stranger once did.  What details suggest that both are willing to make sacrifices in the search for knowledge?  Do they seem unusual in this respect?  Why?
·         Chapter 1 – Family history; Father’s feelings, treatment of mother. Italy. Death.

Introduction to the history of Mary Shelley and background information on Frankenstein - PowerPoint

(Watch this if absent; we viewed a PowerPoint in class)

Historical Background about Mary Shelley – worksheet – In your groups, read out loud page 1.  Then, complete the 5 questions.  Once you have completed your 5 questions, turn the page over, and complete page 2 individually. (If absent, See File #4)

“Close reading Letters and Chapter 1” – worksheet – On your own, read the passages and identify words or sentences that are poetic, symbolic, or noteworthy.  Add important summary in the margins.  Once you have completed the worksheet on your own, discuss your findings with your group. (If absent, See File #5)




Wednesday & Thursday – February 1 & 2, 2017
Business:
  • 25 Question Quiz over all of F451 (35 min.)
  • Poster Presentations (35 min.)
  • What should be in your Writer’s Notebook:
ü  Utopia/Dystopia worksheet
ü  “Are you happy?” Clarisse’s question answered by you in a paragraph
ü  BOLO worksheet on compound adjectives
ü  Banned Book Summary – Summary of your banned book; if you were absent, find a banned book and in a paragraph write: a short introduction to your book (title, author, short summary), when it was banned, who banned it, and do you agree with the reasons why it was banned or challenged
ü  Couple’s Therapy Skit – Have all or your part of the skit.  Can print it out.
ü  Beatty’s History Lesson – Analyze two quotes from Beatty and explain why they are shocking to you (see worksheet if you were absent)
ü  Plato’s Cave Allegory worksheet – Numbers 1-6


  • HOMEWORK:
Ø  Read pgs 1-18 (Chapter 1) in   FRANKENSTEIN

LT: Present theme posters with group collaboration. Reflect on F451.

DQ’s: (10 min or less)
  • Montag – fluid to change perspiration, dead, Ecclesiastes, about Mildred
  • Granger
  • War
  • Final thoughts about the book?

v  Check in F451, Check out Frankenstein – Brief introduction to Mary Shelley, Read the Letters and chapter 1 (pgs 1-18) for NEXT TIME.

*Pagetracker with reading schedule for Frankenstein (see file #3).


Monday & Tuesday – January 30 & 31, 2017
Business:
  • Silent reading
  • 25 Question Quiz over all of F451 NEXT TIME
  • Poster Presentations NEXT TIME
  • What should be in your Writer’s Notebook – DUE NEXT TIME:
ü  Utopia/Dystopia worksheet
ü  “Are you happy?” Clarisse’s question answered by you in a paragraph
ü  BOLO worksheet on compound adjectives
ü  Banned Book Summary – Summary of your banned book; if you were absent, find a banned book and in a paragraph write: a short introduction to your book (title, author, short summary), when it was banned, who banned it, and do you agree with the reasons why it was banned or challenged
ü  Couple’s Therapy Skit – Have all or your part of the skit.  Can print it out.
ü  Beatty’s History Lesson – Analyze two quotes from Beatty and explain why they are shocking to you (see worksheet if you were absent)
ü  Plato’s Cave Allegory worksheet – Numbers 1-6

HOMEWORK:
Ø  Read pgs 139-165 in F451

Sentence Parts Packet: We finished Practice Sentences #4

LT: Write a well-developed analytical paragraph describing to what degree Montag becomes or does not become heroic. You will be able to self-grade your paragraph using a rubric. 

Discussion Prompts:  Take out a blank piece of paper and write down the developments of these characters from the reading.  Then, discuss them in your groups.
  • Montag
  • Mildred
  • Beatty
  • Mechanical Hound
  • Faber

Writing Assessment: Montag’s Heroism (see file #2) 

Ø  Meet in Theme Groups. Work on posters.

 Thursday & Friday – January 26 & 27, 2017
Business:
·         Silent reading
·         What should be in your Writer’s Notebook so far:
ü  Utopia/Dystopia worksheet
ü  “Are you happy?” Clarisse’s question answered by you in a paragraph
ü  BOLO worksheet on compound adjectives
ü  Banned Book Summary – Summary of your banned book; if you were absent, find a banned book and in a paragraph write: a short introduction to your book (title, author, short summary), when it was banned, who banned it, and do you agree with the reasons why it was banned or challenged
ü  Beatty’s History Lesson – Analyze two quotes from Beatty and explain why they are shocking to you
ü  Plato’s Cave Allegory worksheet
HOMEWORK:
Ø  Read pgs 113-139 in F451
Ø  Look for evidence of your theme

Sentence Parts Packet: We marked everything in the next five sentences of Practice Sentences #4.

LT: Write a well-developed analytical paragraph of the scene on pages 93-101 in F451, and give personal opinions about what is right or wrong with this society.

DQ’s: 
·         Montag: How is he feeling about himself?
·         Quote: “Those who don’t build must burn. It’s as old as history and juvenile delinquents.” Thoughts about this quote.
·         Quote: “If you hide your ignorance, no one will hit you and you’ll never learn.”  What does this mean?
·         Mildred and friends: Fidgety when the walls are turned off. Have you ever felt fidgety when you have been forced to function without technology?

Worksheet -What is right or wrong with society in F451? – (see file #25)  Directions:  In a well-developed paragraph answer this question: What does the scene on pages 93-101, illustrate about what is right or wrong with the society in F451? Complete this individually.

Meet in Theme Groups. Discuss your theme thus far in the novel and work on posters.

Tuesday & Wednesday – January 24 & 25, 2017
Business:
  • What should be in your Writer’s Notebook so far:
ü  Utopia/Dystopia worksheet
ü  “Are you happy?” Clarisse’s question answered by you in a paragraph
ü  BOLO worksheet on compound adjectives
ü  Banned Book Summary – Summary of your banned book; if you were absent, find a banned book and in a paragraph write: a short introduction to your book (title, author, short summary), when it was banned, who banned it, and do you agree with the reasons why it was banned or challenged
ü  Beatty’s History Lesson – Analyze two quotes from Beatty and explain why they are shocking to you

  • Final Project Rubric for the Theme Posters (see file #23)– Assign themes for new students make sure you are in a theme group.  Themes are:
    1. The Search for Happiness
    2. Alienation
    3. Censorship and the Power of Books
    4. Role of Science and Technology
    5. Materialism
    6. Conformity
    7. Dysfunctional Family
    8. Effects of Mass Media

  • HOMEWORK:
Ø  Read pgs 91-110 in F451
Ø  Look for evidence of your theme

Sentence Parts Packet: We marked everything in the first five sentences of Practice Sentences #4.

LT:  Evaluate Plato’s Cave Allegory and compare it to the characters, plot, and themes in F451.  Use time productively in theme groups.

DQ’s: 
  • Montag: How does he answer Mildred when she asks why she should read? What does this scene say about them? More about him? Why does he believe his country is hated so much?
  • Mildred: What about her reaction about reading? What else about her?
  • Faber: Who is he? Is he a coward?
  • How can books help Montag’s countrymen relate to people of other countries?
  • Anything else about this section of reading?

Plato’s Cave Allegory worksheet (see file #24). Montag’s rant on page 74, “Maybe the books can get us half out of the cave.  They just might stop us from making the same insane mistakes!”  


Directions:  Read Plato, The Allegory of the Cave and complete the worksheet by summarizing in your own words the highlights of the most important idea. Consider these aspects:
  • Light & darkness
  • Sight & understanding
  • Pain
  • Misunderstanding & persecution
  • Institutional & individual learning 
Meet in Theme Groups. Discuss your theme thus far in the novel and make preparations for your final project.



Friday & Monday – January 20 & 23, 2017

Business:
  • Silent reading
  • HOMEWORK:
Ø  Read pgs 71-91 in F451
Ø  Look for evidence of your theme

Sentence Parts Packet:
  • We marked the rest of everything in Practice Sentences #3.

DQ’s:
  • Montag – Thoughts about his evolving character. What is happening to him?
  • Mildred – What is her response to the old woman’s death?  Why do you think she reacted this way? What was she doing during Beatty’s visit?
  • Beatty – Minorities and controversy. How do they eliminate controversy? What about his history lesson? What else about him?
  • What else is standing out to you about today’s reading?

WN: Beatty’s History Lesson - Take out your WN and analyze two shocking quotes from Beatty on pages 54-59.  Analyze the quotes and Explain why these quotes were shocking to you.

LT: Evaluate Guy and Mildred’s relationship and give them marriage-counseling advice in the form of a therapy session (characterization). Use time productively in theme groups.


Couples therapy – Take out your WN and take notes as you are watching the video about a couple’s therapy session.  What did you notice about the questions that were being asked by the therapist?  How about the answers by each person?

  • Directions for “Couple’s Therapy Skit”– Based on what you know about Mildred and Montag’s marriage, write a script for a Couple’s Therapy Session.  The participants are: Therapist, Guy Montag, & Mildred Montag
1.      Think of questions that would be asked of Guy and Mildred in this setting.
2.      Think of Guy’s and Mildred’s answers.
3.      Perform your script. (The performance is not mandatory, but can make up discussion points, if need be.)


Ø  Meet in Theme Groups. Discuss your theme thus far in the novel and make preparations for your final project. 

Wednesday-Thursday—January 18-19, 2017
Business:
·         Silent reading
·         HOMEWORK:
Ø  Read pgs 42-68 in F451
Ø  Look for evidence of your theme

Sentence Parts Packet:
·         We continued working on classifying verbs and identifying all parts of the sentence in the sentence parts packet.

DQ’s:
·         Montag – How is his character developing? Is he changing?
·         Clarisse – She says she is abnormal. Is she?
·         Mechanical Hound – What is it? Thoughts?
Check this out: https://www.wired.com/2013/10/wildcat/  Bradbury prediction?
·         Captain Beatty – Tower of Babel. Do you like him?
·         Old woman – Thoughts about her. Why did she kill herself?

LT: Evaluate, research, and summarize a banned book and present findings to the class.

o   Central theme in F451 (list on firehouse wall): Book Banning. Look at history of book banning and understand why it happens. 

Directions:  With a Chromebook, research your group’s book and determine why your book was challenged or banned using the four most common guidelines listed below. 

In your Writer’s Notebook, write a short summary, which your group will present to the class. 

Your summary should include:
ü  short introduction to the book
ü  why your book was banned or challenged
ü  when it was banned
ü  by whom
ü   include your group’s opinion on your findings – Are you surprised at what you’ve found? Do you agree with it?

Four Most Common Book Banning Objection Guidelines:
1.      Profanity - Books are often challenged for the language they contain, even though profanity is often used in literature to convey social or historical context, local dialect or simply to better depict reactions to real-life situations.  
2.      Sex - Parents and school boards deem certain sexual passages inappropriate for young people, and/or the frank discussion and focus on gay/lesbian issues.
3.      Violence - Objections to violent content are often based on the idea that these works trivialize violence or desensitize readers to its effects.  
4.      Religion - Religious grounds have long been cited as reasons for censoring books.  Reading translations of the Bible was once forbidden.  Today, parents and ministers often object to works, which discuss topics such as sex, evolution, or witchcraft or occult themes.

Meet in theme groups if time allows.

Thursday-Friday—January 12-13, 2017
Business:
  • BE SURE TO TURN IN THE DISCUSSION MAKE-UP FORM BY TOMORROW
  • End of term 2
  • HOMEWORK:
·         Read pgs 21-42 in F451
·         Look for evidence of your theme
LT: Define and discuss themes within F451 and how they influence the plot. Understand and give examples of compound adjectives. Analyze a quote and apply it to yourself.
DQ’s:
  • Guy Montag
  • Clarisse
  • Mildred
  • How do these characters combine to create themes in the book?
WN: Are You Happy?
  • On page 10, Clarisse asks Montag if he is happy, and runs away.  Think about this and answer:  Are you happy? Why or Why not?
Theme Groups:  Final Poster Project & Presentation:
  • Presentation is 5 minutes long
  • Include definition of theme
  • How your theme influenced the course of the plot (use quotes as evidence)
  • Post/Draw pictures of other works (ie: other books, stories, movies, songs) that used the same theme
F451 Theme Assignments for Final Project Posters:
  1. The Search for Happiness
  2. Alienation
  3. Censorship and the Power of Books
  4. Role of Science and Technology
  5. Materialism
  6. Conformity
  7. Dysfunctional Family
  8. Effects of Mass Media
Grammar Lesson and Sentence Packets:


Tuesday-Wednesday—January 10-11, 2017
Business:
  • Discussion score make-up ends Friday.
  • Odyssey Writer’s Notebooks turned in today.

Odyssey Writer’s Notebooks turned in:
  1. Introduction to Classical Mythology
  2. A World’s Book
  3. WN: The Greek Miracle (graphic organizer)
  4. CC__C Chapters 5-6
  5. Events, Greek Ways and Big Thoughts: Chapters 7-8
  6. Inside and Outside the Bog: Chapters 9-12
  7. Odysseus and Athena: Chapter 13

Quiz on The Odyssey
Odyssey books checked in and Fahrenheit 451 books checked out.

LT: Define and discuss the differences between Utopia and Dystopia in literature and society.  Introduction to F451 theme assignment and short discussion.

DQ’s:
  • Ideas about utopia/dystopia: Will they work? What happens when they fail? Repressive social control?  Why are dystopias popular in recent literature?

  • For utopia
  • For dystopia


F451 Theme Assignments for Final Project Posters:
  1. The Search for Happiness
  2. Alienation
  3. Censorship and the Power of Books
  4. Role of Science and Technology
  5. Materialism
  6. Conformity
  7. Dysfunctional Family
  8. Effects of Mass Media
Friday & Monday—January 6 & 9, 2017
Business:
  • Odyssey Writer’s Notebook due next time.
  • Quiz on The Odyssey next time.
 Odyssey Writer’s Notebook:
  1. Introduction to Classical Mythology
  2. A World’s Book
  3. WN: The Greek Miracle (graphic organizer)
  4. CC__C Chapters 5-6
  5. Events, Greek Ways and Big Thoughts: Chapters 7-8
  6. Inside and Outside the Bog: Chapters 9-12
  7. Odysseus and Athena: Chapter 13
Odyssey Skits Performed
Graded on:
  • Presentation
    • Smoothness
    • Length (5 minutes)
  • Knowledgeable detail
  • 10 terms
  • 3 similes
Wednesday-Thursday—January 4-5, 2017
Business:
  • Today is the last prep day for skits; you will perform them next time.
  • Writer’s Notebooks are due next time.
  • Read chapter 21 & 23, and the summaries for all skipped chapters, for next time.
  • Quiz on The Odyssey next time.
Odyssey Writer’s Notebook:
  1. Introduction to Classical Mythology
  2. A World’s Book
  3. WN: The Greek Miracle (graphic organizer)
  4. CC__C Chapters 5-6
  5. Events, Greek Ways and Big Thoughts: Chapters 7-8
  6. Inside and Outside the Bog: Chapters 9-12
  7. Odysseus and Athena: Chapter 13
DQ: What is clarified about the relationship between Odysseus and Athena in chapter 13?


13:
  • The Trip Home
    • Loading up/preparing for the trip home
    • The trip home
    • Arriving at Ithaca
    • Odysseus wakes up
  • Poseidon Protests
  • Odysseus and Athena
    • Odysseus talks to a young shepherd
    • The young shepherd’s identity transforms
    • Odysseus and Athena talk
    • Odysseus and Athena deal with the treasure
    • Odysseus and Athena talk about the suitors
Skit Prep
  • Include 10 terms from Mythology Becomes Language.
  • Include 3 similes, similar to the ones in The Odyssey, that you create.
    • Make them elaborate, the way Homer does.

Friday & Tuesday—December 16, 2016 & January 3, 2007
Business:
  • Merry Christmas!
DQs:
  • Consider further Success and Morality in the following stories:

11
  • The Land of the Dead
    • Elpenor
    • Teiresias
    • Anticleia
    • The women
  • Odysseus pauses…
  • The Land of the Dead continues
    • Agamemnon
    • Achilles
    • Ajax
    • Others
12
  • The Syrens
  • Scylla
  • Charybdis
  • The Kine of the Sun
Inside and Outside the Box: Chapters 9-12
  • Today we did the back side (chapters 11-12)
Time to work on skits.

Wednesday-Thursday—December 14-15, 2016
Business:
·         Pagetrackers and Monte Cristo books due today.
·         Golden Apple nominations for periods 2 & 4

Sentence Parts
Add this information to page #4, bottom left, of your Sentence Parts packet.
Linking Verbs
Be Verbs
Sense Verbs
G.R.A.B.S
Be
Been
Being
Is
Am
Are
Was
Were
Look
Smell
Taste
Feel
Sound

Grow
Remain
Appear
Become
Seem


Helping Verbs
Be
Been
Being
Is
Am
Are
Was
Were
Do
Does
Did

Have
Has
Had

Will
Would

Can
Could

Shall
Should

May
Might
Must


DQs:
·         Using the stories in chapters 9-10, comment on the following:
o   What is success for Odysseus and his men?
o   How is success achieved or lost?
o   Describe the moral code displayed by Odysseus and his men.


Odysseus Group Skit
Create a 5 minutes skit the presents all of the major episodes in chapters 9-12.
·         Call a document: Period 2, Odyssey Skit, Group 1
·         Share to: turninmyessay@gmail.com

Odyssey Skits Assigned
  • Focus on key scenes or parts of scenes.
  • You must use a typed script. Print out a copy to give to turn in just before presenting your skit.
  • Your skit must demonstrate a clear understanding of what you are presenting.
  • Use props, clothing, etc.
  • Involve everyone in your group.
  • 4-5 minutes presentation time—no less!
Skit Prep:
  • Practice your skit.
  • You will be graded on:
    • Smoothness of presentation.
    • Knowledge of scene conveyed.
    • Meaningful interpretation conveyed.
    • Entertainment factor.
Monday-Tuesday—December 12-13, 2016
Business:
  • Collecting Pagetrackers for Monte Cristo during reading time.
  • Essays are graded . . .
  • Pagetrackers for The Odyssey are optional.
    • They won’t be scored.
    • You may use them on the quiz.
Sentence Parts packet
  • Mark prepositional phrases in practice sentence #3.
Mythology Becomes Language
  • Starting on page 205 of Heroes, Gods, and Monsters . . . there are terms from mythology. We started familiarizing ourselves with them. We will continue to learn these terms.
LT: Understand and articulate major tenets of Greek culture from chapters 7-8.

DQs:
  • Based on Odysseus’ reception in Phaeacia, what appears to be the defining trait of the Phaeacians?
  • What does Odysseus’ visit with the Phaeacians demonstrate about what Greeks value most?





Thursday-Friday—December 8-9, 2016
Business:
  • Turn in Monte Cristo and Pagetracker.
  • Anonymous sub for Santa donations

Survey for Journalism
  • Go to suthys10honorsenglish.blogspot.com and click on the link under Journalism Election Survey at the top of the blog.
Impact of Greek Mythology
  • Use your “Life” file
    • Catchy title
    • Intro with Claim—Bold your claim
    • Intelligent Paragraphing—Bold your sub-claims
      • Info. & quotes from
        • Intro to Classical Mythology
        • A World’s Book
        • The Odyssey
Kahoot—Chapters 5-6

Tuesday-Wednesday—December 6-7, 2016
Business:
  • Reading Heroes, Gods and Monsters. For the next several days, you will read the first 50 pages of this book in class as a foundation for reading The Odyssey.
  • Turn in The Count of Monte Cristo and Pagetrackers.

LT: Begin to identify the major building blocks of Greek Mythology.

Sentence Parts Packet: Finish marking the prepositions in practice sentences #2.

DQs:

  • The Count of Monte Cristo: What are the major differences between the book and the movie?
    • What do the differences say about our culture?
  • Explain the “Greek Miracle”.
  • Describe major cultural and literary aspects of The Odyssey.

WN: Greek Mythology


Do a graphic organizer in which you develop the idea of the nature of Greek Mythology and its impact on the world, based on the two articles we have read. Here are a couple of possible models. 















Friday & Monday—December 2 & 5, 2016
Business:
  • I won’t be available during collaboration this Monday.
  • Sub for Santa collections
  • Read “Heroes, Gods and Monsters . . .” during the reading time until you’ve read the first 52 pages.

LT: Compare and contrast the movie and book versions of The Count of Monte Cristo.

  • We read the summaries for books 1-4.

Read Chapter 5 in The Odyssey for next time.

  • We filled this out while watching the movie of The Count of Monte Cristo.



Monday-Tuesday—November 28-29, 2016
  • Read and annotate for next time.
  •         No reading assigned, yet.

Copies of The Odyssey checked out.
  •        This is an in-class essay done today and next time.



Monday-Tuesday—November 21-22
Sentence Parts Packet—ten minute lesson today.

·         Do one of these (one half of one side) for next time.
·         Do one of these (one half of one side) for next time.

DQs: Elaborate on the following events and their importance.

68
·         The Count and Max depart
·         The Count and Max at Marseilles
69
·         The Count visits the Chateau D’If
·         The Count and Max finalized their plan
70
·         Danglars in Rome
71
·         Danglars pays for his food
72
·         Danglars pays for his drink
·         The Count settles with Danglars
73
·         Max comes to the end of the road
·         The Count finds his peace



Thursday-Friday—November 17-18, 2016
Business:
  • Quiz on last half of The Count of Monte Cristo will be Monday and Tuesday.
  • Clarify the plan for Dramatic Reading and Commentary

Sentence Parts Packet—ten minute lesson today.

DQs: Elaborate on the following events and their importance.

61
  • Danglars engages in a couple transactions
62
  • Valentine’s funeral
  • The Count saves Max
63
  • Lucien Debray and Madame Danglars settle their affairs
  • Albert and Mercedes form a plan
64
  • Andrea visited in the Lion’s Den
65
  • Villefort gives his wife an ultimatum
66
  • Andrea testifies at the trial
67
  • Villefort mad

We read chapters 66-67 in groups.

Characters as Symbols or Archetypes  Do this for two characters featured in chapters 61-67. (Danglars, Maximilien, Debray, Madame Danglars, Andrea, Villefort, Madame Villefort, Mercedes)

archetype: a very typical example of a certain person or thing.

Many of Dumas’ characters are so distinct in the personalities they display that we can say they are symbols or archetypes—representations of ideas or types of people.
Example: Luigi Vampa is an archetype of the ruthless, but cultured bandit.



Tuesday-Wednesday—November 15-16, 2016
Business:
·         Quiz on last half of The Count of Monte Cristo will be Monday and Tuesday.

DQs: Elaborate on the following events and their importance.

54
·         How everyone is doing after the cancelled duel (Emmanuel, Max, Haydee, The Count)
·         Count Morcerf confronts The Count
55
·         Valentine falls ill during Max’s visit
·         Max takes The Count up on his offer to help
·         Nortier’s involvement
·         A priest moves next door to Villefort
56
·         Eugenie Danglars’ wedding
57
·         Eugenie and Louise
58
·         Andrea’s flight
59
·         Valentine has visitors at night
·         The Count intervenes
60
·         Valentine’s status changes
·         The Count out-maneuvers Madame de Villefort
·         Villefort makes a request

The counselling office took most of the time, today.



Wednesday-Thursday—November 9-10, 2016
Business:
  • We will start into the Sentence Parts Packet today.  
  • Quiz today on the first half of the book.
  • Writer’s Notebooks due:
    1. Statements That Matter: Chapters 1-9
    2. WN: Highs within Lows—1 page Reflection
    3. Dantes’ Journey: Chapters 10-15
    4. Guilt Trips and Honor: Chapters 16-20
    5. Review and Reflection: Chapters 20-24
    6. The Count, Villefort and Human Nature: Chapter 26
    7. Think Inside and Outside the Box: Chapters 32-41

DQs: Describe, using a quote, key events surrounding he following:

42
  • Noirtier shares his secret
43
  • Franz chastises Villefort
  • Danglars postpones the marriage
44
  • Valentine will keep her promise to Max
  • Barrio dies
  • The doc accuses
45
  • Caderousse wants more money from Benedetto
  • Benedetto gives Caderousse details of The Count’s house
46
  • Note to The Count with a warning
  • The Count and Ali go alone
  • Abbe Busoni appears
  • Reasoning with Caderousse
  • Caderousse does a violent thing
  • Caderousse attacked
  • The Count reasons with Caderousse
  • Caderousse in his dying breath

Quiz on chapters 1-41




Monday-Tuesday—November 7-8, 2016
Business:
  • Printing off the Sentence Parts Packet . . .
  • Pass back “Guilt Trips…” to odd classes
  • Pagetracker check next time.
  • Be ready for a text next time on the first half of the book.
  • Writer’s Notebooks due next time:
    1. Statements That Matter: Chapters 1-9
    2. WN: Highs within Lows—1 page Reflection
    3. Dantes’ Journey: Chapters 10-15
    4. Guilt Trips and Honor: Chapters 16-20
    5. Review and Reflection: Chapters 20-24
    6. The Count, Villefort and Human Nature: Chapter 26
    7. Think Inside and Outside the Box: Chapters 32-41
LT: Identify key themes in developing events.

DQs: Explain the significance of these moments:
·         Noirtier Makes His Will
·         The Dinner Party at Autueil
·         Baron Danglars Puts His Foot Down
·         Former Lovers Face the Past
·         Maximilien and Valentine Make Plans
·         Noirtier Guides the Two Lovers


Thursday-Friday—November 3-5, 2016
Business:
  • Printing off the Sentence Parts Packet from my blog—have them for next time!
  • Pass back “Guilt Trips…” to odd classes
 LT: Write with cohesion to define what we learn about The Count and Villefort from their conversation.

DQs:
Describe The Count’s first meeting with
…Mercedes (back in ch. 24)
…with The Count of Morcerf.
…with Danglars.
…with Villefort.
…with the Morrel family.
Who are Barolomeo Cavalcanti and Andrea Cavalcanti?
Who’s Haydee?
What’s up with Madame de Villefort?
How’s Albert’s marriage plans?


Kahoot Quiz: Chapters 25-31


Tuesday-Wednesday—November 1-2, 2016
Business:
·         By next time, go to my blog, find Sentence Parts Packet at the top, and print it off by.

LT: Write with cohesion to define what we learn about the Count from his views on execution.

Writing Introductions with Cohesion. To write with cohesion is to write so that each sentence is connected and related to the one before and after it. To not write with cohesion is to right sentences that are not always clearly related to each other.

Sometimes students write introductions that incorporate the elements below, but do not have cohesion—the sentences are disjointed and it reads like the introduction is pieced together to fit a rubric without the natural flow.

Elements of an Introduction
·         Begin with an attention-getting start
·         Work logically and cohesively toward your claim.
·         End the paragraph with your claim.

Practice writing an introduction with cohesion in your groups:
·         Create a file called, “Period 2, group #1, Flow” and share it with each other and with: turninmyessay@gmail.com
·         Choose one of the numbered events on “Review and Reflection” and determine a claim you can make about the story or about Dantes’ journey based that event.
·         Write an introduction that follows the formula above, and that has cohesion.





Friday & Monday—October 28 & 31, 2016

LT: Identify themes related to Dantes’ phases of questioning and intervention with Caderousse and Morrel.

DQs:
Using quotes from the book, provide updates on the following folks:
  • Caderousse
  • Dantes’ father
  • Morrel
  • Danglars
  • Fernand
  • Mercedes
  • Villefort
Identify the following:

  •        The red silk purse
  •          The priest
  •          The head clerk for Thomson and French
  •          Albert
  •          Franz
  •          Sinbad the sailor
  •          Maximilien Morrel

What is the significance of the following?
  • 287,500 francs
  • The crew of the Pharoan
  • Blood washes away dishonor

Evaluate Caderousse’s and Morrel’s morality.


Wednesday-Thursday—October 25-26, 2016
Business:
  • Grades for term 1 are wrapped up, barring any extenuating circumstances.
LT:
  • Define the journey Dantes has completed at the end of his prison sentence and the start of his wealth and influence.
DQs:
  1. Who is Abbe Faria and what does he add to Dantes’ story?
  2. What dimensions of Dante have we seen thus far?
  3. What are the most prominent themes at this point?

WN: Highs within Lows—1 page article/reflection
Highs and lows are relative—they depend on precedent, circumstances, attitude, etc. 

Question: How is it that in “low” conditions people can experience “highs”? Write a one page article/reflection that gives your answer to this question.
  • Comment on Dantes’ and Faria’s experiences in the Chateau D’If (the prison).
  • Comment on the “BYU-coach-led inmates”.
  • Comment on your own experiences/observations.
In your groups:
First, discuss this question as it relates to Dantes and Faria.
Second, read the Tribune article together in your group and discuss how it might help answer the question.
Third, write your article in your writer’s notebook.
*Come up with a Headline and Sub-headline—just like the Salt Lake Tribune article.


Tuesday & Tuesday—October 18 & 25, 2016
Business:
  • Writer’s notebooks passed back.
  • All discussion make-up for 1st term is due today.
  • About watching the movie…
LT:
  • Get a handle on characters, themes, and writing style in The Count of Monte Cristo.
DQs:
  1. Recap the action so far.
  2. Who are the good guys? Who are the bad guys?
  3. What are the big themes so far?
  4. Describe Dumas’s writing style. Find examples.

Friday & Monday—October 16-17, 2016
Business:
  • The Idea Building for Silas and Godfrey that you did on your “Life” file is being scored now—out of 10.
  • Your Julius Caesar leadership essay on your “Life” file is also being scored now—out of 15.
  • Lard Cake extra credit will be added to your Silas writer’s notebook score.
  • Quiz on Silas Marner today.
  • Pagetrackers due today.
  • Writer’s Notebook for Silas Marner due today; it includes:
    1. WN: Evaluating Godfrey
    2. Close Reading: From Chapter 2
    3. Three Conversations—and the art of communication
    4. Evaluating Nancy
    5. Targeting Silas, Eppie and Godfrey: Chapters 13-15
    6. Character Impact Chart: Eppie’s Coming to Silas

Copies of The Count of Monte Cristo handed out





Wednesday-Thursday—October 12-13, 2016
Business:
  • I want the chapter 18 & 19 readers theaters back!
  • Lard-cakes . . . ?
  • Be on top of discussion make-up.
  • Test next time.
  • Pagetrackers due.
  • Writer’s Notebook for Silas Marner due next time; it includes:
    1. WN: Evaluating Godfrey
    2. Close Reading: From Chapter 2
    3. Three Conversations—and the art of communication
    4. Evaluating Nancy
    5. Targeting Silas, Eppie and Godfrey: Chapters 13-15
    6. Character Impact Chart: Eppie’s Coming to Silas
 LT: Formulate complex claims about key characters based on relevant details from chapters 16-17.

DQ’s:
  1. Evaluate Silas’s growth since he found Eppie.
  2. Evaluate Godfrey’s growth since Silas found Eppie.
  3. How about Nancy?
  4. Are Silas’s conflicts with the past resolved?
  5. How does being a father change Silas?
  6. Describe the quality of Godfrey and Nancy’s marriage.
 Reader’s Theater for chapters 18-19
·         If you were absent, just read it in the book.


Monday-Tuesday—October 10-11, 2016
Business:
  • Retakes and make-up work today.
LTs:
  • Define the change described in Silas on page 93.
  • Determine, using textual evidence, who would be the better father for Eppie—Godfrey or Silas.
 DQ: The Change in Silas
  • Pages 92-93: What change is taking place, here for Silas?
 DQ: Better Father?
  • Who do you think would make the better father for the baby—Godfrey or Silas?

Movie clip from A Simple Twist of Fate

Thursday-Friday—October 6-7, 2016

Business:
·         Retakes and make-up work.
·         Lard-cakes . . . ?
·         New ways of scoring discussions.
·         Need chapter reader’s theater of 13 back, okay?

DQs:
  1. Who is Nancy Lammeter?
  2. How would you define Godfrey and Nancy’s relationship?
  3. What changes occur in Silas at the arrival of the baby?


  • You can read this reader's theater version of chapter 13 or just read chapter 13 out of the book. 


Tuesday-Wednesday—October 3-4, 2016
Business:
  • October video announcement
  • Collect pagetrackers and Julius Caesar books…

Follow-up on claims about Silas and Godfrey
  • Will Silas be socially normal?
  • Godfrey as a business or campaign manager?

DQs:
  • Critique the three conversations that occurred in chapters 9-10 in terms of how well they went.
    • Was there good sharing and listening?
    • Did people understand each other?

Power Reading (last 15 minutes)

  • Chapters 11-12
    • Previewing Nancy
    • Nancy and Godfrey


Friday & Monday—September 30 & October 3, 2016
Business:
  • Turn in Pagetrackers for Julius Caesar.
  • Check in Julius Caesar books.
LT: Formulate complex claims based on relevant details.
DQs:
  • Most interesting events/quotes from the reading…
  • New insights into Silas? Godfrey? 
The following will be found on your “Life” file. Do it there.

Close Reading/Idea-building—Silas and Godfrey
  • Do this on two full pages in your writer’s notebook—a left page and right page spread.
Silas (left page): Claim should answer this question:
Based in these passages, what do you think Silas’s chances are of being socially “normal” in the future?
  • Paraphrase 12 statements from the book from pages 46-47 for your evidence.
Evidence (12)
Sub-claims (3)
Claim (1)














Godfrey (right page): Claim should answer this question:
Based on these passages, why would you like or not like Godfrey Cass to manage your business or your campaign for elected office?
  • Paraphrase 10 statements from the book from pages 53-55 for your evidence.
Evidence (10)
Sub-claims (3)
Claim (1)














Wednesday & Thursday—September 28-29, 2016
Business:
  • Turn in Pagetrackers for Julius Caesar.
  • Check in Julius Caesar books.

Essay Group & Self Evaluation
  • Done on Google Drive

LT: Evaluate complex characters.

DQs:
  • Who is Godfrey Cass?
  • Describe the relationship between Godfrey and Dunstan.

WN: Evaluating Godfrey
  • For Godfrey Cass, complete an idea-build as represented below. Do this on a full page of your writer’s notebook.

Concrete Details
Sub-claims (2)
Complex Claim
Strengths (4)










1.




2.

Weaknesses (4)










1.




2.


 Example:

Concrete Details
Sub-claims (2)
Complex Claim
Strengths (4)

*Silas works long days.
*Silas tells the truth about healing.
*Silas doesn’t seek revenge.
*Silas doesn’t ask anything from his neighbors.
1. Silas is disciplined and hard-working.

2. Silas is low-maintenance.









Silas is needlessly squandering his great potential for no good reason.


Weaknesses (4)
*Silas doesn’t extend himself toward his neighbors.
*Silas’s weaves and hoards all his time away.
*Silas never reads or feeds his mind with anything.
*Silas believes casting lots is God’s way of telling his will.

1. Silas does not put any effort into improving himself.

2. Silas is simple-minded about complex things.

Clip from Silas Marner video

  Monday-Tuesday—September 26-27, 2016
Business
  • New seating chart
  • PSAT/NMSQT announcement
  • Pass back writer’s notebooks…
LT: Identify and analyze major themes in chapters 1-2.

DQ:
  • Who is Silas Marner?
Romeo talking to the apothecary who is selling him poison:
There is thy gold, worse poison to men's souls,
Doing more murders in this loathsome world,
Than these poor compounds that thou mayst not sell.
I sell thee poison; thou hast sold me none.
                  Shakespeare, from Romeo & Juliet
  • Is gold good for Silas, or is it poison?
Preview of Chapters 3-4:
Chapter 3:
  • Squire Cass introduced.
  • Dunstan and Godfrey Cass introduced.
  • Godfrey and Dunstan argue over money
    • Godfrey is secretly married to Molly Farren.
    • Godfrey needs/wants Miss Nancy Lammeter.
Chapter 4:
  • Dunstan sells Wildfire for Godfrey.
  • Dunstan gets Wildfire pierced.
  • Walking home in the mists.
  • Stops at Silas’s house.
  • Big thing happens… 

Thursday-Friday—September 22-23, 2016
Business
  • Finishing the essay in class today.
  • Starting Silas Marner.

Silas Marner Preview:
  • The setting: Early 19th century; fictional English village of Raveloe.
  • Major Theme: The complexities of community.
  • Style: Intellectual; long, complex sentences and paragraphs; builds toward emotionally powerful scenes.

Chapter 1:
  • On weavers.
  • Paranoia toward strangers.
  • Silas Marner—had moved to Raveloe; different.
  • Flashback:
    • Silas’s best friend, William Dane, frames him and steals his girl.
    • Silas moves to Raveloe.
Chapter 2:
  • Everything new and foreign to Silas in Raveloe.
  • Silas turns to his weaving loom.
  • Gets paid in gold.
  • Becomes fixated on his growing pile of money.

Clip from Silas Marner Movie


LT: Present a perspective on leadership derived from Shakespeare’s Julius Caesar and supported with textual evidence and sound reasoning.

Finish Julius Caesar leadership essay

Tuesday-Wednesday—September 20-21, 2016
Business
  • Discussion Points: Make-up forms are available. Complete discussion make up before the next score is posted in three weeks.
  • Quiz today on Julius Caesar.
  • Writer’s Notebook due today:
    1. Words Create Meaning and Tone
    2. WN: Brutus’s Reasons—Close Reading
    3. WN: CCQC Paragraph
    4. Two Roman Marriages
    5. Carefully Chosen Words
    6. Antony’s Speech and the Rhetorical Triangle
    7. Political Strategy Brochure
    8. Deplorables
DQ:
  • Do Brutus and Cassius die well?
We started this in class and will finish it during class next time.

Friday & Monday—September 18-19, 2016
Business
  • When you’re absent: Go to my blog that day—you’ll find everything you missed. You can also find everything in the room on my calendar and in my files. Don’t just do nothing—it is your responsibility to get what you miss!
  • Discussion Points: Make-up forms are available. Complete discussion make up before the next score is posted in three weeks.
  • Re-takes on Summer Reading Quiz: Today or next Monday during consultation.
  • Pagetracker check: For points today.
  • Finishing the play for next time—quiz next time!
  • Pagetrackers due next time!
  • Writer’s Notebook due next time:
    1. Words Create Meaning and Tone
    2. WN: Brutus’s Reasons—Close Reading
    3. WN: CCQC Paragraph
    4. Two Roman Marriages
    5. Carefully Chosen Words
    6. Antony’s Speech and the Rhetorical Triangle
    7. Political Strategy Brochure
    8. Deplorables
DQ: What is good political strategy? Follow-up on Anthony’s and Brutus’s speeches.

LT: Appraising Antony in light of his conversation with Octavius…


Video clip from Julius Caesar
  • Antony’s speech and Act IV (1:03-1:29)

Wednesday-Thursday—September 14-15, 2016
Business
  • When you’re absent: Go to my blog that day—you’ll find everything you missed. You can also find everything in the room on my calendar and in my files. Don’t just do nothing—it is your responsibility to get what you miss!
  • Discussion Points: Make-up forms are available. Complete discussion make up before the next score is posted in three weeks.
  • Re-takes on Summer Reading Quiz: Today or next Monday during consultation.
  • Pagetracker check: For points today. 
Activities:

Review “Carefully Chosen Words”

LT: Evaluate rhetoric and political posturing in Act III, scene II.

  • Re-read Brutus’s speech pointing out rhetorical triangle stuff

DQs:
  • What good points does Brutus make in his speech?
  • What good points does Anthony make in his speech?
  • Whose speech is better? Why?
  • What could a politician learn from Brutus’s and Anthony’s interactions with the people?
  • Sharing overall claims…
Monday-Tuesday—September 12-13, 2016
Business
  • Homecoming royalty voting
  • Discussion Points: Make-up forms are available. Complete discussion make up before the next score is posted in three weeks.
  • Re-takes on Summer Reading Quiz: Today or next Monday during consulation.
  • Pagetracker check/reminder: a note of something every three pages. Turned in at the end.

DQs: Evaluate how the conspirators handle the assassination:
  • The killing of Caesar…
  • The aftermath of the assassination…
  • Dealing with Anthony… 
Skit



Audio of Act III, scene ii

Thursday-Friday—September 8-9, 2016
Business:
  • Discussion Points: Make up forms are available. Complete discussion make up before the next score is posted in three weeks.
  • Re-takes on Summer Reading Quiz: Get these done one of the next two Mondays.
  • Pagetracker check/reminder: a note of something every three pages. Turned in at the end.

RR: (Reading Review)
·         Brutus and Portia
·         Brutus and Ligarius
·         Caesar and Calpurnia, then Decius
·         Caesar and conspirators
·         Portia and Lucius, then soothsayer


Skit


 Tuesday-Wednesday—September 6-7, 2016-2017
Business:
  • Seating Chart Changes: Stay in skit groups, but rotate your group location and your individual location.
  • Discussion Points: Make up forms are available. Complete discussion make up before the next score is posted in three weeks.
  • Re-takes on Summer Reading Quiz: Get these done one of the next two Mondays.
LT: Identify and discuss issues of power using evidence from the text.

DQ: Conspiracy
  • Describe the roles people play in the conspiracy scene.
  • How is power at play in what is happening in this part of the play?
  • In what way is power on people’s minds?
  • How is power changing people? 
WN: Brutus’s Reasons—Close Reading
  • Re-write Brutus’s passage on pages 18-19 where he discusses his reasons for taking part in killing Caesar. Go line by line and try to include all relevant ideas . . . but in your own words.

We listened to 10 minutes of audio of the next reading assignment. 

Thursday-Friday—September 1-2, 2016
Business:
  • Discussion Points: Review of how they work.
  • Re-takes on summer reading test…
  • Life of You papers have been read and scored. You can still do this for points, but you need to tell me when it’s done, because I won’t check for them anymore on Drive.
  • Paragraph Pre-Assessments: Turned in last time.
  • Writer’s Notebooks: Returned today.
 Key question for Julius Caesar: What does power do to us?

DQ: What is going on in scene II?
  • How would you describe what Cassius is doing?
  • How is he going about doing what he is doing?
  • Evaluate Cassius’s overall effort.
DQ: What happens when the bottom resents the power at the top and the top fears losing power to the bottom?

Do “Featuring . . . Cassius”: We finished this in class, breaking the reading down into the following six sections to match the six sections on the worksheet.
  1. Cassius & Brutus (4-6, until the flourish and shout)
  2. Cassius & Brutus (6-7, from shout to shout)
  3. Cassius & Brutus (7-9, from shout to Caesar’s re-entry)
  4. Cassius, Brutus & Casca (9-11, up to Exit)
  5. Cassius & Brutus (11-12)
  6. Cassius, Casca & Cinna (14-17) 
Finishing group skit preparations: This is your last in-class time to prepare.
  • Remember, 4-5 minutes for your skit.
  • Typed script turned in the morning of your skit.
  • Be prepared, practice and polish your skit.

Tuesday-Wednesday—August 30-31, 2016
Business:
  • ID cards passed out today
  • Re-takes on summer reading test…
  • Life of You papers have been read and scored. You can still do this for points, but you need to tell me when it’s done, because I won’t check for them anymore on Drive.
  • Reading Points: You have to be here during the reading time at the start of class to get the reading points. No make up for lost reading points.
  • Paragraph Pre-Assessments turned in.
  • Writer’s Notebooks turned in:
    1. Say Not the Struggle Naught Availeth (written out)
    2. Positive Double Negative Thinking
    3. Bumper Sticker Wisdom—by Plutarch
    4. Plato’s Cave Allegory (highlighted/annotated)
    5. WN: Cave Drawing
    6. WN: Enlightenment
Pagetracker: Go over and explain.
DQ: What’s going on in Act I, scene I?
  • What is the tone?
  • What is the conflict?
Groups Caesar Skits Assigned
  • One skit per day for the 7 reading days.
  • Focus on key scenes or a key scene.
  • You must use a typed script. Print out a copy to give to turn in just before presenting your skit.
  • Your skit must demonstrate a clear understanding of what you are presenting.
  • Convert Shakespeare’s words to your own words.
  • Use props, clothing, etc.
  • Involve everyone in your group.
  • 4-5 minutes presentation time—no less!
Skit Prep:
  • Practice your skit.
  • You will be graded on:
    • Smoothness of presentation.
    • Knowledge of scene conveyed.
    • Meaningful interpretation conveyed.
    • Entertainment factor.

Friday & Monday—August 26 & 29, 2016
Business:
  • Writer’s Notebooks, with any handouts we’ve done, will be turned in next time and scored. This includes:
    1. Say Not the Struggle Naught Availeth (written out)
    2. Positive Double Negative Thinking
    3. Bumper Sticker Wisdom—by Plutarch
    4. Plato’s Cave Allegory (highlighted/annotated)
    5. WN: Cave Drawing
    6. WN: Enlightenment
  • We will start Shakespeare’s Julius Caesar today with an ease-in assignment. The first major reading assignment will be next time.
    1. Read Act I, scene I and do the front side of Words Create Meaning and Tone for next time.
LT: Demonstrate understanding of key ideas in Plato’s allegory of the cave.

DQ: What does the allegory say about enlightenment?

WN: Enlightenment
Using evidence from Plato’s cave allegory, answer the following questions in your writer’s notebook. Elaborate briefly on each question.
  • What does the allegory suggest enlightenment is?
  • How prevalent is it in the world?
  • How is it obtained? What all is involved in the process?
  • What obstacles or challenges prevent people from obtaining it?
  • What are the benefits of obtaining it?
  • What are the costs of obtaining it?

Wednesday-Thursday—August 24-25, 2016
Business:
·         August video announcement
·         Tardiness costs you reading points.
·         “Life of You” should be finished
o   If it’s not finished, get it done!
·         Paragraph Pre-assessment next time

LT: Demonstrate proficiency in:
·         Memorization of the poem, “Say Not…”
·         Comprehension and recall of summer reading assignment--Plutarch

Quiz on “Say Not the Struggle…”

Quiz on Plutarch (summer reading)

·         Highlight important details.

WN (homework): Cave Drawing

  • Using two pages of your writer’s notebook, draw a detailed sketch of what Plato describes in his Cave Allegory.
  • Include 15-20 labeled items, each a quote or a paraphrase from the text, and number them chronologically in the order they occur in the text.

Monday-Tuesday—August 22-23, 2016
Business
  • Signed disclosures collected.
  • Quiz on Plutarch next time…be ready!
  • Practice quiz on 3rd and 4th stanzas.
  • Quiz on the entire poem next time.
Activities:
  • Write out 3rd and 4th stanzas.
  • Follow up on bumper stickers
DQ:
  • What is the essence of Caesar? What stands out most?
  • What is the essence of Brutus?
Writing Assignment: The Life of [You!]
Length: Two pages double spaced.
·         Don’t go over (squeeze your spacing a little if needed).
·         Do be under two pages (within a line or two).
Write in 3rd person (Jane was born on a foggy night…), not 1st person (I was born on a foggy night…).
Build your life around the “essence” of you and focus on major themes…just as Plutarch did for Caesar and Brutus.
How to submit:
·         Share with Google Drive using your school gmail account. Make sure you allow editing:
·         Share with: turninmyessay@gmail.com
·         Title: Jane Doe Per. 2 Life
·         Due by the start of next class.


Thursday-Friday—August 18-19, 2016
Business
·         Signed disclosures turned in
·         Reading book check
·         Spiral notebook check
o   Poem copied?
·         Summer reading check
·         Summer reading test in two times (Wednesday for even classes, Thursday for odd classes)

LT:
·         Analyze words, images, and metaphors in “Say Naught the Struggle Naught Availeth”
·         Reduce Plutarch’s storytelling and wisdom into short accessible statements.

Activities:

Homework:
·         Complete both handouts.
·         Include six quotes for Caesar and six quotes for Brutus on “Bumper Sticker Wisdom…”

·         Memorize the 3rd and 4th stanzas of “Say Not…”




Wednesday—August 17, 2016

Activities:
·         We discussed the disclosure document.
·         We spent some time discussing the poem, “Say Not the Stuggle Naught Availeth”.
·         I checked to see that everyone had their summer reading printed out and annotated.

Homework:
  • Go to my blog and copy down “Say Not the Struggle Naught Availeth” into your spiral notebook for your first Writer’s Notebook entry.
  • Memorize the first two stanzas for next time.

Say Not the Struggle Naught Availeth
By Arthur Hugh Clough

Say not the struggle naught availeth,
The labour and the wounds are vain,
The enemy faints not, nor faileth,
And as things have been they remain.

If hopes were dupes, fears may be liars;
It may be, in yon smoke conceal'd,
Your comrades chase e'en now the fliers,
And, but for you, possess the field.

For while the tired waves, vainly breaking,
Seem here no painful inch to gain,
Far back, through creeks and inlets making,
Comes silent, flooding in, the main.

And not by eastern windows only,
When daylight comes, comes in the light;
In front the sun climbs slow, how slowly!
But westward, look, the land is bright!

Business:
  • Summer reading check
  • Bring a reading book every day all year.
  • Bring a spiral bound notebook, dedicated to this class only, every day all year.
  • Test next week on Plutarch’s Lives of Caesar and Brutus. Be ready!
  • Bring singed disclosure statements back during the next two class days.

·        If you are absent, go to the blog that day!Summer Reading for 10 Honors English for 2016-2017