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:
- WN:
Close-Reading of Paragraph on pages 15-16:
- WN:
Evaluating Godfrey and Dunstan
- WN:
Close Reading/Idea-building—Silas and Godfrey
- WN:
Purpose and Tone
LT: Formulate complex
claims about key characters based on relevant details from chapters 16-17.
DQ’s:
- What
kind of a father does Silas turn out to be?
- 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
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.
Business:
- PT check.
LT: Formulate complex
claims based on relevant details.
Highlights/Questions from the reading.
DQs:
- Who is Nancy Lammeter?
- How would you define Godfrey
and Nancy’s relationship?
- 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.)
- Page
80 (large paragraph).
- Pages
88-89 (start with first complete paragraph).
- 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)
|
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.
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.
- Words
Create Meaning and Tone
- WN:
Brutus’s Reasons
- WN:
CCQC Paragraph
- Carefully
Chosen Words
- Two
Roman Marriages
- Brochure
on Political Strategy
- 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.
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
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?
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.
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.
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.
- Poem
written out
- Complex
Caesar Claim
- Poem
quiz
- Comparing
Caesar and Brutus
- WN:
Best Leader Debate
- Plato’s
Cave Allegory—marked up
- 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
10
Honors English
Business:
- Update
on Writer’s Notebook
- Poem written out
- Complex Caesar Claim
- Poem quiz
- Comparing Caesar and Brutus
- 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:
- Highlight
or underline most important words, phrases and passages.
- 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:
·
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.
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!
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:
- WN:
Fiddler and Jewish Culture
- Meet
Chaim Potok/Introducing the Novel
- Web
Page
- WN:
Close Reading—Reuven and His Father
- You
and the Book—pp 81-86
- WN:
Chapter 6 Flow Chart
- Hasidism
and Jewish Enlightenment
- WN:
Hasidism in America
- 15
Lines under the Microscope
- You
and the Book—Chapter 13
- Plotting Plot and Theme—chapter 14
Pronoun
Packet
- Exercise
6
- Exercise B
Poetry
- Poetry packet
- Read and annotate the 3 poems on page 1.
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).
Business:
- Have
Writer’s Notebook complete and ready to turn in at all time. I may call
for it.
- Absent? Check blog THAT day.
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:
- WN:
Fiddler and Jewish Culture
- Meet
Chaim Potok/Introducing the Novel
- Web
Page
- WN:
Close Reading—Reuven and His Father
- You
and the Book—pp 81-86
- WN:
Chapter 6 Flow Chart
- Hasidism
and Jewish Enlightenment
- WN:
Hasidism in America
- 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
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
Monday-Tuesday—May 4-5, 2015- Discuss issues surrounding how individuals and institutions interact. What benefits as well as conflicts exist in the relationship between individuals and institutions?
Business:
- Reminder—no
late work during May.
- Phone taking rampage starts today.
Pronoun
Packet
·
We
did exercise #1.
DQs
(answered in groups):
- In what
ways is Danny conflicted?
- Is Danny
becoming more enlightened?
- Or
just confused?
- Are
his efforts worth it?
- Evaluate
the relationships Danny and Reuven have with their fathers.
- Describe
the nature and quality of the education Danny and Reuven display.
- 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
- SAGE testing.
- 3-5 Themes in 3-5 Pages
assignment
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.)
- Jews
in Poland 13th through the 16th centuries (101)
- The
“great tragedy” (101-102)
- pilpul,
superstition and Ba’ale shem—Masters of the Name (103-104)
- Israel
(104-106)
- Israel
becomes the Ba’al Shem Tov/Hasidism is born (106-107)
- The
tsaddikim (108)
- Solomon
or Maimon (109-110)
- 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.
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
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.
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.
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.
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
- 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
- Where does Okonkwo place the blame for Nwoye’s
departure?
- 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
- 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:
- Is Okonkwo a man?
- What does it mean to be a man?
- 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!
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:
- What is Okonkwo willing to
sacrifice in order to maintain his social status? Cite events from your
reading.
- What is acceptable in our culture to
sacrifice for social status?
- 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.
- 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?
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
My character was Carmen SanDiego.
Monday & Tuesday—February 23-24, 2015
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!!!!!
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
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!
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)
· 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)
· 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
- Checking
out Frankenstein today
- No reading, yet.
- For next time, do Short Story Outline.
- Pagetracker with reading schedule
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
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
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:
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
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.
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.
Create 5 counterclaims and label them with the hero's step on your outline they are attacking.
Final Project Rubric: We
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:
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 – 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:
Business:
- Golden
Apple nominations
Pre-test for The Odyssey (see file #132)
WN—CCQC paragraph on any
character in The Odyssey.
·
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
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)
|
Thursday & Friday—January 8-9, 2015
Ms. Jibson's Lesson:
Business:
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:
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?
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:
|
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 WordsTuesday & 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?
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
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
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.
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:
- Determine
what knowledge we gain about the Revolution by the reading of Dr.
Manette’s letter.
- Evaluate
the morality of the Gentlemen class and the Peasant class based on the peasant
boy’s account embedded in Dr. Manette’s letter.
- Do
a close reading of the wine shop scene in the form of a reader’s theater.
DQs:
- What does Dr. Manette’s prison
letter add to our understanding of what happened in France?
- Contrast the morality of the
gentlemen with that of the peasant boy’s people.
- What new insights do we gain
about Dr. Manette from the reading of his letter?
- Evaluate the reaction to the
reading of Dr. Manette’s letter.
- What originally got Charles
acquitted? What got him condemned?
- Is Madame Defarge justified in
seeking extermination of the Evremonde clan?
- What difference emerges between
Monsieur Defarge and Madame Defarge in the wine ship scene?
- 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—1792Small Groups Discussion of DQs
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
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:
- What
do we learn about Sydney Carton from his visit to Miss Manette?
- 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?
|
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.
- The
Carriage Accident (83—starting with “It’s owner
went down…”—to end of 85)
- 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)
|
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:
|
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
|
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
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:
- WN: Community (periods 3, 5 only)
- Brochure on Relationships & Money (periods 2, 6, 7
only)
- WN: Evaluating Godfrey & Dunstan
- WN: Close Reading—pages 24-25
- WN: Close Reading/Idea-building—Silas
- WN: Close Reading/Idea-building—Godfrey
- Paragraph Response: Community or Rainbow
- WN: Mind Map—Dolly Winthrop or Squire Cass
- WN: Close Reading—Silas
- 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.)
- Updates
on: Silas, Eppie, Aaron, Dolly, Godfrey, Nancy, Mr. Lammeter, Pricsilla
- What
kind of a father does Silas turn out to be? Explain with bullet points.
- 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:
- Who is Nancy Lammeter?
- How would you define Godfrey and
Nancy’s relationship?
- What changes occur in Silas at
the arrival of the baby?
Close Readings:
- Page
80 (large paragraph).
- Focus: Nancy
- Pages
88-89 (start with first complete paragraph).
- Focus: Godfrey and Nancy
- 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:
|
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:
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.
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…
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.
- 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:
- Pages 3-35 Themes
- Idea-building
- WN: Montag’s Phases
- WN: Bradbury Video Notes & Quotes
- Sections and Commentary: Part II
- Term 1 Common Assessment Practice
- Term 1 Common Assessment Practice #2
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:
- Pages 3-35 Themes
- Idea-building
- WN: Montag’s Phases
- WN: Bradbury Video Notes &
Quotes
- Sections and Commentary: Part
II
- Term 1 Common Assessment
Practice
- 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?
Sections
and Commentary: Part II (see file #106)
Summer
Reading Test Re-take
- Optional
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:
- What phases has Montag passed
through and what phase is he in now?
- How is Montag and Mildred’s
relationship changing?
- 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.
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.
DQs:
- What is the significance of the scene with the woman who burns with her books? Use quotes to make your points.
- What is happening to Montag in pages 35-68?
- What is Beatty’s claim?
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.)
Pages 3-35 Themes- How well does he fit into his society?
- What conflicts does he seem to experience?
- What influence do Clarisse and Mildred have on him?
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:
- Brutus Attributes
- Cave Allegory Drawing
- 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:
○ 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
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?
- We read
quality texts…lots of them.
- We discuss
meaningful ideas…all the time.
- We write
engaging, insightful pieces…lots of them.
AP/Honors
Standards:
- Maintain
As and Bs in English every term.
- Come
prepared for class every day.
- Attend
class regularly and on time.
- Complete
summer work on time and in a satisfactory manner.
- 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?
- Web
Page
- Close
Reading: Pages 46-51
- WN:
Hasidism in America
- Hasidic
History and Danny Saunders
- Four
Characters and Four Themes
- 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:
Friday & Monday: May 2 &
5, 2014- 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.
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:
- WN: What drives Okonkwo?
- Poem/worksheet: The Second Coming
- WN: Quiz on “The Second Coming” (3rd & 6th)
- WN: Character Map—Okonkwo (1st & 3rd)
- WN: Figuring out Okonkwo (6th)
- WN: Ven Diagram--Ibo Culture and Our Culture
- WN: Informational Essay Brainstorming
- WN: Okonkwo's Dilemma
- Three Men--Three Levels of Enlightenment
- WN: Okonkwo Thinks
- One Man's Outcast is another Man's Convert or The Clan vs. Christianity
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 ThinksIt 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.
Three Men--Three Levels of Enlightenment
We read chapter 17 together in class.
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:
|
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)
|
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
|
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
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:
Monday-Tuesday: March 17-18, 2014Explicate one of the following poems:
- “Departmental” by Robert Frost
- “Our Hold on the Planet” by Robert Frost
- “Stopping By Woods on a Snowy” Evening by Robert Frost
- “I Hear America Singing” by Walt Whitman
- “A Noiseless, Patient Spider” by Walt Whitman
- “O Captain! My Captain!” (about the death of Abraham Lincoln) by Walt Whitman
- “If You Were Coming in the Fall” by Emily Dickinson
- "We Learned the Whole of Love” by Emily Dickinson
- “The Naked and the Nude” by Robert Graves
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)
|
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.
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
|
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
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.