Wednesday & Wednesday—October 14 & 21, 2015
Business:
  • If you missed the in-class essay, you need to tell me when you finish the essay and then I’ll read it on Drive.
  • Discussion make-ups for 1st term are due next Friday—the last day of the term.
  • PT check.
  • Test next time.
  • Writer’s Notebook due next time:
    1. WN: Close-Reading of Paragraph on pages 15-16:
    2. WN: Evaluating Godfrey and Dunstan
    3. WN: Close Reading/Idea-building—Silas and Godfrey
    4. WN: Purpose and Tone

LT: Formulate complex claims about key characters based on relevant details from chapters 16-17.

DQ’s:
  1. What kind of a father does Silas turn out to be?
  2. Describe the quality of Godfrey and Nancy’s marriage.

Reader’s Theater for chapters 18-19
After reading, discuss the following question:
  • What insights do we gain from the intense conflicts in these two chapters?
Clip from the BBC Silas Marner movie

Monday & Tuesday—October 12-13, 2015
In-Class Essay: Better Father
In a well-organized essay, address the following question:

Who do you think would make the better father for the baby—Godfrey or Silas?

Use your “Life” document:
  • Today’s essay will be done on your “Life” file on Drive. Push your “Life of Me” down and do this on top.
Focus for This Essay
Organization:
·         A brief introduction that begins by engaging the reader in ideas that lead logically toward a statement of the claim and ends with the statement of the claim.
·         Up to three support paragraphs that begin with sub-claims that support the overall claim and then provide evidence and commentary.
·         A well-developed support paragraph will have roughly the equivalent of: CCQCCQC (claim, context, quote, commentary, context, quote, commentary).
·         A brief conclusion that drives home your main points.
Ideas:
  • An insightful and complex claim.
  • Insightful and complex sub-claims.
  
Thursday-Friday—October 8-9, 2015
Business:
  • PT check. 
LT: Formulate complex claims based on relevant details.

Highlights/Questions from the reading.

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? 
WN: Purpose and Tone
In the following passages, identify the purpose and tone:
(We did the first two verbally together in class. The third should be done in the writer’s notebook.)
  1. Page 80 (large paragraph).
  2. Pages 88-89 (start with first complete paragraph).
  3. Pages 92-93 (large paragraph).

Pages 92-93 (large paragraph)
Focus:


Details that contribute to purpose and tone
Effect of the details










Describe in one statement the overall purpose and tone of this passage:




Chapter 13—Reader’s Theater: We read chapter 13 in a reader’s theater version. If you were absent, you will just read it normally in your book.


 Tuesday-Wednesday—October 6-7, 2015
Business:
  • Be prepared for an in-class, organically grown, essay next time based on chapter 12—read and understand it well.
DQs:
  • What phase is Silas in?
  • What does the Rainbow represent?
  • What defines Squire Cass?
  • What defines Dolly Winthrop?
Group Mind Maps (in class—no make-up)
  • Include an overall claim, 3 sub-claims and 2 quotes with page numbers.
Possible Mind Maps subjects:
·         Silas
·         The Rainbow
·         Squire Cass
·         Dolly Winthrop
·         Godfrey Cass

Example of Mind Map:


Friday & Monday—October 2 & 5, 2015
Business:
  • PT check for 10 points.

LT: Formulate complex claims based on relevant details.

DQs:
  • Most interesting events/quotes from the reading…
  • New insights into Silas? Godfrey?

WN: 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)
  • Paraphrase 12 statements from the book from pages 46-47 for your evidence.
Evidence (12)
Sub-claims (3)
Claim (1)














Godfrey (right page)
  • Paraphrase 10 statements from the book from pages 53-55 for your evidence.
Evidence (10)
Sub-claims (3)
Claim (1)














Wednesday & Thursday—September 30-October 1, 2015
Business:
  • PT check.
LT: Evaluate complex characters.

DQ: Describe the relationship between Godfrey and Dunstan.

Close Reading—pages 24-25
We did this together in class—no make-up if you were absent.

WN: Evaluating Godfrey and Dunstan
  • For both Godfrey and Dunstan (one for each) complete an idea-build as represented below.
Evidence
Sub-claims (2+)
Claim
Strengths (4+)







1.



2.

Weaknesses (4+)







1.


2.

Group Reading:
  • Read chapter five out loud together as a group.

 Monday-Tuesday—September 28-29, 2015
Business:
  • Passed 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 poison to Silas?
Group Presentations on Relationships and Money
·         No make-up on this.
WN: Close-Reading of Paragraph on pages 15-16:
  • Re-write the nine sentences in your own words.
  • Try to retain all of the original meaning.
  • Provide a one-sentence claim stating what you feel is the main idea of this paragraph.
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 24-25, 2015
Business:
  • Test on Julius Caesar today.
  • Pagetrackers are due today.
  • Writer’s Notebook due today.
1.      Words Create Meaning and Tone
2.      WN: Brutus’s Reasons
3.      WN: CCQC Paragraph
4.      Carefully Chosen Words
5.      Two Roman Marriages
6.      Brochure on Political Strategy
7.      Purpose and Means (Act IV on one side; Act V on the other)
8.      WN: Closure for Cassius and Brutus
Skit
LT: Using textual evidence, evaluate the closure Shakespeare brings to the lives of Cassius and Brutus.

WN: Closure for Cassius and Brutus
  • Write ccqc (claim, context, quote, commentary) paragraphs for both Cassius and Brutus evaluating how well you think they die.
DQ:
  • Do Brutus and Cassius die well?
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.

Test on Julius Caesar

Tuesday-Wednesday—September 22-23, 2015
Counselling Office doing CCR work today.
Business:
  • Test on Julius Caesar next time.
  • Do the other side of “Purpose and Means” for Act V.
  • Pagetrackers are due next time.
  • Writer’s Notebook due next time.

    1. Words Create Meaning and Tone
    2. WN: Brutus’s Reasons
    3. WN: CCQC Paragraph
    4. Carefully Chosen Words
    5. Two Roman Marriages
    6. Brochure on Political Strategy
    7. Purpose and Means (Act IV on one side; Act V on the other)

Friday & Monday—September 18 & 19, 2015
Business:
Writer’s Notebook due next time:
1.      Words Create Meaning and Tone
2.      WN: Brutus’s Reasons
3.      WN: CCQC Paragraph
4.      Carefully Chosen Words
5.      Two Roman Marriages
6.      Brochure on Political Strategy
7.      Purpose and Means
  • CCRs next class; test on Thursday.
  • Prep on Pagetrackers 
LT: Illustrate by what means Shakespeare conveys ideas in Act IV.
  • Fill out the front side using Act IV.
 Wednesday-Thursday—September 16-17, 2015
10 Honors English
Business:
  • Re-take scores are up; if your score didn’t change, you didn’t do better.
  • Memorized Poem make-up—during reading time today—last time.
  • Discussion make-up—turn forms in any time.
·         Pagetracker check/reminder:
·         Tardy? Unexcused? You lose reading points.
LT: Evaluate rhetoric and political posturing in Act III, scene II.
DQs:
  • Whose speech is better? Why?
  • What could a politician learn from Brutus’s and Antony’s handling of the assassination and its aftermath?
Video clip from Julius Caesar

Monday-Tuesday—September 14-15, 2015
10 Honors English
Business:
  • Re-take on summer reading today, during the last half of class.
  • Memorized Poem make-up—during reading time today and next time only.
  • Life if You assignments need to be wrapped up.
    • Not counted as late
    • Necessary to establish “Life” file on Drive
  • Discussion make-up—turn forms in any time.
·         Pagetracker check/reminder:
·         Tardy? Unexcused? You lose reading points.

LT: Evaluate larger textual trends and development.

DQ: How do the assassins handle the aftermath of the assassination?
·         How does Antony handle the situation?
·         Who handles the situation best?


Thursday & Friday—September 10-11, 2015
Business:
  • Re-take on summer reading test during Consultation on Monday, September 14th.
  • Memorized Poem make-up—during reading time the next couple of days
  • Life if You assignments need to be wrapped up.
    • Not counted as late
    • Necessary to establish “Life” file on Drive
  • Discussion make-up to be announced.
·         Pagetracker check/reminder: a note of something every three pages. Turned in at the end.
·         Tardy? Unexcused? You lose reading points.

RR: Reading Review
·         Brutus and Portia
·         Brutus and Ligarius
·         Caesar and Calpurnia, then Decius
·         Caesar and conspirators
·         Portia and Lucius, then soothsayer
DQs:
  • What do we learn about Caesar and power from today’s reading?
  • Who has the better marriage: Brutus and Portia or Caesar and Calpurnia?

  • Re-read the scenes involving Brutus and Portia on pages 25-27 and Caesar and Calpurnia on pages 28-30.
  • Do CCQC paragraphs on the back of the worksheet.
Tuesday-Wednesday—September 8-9, 2015
Business:
  • Re-take on summer reading test during Consultation on Monday, September 14th.
  • Life if You assignments need to be wrapped up.
    • Not counted as late
    • Necessary to establish “Life” file on Drive
  • Writer’s Notebooks are scored.
  • Reading Book and Discussion are scored for weeks 1-3: Discussion make-up to be announced.
 LT: Identify and discuss issues of power using evidence from the text.

DQ: Influence of Power
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: CCQC Paragraph
  • Claim
  • Context
  • Quote
  • Commentary
 Write a paragraph using this format that addresses the following question: What is power doing to Cassius in the early scenes of the play?

Example of CCQC paragraph:

  • Clarisse understood substance versus superficiality in her educational culture. While describing to Montag why they call her antisocial, she gives her opinion of the school curriculum: “That’s not social to me at all. It’s a lot of funnels and a lot of water poured down the spout and out the bottom, and them telling us it’s wine when it’s not” (30). Clarisse is wiser than the “authorities” in her society. She is liberated from the narrow views of the thin culture that surrounds her because she thinks for herself and finds meaning through her own rich, individual experiences.
  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.
Thursday-Friday—September 3-4, 2015
Business:
  • Pre-Assessments: Finish paragraph pre-assessments
  • Re-take on summer reading test during Consultation on Monday, September 14th.
  • Life if You assignments need to be wrapped up.
    • Not counted as late
    • Necessary to establish “Life” file on Drive
  • Reading Schedule: Follow the reading schedule for Julius Caesar.
  • Writer’s Notebook due today:
1.      Poem written out
2.      Complex Caesar Claim
3.      Poem quiz
4.      Comparing Caesar and Brutus
5.      WN: Best Leader Debate
6.      Plato’s Cave Allegory—marked up
      • Name on Front of Writer’s Notebook
      • Slip handouts into notebook where they fit in the order
Skit Prep:
  • Practice your skit.
  • You will be graded on:
    • Smoothness of presentation.
    • Knowledge of scene conveyed.
    • Meaningful interpretation conveyed.
    • Entertainment factor.

Key question for Julius Caesar: What does power do to us?

DQ: Describe Cassius’s role in Act I, scene II.
  • How would you describe what Cassius is doing?
  • How is he going about doing what he is doing?
  • Is he doing a good job doing what he is doing?

 Tuesday-Wednesday—September 1-2, 2015
10 Honors English

Business:
  • Homecoming nominations
  • Finish paragraph pre-assessments
  • Re-take on summer reading test during Consultation on Monday, September 14th.
  • Life if You assignments need to be wrapped up.
    • Not counted as late
    • Necessary to establish “Life” file on Drive
  • Update on Writer’s Notebook.
    1. Poem written out
    2. Complex Caesar Claim
    3. Poem quiz
    4. Comparing Caesar and Brutus
    5. WN: Best Leader Debate
    6. Plato’s Cave Allegory—marked up
    7. WN: Cave People
DQ: What’s going on in Act I, scene I?
  • What is the tone?
  • What is the conflict?
Julius Caesar Overview
  • Act I: Cassius talking with Brutus and others about the Caesar problem.
  • Act II: Brutus and the conspirators planning the attack.
  • Act III: The assassination and then addressing the people.
  • Act IV: The two opposing sides (Antony and Octavius versus Brutus and Cassius) talk, argue, and plan.
  • Act V: The two sides battle at Philippi; death of Brutus.
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.
  • 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.
  • 5-7 minutes presentation time.
We worked on preparing the group skits.


Friday & Monday—August 28 & 31, 2015
Test on the summer reading

Finish Paragraph Pre-assessment

Julius Caesar books checked out

Read Act I, scene I of Julius Caesar


Wednesday-Thursday—August 26-27, 2015
10 Honors English
Business:
  • Update on Writer’s Notebook
    1. Poem written out
    2. Complex Caesar Claim
    3. Poem quiz
    4. Comparing Caesar and Brutus
    5. WN: Best Leader Debate
  • Signed disclosures due
  • Quiz on summer reading next time
  • Life of You should be shared to:           Turninmyessay@gmail.com
 WN: Best Leader Debate
Who was the better leader—Caesar or Brutus?
  • Identify three criteria by which to judge.
  • Two bullet points for each leader stating how they measure up to each criteria.
  • A one-sentence statement of who wins with each criteria and why?

Criteria
Caesar
Brutus
Who wins? Why?
1:



*

*

*

*

2:




*

*

*

*

3:




*

*

*

*

Overall winner complex statement:

Paragraph Pre-Assessment: Make this up with me in class if you were absent.
As you read:
  1. Highlight or underline most important words, phrases and passages.
  2. Label sections.

 Monday-Tuesday—August 24-25, 2015
10 Honors English
Business:
  • Summer Reading test on Friday
  • Signed disclosure
WN: Quiz on “Say Not the Struggle Naught Availeth”
·         If you were absent, talk to me about making this up.

DQ: What quality most defines Brutus?
  • Find three quotes or instances from the reading to support your assertion.
 WN: Comparing Caesar & Brutus
·         Approach this as a Venn diagram using the following format:

Caesar Unique (8+)
Caesar & Brutus Shared (6 +)
Brutus Unique (8+)










 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 though Google Drive using your school gmail account. Make sure you allow editing:
·         Share with: turninmyessay@gmail.com
·         Title: Jane Doe Per. 7 Life
Due by the start of next class.

Thursday-Friday—August 19-20, 2015

LT: Support a claim about Caesar using evidence from the reading.

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

  • Close reading: Re-read the following sections of the Life of Caesar:
    • P. 4: “Caesar deals with money…”
    • Pgs 5-6: “Caesar’s Greatness …”
      • What do these two sections reveal about Caesar?
WN: Complex Caesar Claim
Present and discuss a complex claim to the DQ. A complex claim does not have to take one side; instead, it describes more than one aspect of the answer.

Discuss your complex claim with 1-2 pages that explore the dimensions you bring up. 

Wednesday, August 19, 2015

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:
  • My blog: suthys10honorsenglish.blogspot.com
    • If you are absent, go to the blog that day!
  • 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!
 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 stanza’s for next time.
 DQ: Are men like Caesar good or bad for the world?
  • Writ e your name on the index card on your desk.
  • Write a possible answer to this question on the index card. Include a reason for your claim. Be thoughtful! Be insightful!
  • Find three quotes from the reading that could help answer this question and write or paraphrase them on your card. Jot down the page number.



























Friday & Tuesday—May 22 & 26, 2015
Pronoun Packet
  • Pronoun test next time
  • Exercise #7 & Chapter 8 Review
  • Sentences 1-40 on the back.
Poetry

  • Test next time on the poems—be familiar enough with each poem that you can match its title with a summary or prominent line.
  • We read and discuss a few poems.
Wednesday-Thursday—May 20-21, 2015
Business:
  • Test today.
  • Writer’s Notebooks due
  • Pagetrackers due
  • Books turned in
  • No late work accepted
 Chosen WN:
  1. WN: Fiddler and Jewish Culture
  2. Meet Chaim Potok/Introducing the Novel
  3. Web Page
  4. WN: Close Reading—Reuven and His Father
  5. You and the Book—pp 81-86
  6. WN: Chapter 6 Flow Chart
  7. Hasidism and Jewish Enlightenment
  8. WN: Hasidism in America
  9. 15 Lines under the Microscope
  10. You and the Book—Chapter 13
  11. Plotting Plot and Theme—chapter 14
Pronoun Packet
  • Exercise 6
  • Exercise B
Poetry
Turn in Writer’s Notebooks

Take Test

Monday-Tuesday—May 18-19, 2015
Business:
  • Test next time
  • WN due next time.
  Pronoun Packet
  • Who/whom—exercise #5.
 DQs:
  • Most important plot and theme items from previous reading…
  • What statement do the final chapters say about silence and listening?
  • Was Reb successful?
    • Explain what you feel his goal was.
    • Evaluate the value of his goal. Was it worth seeking?
    • Explain to what extent he achieved his goal. 
Hasidism in America
  • Part III—minutes 20:00-30:00 (see the May 4-5 entry for the link to the video).
Thursday-Friday—May 14-15, 2015
Business:
  • Have Writer’s Notebook complete and ready to turn in at all time. I may call for it.
  • Absent? Check blog THAT day.
Plotting Plot and Theme—Chapter 14 

Tuesday-Wednesday—May 12-13, 2015
Business:
  • Have Writer’s Notebook complete and ready to turn in at all time. I may call for it.
  • Absent? Check blog THAT day.
 Chosen Packet so far:
  1. WN: Fiddler and Jewish Culture
  2. Meet Chaim Potok/Introducing the Novel
  3. Web Page
  4. WN: Close Reading—Reuven and His Father
  5. You and the Book—pp 81-86
  6. WN: Chapter 6 Flow Chart
  7. Hasidism and Jewish Enlightenment
  8. WN: Hasidism in America
  9. 15 Lines under the Microscope
 Pronouns
  • Review Exercise A—practice score
DQs:
  • What role is Reuven playing for Danny?
  • What is college revealing about Danny and Reuven?
    • Who is better prepared for college?
  • What will the effect of the “excommunication” be?

Friday & Monday—May 8 & 11, 2015
Business:
  • 3-5 page essay/reflections on chapters 10-12 are due on drive.
  • Reminder—no late work.
    • You are welcome to appeal if you have special circumstances.
Pronoun Packet
  • Exercise 3
 DQ: High impact moments in chapters 10-12

  • Choose your 15, or so, line passage from chapters 10-12. 
Part II of Hasidism in America
  • From 10:30-20:35. (see blog entry from May 4-5 for video link)
 Power Read
  • Chapter 13, pages 207-213
Wednesday-Thursday—May 6-7, 2015
Business:
  • 3-5 page reflections are scored.
  • Reminder—no late work. You are welcome to appeal if you have special circumstances.
Pronoun Packet
  • Exercises 2 & 4.
Review of Reading

Part II Essay/Reflection
  •  Base your observations on The Chosen, but include your own life observations. Shoot for about 50% The Chosen and 50% your life.
  • 3-5 pages
  • Include 3 quotes.
  • Due on your “life” file by next class
  • Come up with your own creative title
Topics:

Horizontal versus Vertical Learning
  • Discuss the issues you see surrounding horizontal versus vertical learning. What are the pros and cons of each?
World Events and Worldview
  • Discuss how you see world events and worldviews interacting together. How do world events expose and shape worldviews?
 Individual versus Institution
  • Discuss issues surrounding how individuals and institutions interact. What benefits as well as conflicts exist in the relationship between individuals and institutions?
Monday-Tuesday—May 4-5, 2015
Business:
  • Reminder—no late work during May.
  • Phone taking rampage starts today. 
Pronoun Packet
·         We did exercise #1.

DQs (answered in groups):
  1. In what ways is Danny conflicted?
  2. Is Danny becoming more enlightened?
    1. Or just confused?
    2. Are his efforts worth it?
  3. Evaluate the relationships Danny and Reuven have with their fathers.
  4. Describe the nature and quality of the education Danny and Reuven display.
  5. Reuven is our narrator. How does his perspective color the story?
Background for 10-12 (studied in groups)

WN: Hasidism in America

·         Take notes on each day’s “part”. Part I stops at 10:30. 

Part I



Part II
Part III



Part IV

Thursday-Friday—April 30-31, 2015
Business:
  • Finishing up SAGE.
  • Diagnostic Test
LT: Use informational and literary text to understand philosophical and religious thinking.

DQs:
  • Interesting/intense moments from chapter 7.
  • Is Reb Saunders a great man?

Power Read

  • 149-154

Tuesday – Wednesday—April 28-29, 2015
  •  SAGE testing.

Friday & Monday—April 24 & 27, 2015
Wednesday-Thursday—April 22-23
Business:
  • Bring earphones for SAGE starting Friday.
  • No discussion make-up and no late work during May.
 Sentence Parts
  • Wrap up sentence parts review?
  • Start pronouns next time?
 LT: Organize and summarize informational text within the novel and determine how it informs major themes.

DQs:
  • What is happening with Reuven’s vision in chapter 5?
  • How does the information in chapter 6 help us understand better Danny’s “soul”?
  • How is everything “different” for Reuven, now?
“Because it was really in Poland, or, more accurately, in the Slavic countries of eastern Europe, that Danny’s soul had been born.’

Chapter 6 Summary Flow Charts (We created flow charts in groups and shared the information with the rest of the class. The group flow charts you do NOT need to make up. Just do the Writers Notebook assignment below.)
  1. Jews in Poland 13th through the 16th centuries (101)
  2. The “great tragedy” (101-102)
  3. pilpul, superstition and Ba’ale shem—Masters of the Name (103-104)
  4. Israel (104-106)
  5. Israel becomes the Ba’al Shem Tov/Hasidism is born (106-107)
  6. The tsaddikim (108)
  7. Solomon or Maimon (109-110)
  8. Danny/Reuven’s friendship with Danny (110-111)
WN: Chapter 6 Flow Chart
  • 8 information boxes summarizing the information from the 8 sections above.
  • Write a one paragraph explanation of the statement by Reuven’s father:
    • “Because it was really in Poland, or, more accurately, in the Slavic countries of eastern Europe, that Danny’s soul had been born.”
Power Read

  • Pages 123-126. 
Monday-Tuesday—April 20-21, 2015
Business:
  • Bring earphones for SAGE starting 4/28
  • No discussion make-up and no late work during May.
 Sentence Parts
  • Reviewing/marking more sentences (6-10 in practice sentences #5).
 LT: Articulate state of the conflict between Reuven and Danny.
DQs:
  • What conflicts is Reuven experiencing?
  • What conflicts is Danny experiencing?
  • Why are Reuven and Danny suddenly getting along so well?
  • Do ideas exist independent from words and language?
·         Do two Claim columns and four Plot columns based on these pages.
·         No writing on back, yet.

Power Read

  • Chapter 5
Thursday-Friday—April 16-17, 2015
Business:
·         Collect Yearbook Pages
·         Bring headphones for SAGE starting 4/28

Sentence Parts Review

LT: Define Reuven.

DQs:
·         What’s going on with Reuven’s vision?
·         Describe Reuven’s relationship with his father using three words.

WN: Close Reading—Reuven and His Father
·         pages 46-51
(Use two full pages in your WN.)
Details (words, phrases, sentences)
Meaning (character development, interpretations)










Four Complex Observations:




Power Read
·         In chapter 3—pages 54-61

Tuesday-Wednesday—April 14-15, 2015
Business
  • Plan on bringing headphones for SAGE 4/28-4/31.
  • Do you have your Sentence Parts packets?
  • Read chapter 2 for next time.
 Yearbook Page sharing
  • Bring printed copy by next time fo sho!
  • Everyone bring their own copy.
  • Read only the first two pages.
  • Annotate profusely
  • After reading: What do you now understand about Chaim Potok?
  • What do you now understand about The Chosen?
 Power Read
  • First six pages of chapter two.
 Web Page
  • On a blank sheet of paper, design what could be an opening page for a web site presenting the information on pages 3-5 in chapter one.
  • Provide “links” on the opening page.
  • On the back, put the content for the links.
Friday & Monday—April 3 & 13, 2015
Business:
  • Anyone miss the test last time?
  • Clear up anything with Ms. Jibson today.
  • No reading assigned for Spring Break.
  • Discussion points approach: If you raise your hand to comment, it means you read.
LT: Synthesize the events of chapter 1 into one interpretive observation.
DQ: What is the main conflict of chapter 1?
  • Differences between the two teams.
  • Leaders of the two teams.
  • How conflict is created and escalated.
Pagetracker for The Chosen
Yearbook Page (see link below for samples)
Focus: The ballgame
  • Identify an angle (perspective or claim) expressed in a Headline
  • Further articulate the angle in a Sub-Headline
  • Include a Dominant Photo with a Caption (briefly tells what is happening in the picture)
  • Include 4-6 supporting photos with captions
Today: Do a rough draft of this on paper
For next class: Do the page digitally with real pictures and print it off.

WN: Fiddler and Jewish Culture
  • Takes notes on Jewish culture from today’s clip from Fiddler on the Roof.
Yearbook Page Sample

Monday & Tuesday, March 30-31, 2015
Ms. Jibson's lesson:

Announcements
  • If you missed the in-class essay last week, or were making up other missed work that day, you must make it up this week.
  • If you used your late assignment on your WN it is due Thursday (odd) or Friday (even)
    • Please turn them in ASAP!
  • Today: Review for Test
    • Poster-making (Due 30 min before end of class)
    • Gallery Walk Worksheet (Due at the end of class)
  • Next time: Discussion & Test

Review Poster:
  • Write down for each chapter:
    • Significant quote or 
    • Paraphrase one of the two  event summaries
  • Hand in at the end of class
Thursday & Friday—March 26-27, 2015
Ms. Jibson’s lesson:

Announcements:
  • Green Class Schedules - 
  •  
    • Turn in to Ms. Jibson at the end of class or
    • Turn into the counseling office yourself tomorrow
  • WN due today after your essay is complete
  •  
    • If you use your late assignment it is due a week from today (4/2)
  • Monday: Review for test
  • Wednesday: Test
Discussion Questions:
  • Re-read pages 151-153
  •  
    1. Where does Okonkwo place the blame for Nwoye’s departure?
    2. Do you think Okonkwo’s contemporaries (neighbors, friends and family) would agree with his conclusion? Why or why not? Cite events in the book to support your answer
    3. Speculate what would have to happen in order for Okonkwo to accept responsibility for Nwoye’s departure.
In-Class Essay
  •  
    • You may use your book
    • You may use your pagetracker
    • You may use any of the WN assignments from class
     Answer these questions:
  1.  
    1. Is Okonkwo a man?
    2. What does it mean to be a man?
    3. How does Okonkwo’s example of manliness compare to other characters we have encountered (in texts we have read as a class)?
Requirements:

  • You must use 4 transitions
  • You must cite 3 pieces of evidence to support your conclusions about Okonkwo
  • You must have 2 specific events to support your claim about characters you are comparing Okonkwo to (but you don't need to cite them)
  • Flow - Can I follow your thought process as a reader? Are all of your ideas related?


Tuesday & Wednesday—March 24-25, 2015
Ms. Jibson’s lesson:
Announcements:
  • Green Class Schedules - 
  •  
    • Turn in to Ms. Jibson by Friday or
    • Turn into the counseling office yourself
  • WN Due Thursday/Friday
  •  
    • 5 things in
    •  
      • “Who is Okonkwo"
      • “Okonkwo Values"
    • You do not have to finish the cultural texts chart
Discussion Questions:
1. How effective is Okonkwo's shunning of Nwoye to show his (Okonkwo's) disapproval?
2. Why do you think shunning is a commonly used practice across cultures?
3. Is shunning the most effective form of social punishment? Why or why not? Give examples to support your conclusions.

Read "If" by Rudyard Kipling
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ’em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’

If you can talk with crowds and keep your virtue,
Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!

Students got packets of this poem, cut into sections , and they re-arranged the poem with the most important ability to be a man on the top, down to the least important ability to have to be a man on the bottom. 

WN 7 - Top Three
Make a T-chart in your writer’s notebook
Write the lines of your top three important sections
Write the value those lines describe

Lines
Value



Write 1 paragraph for each value, explaining why it made your top three. 

WN 8 - Essay Outline
  • Next class period you will have 70 minutes to write an in-class essay
  • You may use your book, WN and handouts
Your essay must answer these questions:
  • Is Okonkwo a man? 
  • What does it mean to be a man?
  • How does Okonkwo's example of manliness compare with other characters' examples (from the texts we have read as a class)?
Requirements:

  • 4 transitions (however, therefore, etc.)
  • 3 cited (with page numbers) pieces of evidence for your claim about Okonkwo
  • 2 pieces of evidence (specific instances) for the character(s) you are comparing Okonkwo to (these do not need to be cited)
  • Flow- How well are all your ideas related?

Friday & Monday—March 20 & 23, 2015
Ms. Jibson’s lesson:
Students wrote a character from a different text we have read on the board and indicated if they thought the character was manly or not.

Filled out this handout and turned it in at the end of class. 
Instructions for handout: 
Candyland Cards:
  • You are creating cards for a Candyland-like game
  • Your cards will tell players to move forward or back a certain number of spaces
  • On each card:
  •  
    • Tell us the character you chose (Anyone but Okonkwo, from a book we have read)
    • Summarize the event that is an example of manliness (or lack thereof)
    •  
      • You do not need a citation, but you do need specific events
      • You get to decide what is manly or not
    • Circle “forwards” or “backwards"
    • Decide the number of spaces (1 minimum, 3 maximum)
    • Circle “Manly” or “Not Manly"
    • “because….” - explain why this event represents a manly or an unmanly action
  • After you have your six cards filled out you may show me your cards and come get crayons to color in the characters if you wish
  • You must have at least 3 different characters on your sheet

Wednesday & Thursday—March 18-19, 2015
Ms. Jibson’s lesson:
Discussion Questions:
  • Which characters in our reading demonstrate a more enlightened perspective than Okonkwo? How?
  • How did this culture produce both Okonkwo, and people with a more enlightened perspective than he has?

Read the children's book preview in the above document, and then write 10 lines in your writer's notebook about things you wanted to do when you were little but could not. 

WN 6 - Okonkwo's Snake Oil
You need 4 examples; you can’t use mine.

page #
Things Okonkwo does to prove he’s a man….
because…(what is Okonkwo’s rationale for the previous action? What does Okonkwo think a man is or must do?)
p.33
Threatens his sons who don’t prepare yams well
A man must feed his family on yams and be a great farmer


Monday & Tuesday—March 16-17, 2015
Ms. Jibson’s lesson:
New consequences for talking when someone else is talking:
  • First time - warning by name
  • Second time - loss of discussion points
  • Third time - call home
Small groups 
  • Your groups are assigned
  • They will be changed every week
  • Discuss each question as a small group, then we discuss as a class.
Discussion Questions:
  1.  What is Okonkwo willing to sacrifice in order to maintain his social status? Cite events from your reading.
  2. What is acceptable in our culture to sacrifice for social status? 
  3. Several scenes in the reading are focused on the home and village routines that have nothing to do with Okonkwo’s “manliness." Cite such an event and speculate why Achebe chose to include it in the novel.
  4. What routines in our culture are important in your life, even though you do not participate in them?



Time to fill in “Who is Okonkwo” and “What Does Okonkwo Value” charts

WN 4- Interview
  •  Choose a partner
  •  Choose an event from Chapters 1-6 
  •  Create or select characters to interview about the event
  •  Write your character’s answers to these questions:
  •  
    • What happened? (summarize event 1-3 sentences)
    • Was the outcome just? (were the person’s actions right? 1 sentence)
    • Create a proverb to support your character’s opinion (1 sentence)
  • Both partners must have a copy of these answers in their writer’s notebooks

Events to choose from:
  •      Chapter 1
  •  
    • Okoye tries to collect his debt from Unoka 
  • Chapter 3
  •  
    • Unoka goes to the Oracle
    • Okonkwo asks Nwakibie for yam seeds 
    • Okonkwo’s yam crop fails 
  • Chapter 4
  •  
    •  Okonkwo insults man at village meeting 
    • Okonkwo bullies Ikemefuna into eating
    • Okonkwo beats Ojiugo because she forgot to make him lunch 
    • Okonkwo beats and then shoots at Ekwefi for peeling banana leaves 
    • Obiageli breaks her water pot

My example is from Romeo and Juliet

Q1: I couldn’t say for sure, at first it just looked like some kids yelling insults at each other, and then Romeo came to shut it down. But then some kind of fight broke out, someone got hurt, and the next thing you know, Romeo rushed a guy and he collapsed while Romeo ran off. I hear he’s exiled from the city on pain of death now. 

Q2: Exile is hardly a fair punishment, if you ask me. I think they went easy on him because he’s a Montague, and his family’s all hoity-toity like that. He should be hunted down and made to pay for his actions. 

Q3: If you pull a thread from a sweater, the whole thing will unravel. 

Thursday & Friday—March 12-13, 2015
Mr. Jibson’s lesson:
By request of Mr. Sutherland page trackers are required again.
If you are having trouble filling your page tracker, writing down every proverb that appears is a pretty good way to go. Also, we will be using them (the proverbs) in class.
This unit the final project will be an essay
The test will be Mr. Sutherland's multiple-choice test
Short Stories:

If you don't have labels in your story, I'm going to email it back to you and say "label these" before I grade it.
If you only labeled steps (exposition, rising action, etc.) but didn't summarize them, you get points off.
WN Assignments

From now on WN assignments we complete in class will populate on Powerschool as a link with the instructions
They will not be due until the end of the unit
Check comments on any grades
Today is the last day of the term
Late short stories due Monday

Eschedule
Review Test
Discussion
WN activities
Student Ratings Handout
Audiobook (new tradition)

Discussion Questions:

What kind of person is Okonkwo?
What are his values?
Would you parent the way Okonkwo parents?


Writer's Notebook Activities:

WN 1 - Who is Okonkwo
3 columns: character trait/event summary/page #
First column: one-word character trait
Second column: summarize event that displays character trait
Third column: cite event in novel with page number.

You will need to have 8 entries in it by the end of the book (one per day in class)

Example: (this example is from Frankenstein--Victor)
Trait
Event Summary
Page #
Stupid
He leaves Elizabeth alone on their wedding night EVEN THOUGH THE MONSTER TELLS HIM TWICE THAT HE (the monster) WILL BE WITH THEM (Victor and Elizabeth) ON THEIR WEDDING NIGHT.
p. 123


You will need to have 8 entries in it by the end of the book (one per day in class)

WN 2 - What does Okonkwo value?
3 columns: what Okonkwo values/event summary/page #
First column: one-word character trait
Second column: summarize event that displays character trait
Third column: cite event in novel with page number.

You will need to have 8 entries in it by the end of the book (one per day in class)

Example: (from Romeo and Juliet--Tybalt)
Value
Event Summary
Page Number
Family honor
When a fight breaks out in the streets between Montagues and Capulets, and someone counsels him to overlook it, he refuses.
Act I Scene 1 Line 77


WN 3 - My Cultural Texts
Create a T chart (divide your page into two columns)
Label one column: My Cultural Text
Label the second: I value

Quote a text that you feel identifies your personal culture, and describe the value it promotes. You must identify where the quote comes from.

You need 5 examples by the end of term

Example:
Cultural Text (with citation)     
I value
"Her situation being in every way below yours should secure your compassion for her!" - Emma, by Jane Austen
Compassion

Tuesday-Wednesday—March 10-11, 2015
Ms. Jibson’s lesson:
We had a brief review before the test in class. If you were absent and didn't take the test, contact Ms. Jibson (ms.jibson@gmail.com). Monday after school is the latest you can possibly take it. 

 Friday & Monday—February 27 & March 2, 2025
Ms. Jibson’s lesson:
Download this handout (Foreshadowing/Peer Review). You only need the first page to turn in if you were absent.

Watch these three clips, and write down how the foreshadowing (hints of what to come) is presented differently in each


The two kinds of foreshadowing we discussed in class were:
 Telling -  when the narrator tells you what is going to happen
Showing - when the events hint at future events

Write these in #1 and #2 at the bottom of your worksheet.



Wednesday-Thursday--February 25-26, 2015
Ms. Jibson's lesson:
I read the first paragraph of Chapter 9 (p61), and asked students to find examples of hyperbole, or over-exaggeration within that paragraph.

WN Batman Rap
We discussed how Batman from the Lego movie often uses hyperbole as well and used his rap as an example of this. Students then wrote in their WN an rap "Batman Parody" where they imitated the structure of the Batman rap, but wrote it as if they were Victor Frankenstein, or the monster.

Requirements of the rap:
1-4 words per line
1-2 themes
10-15 lines total
use exaggeration and repetition

Original Batman Rap Lyrics
DARKNESS
NO PARENTS
CONTINUED DARKNESS
MORE DARKNESS
GET IT?
THE OPPOSITE OF LIGHT!!!
BLACK HOLE
CURTAINS DRAWN
IN THE BASEMENT
MIDDLE OF THE NIGHT
BLACKED OUT WINDOWS
BLACK SUIT
BLACK COFFEE
DARKNESS
NO PARENTS
SUPER RICH
KINDA MAKES IT BETTER!!!!!

Then we reviewed the requirements for the short story using this handout.
This handout is for you to keep a running list of the things we are requiring in your short story.

We then filled out this handout to review what a referential noun phrase is. This is not an assignment but a tool for you to be able to review at home what a referential noun phrase is so you can accurately insert three of them into your short story. 

We then had a WN entry titled "Semicolon PT" where students answered the question "What are the three proper uses of the semicolon?"

We then divided into groups and looked at a series of sentences that used semicolons. Each person filled out this handout where they wrote down their observations about the similarities between how semicolons were used in these sentences. You may skip that part of the handout if you were absent.

We then went over the observations of each group and I told the students the 3 rules for when you could use semicolons. The colors refer to the observations of the different groups. The rule is what you need to write down in the chart on your handout. 
After looking at the rules and my examples, at the bottom of your worksheet write one example for each rule. My example sentences are written as clues to guess who I am pretending to be. You may choose a fictional character or celebrity if you wish, but you don't have to. 

  • Blue:
    • -used as a conjunction
    • -combine two sentences
    • -related information
    • -separating thoughts
    • run-off of the sentence
  • Rule #1: independent clause; independent clause / To join two closely-related independent clauses
    • Ex: No one ever knows where I am; that’s why there’s a game show about me.
  • Yellow: -phrase; transition, continue first phrase
    • statement; transition word, consequences
  • Rule #2: independent clause; conjunctive adverb, finish thought. 
    • Ex: I really like that a cappella song about myself; however, only when it is performed by a quality group. 
  • Green: 
    • List separating common ideas or things with semicolons
    • Items in the list had commas in them
  • Rule 3: To separate items in a list when the items include commas
  • Ex: I have stolen items from the Louvre in Paris, France; the MOMA in New York, New York; and the Smithsonian in Washington, DC
My character was Carmen SanDiego. 

Monday & Tuesday—February 23-24, 2015
Ms. Jibson’s lesson:
Discussion Question: Is Victor culpable for the murder of William, supposedly by his monster?
WN - Noun Phrases PT - 
Answer these two questions in one sentence each: 
What is a noun phrase?
How do you determine a word is a noun if you don't know the word's definition? 
(This assignment is a pre-test for the lesson; you are allowed to write "I don't know")

Noun Phrases
A noun phrase is, unsurprisingly, a phrase that contains a noun.
If you don't know the meaning of a word, you can usually guess that it is a noun by the words around it. Today we are going to focus on determiners which are words that mark noun phrases. 
Here is a matrix of common determiners.

Determiners

Singular
Plural
Definite
The
This
That
Those
These
Indefinite
A
An
Some

Noun Phrases handout
  • In this article there are several referential noun phrases underlined.  A referential noun phrase is a noun phrase that refers to information introduced previously. Your job is to circle the information that the underlined noun phrase refers to. In the first paragraph I have bolded the information the underlined noun phrase refers to, as an example
WN Frankenstein Noun Phrases
Frankenstein Noun Phrases - WN

Create a chart with three columns. Label them: page number, noun phrase, what it refers to (summary)

Write down two examples of a noun phrase and a summary of what it refers to for each page. (Two examples from page 8, two from page 15, etc.)

Example:
Page #
Noun Phrase
What it refers to (summary)
2
These are my enticements
Scientific discovery and the experience of being in the arctic
2


8


8


15


15


22


22


24


24


30


30



You need to have 3 referential noun phrases in your short story


Thursday & Friday—February 19-20, 2015
Ms. Jibson’s lesson:
  • Went over all 3 handouts completed during SAGE testing; they are due Friday 2/27 & Monday 3/2
    • Narrative Overview (White sheet with grid on front, lines on back)
    • Narrator Credibility (Pink sheet with lines and grid on front, and a grid on the back)
    • Walton vs. Frankenstein (White sheet with 3 columns on front, announcements on back
  • Went over Complete Outline handout
    • Clarified any questions about the definition of each step in Freytag's Pyramid
    • Watched a short film and applied each step of Freytag's Pyramid to it (discussion)
  • Reviewed Short Story Deadlines (listed on the back of the Complete Outlines handout)
    • Must be about 1200 words; you can go 10% over or under that guideline, but outside of that range I mark you down.
    • Basic mechanics - I will not be grading for grammar, but do expect you to use your best writing skills.
    • PG-rated - Although your story may contain forms of intensity they may not be explicit
    • Frame narrative - Your story must contain a story within a story. This can take place as a flashback, a character telling another character a story, a letter, etc. A frame narrative is defined by the story having 2 audiences, the audience of the reader and the audience within the text.
Please let me know if you have any questions!

Tuesday & Wednesday—February 17-18, 2015
Ms. Jibson’s lesson:
Day 2 of SAGE testing.
Announcements:
· Ms. Jibson will check the handouts next class period. You should have completed:
o Frankenstein Pre-test (google form online - http://goo.gl/zgqznb)
o Outline Handout (http://goo.gl/R0XAkr)
o Narrative Credibility (http://goo.gl/gNmGUk)
o Walton vs. Frankenstein (http://goo.gl/vZ6qw1

· If you have questions on any of the handouts, make an attempt at completing them, and then I will give you a chance to revise them before turning them in for credit.
· On the blog will be posted a list of plot ideas and conflict situations in case you need inspiration for your short story. (http://goo.gl/Nnmd4B)
· If your final project was graded and you have a question about its score please come see me with your poster so we can talk about it.
· If it’s been graded and you’re satisfied with the score please take it home!
· Next class there will be a quiz on the reading, come prepared.
· Prepare a discussion question to submit for class next time. It can be any question you have about the reading (characters, plot, themes)

Thursday & Friday—February 12-13, 2015
For next time, do the first reading assignment for Frankenstein (see the Pagetracker).

Day 1 of SAGE testing.

Tuesday & Wednesday—February 10-11, 2015
 Business:
  • Reminder: 1 late assignment per term.
  • Parent/teacher conferences Wednesday night.
SAGE
  • Starts next time—a writing test (readings and two essays)
  • Students “opting out” will take a different writing test I am providing to assess your writing ability (readings and two essays)
  • The SAGE, or my writing assessment, will count on your grade, so do your best.
Frankenstein
 Odyssey Ending
Discusson: If we consider The Odyssey a parable, what lessons are taught in the last 4 chapters?
  • The trial of the bow
  • The slaughter of the suitors
  • Reunion with Penelope
  • The spirits talk
  • Reunion with Laertes
  • Battle in Ithaca
  • Gods intervene

Friday & Monday—February 6 & 9, 2015
Ms. Jibson’s lesson:
Hand in final projects!
Watch this video twice.
First time: Just watch


Second time: Think about which image used in the video to represent the quote is your favorite? Why? Email ms.jibson@gmail.com your response. 1-2 sentences is fine.

After we watched & discussed the video in class, I emphasized that everyone had done really well on their final projects, and that the upcoming activity was not about the final projects, but about learning how to critique. 

Discussion questions:
What are the benefits of critique?
  • You are able to see how someone responded to your work
  • When you critique someone else you see where you could have improved your own work
  • Critique helps you see what you could have done differently, it is a creative act
What are the limits of critique? What can't critique do?
  • Critique can't actually fix your work
  • Poor critique does not offer suggestions for improvement, it only criticizes
  • Critique rarely reflects how much effort and energy you put into your work
  • Critique does not take into account the intents of the artist/author, only the reaction of the viewer/reader.
After we talked about critique and its benefits and drawbacks I once again stressed that this activity was not about the final projects, that everyone did great on those. I said I was bringing up critique and the creative process because our next unit will be creative writing unit, and I want everyone to realize it is A-ok to produce sub-par work at the beginning of this unit. Often, creative writing is neglected after elementary school, so if you don't consider yourself a writer of fiction don't worry we will be working on it. Your final grade in this (upcoming) unit will not be about overall quality of your writing but about how well your writing incorporates the literary devices we learn about in class. 

I wrote this list of words on the board to use during your peer reviews:

refine
sharpen
more effective
more powerful
hone
develop 
enhance
encourage
clarify
elevate
elaborate

We discussed how these words acknowledge that the writer already has a great piece of work and the reviewer is using this language to show them how to perfect it. 

  • Review 4 different posters (space to review two on each side of the handout)
  • Rate the posters based on the standard
  • Provide a comment for your rating about each standard
  • 3 comments/standards per poster
  • 2 out of your 3 comments need to be critical (telling the author how they can improve)
  • use the words we discussed in class (enhance, develop, etc.)

Please don't hesitate to contact me if you have questions! ms.jibson@gmail.com

Wednesday & Thursday—February 4-5, 2015
Ms. Jibson's Lesson:
Talking Heads
Write a piece as if you were a reporter narrating a scene from the Odyssey. It should be about one minute of audio.

Select one of the scenes below:
Chapter 19
p184 - Melantho confronts Odysseus
p187 - Penelope tests Odysseus the beggar
p189, 191 & 192 - Eurycleia recognizes Odysseus (you can skip the flashback)
Chapter 20
p198 - Philoetius speaks to Odysseus
p 200-201 Telemachus rebukes the Suitors

Be sure to include: 
1.     Name character
2.     Give descriptive phrase
3.     First character trait
4.     Evidence for first trait
5.     Second character trait
6.     Evidence for second trait
7.     Summarize event
8.     Explain why event is significant
9.     Make a specific prediction
10. Write a counterclaim to prediction--- this is for your partner to contradict you on the news cast
11.  Commentary for counterclaim


Monday & Tuesday—February 2-3, 2015
Ms. Jibson's Lesson:
Announcements:
Final Project Stuff:
Trial vs. Trail – I recommend you start a spreadsheet of commonly confused words.

Due Dates - 
Odd Days -
By tonight (Wednesday at Midnight) - 5 more paragraphs on Hero’s Journey
Friday in class - final project due
Tuesday - Writer’s notebook due
WN Assignment list is on the blog and instructions

Even Days - 
By Thursday at Midnight: 5 more paragraphs due
Monday in class: Final project due
Monday in class: Writer’s notebook due

  • Why does society create heroes? 1/2 page
  • Chapter 2 summary
  • "Who is" Ch 1-4 chart
  • Ch 5-6 Questions
  • CCQC about a character in the Odyssey
  • Mystery
  • Ch 7&8 List
  • Hero's Journey Outline
  • Audiobook Chart
  • Best two lines list
  • 10 Heroic Epithets
  • Transitions Story
  • Letter to Penelope or Odysseus
  • 5 Counterclaims
Write a 4 paragraph essay answering the question: "Was Odysseus justified in killing all the suitors?"
Your essay should have:
Introduction
2 Body Paragraphs - each with 2 pieces of evidence. Paraphrase is ok, but quotes are stronger, and everything (even paraphrase) must be cited. 
Conclusion

Your main claim is going to be "Yes, he was justified" or "No, he wasn't justified" and your two body paragraphs should be the sub-claims, or reasons why he was/was not justified in his actions.


Do this in 45 minutes and turn it in next class.

Thursday & Friday—January 29 & 30, 2015
Ms. Jibson's Lesson:
Index card - Write as many transition words or phrases that you can think of on an index card. Limit yourself to two minutes. Be sure to put your name on the card. 

Listen to this NPR story  (http://one.npr.org/?sharedMediaId=381783178:381783179 ) (ONLY LISTENING) so you can understand the events it talks about. 

Then, listen to it again, this time writing down words you hear that indicate doubt or uncertainty. Examples include: alleged, supposedly, theory, etc.

Be sure to turn this in to me ASAP (they were collected in class)

WN -  Letter to Penelope or Odysseus
Today you are writing a letter as if you were Penelope or Odysseus, speaking to the other person, and they would be able to read it just before you see each other for the first time after your separation.The purpose of the letter is to argue why you have been true since parting.
Intro: I missed you so much, I’m sure you’re wondering, let me explain...
Body P 1: So this is what happened….this shows I still love you because….
Body P 2: This also happened, I can understand how it looks pretty bad but….
Body P 3: And then we had….This is the final evidence that I was true to you….
Conclusion - As you can see, I do love you after all….

Requirements:
  • You may paraphrase events
  • Use at least 3 transitions
  • Have at least 2 counterclaims
  •  
    • A counter claim can be woven into your body paragraphs.
      • After you paraphrase your evidence (what happened) offer an interpretation of the events that does NOT support your claim that you were true to the other person, and then refute it (say how that interpretation is wrong)
WN - 5 counterclaims
Create a counterclaim for five different points on your hero's journey outline. For example:
Step - Claim/Counterclaim
A) Claim: Departure (for Aladdin) - When Aladdin becomes a prince
Counterclaim: Becoming a prince doesn't count because he doesn't travel anywhere.
Claim: Crisis - When he defeats Jafar
Counterclaim: When Jasmine becomes trapped

In this project a counterclaim could either:
A) argue that an event used as evidence doesn't meet the criteria for the step you are applying it to (see example A)
or
B) Argue that the event you are using as the step is the wrong event for that step, that instead you should choose a different event.  (see example B)

Create 5 counterclaims and label them with the hero's step on your outline they are attacking. 

Final Project RubricWe went over the final project deadlines in class. The poster is due by the 6th (odd) and the 9th (even).

You are required to turn in 5 paragraphs via the "My life" folder in google drive on Monday, and Wednesday (by midnight). We will be giving you time in class to work on the written portion of your projects. 

Please don't hesitate to email Ms. Jibson if you have questions about your final projects! ms.jibson@gmail.com

Tuesday & Wednesday—January 27-28, 2015
Ms. Jibson's Lesson:
WN - Transitions Story
      -Using the handout about transitions (click here) write a story using as many transitions as you can in five minutes. You may not repeat a transition and the transitions have to make sense. It is perfectly fine to write a run-on sentence. Limit yourself to five minutes for this assignment

Handout - Using your packet that you highlighted pronouns and subjects in, now circle the subjects and underline the heroic epithets and descriptive phrases. 

When a descriptive word, or two word phrase precedes a noun or subject, it is called a heroic epithet.
Examples of heroic epithets include:
"Discreet Telemachus," 
"Clear-eyed Athena," &
"Cloud-gathering Zeus."

Circle the subject and underline the epithet. In the examples above you would: 
circle Telemachus and underline "discreet," 
circle Athena and underline "Clear-eyed." Etc. 
Find the heroic epithets on the first page of your packet (The first four paragraphs of chapter five, and circle the subject and underline the descriptive word.

The second kind of descriptive phrase we are underlining, is when the phrase comes after the subject, and it is usually set apart by commas. This phrase does not move the plot forward at all, it just gives us more context and information about the character. 
For example:
Zeus, whose power is over all
Athena, ever-mindful of Odysseus
Hermes, my dear son

In these examples you would:
circle Zeus and underline "whose power is over all"
circle Athena and underline "ever mindful of Odysseus"
circle Hermes and underline "my dear son"

You likewise only need to mark these descriptive phrases on the first page of your packet, the first 4 paragraphs of chapter five. 

Please turn your packet into me when finished. 

WN - 10 Heroic Epithets  - In your writer's notebook, choose 10 examples of fictional characters, or famous people (NOT people that you know personally). Create heroic epithets and descriptive phrases for each one of them (10 total)

Examples:
Always bold Harry Potter, with his tragic past, 
Curly-haired Superman, whose cape rules the skies
Ever-happy Polly Pocket, whose domain can fit in my purse




Friday & Monday—January 23 & 26, 2015
Ms. Jibson's Lesson:
Announcements:
  • Don't forget to let Ms. Jibson know your email address if you want to be emailed the link to the extra-credit survey.
  • I realize we've been talking about the hero's journey quite a bit without defining the steps. Here they are:
    • 1. Status quo - Normal life for our hero
    • 2. Call to adventure - What problem does the hero need to fix?
    • 3. Assistance - Usually a super power, direction from a mentor, or a special tool
    • 4. Departure - Travel to the special world
    • 5. Trials - Trouble in the special world!
    • 6. Approach - Everything leading up to the big confrontation where the hero usually almost dies
    • 7. Crisis - The big confrontation/ fight with the villain
    • 8. Treasure - What the hero gets from defeating the villain 
    • 9. Result - What happens because the hero gets the treasure?
    • 10. Return - Leaves special world
    • 11. New life - What is new life like for our hero?
    • 12. Resolution - What happens to the other characters in the story b/c of the hero's actions? 
  • Sage test is coming. We're going to practice in class. Don't stress. 
In class we reviewed two different graphic novel versions of the Odyssey, and then created graphic novels (finished in class)

  • Not about the artistic skill; about the content you choose to include
  • Four stories total
  •  
    • Choose 2 stories from chapters 9 and 10 and two from chapters 11 and 12
  • You can use the panels (boxes) printed on the paper, or you can divide them into smaller ones if you want to.
  • You must use all 12 panels.
  • You have to caption every drawing.  
  • They must be in chronological order.

The stories

    • The Cicones (Ch 9)
    • The Lotus-Eaters (Ch 9)
    • Cyclops (Ch 9)
    • Aeolus (Ch 10)
    •  Island of the Laestrygonians (Ch 10)
    • Circe (Ch 10)
    • _________________________
    • Land of the Dead (Ch 11)
    • Sirens (Ch 12)
    • Scylla (Ch 12)
    • Cattle of the Sun God (12)
    • Going to Ogygia (Ch 12)
  • Due at  the end of class

Wednesday-Thursday—January 21-22, 2015
Ms. Jibson's Lesson:
Don't forget your outline for your final project is due on Monday/Tuesday! A brief list of how your hero completes the hero's journey.

Steps for the Hero's Journey:
1. Status Quo
2. Call to Adventure
3. Assistance
4. Departure
5. Trials
6. Approach
7. Crisis
8. Treasure 
9. Result
10. Return
11. New Life
12. Status quo. 

Here is the video explaining all of the steps: 

Here is the example of Hercules (the Disney version) that we did in class (see blog for example).


WN  Best Two Lines List – List of your favorite line from every page of the audiobook we listened to in class.
o Starting on p 144  of this PDF, ending on p. 149 
o Five sets of two lines = Two lines per page. (Not sentences. Just a line of text. They don’t have to be consecutive.) 
  • Here the link to the audio file. We started at 14:43 and ended at 27:04

·WN   Audiobook Chart – Use a whole page to create a chart titled “Audiobook” with four columns: Emphasized/Absent/Works Well/ Works Poorly
- Fill this chart out based on your experience listening to the audiobook. 
- The Emphasized/Absent columns are for the content, the WHAT of the story
- The Works Well/Works Poorly is for HOW the story is told.

- Here is an example I did comparing the film and the book version of The Great Gatsby. You only have to do one row for the audiobook.  EXAMPLE  

Friday & Tuesday—January 16 & 20, 2015
Ms. Jibson's Lesson:
WN – Chapters 7 & 8 List: Make a bulleted list of everything you can remember that happens in chapters 7 and 8. Take no longer than 3 minutes. 
WN – Mystery: Write what you think is happening in the passage. 1-2 sentences. Take no longer than 3 minutes. 
·         "He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn. "
Watch this video of me highlighting the pronouns and the character each pronoun refers to in matching colors.

Odyssey Handout - Highlight pronouns and their matching characters on the first page of the handout and the first 4 paragraphs of chapter 5.  
Extra Credit Survey:
Students filling out this survey will earn three points of extra credit!
http://ow.ly/Hnszx 

Wednesday & Thursday—January 14-15, 2015
Ms. Jibson's Lesson:
Business:
  • Golden Apple nominations
Pre-test for The Odyssey (see file #132)
WN—CCQC paragraph on any character in The Odyssey.
Transition practice & review of Conjunctions (see file #133)
Watch "Conjunction Junction"
·         Circle all conjunctions in your CCQC.
·         Replace a conjunction with a transition (from the handout), or insert one into your CCQC
WN: Chapters 5-6 Questions
·         Choose a # from 1-4 and answer the corresponding question for each chapter in your WN, titled "Ch 5& 6 Question #"
·         For example if I picked the number 1, I would answer questions #1 for both chapters 5 and 6. 
·         Ch 5  Q#1
·         Do you think Calypso is really in love with Odysseus? Why or why not? Why does she keep Odysseus at the island if he doesn’t return her affections?
·         Ch 5 Q#2
·         How do immortals talk to other immortals? What do we learn about the structure of the gods?
·         Ch 5  Q#3
·         Is Odysseus right to be suspicious of help from supernatural sources? Why or why not?
·         Ch 5 Q#4
·         How much does Odysseus’ cunning help him in this chapter? What other things play into him being saved from Calypso and Poseidon?
·         Ch 6 Q#1
·         How do people’s appearances play a role in the story of the Odyssey? How would the story change if everyone appeared exactly as they were?
·         Ch 6 Q#2
·         What do we learn about Odysseus’ character from how he interacts with Nausicaa and her maids?
·         Ch 6 Q #3
·         How does Nausicaa’s faith in the gods influence her view of the world?
·         Ch 6 Q #4
·         Why do you think Nausicaa, and the narrator, spend so much time describing her land and palace? Is that significant? Why or why not? If you wrote the Odyssey, would you include those details?
Students filling out this feedback form is extra credit!

Monday & Tuesday—January 12-13, 2015
Ms. Jibson's Lesson:
Sentence Parts Quiz #3
We added for chapters 3-4 in: WN: Who is…chapters 1-4
  • A one-word character trait
  • Evidence to support the one-word description.
  • Page number of evidence.
Character
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Telemachus

(4)


(3)
(2)
Odysseus

(2)


(2)
(2)
Suitors

(2)



(3)
Penelope

(1)



(3)
Preview of chapters 5-6

Thursday & Friday—January 8-9, 2015
Ms. Jibson's Lesson:
Business:
  • Today is it for turning in work.
  • Monday’s discussion make-up is for term 2.
Sentence Parts Quiz
·         Memorize all linking verbs for next time.
WN:Chapter 2 Review—summarizing paragraphs
  • Summarize a paragraph in 2-3 sentences.
WN: Who is…chapters 1-4
  • A one-word character trait
  • Evidence to support the one-word description.
  • Page number of evidence.
Character
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Telemachus

(4)




Odysseus

(2)




Suitors

(2)




Penelope

(1)




Preview of chapters 3-4

Tuesday-Wednesday—January 6-7, 2015
Ms. Jibson's Lesson:
Business:
  • Pass back writer’s notebooks.
  • Check out copies of The Odyssey.
  • All late work due by next class.
  • The argument essay on Brutus will be the last score I include in your grade—make sure I have it.
Sentence Part Quiz—just for practice.
Ms. Jibson Starts Teaching
Class Procedures Discussion
Heroes Discussion
WN: Why does society create heroes?
  • ½ page
Discussion of Genres
Discussion of the hero’s journey
Youtube video: What makes hero?
Overview of Hero’s Project—details coming later
Preview of The Odyssey
Pagetracker for The Odyssey 

Friday & Monday—December 19, 2014 & January 5 2015
Common Assessment: Argument Essay turned in.
Writer’s Notebook for Julius Caesar turned in:
1.      Words Create Meaning and Tone
2.      WN: Cassius and Brutus Venn
3.      Comparing Two Roman Marriages
4.      Words Carefully Chosen
5.      WN: Was Brutus Justified?
Test on Julius Caesar
Pagetracker for Julius Caesar turned in.
Julius Caesar books turned in.

Wednesday & Thursday—December 17-18, 2014
Business:
Writer’s Notebook due next time:
1.      Words Create Meaning and Tone
2.      WN: Cassius and Brutshus Venn
3.      Comparing Two Roman Marriages
4.      Words Carefully Chosen
5.      WN: Was Brutus Justified?
DQs:
  • In Act IV, scene I what does Shakespeare establish in terms of his characterization of Antony, Octavius, and Lepidus?
    • What does each of the three characters accentuate about the other two?

Question:
Was Brutus justified?

Introduction:
  • Start interesting
  • Build logically toward your thesis
  • Present a complex claim
    • Do not list your sub-claims.
Support paragraphs
  • Begin your first support paragraph with a counter-claim.
  • Refute the counter-claim
  • Use two quotes in each support paragraph.
  • Two support paragraphs.
Conclusion
  • Drive home your claim and supporting ideas.

Good sources of evidence:
  • Brutus talking in his orchard (pages 18-19)
  • Brutus’s speech (pages 44-45)

Monday & Tuesday—December 15-16, 2014
Sentence Parts
  • Practice Sentences #3
DQs:
  • What do the speeches show about how persuasion is a power tool?
WN: Was Brutus justified?
Complex Claim:


Sub-claim #1


Two evidences:




Counter-claim

Sub-claim #2:


Two evidences:


Sub-claim #3


Two evidences:



Thursday & Friday—December 12-13, 2014
Business:
  • All Tale work due today.
Sentence Parts
  • We marked prepositional phrases and helping verbs, classified verbs, and marked direct objects and compliments in Practice Sentences #5.
DQs:
  • How is power employed in highly charged situations?
Group Skit
Carefully Chosen Words

Tuesday & Wednesday—December 9-10, 2014
Business:
  • All late work from A Tale of Two Cities due by next class.
    • Writers Notebooks
    • Essays
    • Pagetrackers
Sentence Parts: We labeled linking verbs, action verbs, complements, and direct objects in practice sentences #s 1 & 2.
DQs:
  • How does power affect men and women differently in the play?
  • Who has the better marriage: Brutus and Portia or Caesar and Calpurnia?
Comparing Two Roman Marriages

Friday & Monday—December 5 & 8, 2014
Business:
  • Watch found in my room.
  • All late work from A Tale of Two Cities due today.
Sentence Parts:
  • Periods 2 & 6 only: Marking prep phrases in Practice Sentences #2.
DQs:
Guiding Question:
  • What does power do to people?
Last Time’s Question:
  • What happens when the bottom resents the power of the top and the top fears losing power to the bottom?
Today’s Question:
  • Why and how is secrecy often employed when power is at stake?
Review Questions:
  • What is Cassius up to in the early scenes?
  • What motivates Brutus?
WN: Cassius and Brutus Venn (25 total items)
Cassius
Shared
Brutus
















Claim:



Claim:
Claim:
Skit Final Preparations
Groups Skit for Day 2

Wednesday-Thursday—December 3-4, 2014
Sentence Parts
  • Mark prepositional phrases in Practice Sentences #2.
DQ:
  • What happens when the bottom resents the power of the top and the top fears losing power to the bottom?
Skit Prep:
  • Clear your selection of focus with me.
  • Get your skit typed today and share it with:
    • turninmyessay@gmail.com
      • As: Julius Caesar Skit, Period ___, Day ___
        • Include the name of all group members at the top.
    • Practice your skit.
    • You will be graded on:
      • Smoothness of presentation.
      • Knowledge of scene conveyed.
      • Meaningful interpretation conveyed.
      • Entertainment factor.

 Monday-Tuesday—December 1-2, 2014
Begin Sentence Parts
  • Marking prepositional phrases. We labelled prepositional phrases in Practice Sentences #1.
We started Shakespeare’s Julius Caesar. Check out a book from me.
Key question for Julius Caesar: What does power do to people?
DQ:
  • What do you see as Caesar’s and Brutus’s leading traits based on your reading of Plutarch?
  • What do their stories demonstrate about political power?
Julius Caesar Overview
  • Act I: Cassius talking with Brutus and others about the Caesar problem.
  • Act II: Brutus and the conspirators planning the attack.
  • Act III: The assassination and then addressing the people.
  • Act IV: The two opposing sides (Antony and Octavius versus Brutus and Cassius) talk, argue, and plan.
  • Act V: The two sides battle at Philippi; death of Brutus.
Groups Caesar Skits: Students were assigned a portion of the play to present with the following guidelines:
  • One skit per day for the 7 reading days.
  • Focus on key scenes or a key scene.
  • You must use a typed script.
  • Your skit must demonstrate a clear understanding of what you are presenting.
  • Convert Shakespeare’s words to your own if you prefer.
  • Use props, clothing, etc.
  • Involve everyone in your group.
  • 5-7 minutes presentation time.

 Monday-Tuesday—November 24-25, 2014
Business:
  • We will start Shakespeare’s Julius Caesar after the break.
  • All essays are due.
Index Card Review of Plutarch’s Caesar and Brutus
  • After reviewing Plutarch’s life for each man, do a mind map for both Brutus and Caesar—one on each side of the card—that includes:
    • 1 main idea
    • 3-5 extension ideas
    • 8 plot details
You can find the Plutarch readings here:


Test on A Tale of Two Cities
Writer’s Notebook for A Tale of Two Cities
1.      Close Reading: Chapter 1
2.      WN: Noble, Clergy, Commoner (periods 3 & 5 only)
3.      WN: The Times (periods 2, 6, 7 only)
4.      WN: French Revolution
5.      WN: The Conditions in France
6.      WN: Major Passages
7.      WN: Two Worlds—Two Mindsets
8.      You and the Book—Chapters 2.12-2.15
9.      WN: Mr. Carton and Miss Manette
10.  Comparing and Contrasting Monsieur and Madame Defarge
11.  You and the Book--Chapters 2.21-2.24 (not 3rd period)
12.  Welcome to France!
13.  Pamphlet—How to survive in France in 1792
14.  WN: Gentlemen vs Peasant Morality (2nd period only)
15.  WN: What does Sydney Carton embody?


Thursday-Friday—November 20-21, 2014
Business:
·         Writer’s Notebooks due next class. All assignments should be completed.
·         Test on A Tale of Two Cities next time.

Writer’s Notebook for A Tale of Two Cities--Due next time.
1.      Close Reading: Chapter 1
2.      WN: Noble, Clergy, Commoner (periods 1 & 3 only)
3.      WN: The Times (periods 2, 6, 7 only)
4.      WN: French Revolution
5.      WN: The Conditions in France
6.      WN: Major Passages
7.      WN: Two Worlds—Two Mindsets
8.      You and the Book—Chapters 2.12-2.15
9.      WN: Mr. Carton and Miss Manette
10.  Comparing and Contrasting Monsieur and Madame Defarge
11.  You and the Book--Chapters 2.21-2.24 (not 3rd period)
12.  Welcome to France!
13.  Pamphlet—How to survive in France in 1792
14.  WN: Gentlemen vs Peasant Morality (2nd period only)
15.  WN: What does Sydney Carton embody?

In-class writing of essay for A Tale of Two Cities
Note:
·         Claim, sub-claims, counter-claims, and rebuttals in blue, again.

Advice on Introductions from :
http://writingcenter.unc.edu/handouts/introductions/

Complex Claims from the Silas Marner Essay:

Silas Marner becomes the character most out of the cave due to his enlightenment of life, shown throughout his slow transition from materialistic ideals to real love and emotion.

From keeping his secrets hidden, Godfrey faces challenges in his life and realizes that he needs to change his character to be a better husband and father in order to fully be out of the cave.

Silas Marner demonstrates coming out of the cave as he emerges from a selfish man with no ambition, to a man who wants to better himself and others to become more a part of the Raveloe community.

In the novel Silas Marner, by George Eliot, Silas demonstrates the process of coming out of the cave because he starts off as a very trusting, naive person, but by the end he has become independent and he learns to recognize beauty for himself.

This process of leaving the cave with an “instructor” is shown very well in the story Silas Marner by George Elliot. Throughout the whole book, Silas Marner takes his journey through the cave, supported by two “instructors”, being led out by the hands of Dolly Winthrop and Eppie.

Marner’s journey out of the cave requires him to come closer into the light, which is painful, before he can reach the stage of enlightenment and happiness.

Silas Marner illustrates that in order to climb of the cave, one needs an usher to first force them, but then gradually guide them out of the cave.

 Tuesday-Wednesday—November 18-19, 2014
Business:
  • Writer’s Notebooks due next week. Unfinished worksheets will be passed back today.
  • Essay writing in class today and next time.
  • Test next week.
DQs:
  • What are the most revealing moments of the final chapters?
WN: What does Sydney Carton embody?
Key Actions (10)
Traits Shown























Complex statement on what Carton embodies:




A Tale of Two Cities Essay Brainstorming

Friday & Monday—November 14 & 17, 2014
LTs:
  1. Determine what knowledge we gain about the Revolution by the reading of Dr. Manette’s letter.
  2. Evaluate the morality of the Gentlemen class and the Peasant class based on the peasant boy’s account embedded in Dr. Manette’s letter.
  3. Do a close reading of the wine shop scene in the form of a reader’s theater.
DQs:
  1. What does Dr. Manette’s prison letter add to our understanding of what happened in France?
  2. Contrast the morality of the gentlemen with that of the peasant boy’s people.
  3. What new insights do we gain about Dr. Manette from the reading of his letter?
  4. Evaluate the reaction to the reading of Dr. Manette’s letter.
  5. What originally got Charles acquitted? What got him condemned?
  6. Is Madame Defarge justified in seeking extermination of the Evremonde clan?
  7. What difference emerges between Monsieur Defarge and Madame Defarge in the wine ship scene?
  8. What mode does Sydney Carton seem to be in?
WN: Gentlemen vs Peasant Morality (2nd period only)
Based on the peasant boy’s account embedded in Dr. Manette’s letter (251, starting with “Doctor, they are very proud…” until the four asterisks on 254), determine the moral values of the Gentlemen and Peasant classes.
Gentlemen Class
Quotes or Actions with page #s (5)
Moral Values Revealed (5)







Articulate the overarching morality of the Gentlemen Class.



Peasant Class
Quotes or Actions with page #s (5)
Moral Values Revealed (5)







Articulate the overarching morality of the Peasant Class.





Wednesday-Thursday—November 12-13, 2014
DQs:
  • Are the champions of the Republic rational? Sane? Explain.
  • How is Dickens’ more active recent inclusion of the following characters advancing the plot?
    • Jerry Cruncher
    • Miss Pross
    • Solomon or John Barsad
    • Sydney Carton
Group whiteboard review of chapters 3.5-3.8
Small Groups Discussion of DQs
Pamphlet—How to Survive in France—1792

Monday-Tuesday—November 10-11, 2014
Welcome to France! 

Thursday-Friday—November 6-7, 2014 
Business:
  • You DO NOT need to read days 8 and 9 this weekend—just day 8. We have bought extra books and I no longer need to finish early to get books to the other honors classes.
LT: Evaluate the actions of major players (characters and groups) in light of the erupting revolution.

You and the Book--Chapters 2.21-2.24 (For every class except 3rd period)
  
Tuesday-Wednesday—November 4-5, 2014
Business:
  • PLAN Test on Thursday 7:30-10:00 AM—go to cafeteria; bring calculator, pencils, ID
LT: Form complex claims about Sydney Carton, Dr. Manette, and Monsieur and Madame Defarge.
DQs:
  • What drives Sydney Carton? (chapters 5, 13, 20)
  • Describe Dr. Manette’s mental world. (chapters 17-19)
  • Compare and Contrast Monsieur and Madame Defarge. (chapter 16)
Mind Map—Dr. Manette (in-class group assignment—no make-up necessary)
  • Create a “Drawing” in Google Drive
  • Title is: Manette Mind Map, Per. __, Group__
  • Share to turninmyessay@gmail.com
    • 1 main idea
    • 3 subordinate ideas
    • 6 specifics with page numbers
Comparing and Contrasting Monsieur and Madame Defarge 

Friday & Monday—October 31 & November 3, 2014
Major Episodes Recap
  • Stryver after Lucie
  • Carton confiding in Lucie
  • Jerry doing his night work
  • Defarges and mender of roads
DQs:
  1. What do we learn about Sydney Carton from his visit to Miss Manette?
  2. What are we learning about the Defarges?
WN: Mr. Carton and Miss Manette
Review the conversation between Sydney Carton and Lucie Manette using the following format:
Dialogue Recap
Revelations or Insights about Carton or Lucie
Carton says:
Manette says:
C:
M:
C:
M:
Etc.








What is the significance of Sidney Carton’s visit?
  • For Carton:
  • For Lucie:



Wednesday-Thursday—October 29-30, 2014
Index Card Quiz:
From chapters 2.7-2.9
  • Side 1—details about the aristocrats; one claim
  • Side 2—details about the poor; one claim
Recap of chapters 2-7-2.11:
  • Group reporting assigned by chapter.
    • Plot review.
    • Highlights.
    • Main character introduction or update.
    • Prominent quotes.
    • Prominent themes.
    • Commentary and/or Analysis
DQs:
  • What is wrong in France?
  • What does the situation in France reveal about the nature of power in society?
  • What motivates Charles Darnay?
 WN: Two Worlds—Two Mindsets
For each scene, describe, using claims and evidence, the two contrasting worlds/mindsets that are portrayed. You may do this either with a T-square/two-column format or a written commentary. Either should fill one page completely.
  1. The Carriage Accident (83—starting with “It’s owner went down…”—to end of 85)
  2. The Marquis and his Nephew (93—starting with “The Marquis took…”—to end of 95)
 Example of T-square/Two-column
(your title for the first world/mindset)
(your title for the second world/mindset)
(claims and evidence)












(claims and evidence)

 Monday-Tuesday—October 27-28, 2014
DQs:
  • What is the story, at this point, with Dr. Manette and Lucie?
  • What does Dickens want us to believe about Sydney Carton?
    • Explain what role the “jackal” plays.
    • How is the “jackal” different from the “lion”?
    • What is the significance of the vision Carton has?
  • What is being foreshadowed by the footsteps motif?
    • Motif: A reoccurring subject, theme, or idea.
  • Compare and contrast Darnay and Carton.
  • Rank major characters (Dr. Manette, Lucie Manette, Charles Darney, Sydney Carton, Mr. Stryver, Jerry Cruncher) from most complex to least complex.
WN: Major Passages
For each major passage, write a ½ page analysis.

  • Mr. Darnay and Sydney Carton: 62 (bottom quarter)-64
  • Sydney Carton and Mr. Stryver: 67-69

Thursday-Friday—October 23-24, 2014
Business:
  • Review Silas Marner test.
DQs:
  • From the glimpse of English culture you have had, what values stand out?
  • What kind of a man is Mr. Lorry?
  • What kind of a woman is Miss Manette?
WN: The Conditions in France
  • 20 details—5 observations—1 claim
  • Base this on chapter 5, pages 20-23
Details
Observations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Claim:



Tuesday-Wednesday—October 21-22, 2014
Business:
  • Next Monday’s discussion make-up will count for term 1.
  • All assignments for term 1 are due by next class.
Pagetracker with reading schedule. Note: days 2-3 and 8-9 will be combined.
LT: Identify beginning themes in A Tale of Two Cities.
Video: Crash Course—French Revolution
WN: Noble, Clergy, Commoner (periods 1 & 3 only)
  • Choose one of the above groups and describe what your life is like and what your concerns are at the time of the novel. ½ page.
WN: The Times (periods 2, 6, 7 only)
  • List the contrasting “times” mentioned in the first paragraph and explain what you think they are communicating. Also, comment on how the two contrasting themes might exist today in our culture.
Times
Then
(what they meant)
Now
(how we rank now)













WN: French Revolution
Before and after watching the Crash Course video on the French Revolution, jot down notes of what you know and questions you have about the French Revolution.
What I know
Questions I Have













Tuesday-Wednesday—October 14 & 15, 2014
Read and annotate the copy of chapter one of A Tale of Two Cities.
  • Underline/highlight items that seem important.
  • Look up and write brief definitions for unfamiliar words.
  • Look up unfamiliar historical references and make notes of what you learn.  
Silas Marner Essay
  • Pull up you “Life” file in Google Drive—the file containing your “Life of Me” paper. Type this essay above your “Life”. This way there is no need to create and share a new file.
  • Write according to the “Silas Marner Essay Brainstorming”
  • Follow the formatting example on the Formatting Sheet 
Friday & Monday—October 10 & 13, 2014
DQs:
  • What do we learn about major characters from the conflicts in chapters 18-19?
  • Evaluate how things end up between Godfrey and Nancy in the end.
Writer’s Notebook due:
1.      WN: Community (periods 3, 5 only)
2.      Brochure on Relationships & Money (periods 2, 6, 7 only)
3.      WN: Evaluating Godfrey & Dunstan
4.      WN: Close Reading—pages 24-25
5.      WN: Close Reading/Idea-building—Silas
6.      WN: Close Reading/Idea-building—Godfrey
7.      Paragraph Response: Community or Rainbow
8.      WN: Mind Map—Dolly Winthrop or Squire Cass
9.      WN: Close Reading—Silas
10.  Character Impact Chart/Maslow’s Hierarchy of Needs
Silas Marner Essay Brainstorming 

Wednesday-Thursday—October 8-9, 2014
Business:
  • PT check.
  • Test next time.
  • Writer’s Notebook due next time:
    1. WN: Community (periods 3, 5 only)
    2. Brochure on Relationships & Money (periods 2, 6, 7 only)
    3. WN: Evaluating Godfrey & Dunstan
    4. WN: Close Reading—pages 24-25
    5. WN: Close Reading/Idea-building—Silas
    6. WN: Close Reading/Idea-building—Godfrey
    7. Paragraph Response: Community or Rainbow
    8. WN: Mind Map—Dolly Winthrop or Squire Cass
    9. WN: Close Reading—Silas
    10. Character Impact Chart/Maslow’s Hierarchy of Needs
LT: Formulate complex claims about key characters based on relevant details from chapters 16-17.
DQ’s: (½ page written responses before discussion.)
  1. Updates on: Silas, Eppie, Aaron, Dolly, Godfrey, Nancy, Mr. Lammeter, Pricsilla
  2. What kind of a father does Silas turn out to be? Explain with bullet points.
  3. Describe the quality of Godfrey and Nancy’s marriage. Explain with bullet points.
Reader’s Theater for chapters 18-19
After reading, discuss the following question:

  • What insights do we gain from the intense conflicts in these two chapters?

Monday-Tuesday—October 6-7, 2014
LT: Formulate complex claims about Silas and Godfrey based on relevant details from chapters 13-15.
 Highlights from chapters 13-15.
 Notecard: Eppie’s Impact
How does Eppie change the lives of Silas and Godfrey? 

Evidence
Sub-claim
Complex Claim
Silas (3-4)
(1)


(1)
Godfrey (3-4)
(1)



Thursday-Friday—October 2-3, 2014
LT: Formulate complex claims based on relevant details.
Highlights/Questions from the reading.
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?
Close Readings:
  1. Page 80 (large paragraph).
    • Focus: Nancy
  1. Pages 88-89 (start with first complete paragraph).
    • Focus: Godfrey and Nancy
  1. Pages 92-93 (large paragraph).
    • Focus: Silas
WN: Close Reading—Silas
Pages 92-93—Focus: Silas
Paraphrasing of Key Statements (10)
Sub-claims (5)










Overall Claim:




Tuesday-Wednesday—September 30-October 1, 2014
Business:
  • All Fahrenheit Writer’s Notebooks are due by tomorrow.
DQs:
  • What phase is Silas in?
  • What does the Rainbow represent?
Mind Maps done in class for:
  • Silas
  • The Rainbow
  • Squire Cass 
WN: Mind Map—Dolly Winthrop
  • Include an overall claim, 3-5 sub-claims, and 15-20 evidences with page numbers. 

Example of Mind Map:



Thursday & Friday—September 25, 2014
The counselling office is doing SEOP work.

Wednesday, September 24 & Monday, September 29, 2014
Business:
  • No reading for next time; you will do a writing assignment instead.
  • Tip: Read ½ of the assigned reading each night instead of all of it the night before.
LT: Formulate complex claims based on relevant details.
DQs:
  • Most interesting events/quotes from the reading…
  • How are different sub-plots advanced in chapters 5-8?
WN: Close Reading/Idea-building—Silas
  • Paraphrase 12 statements from the book from pages 46-47 for your evidence.
Evidence (12)
Sub-claims (3)
Claim (1)



















WN: Close Reading/Idea-building—Godfrey
  • Paraphrase 10 statements from the book from pages 53-55 for your evidence.
Evidence (10)
Sub-claims (3)
Claim (1)


















Homework for next time, instead of reading:

Monday & Tuesday—September 22-23, 2014
LT: Evaluate complex characters.
DQ: Describe the relationship between Godfrey and Dunstan.
WN: Evaluating Godfrey and Dunstan
  • For both Godfrey and Dunstan (one for each) complete an idea-build as represented below.
Evidence
Sub-claim
Claim
Strengths









Weaknesses









WN: Close Reading—pages 24-25
For the large paragraph starting on page 24 and ending on page 25, re-write each sentence in your own words. (There are 13 sentences.)
  • Try to convey each idea as accurately as possible.
Thursday & Friday—September 18-19, 2014
LT: Identify and analyze major themes in chapters 1-2.
DQ: Who is Silas Marner?
Period 3 & 5 only—WN: Community
  • Describe a time you felt you were part of a community.
Periods 2, 6, 7—Brochure on Relationships and Money (based on chaps 1-2)
Goal: Address the topic of Relationships and Money. This is one topic, not two. Your brochure should address one or all the following questions:
  • How are Relationships and Money tied together?
  • What are major do’s and don’ts when it comes to Relationships and Money?
  • What advice would you give on dealing successfully with Relationships and Money?
First panel
  • Present your theme in the form of an overall Claim about Relationships and Money.
Panels 2-6
  • Present your Sub-Claims about Relationships and Money in the form of:
    • A prominent Headline that states your Sub-Claim.
    • A quote from chapters 1 or 2 that supports your sub-claim.
    • A paragraph of commentary/explanation.
    • A Graphic that helps convey your idea.
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…
Tuesday & Wednesday—September 15-16, 2014
Business:
  • Reminder of late policy:
    • One assignment
    • Within week of deadline
LT: Write a one-paragraph response that conforms to the official rubric.
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.
Pagetracker with reading schedule for Silas Marner
Self-Scoring of Second Practice Paragraph
  • By the rubric numbers; out of 24
Turn in Writer’s Notebooks
  • Name on front
  • Proper order
  • Indicate where Fahrenheit 451 assignments start
  • No previous handouts—story them somewhere else.
  • No individual assignments can by turned in as a late assignment.
Writer’s Notebook for Fahrenheit  451:
  1. Pages 3-35 Themes
  2. Idea-building
  3. WN: Montag’s Phases
  4. WN: Bradbury Video Notes & Quotes
  5. Sections and Commentary: Part II
  6. Term 1 Common Assessment Practice
  7. Term 1 Common Assessment Practice #2
Common Assessment: One-Paragraph Response

Friday & Monday—September 12 & 13, 2014
Business:
  • Discussion make-up on Mondays during consultation.
LT: Identify images and explain their meaning in the overall context of the book.
DQs:
  • What images stand out in pages 139-145? What do they suggest about the new phase Montag is in?
  • Describe the final phases Montag passes through as the book ends.
Peer reviews of Argument Paragraphs
Writer’s Notebook w/ handouts (placed inside) due next time:

  1. Pages 3-35 Themes
  2. Idea-building
  3. WN: Montag’s Phases
  4. WN: Bradbury Video Notes & Quotes
  5. Sections and Commentary: Part II
  6. Term 1 Common Assessment Practice
  7. Term 1 Common Assessment Practice #2

Wednesday & Thursday—September 10-11, 2014
Business:
  • Retake scores will go up today or tomorrow. If your score does not change, it’s because you did not score higher.
  • Review AP/Honors expectations.
  • Parent/Teacher conferences next Wed.
  • Discussion make-up on Mondays during consultation. 15 minutes=10 points.
  • Test on Fahrenheit next time.
  • PT dues next time.
  • PT check.
  • Writer’s Notebook w/ handouts (placed inside) due next time:

1.      Pages 3-35 Themes
2.      Idea-building
3.      WN: Montag’s Phases
4.      WN: Bradbury Video Notes & Quotes
5.      Sections and Commentary: Part II

LT: Write a one-paragraph response that conforms to the official rubric.
 Paragraph Response Prompts:
  • What phase does Montag enter after speaking with the ladies (pages 102-104)?
  • What does the first part of Part III reveal about Beatty?
Term 1 Common Assessment Practice

 Monday & Tuesday—September 8-9, 2014
Sections and Commentary: Part II (see file #106)
Summer Reading Test Re-take
  • Optional
Thursday & Friday—September 4-5, 2014
Business:
  • Summer retake will be during class on Monday and Tuesday. Those taking the re-take will have to do the in-class assignment for homework.
  • Missing Caesar packets (writer’s notebooks) need to be turned in by Friday.
  • Life of Me assignments are all graded. Tell me if you finish it late.
  • PT check.
LT: Make sub-claims and claims based on textual evidence.
DQs:
  1. What phases has Montag passed through and what phase is he in now?
  2. How is Montag and Mildred’s relationship changing?
  3. Who is Faber?
WN: Montag’s Phases
  • Answer question #1 by:
    • Identifying/labeling past phases.
    • Writing a CCQC, paragraph on his current phase (5-7 sentences).
      • So claim, context, quote, commentary, quote, commentary.
Group Drive Paragraphs: (no make-up)
  • Answer question #3 above with a CCQC paragraph. Make your claim complex and insightful!
  • Have one member of your group get a Chromebook.
  • Create a file on Google Drive and name it: Period 3 Group #1
  • Share it with turninmyessay@gmail.com
WN: Bradbury Video Notes & Quotes
  • Include quotes by Bradbury and notes about his life and his thoughts on Fahrenheit 451.
Tuesday & Wednesday—September 2-3, 2014
Business:
  • Summer reading test retakes will be Monday and Tuesday, Sept. 8-9, during class. Students doing the retake will have to do the in-class assignment at home.
  • Life of Me grading update
  • PT check.
LT: Make sub-claims and claims based on textual evidence.
DQs:
  1. What is the significance of the scene with the woman who burns with her books? Use quotes to make your points.
  2. What is happening to Montag in pages 35-68? 
  3. What is Beatty’s claim? 
Idea-building (see file #104)  
Use this to address questions 2 (on one side) & 3 (on the other side).
·         10 items of evidence, 4 sub-claims, 2 claims
Video Clip on Master Ridley Quote:
Thursday & Friday—August 28-29, 2014
Business
  • Summer reading test retake today after school. And on Monday, Sept. 8.
  • Writer’s Notebooks passed back. About the scores…
  • Review of late work policy.
  • Google Drive late submissions. Tell me in person because I don’t check the notices.
  • Pagetracker check.
LT: Identify and interpret terms, concepts, and themes in the text.
DQ: Who is Montag? (Make a claim.)
  • How well does he fit into his society?
  • What conflicts does he seem to experience?
  • What influence do Clarisse and Mildred have on him?
Pages 3-35 Themes

Tuesday & Wednesday—August 26-27, 2014
Business
  • Test retake update: Because of Labor Day, it will be Monday, September 8th during consultation and Thursday after school.
  • The Life of [Me] should be finished.
  • Disclosure 
WN: Comparing Caesar & Brutus
Venn Diagram
List unique and shared leadership qualities:

Caesar Unique (8+)
Caesar & Brutus Shared (6 +)
Brutus Unique (8+)









Debate:
  • Who was the better leader—Caesar or Brutus?
  • Who was more “out of the cave”—Caesar or Brutus?
We started Fahrenheit 451
·         Pagetracker with reading schedule (see file #103).
Writer’s Notebooks were turned in and included:
  1. Brutus Attributes
  2. Cave Allegory Drawing
  3. Caesar and Brutus Comparison (Venn diagram) 

Friday & Monday—August 22 & 25, 2014
Business:
  • Retake on summer reading test this Monday or next Monday during consultation.
LT: Describe major themes in Plato’s Cave Allegory using textual evidence.
Group Work:
  • Identify 5 major themes in Plato’s Cave Allegory. Have one group member list the themes and bullet points for each theme.
  • Come up with “characters” from Plato’s Cave Allegory and give them descriptive names. Each group member will get to be a character and should be prepared to explain their role in the allegory.
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 though Google Drive using your school gmail account. Make sure you allow editing:
     Share with: turninmyessay@gmail.com
     Title: Jane Doe Per. 1 Life
     Due by the start of next class.

Wednesday & Thursday—August 20-21, 2014
LT: Present complex claims about Brutus supported with textual evidence.
DQ: Describe to what extent Brutus demonstrates the following attributes?
  • leadership
  • philosophical depth
  • virtue

WN: Brutus Attributes
Answer the above question by writing a paragraph for each attribute that includes:
  • A complex claim that describes to what extent Brutus demonstrates that attribute.
  • Evidence from the text, including at least one quote (2-3 sentences).
  • Commentary explaining how the evidence supports your claim (2-3 sentences).

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
Test on the summer reading.

Tuesday—August 19, 2014
DQ: Are men like Caesar good or bad for the world?
About This Class
What are the main things we do in this class?
  1. We read quality texts…lots of them.
  2. We discuss meaningful ideas…all the time.
  3. We write engaging, insightful pieces…lots of them.
AP/Honors Standards:
  1. Maintain As and Bs in English every term.
  2. Come prepared for class every day.
  3. Attend class regularly and on time.
  4. Complete summer work on time and in a satisfactory manner.
  5. Maintain integrity in writing all essays and completing all assignments.
Business:
  • My blog: suthys10honorsenglish.blogspot.com
  • Bring a reading book every day all year.
  • Bring a spiral bound notebook every day all year.
  • Test next time on Plutarch. Be ready!
DQ: How do you know you’re educated?
  • What part do Training and Wisdom play in education?
  • What is the difference between Institutional and Individual learning?
Clip from Dead Poets Society:
Learning Target:
  • Get our first experience in a FITS discussion:
    • Focused
    • In-depth
    • Text-based
    • Student-centered
Plato’s Cave Allegory (click here). This should be read and annotated for next time.


Monday--August 18, 2014

Summer Reading for 10 Honors English for 2014-2015:
Explanation of Summer Reading
The Life of Caesar
The Life of Brutus











Thursday-Friday: May 22-23, 2014
We reviewed pronoun selection.
DQs:
Evaluating Reb:
  • How did he do raising Danny?
  • Is he a good father?
Whole-book questions:
  • What is a tzaddik?
  • What does it mean to be a friend?
  • What is the function of silence?
Chosen Packet turned in:
  1. Web Page
  2. Close Reading: Pages 46-51
  3. WN: Hasidism in America 
  4. Hasidic History and Danny Saunders
  5. Four Characters and Four Themes
  6. You and the Book
Objective test on The Chosen.
Pagetracker for The Chosen turned in. 
Tuesday-Wednesday: May 20-21, 2014
Review: Three Pronoun Rules:
  • Subject (nominative)
  • Object (objective)
  • Follows “to be” (nominative)
We added “who” to the nominative list and “whom” to the objective list.
Nominative Case
Or Pronouns that are Subjects
Objective Case
Or Pronouns that are Objects
I
He
She
We
They
Who
Me
Him
Her
Us
Them
Whom
2nd Page on Pronouns (pages 168-169 & 174-175) (see file #121). This is part of the packet given out last class for which there is a link. We did the 25 sentences in the Chapter 8 Review on pages 174-175.
You and the Book (see file #122). Or click here. Fill this in for chapters 14-15. 

Friday-Monday: May 16 & 19, 2014
Page on Pronouns (see file #120). Or click here. Write the information in the table below somewhere on this page. We worked on Exercise #3 on page 162.

Nominative Case
Or Pronouns that are Subjects
Objective Case
Or Pronouns that are Objects
I
He
She
We
They
Me
Him
Her
Us
Them

DQ: What are college and Zionism revealing about the four main characters (Danny, Rueven, Reb Saunders, David Malter)?

Wednesday-Thursday: May 13-14, 2014
Sentence Parts: We finished marking everything in Practice Sentences #5.
We watched Part IV of Hasidism in America. If you were absent, search for the series on Youtube.com and watch Part IV. Or click here. Take notes on the Hasidism in America chart.
DQs:
What is Danny struggling with?
What broader issues are boiling over?

Monday-Tuesday: May 12-13, 2014
Sentence Parts: We talked about helping verbs and marked everything in the first ten sentences of Practice Sentences #5.
DQ: Analyze and describe Danny’s situation in chapters 8-9.
FourCharacters; Four Themes 

Thursday-Friday: May 8-9, 2014
Sentence Parts Packet: We identified linking or action verbs and direct objects or compliments in practice sentences #1 & #2 in the grammar packet.
We watched Part III of Hasidism in America. If you were absent, search for the series on Youtube.com and watch Part III. Or click here. Take notes on the Hasidism in America chart.
DQ: Is Reb Saunders a great man?
We watched the intro to Fiddler on the Roof.

Tuesday-Wednesday: May 6-7, 2014
DQ: Who is Danny Saunders? (based on chapters 3-4)
We watched Part II of Hasidism in America. If you were absent, search for the series on Youtube.com and watch Part II. Or click here. Take notes on the Hasidism in America chart.
Hasidic History and Danny Saunders
Using two sheets of printer paper folded in half, create a brochure that presents the information David Malter relays to his son, Reuven, in trying to explaining Danny Saunders. Include the following:
  • Front Cover: that presents the overall theme.
  • Six Informational Sections: Each with a topical theme; each with bullet points or explanatory paragraphs; each with two quotes; each with some kind of graphic element.
  • Back Cover: Present a Claim and Three Sub-claims of your own about Danny based on the information in your brochure.
Friday & Monday: May 2 & 5, 2014
SAGE testing.
Chapters 5-6 in The Chosen should be read by next time.

Wednesday-Thursday: April 30-May 1, 2014
SAGE testing.
Chapter 4 in The Chosen should be read by next time. 

Monday-Tuesday: April 28-29, 2014
Sentence Parts: Add this information to your packet on pages 3-4. 
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

We identified prepositional phrases in practice sentences #2.
WN: Hasidism in America
Use one full page for this. Today we watched Part I of Hasidism in America. If you were absent, search for the series on Youtube.com and watch Part I. (Or click here.) Take notes in your Writers Notebook using the table below.
Part I





Part II
Part III





Part IV
DQ:
What feel do we get for Reuven’s personality in chapter 2?
 Close Reading: Pages 46-51
(Use two full pages in your WN.)

Details (words, phrases, sentences)
Meaning (connotation, denotation, character development, interpretations)










Four Complex Observations:




Thursday-Friday: April 24-25, 2014
SentenceParts Packet (see file #118). We marked prepositional phrases in practice sentences #1.
VideoClip of Oprah visiting a family of Hasidic Jews.
Web Page
·         On a blank sheet of paper, design what could be an opening page for a web site presenting the information on pages 3-5 in chapter one.
·         Provide “links” on the opening page.
·         On the back, put the content for the links.
DQ:

What is the significance of the baseball game in chapter 1?

Tuesday-Wednesday: April 22-23, 2014
Test on Things Fall Apart.
Writer’s Notebook turned in:
  1. WN: What drives Okonkwo?
  2. Poem/worksheet:  The Second Coming
  3. WN: Quiz on “The Second Coming” (3rd & 6th)
  4. WN: Character Map—Okonkwo (1st & 3rd)
  5. WN: Figuring out Okonkwo (6th)
  6. WN: Ven Diagram--Ibo Culture and Our Culture
  7. WN: Informational Essay Brainstorming
  8. WN: Okonkwo's Dilemma
  9. Three Men--Three Levels of Enlightenment
  10. WN: Okonkwo Thinks
  11. One Man's Outcast is another Man's Convert or The Clan vs. Christianity
Pagetrackers turned in.
We started The Chosen. Check out a book from me.
Pagetracker with reading schedule for The Chosen (see file #117).

Friday & Monday: April 18 & 21, 2014
SAGE Testing.

Wednesday-Thursday, April 16-17, 2014
WN: Okonkwo Thinks
 It was noted earlier that, “Okonkwo was not a man of thought but of action” (69). Using at least four direct quotes from pages 152-153, analyze the quality of Okonkwo’s reflections. Is he thinking deeply or just reacting? Is he thoughtful or just impulsive? Is this a step forward or backward for Okonkwo as a thinker? 3/4 of a page. 
"One Man's Outcast is another Man's Convert" or "The Clan vs. Christianity"

Monday-Tuesday, April 13-14, 2014
WN: Okonkwo's Dilemma
What do we learn about Okonkwo from the way he deals with his banishment? (three paragraphs, three observations, ¾ of a page)
Three Men--Three Levels of Enlightenment
We read chapter 17 together in class.

Thursday-Friday: April 3-4, 2014
DQ: Comparing Ibo culture and our culture.
WN: Informational Essay Brainstorming
Based on the events of chapters 10-13, brainstorm for an informational essay in which you explain how Ibo culture is defined by its:
  • Law
  • Religion/Superstition  
  • Ceremony & Ritual


Details
Larger Observations
Concluding Statement
Law






Religion/Superstition






Ceremony & Ritual






Overall complex statement concerning all three categories:



Wednesday: April 2, 2014 (period 6 only)
Review of major events in chapters 7-9
WN: Figuring out Okonkwo
Based on the events of chapters 7-9:
Actions of Okonkwo (10)
What seems to drive him (6)
Claims (4)










Overall complex claim about Okonkwo:



WN: Ven Diagram--Ibo Culture and Our Culture
Ibo Culture (10 min)
Shared (10 min)
Our Culture (10 min)








Tuesday: April 1, 2014 (Periods 1 & 3 only)
DQ: What drives Okonkwo?
WN: Character Map—Okonkwo
Directions: Based on the events of chapters 7-9, create a line graph for Okonkwo based on happiness, mood, and feelings of self-worth. You must include at least 4 points. At each point, you will describe his happiness, mood, and feelings of self-worth.

The x-axis is time.
The y-axis is happiness.

WN: Ven Diagram--Ibo Culture and Our Culture
Ibo Culture (10 min)
Shared (10 min)
Our Culture (10 min)








WN: Ven Diagram--Ibo Culture and Our Culture
Ibo Culture (10 min)
Shared (10 min)
Our Culture (10 min)









Friday-Monday: March 28 & 31, 2014
DQ:
·         Comment-worthy moments/quotes from chapters 1-6.
WN: Quiz on “The Second Coming”
·         List key words or “terms” and their meaning. (at least 5)
·         Describe key images and the meaning they might convey. (at least 5)

word
meaning
image
meaning































Wednesday-Thursday: March 26-27, 2014
 SAGE testing continued during class time.
Keep up on the reading schedule for Things Fall Apart. For Friday you should read the Day #2 assignment, which is chapters 4-6.
WN: What drives Okonkwo?
Include:
  •  A claim
  • Two sub-claims
  •  A counter-claim
  •  A rebuttal 
Evidence (4)
Sub-claim (2)
Claim (1)












Evidence
Counter-claim



Evidence
Rebuttal



 Write out: Your three support paragraphs. Do not write an intro or conclusion. 
Poem/worksheet:   The Second Coming
Follow the instructions on the above poem/worksheet.


 Monday-Tuesday: March 24-25, 2014
First day of SAGE state testing.
In Things Fall Apart, complete the first day’s reading assignment (chapters 1-3) for next class.

Friday: March 21, 2014
Poetry Packet turned in:
    • The poems heavily annotated
    • Poetry Close Reading forms (2)
    • WN: Madness (fire) and the Wall
    • WN: “Say Not the Struggle…” quiz
Quiz on “Say Not the Struggle Naught Availeth”
Poetry test
Check out copies of Things Fall Apart
Pagetracker for Things Fall Apart (see file #114).

Wednesday-Thursday: March 19-20, 2014
DQ:
What epitomizes Emily Dickinson’s poetry? What themes, what attitudes, what poetic devices, what personality?
            Epitomize: To be typical of.
We explicated “Terrance This Is Stupid Stuff”
Background/Foundation:
·         The poem is a conversation between Terence and his friends.
·         A. E. Housman 1859-1936
·         English classicist (scholar of ancient Greek and Latin), poet, ranked as one of the greatest scholars of all time.
We explicated the following poems in groups using another sheet of Poetry Close Reading and then shared the information with the class. You should do enough Poetry Close Readings to fill up two of the sheets.
Explicate one of the following poems:
  1. “Departmental” by Robert Frost
  2. “Our Hold on the Planet” by Robert Frost
  3. “Stopping By Woods on a Snowy” Evening by Robert Frost
  4. “I Hear America Singing” by Walt Whitman
  5. “A Noiseless, Patient Spider” by Walt Whitman
  6. “O Captain! My Captain!” (about the death of Abraham Lincoln) by Walt Whitman
  7. “If You Were Coming in the Fall” by Emily Dickinson
  8. "We Learned the Whole of Love” by Emily Dickinson
  9. “The Naked and the Nude” by Robert Graves
Monday-Tuesday: March 17-18, 2014
Note: Bring headphones if you have them for the SAGE test next week.
Explicate & Memorize:
·         We explicated “Say Not the Struggle Naught Availeth” together.
·         Memorize this poem for Wednesday.
 Argument Essay with New Texts:
Go to your Google Drive “Greeks” file where you will find an argument essay prompt. On the top of your “Greeks” file, do a complete brainstorm for this essay using the same format as “WN: Madness and the Wall” from last week.

Thursday-Friday: March 13-14, 2014
We inserted definitions and examples on the Poetry Terms page.
We filled in the Poetry Close Reading form in reading “Much Madness Is Divinest Sense” and “Mending Wall”.
WN: Madness and the Wall
Organize an argument essay that responds to the following prompt:
 What do “Much Madness” and “Mending Wall” suggest is the root source of conflict between people?
Evidence (4)
Sub-claim (2)
Claim (1)











Evidence
Sub-claim
Counter-claim





Evidence
Sub-claim
Rebuttal






Read and annotate the Walt Whitman poems.

 Tuesday-Wednesday: March 11-12, 2014
Sage Practice: We did a practice test for the upcoming SAGE state language arts test. If you were absent, you should go to: Sageportal.org and take the 10th grade writing and reading tests to familiarize yourself with the feel of the test.
Assignment: Read the rest of the Robert Frost poems and annotate in a way that demonstrates your understanding of the poems.

Friday & Monday: March 7 & 10, 2014
Test on Fahrenheit 451
Fahrenheit writer's notebook turned in:
1.      Pages 3-24 Themes (periods 3 & 6)
2.      WN: Bradbury Video Notes and Quotes
3.      Plato’s Cave Review
4.      Against the Tyrants of Imagination (marked)
5.      WN: Q & L and Tyrants
6.      WN: Plato and Fahrenheit
7.      WN: What is Reality? (periods 1 & 3)
8.      WN: Montag’s Leap (period 6)
9.      WN: Truth or Reality
10.  Themes: Fahrenheit 451
We started a poetry unit.
·         Read and annotate the first three poems by Robert Frost.
·         We did not use this, yet.
·         We did not use this, yet.

Wednesday-Thursday: March 5-6, 2014
DQs:
What are the prominent themes in pages 145-165? Cite passages.
What is Bradbury’s final statement? Is it optimistic or pessimistic?
WN: Truth or Reality
Answer the question that follows with a specific, original, complex claim.
·         What does Fahrenheit 451 suggest concerning the role of truth or reality in society?
Evidence (6)
Sub-claims (3)
Claim (1)







Themes: Fahrenheit 451 

Monday: March 3, 2014 (Period 6)
DQs:
·         What do we learn about Montag’s character by his stop at Mr. Black’s house?
·         And from his last visit with Faber?
·         Explain significant aspects of the transformation Montag experiences as he flees the city.
WN: Montag’s Leap
After leaving Faber’s house, Montag continues to undergo a great transformation. Comment on images and thoughts that help describe that transformation on pages 139-145.
Images/Thoughts
What meaning they convey








Friday: February 28, 2014 (Periods 1 & 3)
DQs:
·         What do we learn about Montag’s character by his stop at Mr. Black’s house?
·         And from his last visit with Faber?
·         Explain significant aspects of the transformation Montag experiences as he flees the city.

WN: What is reality?
Define reality and gives examples and illustrations of reality.

Wednesday-Thursday: February 26-27, 2014
DQ:
What can we conclude about Beatty’s and Montag’s values from their actions in pages 110-129?

Essay Topic:
What do Fahrenheit 451 and Plato’s cave allegory say about human nature?
Must do:
·         Come up with a cool claim! One claim that synthesizes the ideas of both texts.
·         Multiple sub-claims/support paragraphs.
·         3-4 pages in length.
·         Minimum 3 quotes from Fahrenheit and 3 from Plato.
·         Claim and sub-claims in blue.
·         Write an intro that:
o   Is meaningful and engaged from the first sentence and develops a line of thinking that ends with your claim.
o   Don’t just play around in your intro; say something, but not your claim until the end.
·         Italicize book titles.

Monday-Tuesday: February 24-25, 2014
DQs:
·         What does Montag’s confrontation with the ladies reveal about them and him?
·         Evaluate Beatty’s rhetoric in his badgering of Montag.
WN: Plato and Fahrenheit
Quote ten ideas in the Cave allegory that you feel have a correlation in Part II of Fahrenheit 451. Explain the correlation.

Paragraph # and Quote
Correlation in Fahrenheit 451 (you can paraphrase)








Thursday-Friday: February 20-21, 2014
 “Against the Tyrants of Imagination” (see file #109)

We re-read Fabers’ views on Quality and Leisure on pages 83-84.

WN: Q & L and Tyrants
After reading “Against the Tyrants of Imagination” and re-reading Faber’s thoughts on Quality and Leisure, explain what is unique and common about the ideas of the two texts. Around 8 bullets for Faber and 10-12 for Tyrants. You decide if the comments go in the "common" or "unique" column.
“Quality & Leisure”
Unique Observations
Observations common to both texts
“Against…Tyrants…”
Unique Observations











Tuesday-Wednesday: February 18-19, 2014
Essay Prompt:
Technology encourages shallowness.
Write a unified essay in which you use evidence from Fahrenheit 451 and your own life experience to perform the following tasks. Explain what you think the above statement means. Describe instances in which technology encourages depth. Discuss what you think determines when technology encourages shallowness.

Notes:
·         Do everything the prompt asks you to do.
·         Include at least 3 quotes from Fahrenheit 451.
·         Highlight claims and sub-claims in blue.
·         Acknowledge complexity in your arguments. Don’t be either/or in your argument posture.
·         Immediate context for quotes.
·         Add to your “Greek” file.

Thursday-Friday: February 13-14, 2014
New Blog for This Class:
o   suthys10honorsenglish.blogspot.com
WN: Bradbury Video Notes and Quotes
·         Include quotes by Bradbury and notes about his life and his thoughts on Fahrenheit 451.
http://www.youtube.com/watch?v=sLuDOEuwwso

Cave Allegory Review

Tuesday-Wednesday: February 11-12, 2014
DQs:
·         What conflicts exist within and among the following characters?
o   Montag, Clarisse, Mildred


Friday & Monday: February 7 & 10, 2014
We started Fahrenheidt 451. Check out a book from me.
Pagetracker for Fahrenheidt 451 (see file #106).
We turned in Frankenstein pagetrackers.
Essay prompt:
·         What do we learn about the nature of ambition from chapter 24?
·         On your Google Drive “Greeks” file, prepare the following:
Evidence (6 quotes)     Sub-claims (2-3)          Claim (1)





 Notes:
·         Context for all quotes!
o   Describing this dilemma, Victor explains, “I hate bumping my head” (97). This explains…
·         Proper page format (see above)
·         Avoid “Since the dawn of time” hooks.
·         Avoid 1st person (I, we)
·         Where does the claim go? End of introduction. Highlight in blue.
·         Sub-claims: Flexible placement option on this essay.
o   Anywhere in support paragraph.
o   Highlight in blue.

Wednesday-Thursday: February 5-6, 2014
Essay prompt for next time:
·         What do we learn about the nature of ambition from chapter 24?

Homework Assignment:
On your Google Drive “Greeks” file, prepare the following:

Evidence (6 quotes)     Sub-claims (2-3)          Claim (1)









10 Honors Frankenstein Packet—turned in
1.      Pre-reading for Frankenstein
2.      WN: Profile of Walton
3.      WN: Close Reading: Page 4
4.      WN: Criticizing or Praising Victor
5.      WN: On Victor’s Performance
6.      WN: Six Questions Six Paragraphs (6th only)
7.      WN: Education
8.      Close Reading: Chapters 17 & 20
9.      WN: Close Reading Analysis: chapters 17 & 20 (1st & 3rd)
10.  WN: Chapter 16—A Change (6th only)
11.  WN: Dealing with Rejection: The Monster and Silas
12.  WN: Safie and Elizabeth
13.  Frankenstein Themes



Tuesday-Wednesday: January 28-29, 2014
Essay Writing prompt: What view of education is put forth in chapters 11-15 of Frankenstein?
·         Flexible paragraphing
·         Six quotes minimum
·         Proper formatting
·         Meaningful context for quotes
·         Add this to the top of your “Greeks” file
Note:
·         Get your ideas in order before you write: Have a crystal clear claim (stated at end of intro.) and crystal clear sub-claims (stated at beginning of support paragraphs).
·         Try to avoid using first person (I or we).
·         Do not begin your introduction with your claim—introduce it.

WN: Education (brainstorming for the essay)
Concrete details                       Sub-claims                   Claim










  Wednesday-Thursday: January 21, 2014
Essay Prompt:
·         Evaluate Victor’s handling of the “wretch” thus far—not the creation, but the events since the creation, with emphasis on the Justine Moritz incident. Present a complex claim concerning Victor. Your claim should focus on moral, psychological or philosophical observations concerning Victor.
·         You may include 2-4 support paragraphs. Two support paragraphs with exceptional depth will score as well as four support paragraphs with less depth.
·         Include a minimum of six quotes in your support paragraphs.
·         All previous essay requirements are in place.
·         Write this essay on top of your last essay in your “Greeks” file.

Before beginning your essay, complete the following chart in your writer’s notebook. You may summarize your sub-claims and evidences.

WN: On Victor’s Performance

Complex Claim:



Sub-claims                   Evidence                      Evidence
#1



#2



#3



#4




Tuesday-Wednesday: January 7-8, 2014
10 Honors
Comparing Greek culture with Modern Culture (Based on the worksheet with the same name.) Choose one of the three brainstorms to write your essay on.