Wednesday-Thursday—May 24-25
·
Is
It a Victory for Reb?
Monday-Tuesday—May 22, 2017
- Turn in Pagetrackers (odd day
classes)
- The two assignments we have
done will be turned in next time:
·
Reuven: Chapter 14
We worked through
Exercise #5 in the Pronoun Packet.
Three-Text DramaticTeaching
Thursday-Friday—May 18-19, 2017
DQ:
Business:
- Any
books to turn in?
- All
discussion make-up needs to be completed by Friday.
- The
test on The Chosen is next time.
- Writer’s
Notebooks for The Chosen turned
in today:
Writers Notebook for The
Chosen:
DQs:
- Describe the journey Reuven
travels by identifying phases you see him pass through in these chapters.
Friday & Monday—May 12 & 15
Writers Notebook for The Chosen:
Pronoun
Packet
Questions:
- What
role is Reuven playing for Danny?
- What is
college revealing about Danny and Reuven?
- Who
is better prepared for college? Why?
- What do
you make of the excommunication?
- What
does it explain or reveal?
Hasidism in America Part IV
Wednesday-Thursday—May 10-11, 2017
- All
books are due next Tuesday and Wednesday.
- Class
time will be provided for the final reading assignment.
- The
test on The Chosen will be on Monday and Tuesday, May 22-23.
Writers Notebook for The
Chosen:
1.
Ballgame or Holy War?
Pronoun Packet
- The
rules (page 1)
- Exercise
1
DQs:
- Share
generalizations or applications from last time.
- What
do we learn about Danny as a learner from his struggles and successes in
studying Freud?
- How
do the two dads react to the after-war news?
- What
do we learn from the chat Danny and Reuven have on pages 200-203?
WN: Generalization Essay—pages
200-203
Write a one-page essay in your
writer’s notebook that:
- begins
with a generalization that you elaborate on for at least one paragraph.
- relates
the conversation between Danny and Reuven (pages 200-203) back to your
generalization for at least two paragraphs.
Monday-Tuesday—May 8-9, 2017
DQs:
Thursday-Friday—May 4-5, 2017
- Missing
first two assignments may be turned in, but not until the writer’s
notebook is turned in at the end.
- Tardiness
cuts into your reading points—and they are lost forever.
DQs:
- Compare
and contrast Jewish Enlightenment with Hasidism as portrayed in chapter 7.
Part III of Hasidism in America
Tuesday & Wednesday—May 2-3.
- Missing
first two assignments may be turned in, but not until the writer’s
notebook is turned in at the end.
Sentence Parts Quiz #2
DQs:
- What has happened to Reuven?
- What is Potok doing with the
detailed descriptions?
- How has Danny impacted Reuven?
- What is Danny’s conflict?
WN: Hasidism in America segment #2
- ½
page notes, again.
Friday & Monday—April 28 &
May 1
Business:
Sentence
Parts Quiz #1
DQs:
Wednesday-Thursday—April 26-27, 2017
- Finish
marking the sentences in Practice Sentences #5
- Quiz
next time
DQs:
Describe the journey Reuven began
with the ballgame.
What is he learning? What does he need to learn? What are
his strengths? His weaknesses? Where is he on this journey as his father leaves
the hospital?
- What
roles are the following playing in Reuven’s experience: Danny, Mr. Savo,
Billy, Reuven’s father
WN: Hasidism in America Notes
- One
page of notes for each segment.
- Today:
Notes on segment #1—the first 10 minutes…
Monday-Tuesday—April 24, 2017
Sentence
Parts
DQs:
Thursday-Friday—April 20-21, 2017
- Finish SAGE testing today.
- Read chapter 1 in The
Chosen for next time:
On your “Life” file: The Ballgame
- Provide
play-by-play of the baseball game.
- Provide
commentary in some format (Tweets, blog posts, etc.
- Suggested
format: a table with play-by-play on one side and commentary on the other.
Play-by-Play
Commentary
Pre-game: Davey Cantor tells Reuven, “They’re
murderers.” Reuven laughs it off.
Reuven jokes the game will be “A Holy War.”
The Hasids’ “coach”, a rabbi, insists on his team having
5 minutes to warm up on the field.
Davey Cantor trying to stir things up before the game,
but Reuven proves immune to the hype.
Usual pre-game lighthearted propaganda—we’ll see if
things get that serious.
Bad form for the Hasids to break tradition.
Wednesday-Thursday—April 18-19, 2017
Copies of The Chosen were checked
out.
Pagetracker with reading schedulefor The Chosen
- The
first reading isn’t assigned until next class, but I wanted the books out
so students can get a jump on the reading if they would like.
Friday & Monday—April 14 & 17, 2017
Day 2 of SAGE testing
Two homework items:
- Meet Chaim Potok
- Potok & The Chosen: What do you think?
- These
must be completed and ready to turn in next class.
Wednesday-Thursday—April 12-13, 2017
Handout for The Chosen: “First Off: Jewish Culture”
- This
is homework—due next time at the start of class.
Friday & Tueday—March 31 &
April 11, 2017
LT: Determine main idea and/or purpose
in select poems by analyzing figurative language, tone and rhetorical stance.
Grammar
Packet
Terence, This Is Stupid Stuff
Poems Sharing
17 Poems Turned in
17 Poems Quiz
Wednesday-Thursday—March 29-30, 2017
- Get
your Writer’s Notebooks back.
- Wrap
up any issues from last term.
- Quiz
on Friday—Matching the 17 poems with a summary or prominent line.
- SAGE
testing right after Spring Break. Missed SAGE testing must be made up.
- Heavy Annotation…for next time:
·
Poems 7-17.
LT: Determine main idea
and/or purpose in select poems by
analyzing figurative language, tone and rhetorical stance.
Grammar Packet
- Review:
Three sentences in Practice Sentences #5.
Poems Analysis: Annotate on the green
sheet and fill in the yellow sheet for the following poems:
“Our Hold on the Planet”
“A Noiseless, Patient Spider”
“Much Madness is Divinest Sense”
Monday-Tuesday—March 27-28, 2017
- New
seating chart.
- Writer’s
Notebooks—pass back
- Any
Mrs. Warner business, talk to me right away.
- Poetry
this week.
- Quiz
Friday on the poems. Know them well enough to match the poem’s title with
a prominent line in the poem or a one-sentence summary of the poem.
- SAGE
test right after Spring Break
- Unless
your parents opt you out, you WILL take the SAGE test. If you are absent,
you will have to make it up.
LT: Determine main idea
and/or purpose in select poems by
analyzing figurative language, tone and rhetorical stance.
- See
the white half-sheet.
Multiple Readings:
- Complex
poems usually require multiple readings to begin to understand them.
- Create
a three box table next to each poem. Check off a box each time you
read that poem until you have read it at least three times. Both
individual and groups reading count.
“17 Poems” Is a Worksheet
- Each
poem must be heavily annotated by the time we finish.
17 Poems Close Reading: Read and annotate heavily…
- Day
1 (for next time): poems 1-6
- Day
2 (for Friday): poems 7-12
- Day
3: (in class Friday) poems 13-17
Bring a Poem: Bring a poem to share with classmates next time. Place in on
your Life so we can share it that way.
- Must
be a “serious” poem, meaning: It is impressive in some way—including in
how funny it is. It must have some depth or polish or wit or flare.
Write a Poem: Write a poem that you are okay sharing next time. Place it on
your Life file so we can share it that way.
- Must
be a “serious” poem, meaning: It is impressive in some way—including in
how funny it is. It must have some depth or polish or wit or flare.
Creating the “Life” file.
- On
Drive, name a file: Your Name, Per. ( ) Life
- Share
it to: turninmyessay@gmail.com
- Make
sure it’s set on “editable” so I can type on it.
Thursday & Friday, March 23 & 24, 2017
- Silent
Reading
- Bring
Sentence Parts Packet Next Time
- Read
the Poem Packet and lightly annotate in the margins
LT: Understand and utilize vocabulary from Things Fall Apart. Share and discuss the TFA Graphic Novels.
WN:
- “17 Poems Packet”
- Read all the poems once and lightly annotate
for next time.
Tuesday & Wednesday, March 21 & 22, 2017
- Silent
Reading
- Quiz,
WN, Graphic Novel, Page Tracker, Due today
- WN – Due Today:
1.
TFA Overview
LT: Analyze overall themes and plot in Things Fall Apart. Evaluate the ending of the book.
DQ:
- Does
the ending of the story meet Achebe’s goals?
- Why
do you feel the story ended this way?
WN: “Winners and Losers” worksheet (if absent, see file #24)
Quiz on Things Fall Apart
Friday & Monday, March 17 &
20, 2017
Business:
DQ:
WN: “Changes in Umuofia” worksheet (if
absent, see file #23)
Work on Graphic Novels
Wednesday & Thursday, March 15
& 16, 2017
DQ:
WN: “Contrasting Cultures” worksheet
(if absent, see file #21)
In your WN, title this: “Chapter
Questions” and answer one of these questions in well-developed paragraph
including quotes from the book.
1.
As
others counsel restraint, Okonkwo is trying to rally men to battle. Okonkwo
says, "If a man comes into my hut and defecates on the floor, what do I
do? Do I shut my eyes? No! I take a stick and break his head. That is what a
man does." Choose one of these two sides and defend it. (Chapter 18)
Monday & Tuesday, March 13
& 14, 2017
LT:
Develop the main
characters in TFA and understand main plot events
DQ:
WN: “New Challenges Worksheet Ch
14-16” worksheet (if absent, see file #21)
Send this to
writersnotebookentry@gmail.com, title this “Diary
Entries”, Imagine for a moment that Things Fall Apart is a true story and
that the characters involved maintained personal journals. These journals would
increase the realism of the story by providing various points of view. Your
task is to write 2 separate reaction diary entries. You need to convince me
that YOU are the character you have chosen. Write as if you are experiencing
the events in the novel first hand. Each diary entry should be one page long,
and include a quote from the text.
Ø
Choose
a character and write a diary entry as that character experiencing the event
from the novel.
writersnotebookentry@gmail.com
Thursday & Friday, March 9
& 10, 2017
LT:
Understand plot
events and how they are noteworthy about people or themes in the novel.
DQ:
WN: To be done in groups and a
Chromebook. Title this: “Chapter 10
Skit”
To
Share:
Write
a scene using the characters from chapter ten with dialog that communicates the
excitement and anticipation of the clan.
Include stage directions (faces
audience, shakes head, raises hands, etc.), accuracy and dialog, and it should
be 1 page minimum
Things to think about:
Chapter
10 Skit Rubric
Perform Skits
Tuesday & Wednesday, March 7 & 8, 2017
- Silent
Reading
- HOMEWORK:
Read Chapters 10-13 in Things Fall Apart
- Term
3 Ends March 17, 2017
LT: Understand plot events and how they are noteworthy about people or
themes in the novel.
WN: “Inside and Outside the Box” Chapters 7-9 Worksheet (if absent,
see File# 19)
WN: 1. “Foreshadowing”
Look back at Chapter 1. How does Achebe
let the reader know that something bad is going to happen to Ikemefuna? What clues in this chapter give the reader
foreshadowing hints? List the hints in
your WN. Did you make any of these
predictions on your Yellow Predictions Worksheet?
DQ’s:
- How
do you feel about the different portrayals of women in Chapter 7?
- How
do you feel Achebe’s goals are being met within the last reading?
Work on Graphic Novels
Friday & Monday, March 3 & 6, 2017
- Silent
Reading
- HOMEWORK:
Read Chapters 7-9 in Things Fall Apart
- Page Tracker is Mandatory
– Every 4th Page and Chapter Titles (if absent, See File #15)
- Term
3 Ends March 17, 2017
LT: Understand sayings and proverbs in literature and how they apply
to Achebe’s goals for Things Fall Apart.
Apply our understanding of a plot event in a newspaper article describing the
basic facts of the event.
A proverb in literature
is: a brief, simple and popular
saying, or a phrase that gives advice and effectively embodies a commonplace
truth based on practical experience or common sense.
Google “Kola Nut” and select images to gain a visual for better
understanding of these objects from the novel.
WN:
Part 2: To be part of your WN, write or type out with a Chromebook, title
this: “Newspaper Article” – Directions: Write a front-page newspaper
article detailing the events leading to Okonkwo beating his wife, Ojiugo. Include the specifics of the beating itself
and the aftermath or the conclusion of the episode, and a headline. Write the story in the factual, detached,
unbiased style commonly used by newspaper reporters. Your article needs to be detailed enough so
that a reader can distinguish what happened.
Ø
The headline should be
eye-catching and should sum up the content of the article.
DQ’s:
- How
do these chapters help Achebe reach his goals? Are there specific goals met in these
chapters?
Wednesday & Thursday, March 1 & 2 , 2017
- Silent
Reading
- HOMEWORK:
Read Chapters 4-6 in Things Fall Apart
- Page Tracker is Mandatory
– Every 4th Page and Chapter Titles (if absent, See File #15)
- Term
3 Ends March 17, 2017
LT: Understand historical context of Things Fall Apart. Analyze The
Second Coming by William Yeats apply it to Things Fall Apart by making predictions about the novel.
Watch: http://www.learner.org/courses/worldlit/things-fall-apart/watch/ (first 11 minutes) as an overview of Things Fall Apart by Chinua Achebe
WN: “Yeats Poem and Predictions” worksheet (if absent, see File #16) “Chapter 1: Intro to Okonkwo and Unoka”
worksheet (if absent, see File #17)
DQ’s:
- What
are Achebe’s goals regarding Things
Fall Apart?
- Describe
Okonkwo. What are his strengths and weaknesses? How does he compare to Unoka?
Friday & Monday, February 24
& 27, 2017
LT: Present theme collages with group
collaboration. Reflect on Frankenstein.
Begin reading Chapter 1, and understand the context of Things Fall Apart.
Ø
Check
in Frankenstein, Check out Things Fall Apart– Chapter 1: Intro to
Okonkwo and Unoka. Read Chapters 1-3 for
NEXT TIME.
Wednesday & Thursday – February
22 & 23, 2017
Business:
LT:
Utilize prior knowledge to review and assess our
understanding of figurative language.
Understand Irony and Symbols as part of figurative language. Evaluate the
latest plot events.
Figurative
Language: Finishing up the small unit “Figurative
Language” gold worksheet; Irony & Symbols
DQ’s:
WN:
DUE NEXT
TIME
Frankenstein
Final Project Collage: 25 POINTS TOTAL
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage. During the presentation of your
collage, each group member will demonstrate his or her portion to the
class.
Friday & Tuesday – February 17
& 21, 2017
LT:
Utilize prior knowledge to review and assess
our understanding of figurative language.
Understand allusions, and hyperbole, as part of figurative language.
Figurative
Language: Small unit “Figurative
Language” gold worksheet; Allusions and Hyperbole
DQ’s:
WN: “Who is the REAL monster?” Close reading: Chapters 17 & 20. Use
generalization in your writing. (If absent, See file #14).
Frankenstein
Final Project Collage:
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage. During the presentation of your
collage, each group member will demonstrate his or her portion to the
class.
Wednesday & Thursday – February
15 & 16, 2017
LT:
Utilize prior knowledge to review and assess
our understanding of figurative language.
Understand Imagery, Alliteration, and Personification as part of
figurative language. Use generalization in academic writing by using textual
evidence to support the claim.
Figurative
Language: Small unit. Introduction
– “Figurative Language” gold worksheet DO
NOT LOSE this definition sheet. Alliteration and Personification.
DQ’s:
“Generalizing
from the Monster’s Rise and Fall: Chapters 13-16” and “Paragraphs and Parts:
Chapters 13-16” (If absent, See files #12 & #13) One important aspect of critical
writing is making general claims from specific examples. These general claims need to be supported
with evidence. A common organizational principle in academic writing is
the general-specific pattern. These patterns involve a general
statement supported by specific examples or details. Claim,
Context, Quote, Generalization, Text-based comment, Quote-based comment
Frankenstein
Final Project Collage:
Monday
& Tuesday – February 13 & 14, 2017
Business:
LT: Utilize prior knowledge to review and assess
our understanding of figurative language.
Understand Imagery as part of figurative language. Continue our
understanding of theme development in Frankenstein.
Figurative Language: Small unit. Introduction – “Figurative
Language” gold worksheet DO NOT LOSE this definition sheet, “Show What You Know”
white worksheet, and “Imagery-Speak to the Senses” white worksheet (If absent, See files #9, #10, #11)
DQ’s:
“Frankenstein Themes” (If
absent, See file #12) A
huge theme in Frankenstein is: Nature v. Nurture.
The
“Nature” View: Also known as nativism, supporters of this view believe that
certain skills, abilities, and dispositions are hard-wired into the brain at
birth. Supporters believe that heredity
plays the biggest role in who we are, and aspects of our personalities like
intelligence, morals, and likes/dislikes are within us before we leave the
womb.
The
“Nurture” View: Also known as tabula rosa
(“blank state”), supporters of this view believe that humans acquire almost
all behavioral traits from their environments and the other people in those
environments. They believe that people
are born without built-in mental content, and knowledge comes from experience
and perception; social and emotional behavioral and knowledge are influenced by
others.
You may
work together or on your own. Part
1: Choose four themes that you feel are
developed in the last reading assignment.
Write the themes in the blanks.
In the remaining space, write two quotes/passages from the novel that
you feel express or support the theme. Part
2: On the back, give your commentary
that explains why the themes are important and how they are developed.
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage.
During the presentation of your collage, each group member will
demonstrate his or her portion to the class.
Thursday & Friday – February 9
& 10, 2017
Counseling
Office Visits Today
LT:
Evaluate the
impact of detailed events in the plot of Shelley’s Frankenstein, and how these details contributed to the tension of
the story. Choose four themes and support those
themes with quotes/passages. Give
commentary, in CCQC, that explains why the themes are important and how they
are developed.
DQ’s:
“Justine
Moritz and Shelley’s Ghost Story” – worksheet – Complete the front side of this
worksheet in your groups. Evaluate the
impact of Justine’s story on the ghost story.
In the outer circle, give the most disturbing or exciting details for
each chapter. Then, in the middle
circle, make a claim(s) showing how the disturbing or exciting details
contribute to the tension of the story.
Lastly, give an overall claim about how Justine’s story adds to the
ghost story, in the center circle. ON
THE BACK, write a letter to Mary Shelley congratulating her on how the
contribution of the Justine story made her ghost story more intense, creepy, or
upsetting, and give her advice on how it could be improved. DO THIS ON YOUR
OWN. (If absent, See File #8)
Begin
Reading Chapter 9 in class
Tuesday & Wednesday – February
7 & 8, 2017
LT:
Understand
emerging themes and how they are impacting the characters in Frankenstein.
Discuss and understand science/bioethics theme and how it relates today and in
Shelley’s Frankenstein.
DQ’s:
- How did Elizabeth and Victor’s
individual personalities complement one another?
·
Who is Henry Clerval?
“Love
and Frankenstein” – worksheet – First,
on your own, explain how love and/or the lack of love has affected the lives of
each character, and answer the last question.
Then, discuss your findings with your group. (If absent, See File #6)
And complete the following
Bioethics worksheet.
“Bioethics
and Frankenstein” – worksheet – Complete both sides of the
worksheet on your own detailing your opinions.
Once you have completed the worksheet on your own, discuss your
opinions with your group. (If absent, See File #7)
Begin
Reading Chapter 6 in class
Friday & Monday – February 3
& 6, 2017
Business:
LT:
Learn and
understand the context in which Frankenstein was written. Utilize close reading
to identify words or sentences that are poetic, symbolic, or noteworthy, and
summarize the important meanings.
DQ’s:
- In
this letter to his sister, what does Walton say he longs for? Why do you think Walton feels lonely
even though he is on board a ship with a full crew?
- How
does Walton respond to the stranger?
Why do you think Walton is attracted to this stranger?
- Walton
has a thirst for knowledge, as the stranger once did. What details suggest that both are
willing to make sacrifices in the search for knowledge? Do they seem unusual in this
respect? Why?
·
Chapter
1 – Family history; Father’s feelings, treatment of mother. Italy. Death.
Introduction
to the history of Mary Shelley and background information on Frankenstein -
PowerPoint
(Watch this if absent; we viewed a
PowerPoint in class)
Historical
Background about Mary Shelley – worksheet – In your groups, read out loud page 1. Then, complete the 5 questions. Once you have completed your 5 questions,
turn the page over, and complete page 2 individually. (If absent, See File #4)
“Close
reading Letters and Chapter 1” – worksheet – On your own, read the passages and identify words or
sentences that are poetic, symbolic, or noteworthy. Add important summary in the margins. Once you have completed the worksheet on your
own, discuss your findings with your group. (If absent, See File #5)
Wednesday & Thursday – February 1 & 2, 2017
- 25
Question Quiz over all of F451 (35 min.)
- Poster
Presentations (35 min.)
- What
should be in your Writer’s Notebook:
ü
Utopia/Dystopia worksheet
- HOMEWORK:
Ø
Read pgs 1-18 (Chapter 1) in FRANKENSTEIN
LT: Present theme posters with group collaboration. Reflect on F451.
DQ’s: (10 min or less)
- Montag – fluid to change perspiration,
dead, Ecclesiastes, about Mildred
- Granger
- War
- Final thoughts about the book?
v
Check in F451, Check out
Frankenstein – Brief introduction to Mary Shelley, Read the Letters and chapter
1 (pgs 1-18) for NEXT TIME.
*Pagetracker with reading schedule for Frankenstein (see file #3).
Monday & Tuesday – January 30 & 31, 2017
- Silent
reading
- 25
Question Quiz over all of F451 NEXT TIME
- Poster
Presentations NEXT TIME
- What
should be in your Writer’s Notebook
– DUE NEXT TIME:
ü
Utopia/Dystopia worksheet
HOMEWORK:
Sentence Parts Packet: We finished Practice Sentences #4
LT: Write a well-developed analytical paragraph describing to what
degree Montag becomes or does not become heroic. You will be able to self-grade
your paragraph using a rubric.
Discussion Prompts: Take out a blank piece of paper
and write down the developments of these characters from the reading. Then, discuss them in your groups.
- Montag
- Mildred
- Beatty
- Mechanical Hound
- Faber
Writing Assessment: Montag’s
Heroism (see file #2)
Ø
Meet in Theme Groups. Work on
posters.
Thursday & Friday – January 26
& 27, 2017
Sentence
Parts Packet: We marked
everything in the next five sentences of Practice Sentences #4.
LT:
Write a
well-developed analytical paragraph of the scene on pages 93-101 in F451, and
give personal opinions about what is right or wrong with this society.
DQ’s:
Worksheet
-What is right or wrong with society in F451? – (see file #25) Directions: In a well-developed paragraph answer this
question: What does the scene on pages 93-101, illustrate about what is right
or wrong with the society in F451? Complete this individually.
Meet
in Theme Groups.
Discuss your theme thus far in the novel and work on posters.
Tuesday & Wednesday – January 24 & 25, 2017
- What
should be in your Writer’s Notebook
so far:
ü
Utopia/Dystopia worksheet
- Final Project Rubric for the Theme
Posters (see file #23)– Assign themes for new
students make sure you are in a theme group. Themes are:
- The Search for Happiness
- Alienation
- Censorship and the Power of Books
- Role of Science and Technology
- Materialism
- Conformity
- Dysfunctional Family
- Effects of Mass Media
- HOMEWORK:
Ø
Read pgs 91-110 in F451
Sentence Parts Packet: We marked everything in the first five sentences of Practice
Sentences #4.
LT: Evaluate Plato’s Cave Allegory and
compare it to the characters, plot, and themes in F451. Use time productively in theme groups.
DQ’s:
- Montag: How
does he answer Mildred when she asks why she should read? What does this
scene say about them? More about him? Why does he believe his country is
hated so much?
- Mildred: What
about her reaction about reading? What else about her?
- Faber: Who is he? Is he
a coward?
- How
can books help Montag’s countrymen relate to people of other countries?
- Anything
else about this section of reading?
Plato’s Cave Allegory – worksheet (see file
#24). Montag’s rant on page 74, “Maybe the books can get us half out of the
cave. They just might stop us from
making the same insane mistakes!”
Directions: Read Plato, The Allegory of the
Cave and complete the worksheet by summarizing in your own words the
highlights of the most important idea. Consider these aspects:
- Light
& darkness
- Sight
& understanding
- Pain
- Misunderstanding
& persecution
- Institutional
& individual learning
Meet in Theme Groups. Discuss your theme thus far in the novel and make preparations
for your final project.
Friday & Monday – January 20 & 23, 2017
Business:
- Silent reading
- HOMEWORK:
Ø
Read pgs 71-91 in F451
Sentence Parts Packet:
- We
marked the rest of everything in Practice Sentences #3.
DQ’s:
- Montag – Thoughts about his evolving
character. What is happening to him?
- Mildred – What is her response to the old
woman’s death? Why do you think she
reacted this way? What was she doing during Beatty’s visit?
- Beatty – Minorities and controversy. How
do they eliminate controversy? What about his history lesson? What else
about him?
- What else is standing out to you about
today’s reading?
WN: Beatty’s History Lesson - Take out your WN and analyze two shocking quotes from Beatty on
pages 54-59. Analyze the quotes and Explain
why these quotes were shocking to you.
LT: Evaluate Guy and Mildred’s relationship and give them
marriage-counseling advice in the form of a therapy session (characterization).
Use time productively in theme groups.
Couples therapy – Take out your WN and take notes as you are
watching the video about a couple’s therapy session. What did you notice about the questions that
were being asked by the therapist? How
about the answers by each person?
- Directions
for “Couple’s Therapy Skit”–
Based on what you know about Mildred and Montag’s marriage, write a script
for a Couple’s Therapy Session. The
participants are: Therapist, Guy Montag, & Mildred Montag
1.
Think of questions that would be
asked of Guy and Mildred in this setting.
Ø
Meet in Theme Groups. Discuss your
theme thus far in the novel and make preparations for your final project.
Wednesday-Thursday—January 18-19,
2017
Sentence
Parts Packet:
DQ’s:
LT:
Evaluate,
research, and summarize a banned book and present findings to the class.
o
Central
theme in F451 (list on firehouse wall): Book Banning. Look at history of book
banning and understand why it happens.
Directions: With
a Chromebook, research your group’s book and determine why your book was
challenged or banned using the four most common guidelines listed below.
In
your Writer’s Notebook, write a short summary, which your group will present to
the class.
Your
summary should include:
Four Most Common Book Banning
Objection Guidelines:
Meet in theme groups if
time allows.
Thursday-Friday—January 12-13, 2017
- BE SURE TO TURN IN THE
DISCUSSION MAKE-UP FORM BY TOMORROW
- End of term 2
- HOMEWORK:
·
Read pgs 21-42 in F451
- Guy Montag
- Clarisse
- Mildred
- How do these characters combine
to create themes in the book?
WN: Are You Happy?
- On page 10, Clarisse asks Montag if he is
happy, and runs away. Think about this and answer: Are you
happy? Why or Why not?
Theme Groups:
Final Poster Project & Presentation:
- Presentation is 5 minutes long
- Include definition of theme
- How your theme influenced the
course of the plot (use quotes as evidence)
- Post/Draw pictures of other
works (ie: other books, stories, movies, songs) that used the same theme
F451 Theme Assignments
for Final Project Posters:
- The Search for Happiness
- Alienation
- Censorship and the Power of
Books
- Role of Science and Technology
- Materialism
- Conformity
- Dysfunctional Family
- Effects of Mass Media
Grammar Lesson and
Sentence Packets:
- B.O.L.O. descriptive short paragraph
- Sentence Parts Packet—we began
classifying verbs
Tuesday-Wednesday—January 10-11, 2017
- Discussion
score make-up ends Friday.
- Odyssey
Writer’s Notebooks turned in today.
Odyssey Writer’s
Notebooks turned in:
- Introduction
to Classical Mythology
- A
World’s Book
- WN:
The Greek Miracle (graphic organizer)
- CC__C
Chapters 5-6
- Events,
Greek Ways and Big Thoughts: Chapters 7-8
- Inside
and Outside the Bog: Chapters 9-12
- Odysseus
and Athena: Chapter 13
Quiz on The Odyssey
LT: Define and discuss the
differences between Utopia and Dystopia in literature and society. Introduction
to F451 theme assignment and short discussion.
DQ’s:
- Ideas
about utopia/dystopia: Will they work? What happens when they fail?
Repressive social control? Why are dystopias popular in recent
literature?
- For
utopia
- For
dystopia
Pagetracker with reading
schedule for Fahrenheit 451
F451 Theme Assignments for Final Project Posters:
- The
Search for Happiness
- Alienation
- Censorship
and the Power of Books
- Role of
Science and Technology
- Materialism
- Conformity
- Dysfunctional
Family
- Effects
of Mass Media
Friday & Monday—January 6 & 9, 2017
- Odyssey
Writer’s Notebook due next time.
- Quiz
on The Odyssey next time.
Odyssey Writer’s
Notebook:
- Introduction
to Classical Mythology
- A
World’s Book
- WN:
The Greek Miracle (graphic organizer)
- CC__C
Chapters 5-6
- Events,
Greek Ways and Big Thoughts: Chapters 7-8
- Inside
and Outside the Bog: Chapters 9-12
- Odysseus
and Athena: Chapter 13
Odyssey Skits Performed
Graded on:
- Presentation
- Smoothness
- Length
(5 minutes)
- Knowledgeable
detail
- 10
terms
- 3
similes
Wednesday-Thursday—January 4-5, 2017
- Today
is the last prep day for skits; you will perform them next time.
- Writer’s
Notebooks are due next time.
- Read
chapter 21 & 23, and the summaries for all skipped chapters, for next
time.
- Quiz
on The Odyssey next time.
Odyssey Writer’s
Notebook:
- Introduction
to Classical Mythology
- A
World’s Book
- WN:
The Greek Miracle (graphic organizer)
- CC__C
Chapters 5-6
- Events,
Greek Ways and Big Thoughts: Chapters 7-8
- Inside
and Outside the Bog: Chapters 9-12
- Odysseus
and Athena: Chapter 13
DQ: What is clarified about the relationship between Odysseus and Athena
in chapter 13?
13:
- The Trip Home
- Loading
up/preparing for the trip home
- The
trip home
- Arriving
at Ithaca
- Odysseus
wakes up
- Poseidon Protests
- Odysseus and Athena
- Odysseus
talks to a young shepherd
- The
young shepherd’s identity transforms
- Odysseus
and Athena talk
- Odysseus
and Athena deal with the treasure
- Odysseus
and Athena talk about the suitors
Skit Prep
- Include
10 terms from Mythology Becomes Language.
- Include
3 similes, similar to the ones in The Odyssey, that you create.
- Make
them elaborate, the way Homer does.
Friday & Tuesday—December 16, 2016 & January 3, 2007
- Merry
Christmas!
DQs:
- Consider further Success and Morality in the following
stories:
11
- The
Land of the Dead
- Elpenor
- Teiresias
- Anticleia
- The
women
- Odysseus
pauses…
- The
Land of the Dead continues
- Agamemnon
- Achilles
- Ajax
- Others
12
- The
Syrens
- Scylla
- Charybdis
- The
Kine of the Sun
Inside and Outside the
Box: Chapters 9-12
- Today
we did the back side (chapters 11-12)
Time to work on skits.
Wednesday-Thursday—December
14-15, 2016
Sentence Parts
Linking
Verbs
Be Verbs
Sense Verbs
G.R.A.B.S
Be
Look
Grow
Helping
Verbs
Be
Do
Have
Will
Can
Shall
May
DQs:
Odysseus Group Skit
Odyssey
Skits Assigned
- Focus
on key scenes or parts of scenes.
- You
must use a typed script. Print out a copy to give to turn in just before
presenting your skit.
- Your
skit must demonstrate a clear understanding of what you are presenting.
- Use
props, clothing, etc.
- Involve
everyone in your group.
- 4-5
minutes presentation time—no less!
Skit
Prep:
- Practice
your skit.
- You
will be graded on:
- Smoothness
of presentation.
- Knowledge
of scene conveyed.
- Meaningful
interpretation conveyed.
- Entertainment
factor.
Monday-Tuesday—December 12-13, 2016
Business:
- Collecting
Pagetrackers for Monte Cristo during reading time.
- Essays
are graded . . .
- Pagetrackers
for The Odyssey are optional.
- They
won’t be scored.
- You
may use them on the quiz.
Sentence Parts packet
- Mark
prepositional phrases in practice sentence #3.
Mythology Becomes
Language
- Starting
on page 205 of Heroes, Gods, and Monsters . . . there are terms from
mythology. We started familiarizing ourselves with them. We will continue
to learn these terms.
LT: Understand and articulate major tenets of Greek culture from
chapters 7-8.
DQs:
- Based
on Odysseus’ reception in Phaeacia, what appears to be the defining trait
of the Phaeacians?
- What
does Odysseus’ visit with the Phaeacians demonstrate about what Greeks
value most?
Thursday-Friday—December 8-9, 2016
- Turn
in Monte Cristo and Pagetracker.
- Anonymous
sub for Santa donations
Survey for Journalism
- Go
to suthys10honorsenglish.blogspot.com
and click on the link under Journalism Election Survey at the top
of the blog.
Impact of Greek
Mythology
- Use
your “Life” file
- Catchy
title
- Intro
with Claim—Bold your claim
- Intelligent
Paragraphing—Bold your sub-claims
- Info.
& quotes from
- Intro to Classical Mythology
- A World’s Book
- The Odyssey
Kahoot—Chapters 5-6
Tuesday-Wednesday—December 6-7, 2016
- Reading Heroes, Gods and Monsters. For the next several days, you will
read the first 50 pages of this book in class as a foundation for reading The Odyssey.
- Turn in The Count of Monte Cristo and Pagetrackers.
LT: Begin
to identify the major building blocks of Greek Mythology.
Sentence Parts Packet: Finish
marking the prepositions in practice sentences #2.
DQs:
- The Count of Monte Cristo:
What are the major differences between the book and the movie?
- What
do the differences say about our culture?
- Explain the “Greek Miracle”.
- Describe major cultural and
literary aspects of The Odyssey.
WN: Greek Mythology
Do
a graphic organizer in which you develop the idea of the nature of Greek Mythology and its impact on the world,
based on the two articles we have read. Here are a couple of possible models.
Friday & Monday—December 2 & 5, 2016
- I
won’t be available during collaboration this Monday.
- Sub
for Santa collections
- Read
“Heroes, Gods and Monsters . . .” during the reading time until you’ve
read the first 52 pages.
LT: Compare and contrast the movie and book versions of The Count of
Monte Cristo.
- We
read the summaries for books 1-4.
Read Chapter 5 in The Odyssey for next time.
- We
filled this out while watching the movie of The Count of Monte Cristo.
Monday-Tuesday—November 28-29, 2016
- Read
and annotate for next time.
Pagetracker with reading schedule
- No reading assigned, yet.
Copies of The Odyssey checked out.
- This is an in-class essay done
today and next time.
Monday-Tuesday—November
21-22
·
Do one of these (one half of one
side) for next time.
DQs: Elaborate on the following
events and their importance.
68
Thursday-Friday—November 17-18, 2016
- Quiz
on last half of The Count of Monte Cristo will be Monday and Tuesday.
- Clarify
the plan for Dramatic Reading and
Commentary
Sentence Parts Packet—ten minute lesson today.
DQs: Elaborate on the
following events and their importance.
61
- Danglars
engages in a couple transactions
62
- Valentine’s
funeral
- The
Count saves Max
63
- Lucien
Debray and Madame Danglars settle their affairs
- Albert
and Mercedes form a plan
64
- Andrea
visited in the Lion’s Den
65
- Villefort
gives his wife an ultimatum
66
- Andrea
testifies at the trial
67
- Villefort
mad
We read chapters 66-67
in groups.
Characters as Symbols or Archetypes Do this
for two characters featured in chapters 61-67. (Danglars, Maximilien,
Debray, Madame Danglars, Andrea, Villefort, Madame Villefort, Mercedes)
archetype: a very typical
example of a certain person or thing.
Many of Dumas’ characters are so distinct in the
personalities they display that we can say they are symbols or archetypes—representations
of ideas or types of people.
Tuesday-Wednesday—November
15-16, 2016
DQs: Elaborate on the following
events and their importance.
54
The counselling office took most of
the time, today.
Wednesday-Thursday—November 9-10, 2016
Business:
- We
will start into the Sentence Parts
Packet today.
- Quiz
today on the first half of the book.
- Writer’s Notebooks due:
- Statements
That Matter: Chapters 1-9
- WN:
Highs within Lows—1 page Reflection
- Dantes’
Journey: Chapters 10-15
- Guilt
Trips and Honor: Chapters 16-20
- Review
and Reflection: Chapters 20-24
- The
Count, Villefort and Human Nature: Chapter 26
- Think
Inside and Outside the Box: Chapters 32-41
DQs: Describe, using a
quote, key events surrounding he following:
42
- Noirtier
shares his secret
43
- Franz
chastises Villefort
- Danglars
postpones the marriage
44
- Valentine
will keep her promise to Max
- Barrio
dies
- The
doc accuses
45
- Caderousse
wants more money from Benedetto
- Benedetto
gives Caderousse details of The Count’s house
46
- Note
to The Count with a warning
- The
Count and Ali go alone
- Abbe
Busoni appears
- Reasoning
with Caderousse
- Caderousse
does a violent thing
- Caderousse
attacked
- The
Count reasons with Caderousse
- Caderousse
in his dying breath
Quiz on chapters 1-41
Monday-Tuesday—November 7-8, 2016
- Printing
off the Sentence Parts Packet . . .
- Pass
back “Guilt Trips…” to odd classes
- Pagetracker
check next time.
- Be
ready for a text next time on the first half of the book.
- Writer’s Notebooks due
next time:
- Statements
That Matter: Chapters 1-9
- WN:
Highs within Lows—1 page Reflection
- Dantes’
Journey: Chapters 10-15
- Guilt
Trips and Honor: Chapters 16-20
- Review
and Reflection: Chapters 20-24
- The
Count, Villefort and Human Nature: Chapter 26
- Think
Inside and Outside the Box: Chapters 32-41
LT: Identify key
themes in developing events.
DQs: Explain the significance of these moments:
Thursday-Friday—November 3-5, 2016
- Printing
off the Sentence Parts Packet from
my blog—have them for next time!
- Pass
back “Guilt Trips…” to odd classes
LT: Write with
cohesion to define what we learn about The Count and Villefort from their
conversation.
DQs:
Kahoot Quiz: Chapters
25-31
Tuesday-Wednesday—November
1-2, 2016
LT: Write with cohesion to define what we learn about the
Count from his views on execution.
Writing Introductions with Cohesion. To write with cohesion is to
write so that each sentence is connected and related to the one before and
after it. To not write with cohesion is to right sentences that are not always
clearly related to each other.
Sometimes students write
introductions that incorporate the elements below, but do not have
cohesion—the sentences are disjointed and it reads like the introduction
is pieced together to fit a rubric without the natural flow.
Elements of an Introduction
Practice writing an introduction
with cohesion in your groups:
Friday
& Monday—October 28 & 31, 2016
LT: Identify
themes related to Dantes’ phases of questioning and intervention with
Caderousse and Morrel.
DQs:
- Caderousse
- Dantes’ father
- Morrel
- Danglars
- Fernand
- Mercedes
- Villefort
Identify the
following:
-
The red silk purse
- The priest
- The head clerk for Thomson and French
- Albert
- Franz
- Sinbad the sailor
- Maximilien Morrel
What is the
significance of the following?
- 287,500 francs
- The crew of the Pharoan
- Blood washes away dishonor
Evaluate
Caderousse’s and Morrel’s morality.
Wednesday-Thursday—October 25-26, 2016
- Grades
for term 1 are wrapped up, barring any extenuating circumstances.
LT:
- Define
the journey Dantes has completed at the end of his prison sentence and the
start of his wealth and influence.
DQs:
- Who
is Abbe Faria and what does he add to Dantes’ story?
- What
dimensions of Dante have we seen thus far?
- What
are the most prominent themes at this point?
Read: Salt Lake Tribune
article: “For a groups of BYU-coach-led inmates, this Utah marathon is as bigas Boston’s”.
WN: Highs within Lows—1
page article/reflection
Question: How is it that in “low” conditions people can experience
“highs”? Write a one page article/reflection that gives your answer to this question.
- Comment
on Dantes’ and Faria’s experiences in the Chateau D’If (the prison).
- Comment
on the “BYU-coach-led inmates”.
- Comment
on your own experiences/observations.
In your groups:
Tuesday & Tuesday—October 18 & 25, 2016
Business:
- Writer’s
notebooks passed back.
- All
discussion make-up for 1st term is due today.
- About
watching the movie…
LT:
- Get
a handle on characters, themes, and writing style in The Count of Monte Cristo.
DQs:
- Recap
the action so far.
- Who
are the good guys? Who are the bad guys?
- What
are the big themes so far?
- Describe
Dumas’s writing style. Find examples.
Friday & Monday—October 16-17, 2016
- The
Idea Building for Silas and Godfrey that you did on your “Life” file is
being scored now—out of 10.
- Your
Julius Caesar leadership essay on your “Life” file is also being scored
now—out of 15.
- Lard
Cake extra credit will be added to your Silas writer’s notebook score.
- Quiz
on Silas Marner today.
- Pagetrackers
due today.
- Writer’s
Notebook for Silas Marner due
today; it includes:
- WN:
Evaluating Godfrey
- Close
Reading: From Chapter 2
- Three
Conversations—and the art of communication
- Evaluating
Nancy
- Targeting
Silas, Eppie and Godfrey: Chapters 13-15
- Character
Impact Chart: Eppie’s Coming to Silas
Copies of The Count of Monte
Cristo handed out
Pagetracker (with reading schedule) for The Count of Monte Cristo
Wednesday-Thursday—October 12-13, 2016
- I
want the chapter 18 & 19 readers theaters back!
- Lard-cakes
. . . ?
- Be
on top of discussion make-up.
- Test next time.
- Pagetrackers due.
- Writer’s Notebook for Silas Marner due next time; it
includes:
- WN:
Evaluating Godfrey
- Close
Reading: From Chapter 2
- Three
Conversations—and the art of communication
- Evaluating
Nancy
- Targeting
Silas, Eppie and Godfrey: Chapters 13-15
- Character
Impact Chart: Eppie’s Coming to Silas
LT: Formulate complex
claims about key characters based on relevant details from chapters 16-17.
DQ’s:
- Evaluate Silas’s growth since he found Eppie.
- Evaluate Godfrey’s growth since Silas found Eppie.
- How about Nancy?
- Are
Silas’s conflicts with the past resolved?
- How
does being a father change Silas?
- Describe
the quality of Godfrey and Nancy’s marriage.
Reader’s Theater for
chapters 18-19
·
If you were absent, just
read it in the book.
Monday-Tuesday—October
10-11, 2016
- Retakes and make-up work today.
LTs:
- Define the change described in
Silas on page 93.
- Determine, using textual
evidence, who would be the better father for Eppie—Godfrey or Silas.
DQ: The Change in Silas
- Pages 92-93: What change is
taking place, here for Silas?
DQ: Better Father?
- Who do you think would make the
better father for the baby—Godfrey or Silas?
Movie clip from A Simple Twist of Fate
Thursday-Friday—October
6-7, 2016
Wednesday-Thursday—May 24-25
Business:
·
We
worked on Three-Text Dramatic Teaching
·
We
turned in:
·
Reuven:
Chapter 14
·
Is
It a Victory for Reb?
Monday-Tuesday—May 22, 2017
Business:
- Turn in Pagetrackers (odd day
classes)
- The two assignments we have
done will be turned in next time:
·
Reuven: Chapter 14
·
Is It a Victory for Reb?
We worked through
Exercise #5 in the Pronoun Packet.
Thursday-Friday—May 18-19, 2017
Business:
·
Pagetrackers
turned in.
·
Copies
of The Chosen turned in.
DQ:
·
Did
Reb succeed?
Business:
- Any
books to turn in?
- All
discussion make-up needs to be completed by Friday.
- The
test on The Chosen is next time.
- Writer’s
Notebooks for The Chosen turned
in today:
Writers Notebook for The
Chosen:
1.
Ballgame or Holy War?
2.
Big and Small Insights: Reuven and
Mr. Malter
3.
Three Visits
4.
Who’s the Real Apikoros?
5.
New Friend, New World
6.
WN: Hasidism in America
a.
Part I
b.
Part II
c.
Part III
d.
Part IV
7.
Sections and Commentary: Chapter 7
8.
Plot, Generalizations, and
Applications: Chapter 8
9.
Think Inside and Outside the Box:
Chapters 10-12
10. WN: Generalization Essay—pages 200-203
11. You and the Book—Chapter 13
DQs:
- Describe the journey Reuven
travels by identifying phases you see him pass through in these chapters.
Friday & Monday—May 12 & 15
Business:
·
Book
check-ups with all students.
o
All
books other than The Chosen are due on the Tuesday the16th.
·
Writer’s
Notebooks are due whenever I call for them from here on out.
·
The
test on The Chosen will be next Thursday and Friday.
Writers Notebook for The Chosen:
1.
Ballgame
or Holy War?
2.
Big
and Small Insights: Reuven and Mr. Malter
3.
Three
Visits
4.
Who’s
the Real Apikoros?
5.
New
Friend, New World
6.
WN:
Hasidism in America
a.
Part
I
b.
Part
II
c.
Part
III
d.
Part
IV
7.
Sections
and Commentary: Chapter 7
8.
Plot,
Generalizations, and Applications: Chapter 8
9.
Think
Inside and Outside the Box: Chapters 10-12
10. WN: Generalization Essay—pages
200-203
11. You and the Book—Chapter 13
Pronoun
Packet
·
We
finished Exercise #1
Questions:
- What
role is Reuven playing for Danny?
- What is
college revealing about Danny and Reuven?
- Who
is better prepared for college? Why?
- What do
you make of the excommunication?
- What
does it explain or reveal?
Hasidism in America Part IV
Wednesday-Thursday—May 10-11, 2017
Business:
- All
books are due next Tuesday and Wednesday.
- Class
time will be provided for the final reading assignment.
- The
test on The Chosen will be on Monday and Tuesday, May 22-23.
Writers Notebook for The
Chosen:
1.
Ballgame or Holy War?
2.
Big and Small Insights: Reuven and
Mr. Malter
3.
Three Visits
4.
Who’s the Real Apikoros?
5.
New Friend, New World
6.
WN: Hasidism in America
a.
Part I
b.
Part II
c.
Part III
7.
Sections and Commentary: Chapter 7
8.
Plot, Generalizations, and
Applications: Chapter 8
9.
WN: Generalization Essay—pages
200-203
Pronoun Packet
- The
rules (page 1)
- Exercise
1
DQs:
- Share
generalizations or applications from last time.
- What
do we learn about Danny as a learner from his struggles and successes in
studying Freud?
- How
do the two dads react to the after-war news?
- What
do we learn from the chat Danny and Reuven have on pages 200-203?
WN: Generalization Essay—pages
200-203
Write a one-page essay in your
writer’s notebook that:
- begins
with a generalization that you elaborate on for at least one paragraph.
- relates
the conversation between Danny and Reuven (pages 200-203) back to your
generalization for at least two paragraphs.
Monday-Tuesday—May 8-9, 2017
Business:
·
Talk to me if you want another shot
at the Sentence Parts quiz.
·
Next time I will collect Writer’s
Notebook for everything we have done so far with The Chosen:
1.
Ballgame
or Holy War?
2.
Big
and Small Insights: Reuven and Mr. Malter
3.
Three
Visits
4.
Who’s
the Real Apikoros?
5.
New
Friend, New World
6.
WN:
Hasidism in America
§
Part
I
§
Part
II
§
Part
III
7.
Sections
and Commentary: Chapter 7
8.
Plot,
Generalizations, and Applications: Chapter 8
DQs:
·
Evaluate
Danny as a learner.
·
Evaluate
Reb as a father.
·
Make
an observation about good and bad approaches to education, based on this
reading.
Thursday-Friday—May 4-5, 2017
Business:
- Missing
first two assignments may be turned in, but not until the writer’s
notebook is turned in at the end.
- Tardiness
cuts into your reading points—and they are lost forever.
DQs:
- Compare
and contrast Jewish Enlightenment with Hasidism as portrayed in chapter 7.
Part III of Hasidism in America
Tuesday & Wednesday—May 2-3.
Business:
- Missing first two assignments may be turned in, but not until the writer’s notebook is turned in at the end.
Sentence Parts Quiz #2
DQs:
- What has happened to Reuven?
- What is Potok doing with the
detailed descriptions?
- How has Danny impacted Reuven?
- What is Danny’s conflict?
WN: Hasidism in America segment #2
- ½ page notes, again.
Friday & Monday—April 28 &
May 1
Business:
·
Missing
first two assignments may be turned in.
Sentence
Parts Quiz #1
DQs:
·
Describe/characterize
Danny’s second visit.
·
Describe/characterize
Reuven’s father’s visit.
·
Describe/characterize
Danny’s third visit.
·
Describe
Danny’s dilemma.
Wednesday-Thursday—April 26-27, 2017
Sentence Parts
- Finish
marking the sentences in Practice Sentences #5
- Quiz
next time
DQs:
Describe the journey Reuven began
with the ballgame.
What is he learning? What does he need to learn? What are
his strengths? His weaknesses? Where is he on this journey as his father leaves
the hospital?
- What
roles are the following playing in Reuven’s experience: Danny, Mr. Savo,
Billy, Reuven’s father
WN: Hasidism in America Notes
- One page of notes for each segment.
- Today:
Notes on segment #1—the first 10 minutes…
Monday-Tuesday—April 24, 2017
Business:
·
SAGE testing mop up.
·
Make-a-Wish Fundraiser…
Sentence
Parts
·
Sentences 11-15.
DQs:
·
Describe the two cultures in
chapter 1.
·
What’s really going on with this
ballgame?
Thursday-Friday—April 20-21, 2017
Business:
- Finish SAGE testing today.
- Read chapter 1 in The
Chosen for next time:
On your “Life” file: The Ballgame
- Provide
play-by-play of the baseball game.
- Provide
commentary in some format (Tweets, blog posts, etc.
- Suggested
format: a table with play-by-play on one side and commentary on the other.
Play-by-Play
|
Commentary
|
Pre-game: Davey Cantor tells Reuven, “They’re
murderers.” Reuven laughs it off.
Reuven jokes the game will be “A Holy War.”
The Hasids’ “coach”, a rabbi, insists on his team having
5 minutes to warm up on the field.
|
Davey Cantor trying to stir things up before the game,
but Reuven proves immune to the hype.
Usual pre-game lighthearted propaganda—we’ll see if
things get that serious.
Bad form for the Hasids to break tradition.
|
Wednesday-Thursday—April 18-19, 2017
Day 3 of Sage Testing
Copies of The Chosen were checked
out.
Pagetracker with reading schedulefor The Chosen
- The
first reading isn’t assigned until next class, but I wanted the books out
so students can get a jump on the reading if they would like.
Friday & Monday—April 14 & 17, 2017
Day 2 of SAGE testing
Two homework items:
- Meet Chaim Potok
- Potok & The Chosen: What do you think?
- These
must be completed and ready to turn in next class.
Wednesday-Thursday—April 12-13, 2017
SAGE Testing today
Handout for The Chosen: “First Off: Jewish Culture”
- This
is homework—due next time at the start of class.
Friday & Tueday—March 31 & April 11, 2017
Business:
·
Wrap
up any issues from last term.
·
SAGE
testing right after Spring Break. Missed SAGE testing must be made up.
LT: Determine main idea and/or purpose
in select poems by analyzing figurative language, tone and rhetorical stance.
Grammar
Packet
·
Review:
Through sentence #10 in Practice Sentences #5.
Terence, This Is Stupid Stuff
·
Analyze and fill
out yellow sheet.
Poems Sharing
·
Create a Group
Document called: Period 2, Group 1, Poems
o
Share this document
with turninmyessay@gmail.com
·
All group members
place their Brought and Written poems on this document to make
a combined group poem collection.
o
Include author’s
names for each poem.
·
All group members
read out loud both Brought and Written poems.
17 Poems Turned in
·
Scored based on
heavy annotation.
17 Poems Quiz
Wednesday-Thursday—March 29-30, 2017
Business:
- Get
your Writer’s Notebooks back.
- Wrap
up any issues from last term.
- Quiz
on Friday—Matching the 17 poems with a summary or prominent line.
- SAGE
testing right after Spring Break. Missed SAGE testing must be made up.
- Heavy Annotation…for next time:
·
Poems 7-17.
LT: Determine main idea
and/or purpose in select poems by
analyzing figurative language, tone and rhetorical stance.
Grammar Packet
- Review:
Three sentences in Practice Sentences #5.
Poems Analysis: Annotate on the green
sheet and fill in the yellow sheet for the following poems:
“Our Hold on the Planet”
·
Whole-class deep analysis using
yellow sheet.
“A Noiseless, Patient Spider”
·
Group analysis using yellow sheet.
“Much Madness is Divinest Sense”
·
Individual analysis using yellow
sheet.
Monday-Tuesday—March 27-28, 2017
Business:
- New
seating chart.
- Writer’s
Notebooks—pass back
- Any
Mrs. Warner business, talk to me right away.
- Poetry
this week.
- Quiz
Friday on the poems. Know them well enough to match the poem’s title with
a prominent line in the poem or a one-sentence summary of the poem.
- SAGE
test right after Spring Break
- Unless your parents opt you out, you WILL take the SAGE test. If you are absent, you will have to make it up.
LT: Determine main idea
and/or purpose in select poems by
analyzing figurative language, tone and rhetorical stance.
- See
the white half-sheet.
Multiple Readings:
- Complex
poems usually require multiple readings to begin to understand them.
- Create
a three box table next to each poem. Check off a box each time you
read that poem until you have read it at least three times. Both
individual and groups reading count.
“17 Poems” Is a Worksheet
- Each
poem must be heavily annotated by the time we finish.
17 Poems Close Reading: Read and annotate heavily…
- Day
1 (for next time): poems 1-6
- Day
2 (for Friday): poems 7-12
- Day
3: (in class Friday) poems 13-17
Bring a Poem: Bring a poem to share with classmates next time. Place in on
your Life so we can share it that way.
- Must
be a “serious” poem, meaning: It is impressive in some way—including in
how funny it is. It must have some depth or polish or wit or flare.
Write a Poem: Write a poem that you are okay sharing next time. Place it on
your Life file so we can share it that way.
- Must
be a “serious” poem, meaning: It is impressive in some way—including in
how funny it is. It must have some depth or polish or wit or flare.
Creating the “Life” file.
- On
Drive, name a file: Your Name, Per. ( ) Life
- Share
it to: turninmyessay@gmail.com
- Make
sure it’s set on “editable” so I can type on it.
Thursday & Friday, March 23 & 24, 2017
Business:
- Silent
Reading
- Bring
Sentence Parts Packet Next Time
- Read
the Poem Packet and lightly annotate in the margins
LT: Understand and utilize vocabulary from Things Fall Apart. Share and discuss the TFA Graphic Novels.
WN:
- “17 Poems Packet”
- Read all the poems once and lightly annotate
for next time.
Tuesday & Wednesday, March 21 & 22, 2017
Business:
- Silent
Reading
- Quiz,
WN, Graphic Novel, Page Tracker, Due today
- WN – Due Today:
1.
TFA Overview
2.
Intro to Okonkwo and Unoka
3.
Yeats Poem and Predictions
4.
Sayings and Proverbs
5.
Newspaper Article
6.
Inside & Outside the Box
7.
New Challenges 14-16
8.
Diary Entry
9.
Contrasting Cultures 17-18
10.
Changes in Umuofia Ch 20-22
11.
Winners & Losers Ch 23-25
LT: Analyze overall themes and plot in Things Fall Apart. Evaluate the ending of the book.
DQ:
- Does
the ending of the story meet Achebe’s goals?
- Why
do you feel the story ended this way?
WN: “Winners and Losers” worksheet (if absent, see file #24)
Quiz on Things Fall Apart
Friday & Monday, March 17 & 20, 2017
Business:
·
Silent Reading
·
HOMEWORK: Read Chapters 23-25 in Things Fall Apart
·
Quiz,
WN, Page Tracker, Graphic novel due next Tues and Wed
·
WN - What will be included:
ü
TFA
Overview
ü
Intro
to Okonkwo and Unoka
ü
Yeats
Poem and Predictions
ü
Sayings
and Proverbs
ü
Newspaper
Article
ü
Inside
& Outside the Box
ü
New
Challenges 14-16
ü
Diary
Entry
ü
Contrasting
Cultures 17-18
ü
Changes
in Umuofia Ch 20-22
ü
Winners
& Losers Ch 23-25
LT:
Develop a claim
based on themes and character development from the last reading by writing in
CCQ-Generalization-T/B comment-Q/B comment.
DQ:
·
What
are the changes you are seeing in Umuofia?
Does this enhance the story?
·
How
does Achebe portray missionaries? Mr. Brown? Does this achieve his goals?
·
Has
Okonkwo changed?
WN: “Changes in Umuofia” worksheet (if
absent, see file #23)
Work on Graphic Novels
Wednesday & Thursday, March 15 & 16, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 20-22 in Things Fall Apart
·
Quiz, WN, Page Tracker, Graphic
Novel will be due NEXT WEEK Wednesday
& Thursday
·
WN - What will be included:
ü
TFA
Overview
ü
Intro
to Okonkwo and Unoka
ü
Yeats
Poem and Predictions
ü
Sayings
and Proverbs
ü
Newspaper
Article
ü
Inside
& Outside the Box
ü
New
Challenges 14-16
ü
Diary
Entry
ü
Contrasting
Cultures 17-18
ü
Chapter
Questions
ü
Changes
in Umuofia Ch 20-22
ü
Winners
& Losers Ch 23-25
LT:
Compare and
Contrast cultures represented in TFA.
Understand different conflicts in the novel.
DQ:
·
Discuss
positive and negative effect of Western civilization on the Igbo tribe.
WN: “Contrasting Cultures” worksheet
(if absent, see file #21)
In your WN, title this: “Chapter
Questions” and answer one of these questions in well-developed paragraph
including quotes from the book.
1.
As
others counsel restraint, Okonkwo is trying to rally men to battle. Okonkwo
says, "If a man comes into my hut and defecates on the floor, what do I
do? Do I shut my eyes? No! I take a stick and break his head. That is what a
man does." Choose one of these two sides and defend it. (Chapter 18)
2.
Construct
an argument from an elder's perspective on how the younger men should fight the
influence of the "abominable" religion. (Chapter 19)
Work on Graphic Novels
Monday & Tuesday, March 13 & 14, 2017
Business:
·
Silent Reading
·
HOMEWORK: Read Chapters 17-19 in Things Fall Apart
·
Term 3 Ends March 17, 2017
LT:
Develop the main
characters in TFA and understand main plot events
DQ:
·
How
do the activities within the culture affect the setting? Achebe’s goals?
·
Is
Okonkwo changing?
WN: “New Challenges Worksheet Ch
14-16” worksheet (if absent, see file #21)
Send this to
writersnotebookentry@gmail.com, title this “Diary
Entries”, Imagine for a moment that Things Fall Apart is a true story and
that the characters involved maintained personal journals. These journals would
increase the realism of the story by providing various points of view. Your
task is to write 2 separate reaction diary entries. You need to convince me
that YOU are the character you have chosen. Write as if you are experiencing
the events in the novel first hand. Each diary entry should be one page long,
and include a quote from the text.
Ø
Choose
a character and write a diary entry as that character experiencing the event
from the novel.
Ø
One
page per entry
Ø
One
quote per entry
Ø
Due
TODAY
writersnotebookentry@gmail.com
Thursday & Friday, March 9 & 10, 2017
Business:
·
Silent Reading
·
HOMEWORK: Read Chapters 14-16 in Things Fall Apart
·
Tardies
·
Term 3 Ends March 17, 2017
LT:
Understand plot
events and how they are noteworthy about people or themes in the novel.
DQ:
·
How
is Okonkwo’s character developing? Does it enhance the story?
·
How
does the Igbo judicial system compare with our own? Do you feel it is just?
·
How
does this enhance the story? Meet
Achebe’s goals?
·
Do
you feel we could add any of Achebe’s goals to our list?
WN: To be done in groups and a
Chromebook. Title this: “Chapter 10
Skit”
There is a lot of discussion between
the Umuofian villagers and the Egwugwu. There is a sense of festivity and
excitement that goes along with mystery surrounding the respected governing
body of the tribe. When the Egwugwu hears a case, their decisions are final.
Notice that not one-person questions the decisions made by the Egwugwu, they
are a body to be respected and feared.
To
Share:
Title this: SKIT GROUP___ PERIOD___
SHARE IT WITH: writersnotebookentry@gmail.com
Write
a scene using the characters from chapter ten with dialog that communicates the
excitement and anticipation of the clan.
Include stage directions (faces
audience, shakes head, raises hands, etc.), accuracy and dialog, and it should
be 1 page minimum
Things to think about:
Ø
What is the role of the Egwugwu at
the hearing?
Ø
What is the purpose of the hearing?
Ø
What does the person called Evil
Forest represent?
Chapter
10 Skit Rubric
Stage Directions (x4)
– (5 points) Faces Audience, Faces Crowd, Turns to ______, shakes head, raises
hands, etc.
Accuracy and Dialog
- (5 points) Mgbafo: “Today is a great day.”
Length
– 1 page minimum (5 points)
Performance
– extra credit (5
points)
Perform Skits
Tuesday & Wednesday, March 7 & 8, 2017
Business:
- Silent
Reading
- HOMEWORK:
Read Chapters 10-13 in Things Fall Apart
- Term
3 Ends March 17, 2017
LT: Understand plot events and how they are noteworthy about people or
themes in the novel.
WN: “Inside and Outside the Box” Chapters 7-9 Worksheet (if absent,
see File# 19)
WN: 1. “Foreshadowing”
Look back at Chapter 1. How does Achebe
let the reader know that something bad is going to happen to Ikemefuna? What clues in this chapter give the reader
foreshadowing hints? List the hints in
your WN. Did you make any of these
predictions on your Yellow Predictions Worksheet?
2.
“Igbo Customs” Make two columns in your WN. In the left column, list ANY Customs, Beliefs, and Rituals that you
find from Chapters 1-9. In the right
column, Answer: What do the customs tell us about the Igbo society? AND Are
these similar to our customs, beliefs, or rituals?
DQ’s:
- How
do you feel about the different portrayals of women in Chapter 7?
- How
do you feel Achebe’s goals are being met within the last reading?
Work on Graphic Novels
Friday & Monday, March 3 & 6, 2017
Business:
- Silent
Reading
- HOMEWORK:
Read Chapters 7-9 in Things Fall Apart
- Page Tracker is Mandatory
– Every 4th Page and Chapter Titles (if absent, See File #15)
- Term
3 Ends March 17, 2017
LT: Understand sayings and proverbs in literature and how they apply
to Achebe’s goals for Things Fall Apart.
Apply our understanding of a plot event in a newspaper article describing the
basic facts of the event.
A proverb in literature
is: a brief, simple and popular
saying, or a phrase that gives advice and effectively embodies a commonplace
truth based on practical experience or common sense.
Google “Kola Nut” and select images to gain a visual for better
understanding of these objects from the novel.
WN:
Part 1: “Proverbs and Sayings”
worksheet. (If absent, See File #18) You may
work in groups to discuss meanings and explanations.
Part 2: To be part of your WN, write or type out with a Chromebook, title
this: “Newspaper Article” – Directions: Write a front-page newspaper
article detailing the events leading to Okonkwo beating his wife, Ojiugo. Include the specifics of the beating itself
and the aftermath or the conclusion of the episode, and a headline. Write the story in the factual, detached,
unbiased style commonly used by newspaper reporters. Your article needs to be detailed enough so
that a reader can distinguish what happened.
Ø
The headline should be
eye-catching and should sum up the content of the article.
Ø
Concisely give the basic facts:
The WHO, WHAT, WHERE, WHEN, WHY, AND HOW.
DQ’s:
- How do these chapters help Achebe reach his goals? Are there specific goals met in these chapters?
Wednesday & Thursday, March 1 & 2 , 2017
Business:
- Silent
Reading
- HOMEWORK:
Read Chapters 4-6 in Things Fall Apart
- Page Tracker is Mandatory
– Every 4th Page and Chapter Titles (if absent, See File #15)
- Term
3 Ends March 17, 2017
LT: Understand historical context of Things Fall Apart. Analyze The
Second Coming by William Yeats apply it to Things Fall Apart by making predictions about the novel.
Watch: http://www.learner.org/courses/worldlit/things-fall-apart/watch/ (first 11 minutes) as an overview of Things Fall Apart by Chinua Achebe
WN: “Yeats Poem and Predictions” worksheet (if absent, see File #16) “Chapter 1: Intro to Okonkwo and Unoka”
worksheet (if absent, see File #17)
DQ’s:
- What
are Achebe’s goals regarding Things
Fall Apart?
- Describe
Okonkwo. What are his strengths and weaknesses? How does he compare to Unoka?
Friday & Monday, February 24 & 27, 2017
Business:
·
25
Question Quiz over all of Frankenstein
·
Collage
Presentations
·
What
should be in your Writer’s Notebook:
1.
Historical Background about Mary Shelley - FILE #4
2.
Close reading Letters and Chapter 1 – FILE #5
3.
Love and Frankenstein – FILE #6
4.
Bioethics and Frankenstein – FILE #7
5.
Justine Moritz and Shelley’s Ghost Story – FILE #8
6.
Frankenstein Themes – FILE #10
7.
Generalizing from the Monster’s Rise and Fall:
Chapters 13-16 - FILE #11
8.
Paragraphs and Parts: Chapters 13-16 – FILE #12
9.
WN: Who is the REAL monster?
10. Close Reading: from 17 & 20 – FILE #13
·
Term 3 Ends March 17, 2017
·
HOMEWORK: Read Chapters 1-3 in Things Fall Apart
LT: Present theme collages with group
collaboration. Reflect on Frankenstein.
Begin reading Chapter 1, and understand the context of Things Fall Apart.
DQ’s:
·
What is revealed about
Victor’s morality in the final scenes?
·
What is revealed about
the monster’s morality in the final scenes?
Ø
Check
in Frankenstein, Check out Things Fall Apart– Chapter 1: Intro to
Okonkwo and Unoka. Read Chapters 1-3 for
NEXT TIME.
Wednesday & Thursday – February
22 & 23, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 24 in FRANKENSTEIN
·
Finishing Frankenstein NEXT TIME:
Whole book Quiz, Collage DUE, WN DUE, Page Tracker DUE
LT:
Utilize prior knowledge to review and assess our
understanding of figurative language.
Understand Irony and Symbols as part of figurative language. Evaluate the
latest plot events.
Figurative
Language: Finishing up the small unit “Figurative
Language” gold worksheet; Irony & Symbols
DQ’s:
·
Evaluate Victor’s
handling of his marriage with Elizabeth.
·
Evaluate Victor’s
efforts to involve law enforcement.
·
Is Victor’s remorse
legitimate?
WN:
DUE NEXT
TIME
1. Historical Background
about Mary Shelley - FILE #4
2. Close reading Letters
and Chapter 1 – FILE #5
3. Love and Frankenstein
– FILE #6
4. Bioethics and Frankenstein
– FILE #7
5. Justine Moritz and
Shelley’s Ghost Story – FILE #8
6. Frankenstein Themes –
FILE #10
7. Generalizing from the
Monster’s Rise and Fall: Chapters 13-16 - FILE #11
8. Paragraphs and Parts:
Chapters 13-16 – FILE #12
9. WN: Who is the REAL
monster?
10. Close
Reading: from 17 & 20 – FILE #13
Frankenstein
Final Project Collage: 25 POINTS TOTAL
In a group of up to four people,
create a collage depicting a (one) THEME of your choice from Shelley’s Frankenstein. Your collage will include (worth 5 points
each):
Ø
A
quote(s) from the novel to support your theme choice.
Ø
Use
of symbols, imagery, or personification as found in the novel.
Ø
Is
creative and fills up the entire paper with no empty spaces. The paper needs to be at least 8.5”x11” in
size.
Ø
You
may use: hand drawn art, printed art, clippings from magazines or newspapers, and
3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage. During the presentation of your
collage, each group member will demonstrate his or her portion to the
class.
Friday & Tuesday – February 17 & 21, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 21-23 in FRANKENSTEIN
·
President’s Day
LT:
Utilize prior knowledge to review and assess
our understanding of figurative language.
Understand allusions, and hyperbole, as part of figurative language.
Figurative
Language: Small unit “Figurative
Language” gold worksheet; Allusions and Hyperbole
DQ’s:
·
How
is the creature continuing to evolve?
How is he diabolical?
·
Change
of narration again. How does this help the story?
·
How
do threats and blackmail assist the ghost story?
WN: “Who is the REAL monster?” Close reading: Chapters 17 & 20. Use
generalization in your writing. (If absent, See file #14).
Frankenstein
Final Project Collage:
In a group of up to four people,
create a collage depicting a THEME of your choice from Shelley’s Frankenstein. Your collage will include:
Ø
A
quote(s) from the novel to support your theme choice.
Ø
Use
of symbols, imagery, or personification as found in the novel.
Ø
Is
creative and fills up the entire paper with no empty spaces. The paper needs to be at least 8.5”x11” in
size.
Ø
You
may use: hand drawn art, printed art, clippings from magazines or newspapers, and
3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage. During the presentation of your
collage, each group member will demonstrate his or her portion to the
class.
Wednesday & Thursday – February 15 & 16, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 17-20 in FRANKENSTEIN
·
Yearbook
·
Journalism
·
Parent-Teacher Conferences
·
Quiz today
LT:
Utilize prior knowledge to review and assess
our understanding of figurative language.
Understand Imagery, Alliteration, and Personification as part of
figurative language. Use generalization in academic writing by using textual
evidence to support the claim.
Figurative
Language: Small unit. Introduction
– “Figurative Language” gold worksheet DO
NOT LOSE this definition sheet. Alliteration and Personification.
DQ’s:
·
How
does the story of the De Lacey family strengthen the ghost story?
·
Looking
at all of the women in Frankenstein, how do you feel they are depicted considering
Shelley’s mother was a progressive feminist and author of “A
Vindication of the Rights of Woman” (Mary Wollstonecraft)
·
How
did the books the monster read educate or help him?
“Generalizing
from the Monster’s Rise and Fall: Chapters 13-16” and “Paragraphs and Parts:
Chapters 13-16” (If absent, See files #12 & #13) One important aspect of critical
writing is making general claims from specific examples. These general claims need to be supported
with evidence. A common organizational principle in academic writing is
the general-specific pattern. These patterns involve a general
statement supported by specific examples or details. Claim,
Context, Quote, Generalization, Text-based comment, Quote-based comment
Frankenstein
Final Project Collage:
In a group of up to four people,
create a collage depicting a THEME of your choice from Shelley’s Frankenstein. Your collage will include:
Ø
A
quote(s) from the novel to support your theme choice.
Ø
Use
of symbols, imagery, or personification as found in the novel.
Ø
Is
creative and fills up the entire paper with no empty spaces. The paper needs to be at least 8.5”x11” in
size.
Ø
You
may use: hand drawn art, printed art, clippings from magazines or newspapers, and
3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage. During the presentation of your
collage, each group member will demonstrate his or her portion to the
class.
Monday & Tuesday – February 13 & 14, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 13-16 in FRANKENSTEIN
·
Faultine Magazine
·
Yearbook
·
Journalism
·
Parent-Teacher Conferences
LT: Utilize prior knowledge to review and assess
our understanding of figurative language.
Understand Imagery as part of figurative language. Continue our
understanding of theme development in Frankenstein.
Figurative Language: Small unit. Introduction – “Figurative
Language” gold worksheet DO NOT LOSE this definition sheet, “Show What You Know”
white worksheet, and “Imagery-Speak to the Senses” white worksheet (If absent, See files #9, #10, #11)
DQ’s:
·
How
does Victor begin to portray himself as a tragic figure?
·
How
does he deal with his grief?
·
Creature
encounter. Treating life like a sport.
·
What
made the creature a fiend?
·
Creature
begins his narration. How does his journey begin?
·
Who
are the people in the cottage?
·
Creature’s
education
“Frankenstein Themes” (If
absent, See file #12) A
huge theme in Frankenstein is: Nature v. Nurture.
The
“Nature” View: Also known as nativism, supporters of this view believe that
certain skills, abilities, and dispositions are hard-wired into the brain at
birth. Supporters believe that heredity
plays the biggest role in who we are, and aspects of our personalities like
intelligence, morals, and likes/dislikes are within us before we leave the
womb.
The
“Nurture” View: Also known as tabula rosa
(“blank state”), supporters of this view believe that humans acquire almost
all behavioral traits from their environments and the other people in those
environments. They believe that people
are born without built-in mental content, and knowledge comes from experience
and perception; social and emotional behavioral and knowledge are influenced by
others.
You may
work together or on your own. Part
1: Choose four themes that you feel are
developed in the last reading assignment.
Write the themes in the blanks.
In the remaining space, write two quotes/passages from the novel that
you feel express or support the theme. Part
2: On the back, give your commentary
that explains why the themes are important and how they are developed.
Frankenstein Final Project Collage:
In a group
of up to four people, create a collage depicting a THEME of your choice from
Shelley’s Frankenstein. Your collage will include:
Ø
A
quote(s) from the novel to support your theme choice.
Ø
Use
of symbols, imagery, or personification as found in the novel.
Ø
Is
creative and fills up the entire paper with no empty spaces. The paper needs to be at least 8.5”x11” in
size.
Ø
You
may use: hand drawn art, printed art, clippings from magazines or newspapers, and
3-D/textile pieces (i.e.: yarn or rope for hair, stitches, or twigs)
Ø
You
will write a paragraph that explains your theme and quote(s), symbols, imagery
and/or personification, and the artistic choices you chose to include in your
collage. Each person in the group is
responsible for an aspect of the collage.
During the presentation of your collage, each group member will
demonstrate his or her portion to the class.
Thursday & Friday – February 9 & 10, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 9-12 in FRANKENSTEIN
·
Page Tracker is MANDATORY for
Frankenstein. Please complete every forth page AND choose a
title for the chapters and letters. (If absent, See File #3)
·
Quiz Today
Counseling
Office Visits Today
LT:
Evaluate the
impact of detailed events in the plot of Shelley’s Frankenstein, and how these details contributed to the tension of
the story. Choose four themes and support those
themes with quotes/passages. Give
commentary, in CCQC, that explains why the themes are important and how they
are developed.
DQ’s:
·
Elizabeth’s
Letter – Family news
·
Justine
Moritz – who is she?
·
William’s
death. How did he die? Who was blamed?
·
Why
does Justine confess?
·
Justine’s
final advice to Elizabeth
“Justine
Moritz and Shelley’s Ghost Story” – worksheet – Complete the front side of this
worksheet in your groups. Evaluate the
impact of Justine’s story on the ghost story.
In the outer circle, give the most disturbing or exciting details for
each chapter. Then, in the middle
circle, make a claim(s) showing how the disturbing or exciting details
contribute to the tension of the story.
Lastly, give an overall claim about how Justine’s story adds to the
ghost story, in the center circle. ON
THE BACK, write a letter to Mary Shelley congratulating her on how the
contribution of the Justine story made her ghost story more intense, creepy, or
upsetting, and give her advice on how it could be improved. DO THIS ON YOUR
OWN. (If absent, See File #8)
Begin
Reading Chapter 9 in class
Tuesday & Wednesday – February 7 & 8, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 6-8 in FRANKENSTEIN
·
Page Tracker is MANDATORY for
Frankenstein. Please complete every forth page AND choose a
title for the chapters and letters. (If absent, See File #3)
·
Quiz Next Time: It will be Multiple
Choice over the reading so far.
LT:
Understand
emerging themes and how they are impacting the characters in Frankenstein.
Discuss and understand science/bioethics theme and how it relates today and in
Shelley’s Frankenstein.
DQ’s:
- How did Elizabeth and Victor’s
individual personalities complement one another?
·
Who is Henry Clerval?
·
What was the omen?
·
What
did Victor plan to create? How did
Victor’s experiments change him physically and mentally?
·
What
are some physical characteristics of the creature? How did Victor respond to
the creature?
“Love
and Frankenstein” – worksheet – First,
on your own, explain how love and/or the lack of love has affected the lives of
each character, and answer the last question.
Then, discuss your findings with your group. (If absent, See File #6)
And complete the following
Bioethics worksheet.
“Bioethics
and Frankenstein” – worksheet – Complete both sides of the
worksheet on your own detailing your opinions.
Once you have completed the worksheet on your own, discuss your
opinions with your group. (If absent, See File #7)
Begin
Reading Chapter 6 in class
Friday & Monday – February 3 & 6, 2017
Business:
·
Silent
Reading
·
HOMEWORK: Read Chapters 2-5 in FRANKENSTEIN
·
Page Tracker is MANDATORY for
Frankenstein. Please complete every forth page AND choose a
title for the chapters and letters. (If absent, See File #3)
·
There will be quizzes over the
chapters, a final book test, and a final project.
LT:
Learn and
understand the context in which Frankenstein was written. Utilize close reading
to identify words or sentences that are poetic, symbolic, or noteworthy, and
summarize the important meanings.
DQ’s:
·
Who
is Robert Walton? What is he searching
for? What is his attitude towards his
quest?
- In
this letter to his sister, what does Walton say he longs for? Why do you think Walton feels lonely
even though he is on board a ship with a full crew?
- How
does Walton respond to the stranger?
Why do you think Walton is attracted to this stranger?
- Walton
has a thirst for knowledge, as the stranger once did. What details suggest that both are
willing to make sacrifices in the search for knowledge? Do they seem unusual in this
respect? Why?
·
Chapter
1 – Family history; Father’s feelings, treatment of mother. Italy. Death.
Introduction
to the history of Mary Shelley and background information on Frankenstein -
PowerPoint
(Watch this if absent; we viewed a
PowerPoint in class)
Historical
Background about Mary Shelley – worksheet – In your groups, read out loud page 1. Then, complete the 5 questions. Once you have completed your 5 questions,
turn the page over, and complete page 2 individually. (If absent, See File #4)
“Close
reading Letters and Chapter 1” – worksheet – On your own, read the passages and identify words or
sentences that are poetic, symbolic, or noteworthy. Add important summary in the margins. Once you have completed the worksheet on your
own, discuss your findings with your group. (If absent, See File #5)
Wednesday & Thursday – February 1 & 2, 2017
Business:
- 25
Question Quiz over all of F451 (35 min.)
- Poster
Presentations (35 min.)
- What
should be in your Writer’s Notebook:
ü
Utopia/Dystopia worksheet
ü
“Are you happy?” Clarisse’s question answered by
you in a paragraph
ü
BOLO worksheet on compound adjectives
ü
Banned Book Summary – Summary of your banned book; if
you were absent, find a banned book and in a paragraph write: a short
introduction to your book (title, author, short summary), when it was banned,
who banned it, and do you agree with the reasons why it was banned or
challenged
ü
Couple’s Therapy Skit – Have all or your part of the
skit. Can print it out.
ü
Beatty’s History Lesson – Analyze two quotes from Beatty
and explain why they are shocking to you (see worksheet if you were absent)
ü
Plato’s Cave Allegory worksheet – Numbers 1-6
- HOMEWORK:
Ø
Read pgs 1-18 (Chapter 1) in FRANKENSTEIN
LT: Present theme posters with group collaboration. Reflect on F451.
DQ’s: (10 min or less)
- Montag – fluid to change perspiration,
dead, Ecclesiastes, about Mildred
- Granger
- War
- Final thoughts about the book?
v
Check in F451, Check out
Frankenstein – Brief introduction to Mary Shelley, Read the Letters and chapter
1 (pgs 1-18) for NEXT TIME.
*Pagetracker with reading schedule for Frankenstein (see file #3).
*Pagetracker with reading schedule for Frankenstein (see file #3).
Monday & Tuesday – January 30 & 31, 2017
Business:
- Silent
reading
- 25
Question Quiz over all of F451 NEXT TIME
- Poster
Presentations NEXT TIME
- What
should be in your Writer’s Notebook
– DUE NEXT TIME:
ü
Utopia/Dystopia worksheet
ü
“Are you happy?” Clarisse’s question answered by
you in a paragraph
ü
BOLO worksheet on compound adjectives
ü
Banned Book Summary – Summary of your banned book; if
you were absent, find a banned book and in a paragraph write: a short
introduction to your book (title, author, short summary), when it was banned,
who banned it, and do you agree with the reasons why it was banned or
challenged
ü
Couple’s Therapy Skit – Have all or your part of the
skit. Can print it out.
ü
Beatty’s History Lesson – Analyze two quotes from Beatty
and explain why they are shocking to you (see worksheet if you were absent)
ü
Plato’s Cave Allegory worksheet – Numbers 1-6
HOMEWORK:
Ø
Read pgs 139-165 in F451
Sentence Parts Packet: We finished Practice Sentences #4
LT: Write a well-developed analytical paragraph describing to what
degree Montag becomes or does not become heroic. You will be able to self-grade
your paragraph using a rubric.
Discussion Prompts: Take out a blank piece of paper
and write down the developments of these characters from the reading. Then, discuss them in your groups.
- Montag
- Mildred
- Beatty
- Mechanical Hound
- Faber
Writing Assessment: Montag’s
Heroism (see file #2)
Ø
Meet in Theme Groups. Work on
posters.
Business:
·
Silent
reading
·
What
should be in your Writer’s Notebook
so far:
ü
Utopia/Dystopia worksheet
ü
“Are you happy?” Clarisse’s question answered by
you in a paragraph
ü
BOLO worksheet on compound adjectives
ü
Banned Book Summary – Summary of your banned book; if
you were absent, find a banned book and in a paragraph write: a short
introduction to your book (title, author, short summary), when it was banned,
who banned it, and do you agree with the reasons why it was banned or
challenged
ü
Beatty’s History Lesson – Analyze two quotes from Beatty
and explain why they are shocking to you
ü
Plato’s Cave Allegory worksheet
HOMEWORK:
Ø
Read
pgs 113-139 in F451
Ø
Look
for evidence of your theme
Sentence
Parts Packet: We marked
everything in the next five sentences of Practice Sentences #4.
LT:
Write a
well-developed analytical paragraph of the scene on pages 93-101 in F451, and
give personal opinions about what is right or wrong with this society.
DQ’s:
·
Montag: How is he feeling about himself?
·
Quote: “Those who don’t build must burn.
It’s as old as history and juvenile delinquents.” Thoughts about this quote.
·
Quote: “If you hide your ignorance, no one
will hit you and you’ll never learn.”
What does this mean?
·
Mildred and friends: Fidgety when the walls are turned
off. Have you ever felt fidgety when you have been forced to function without
technology?
Worksheet
-What is right or wrong with society in F451? – (see file #25) Directions: In a well-developed paragraph answer this
question: What does the scene on pages 93-101, illustrate about what is right
or wrong with the society in F451? Complete this individually.
Meet in Theme Groups. Discuss your theme thus far in the novel and work on posters.
Tuesday & Wednesday – January 24 & 25, 2017
Business:
- What
should be in your Writer’s Notebook
so far:
ü
Utopia/Dystopia worksheet
ü
“Are you happy?” Clarisse’s question answered by
you in a paragraph
ü
BOLO worksheet on compound adjectives
ü
Banned Book Summary – Summary of your banned book; if
you were absent, find a banned book and in a paragraph write: a short
introduction to your book (title, author, short summary), when it was banned,
who banned it, and do you agree with the reasons why it was banned or
challenged
ü
Beatty’s History Lesson – Analyze two quotes from Beatty
and explain why they are shocking to you
- Final Project Rubric for the Theme
Posters (see file #23)– Assign themes for new
students make sure you are in a theme group. Themes are:
- The Search for Happiness
- Alienation
- Censorship and the Power of Books
- Role of Science and Technology
- Materialism
- Conformity
- Dysfunctional Family
- Effects of Mass Media
- HOMEWORK:
Ø
Read pgs 91-110 in F451
Ø
Look for evidence of your theme
Sentence Parts Packet: We marked everything in the first five sentences of Practice
Sentences #4.
LT: Evaluate Plato’s Cave Allegory and
compare it to the characters, plot, and themes in F451. Use time productively in theme groups.
DQ’s:
- Montag: How
does he answer Mildred when she asks why she should read? What does this
scene say about them? More about him? Why does he believe his country is
hated so much?
- Mildred: What
about her reaction about reading? What else about her?
- Faber: Who is he? Is he
a coward?
- How
can books help Montag’s countrymen relate to people of other countries?
- Anything
else about this section of reading?
Plato’s Cave Allegory – worksheet (see file
#24). Montag’s rant on page 74, “Maybe the books can get us half out of the
cave. They just might stop us from
making the same insane mistakes!”
Directions: Read Plato, The Allegory of the
Cave and complete the worksheet by summarizing in your own words the
highlights of the most important idea. Consider these aspects:
- Light
& darkness
- Sight
& understanding
- Pain
- Misunderstanding
& persecution
- Institutional & individual learning
Meet in Theme Groups. Discuss your theme thus far in the novel and make preparations
for your final project.
Friday & Monday – January 20 & 23, 2017
Business:
- Silent reading
- HOMEWORK:
Ø
Read pgs 71-91 in F451
Ø
Look for evidence of your theme
Sentence Parts Packet:
- We
marked the rest of everything in Practice Sentences #3.
DQ’s:
- Montag – Thoughts about his evolving
character. What is happening to him?
- Mildred – What is her response to the old
woman’s death? Why do you think she
reacted this way? What was she doing during Beatty’s visit?
- Beatty – Minorities and controversy. How
do they eliminate controversy? What about his history lesson? What else
about him?
- What else is standing out to you about
today’s reading?
WN: Beatty’s History Lesson - Take out your WN and analyze two shocking quotes from Beatty on
pages 54-59. Analyze the quotes and Explain
why these quotes were shocking to you.
LT: Evaluate Guy and Mildred’s relationship and give them
marriage-counseling advice in the form of a therapy session (characterization).
Use time productively in theme groups.
Couples therapy – Take out your WN and take notes as you are
watching the video about a couple’s therapy session. What did you notice about the questions that
were being asked by the therapist? How
about the answers by each person?
- Directions
for “Couple’s Therapy Skit”–
Based on what you know about Mildred and Montag’s marriage, write a script
for a Couple’s Therapy Session. The
participants are: Therapist, Guy Montag, & Mildred Montag
1.
Think of questions that would be
asked of Guy and Mildred in this setting.
2.
Think of Guy’s and Mildred’s
answers.
3.
Perform your script. (The
performance is not mandatory, but can make up discussion points, if need be.)
Ø
Meet in Theme Groups. Discuss your
theme thus far in the novel and make preparations for your final project.
Wednesday-Thursday—January 18-19, 2017
Business:
·
Silent
reading
·
HOMEWORK:
Ø
Read
pgs 42-68 in F451
Ø
Look
for evidence of your theme
Sentence
Parts Packet:
·
We
continued working on classifying verbs and identifying all parts of the
sentence in the sentence parts packet.
DQ’s:
·
Montag
– How is his character developing? Is he changing?
·
Clarisse
– She says she is abnormal. Is she?
·
Mechanical
Hound – What is it? Thoughts?
·
Captain
Beatty – Tower of Babel. Do you like him?
·
Old
woman – Thoughts about her. Why did she kill herself?
LT:
Evaluate,
research, and summarize a banned book and present findings to the class.
o
Central
theme in F451 (list on firehouse wall): Book Banning. Look at history of book
banning and understand why it happens.
Directions: With
a Chromebook, research your group’s book and determine why your book was
challenged or banned using the four most common guidelines listed below.
In
your Writer’s Notebook, write a short summary, which your group will present to
the class.
Your
summary should include:
ü
short introduction to the book
ü
why your book was banned or
challenged
ü
when it was banned
ü
by whom
ü
include your group’s opinion on your findings
– Are you surprised at what you’ve found? Do you agree with it?
Four Most Common Book Banning
Objection Guidelines:
1. Profanity
- Books are often
challenged for the language they contain, even though profanity is often used
in literature to convey social or historical context, local dialect or simply
to better depict reactions to real-life situations.
2. Sex
- Parents and school boards deem certain
sexual passages inappropriate for young people, and/or the frank discussion and
focus on gay/lesbian issues.
3. Violence
- Objections to violent content are often
based on the idea that these works trivialize violence or desensitize readers
to its effects.
4. Religion
- Religious grounds have long been cited as
reasons for censoring books. Reading translations of the Bible was once
forbidden. Today, parents and ministers often object to works, which
discuss topics such as sex, evolution, or witchcraft or occult themes.
Meet in theme groups if
time allows.
Thursday-Friday—January 12-13, 2017
Business:
- BE SURE TO TURN IN THE
DISCUSSION MAKE-UP FORM BY TOMORROW
- End of term 2
- HOMEWORK:
·
Read pgs 21-42 in F451
·
Look for evidence of
your theme
LT: Define and discuss themes within F451 and how
they influence the plot. Understand and give examples of compound adjectives.
Analyze a quote and apply it to yourself.
DQ’s:
- Guy Montag
- Clarisse
- Mildred
- How do these characters combine
to create themes in the book?
WN: Are You Happy?
- On page 10, Clarisse asks Montag if he is
happy, and runs away. Think about this and answer: Are you
happy? Why or Why not?
Theme Groups:
Final Poster Project & Presentation:
- Presentation is 5 minutes long
- Include definition of theme
- How your theme influenced the
course of the plot (use quotes as evidence)
- Post/Draw pictures of other
works (ie: other books, stories, movies, songs) that used the same theme
F451 Theme Assignments
for Final Project Posters:
- The Search for Happiness
- Alienation
- Censorship and the Power of
Books
- Role of Science and Technology
- Materialism
- Conformity
- Dysfunctional Family
- Effects of Mass Media
Grammar Lesson and
Sentence Packets:
- B.O.L.O. descriptive short paragraph
- Sentence Parts Packet—we began
classifying verbs
Tuesday-Wednesday—January 10-11, 2017
Business:
- Discussion
score make-up ends Friday.
- Odyssey
Writer’s Notebooks turned in today.
Odyssey Writer’s
Notebooks turned in:
- Introduction
to Classical Mythology
- A
World’s Book
- WN:
The Greek Miracle (graphic organizer)
- CC__C
Chapters 5-6
- Events,
Greek Ways and Big Thoughts: Chapters 7-8
- Inside
and Outside the Bog: Chapters 9-12
- Odysseus
and Athena: Chapter 13
Quiz on The Odyssey
Odyssey books checked in and Fahrenheit 451 books checked out.
LT: Define and discuss the
differences between Utopia and Dystopia in literature and society. Introduction
to F451 theme assignment and short discussion.
DQ’s:
- Ideas
about utopia/dystopia: Will they work? What happens when they fail?
Repressive social control? Why are dystopias popular in recent
literature?
- For
utopia
- For
dystopia
Pagetracker with reading
schedule for Fahrenheit 451
F451 Theme Assignments for Final Project Posters:
- The
Search for Happiness
- Alienation
- Censorship
and the Power of Books
- Role of
Science and Technology
- Materialism
- Conformity
- Dysfunctional
Family
- Effects of Mass Media
Friday & Monday—January 6 & 9, 2017
Business:
- Odyssey
Writer’s Notebook due next time.
- Quiz
on The Odyssey next time.
Odyssey Writer’s
Notebook:
- Introduction
to Classical Mythology
- A
World’s Book
- WN:
The Greek Miracle (graphic organizer)
- CC__C
Chapters 5-6
- Events,
Greek Ways and Big Thoughts: Chapters 7-8
- Inside
and Outside the Bog: Chapters 9-12
- Odysseus
and Athena: Chapter 13
Odyssey Skits Performed
Graded on:
- Presentation
- Smoothness
- Length
(5 minutes)
- Knowledgeable
detail
- 10
terms
- 3 similes
Wednesday-Thursday—January 4-5, 2017
Business:
- Today
is the last prep day for skits; you will perform them next time.
- Writer’s
Notebooks are due next time.
- Read
chapter 21 & 23, and the summaries for all skipped chapters, for next
time.
- Quiz on The Odyssey next time.
Odyssey Writer’s
Notebook:
- Introduction
to Classical Mythology
- A
World’s Book
- WN:
The Greek Miracle (graphic organizer)
- CC__C
Chapters 5-6
- Events,
Greek Ways and Big Thoughts: Chapters 7-8
- Inside
and Outside the Bog: Chapters 9-12
- Odysseus and Athena: Chapter 13
DQ: What is clarified about the relationship between Odysseus and Athena
in chapter 13?
13:
- The Trip Home
- Loading
up/preparing for the trip home
- The
trip home
- Arriving
at Ithaca
- Odysseus
wakes up
- Poseidon Protests
- Odysseus and Athena
- Odysseus
talks to a young shepherd
- The
young shepherd’s identity transforms
- Odysseus
and Athena talk
- Odysseus
and Athena deal with the treasure
- Odysseus and Athena talk about the suitors
Skit Prep
- Include
10 terms from Mythology Becomes Language.
- Include
3 similes, similar to the ones in The Odyssey, that you create.
- Make them elaborate, the way Homer does.
Friday & Tuesday—December 16, 2016 & January 3, 2007
Business:
- Merry Christmas!
DQs:
- Consider further Success and Morality in the following
stories:
11
- The
Land of the Dead
- Elpenor
- Teiresias
- Anticleia
- The
women
- Odysseus
pauses…
- The
Land of the Dead continues
- Agamemnon
- Achilles
- Ajax
- Others
12
- The
Syrens
- Scylla
- Charybdis
- The Kine of the Sun
Inside and Outside the
Box: Chapters 9-12
- Today
we did the back side (chapters 11-12)
Time to work on skits.
Wednesday-Thursday—December 14-15, 2016
Business:
·
Pagetrackers and Monte Cristo books
due today.
·
Golden Apple nominations for periods
2 & 4
Sentence Parts
Add
this information to page #4, bottom left, of your Sentence Parts packet.
Linking
Verbs
|
||
Be Verbs
|
Sense Verbs
|
G.R.A.B.S
|
Be
Been
Being
Is
Am
Are
Was
Were
|
Look
Smell
Taste
Feel
Sound
|
Grow
Remain
Appear
Become
Seem
|
Helping
Verbs
|
||||||
Be
Been
Being
Is
Am
Are
Was
Were
|
Do
Does
Did
|
Have
Has
Had
|
Will
Would
|
Can
Could
|
Shall
Should
|
May
Might
Must
|
DQs:
·
Using
the stories in chapters 9-10, comment on the following:
o
What is success for Odysseus and his
men?
o
How is success achieved or lost?
o
Describe the moral code displayed by
Odysseus and his men.
Odysseus Group Skit
Create
a 5 minutes skit the presents all of the major episodes in chapters 9-12.
·
Call a document: Period 2, Odyssey
Skit, Group 1
·
Share to: turninmyessay@gmail.com
Odyssey
Skits Assigned
- Focus
on key scenes or parts of scenes.
- You
must use a typed script. Print out a copy to give to turn in just before
presenting your skit.
- Your
skit must demonstrate a clear understanding of what you are presenting.
- Use
props, clothing, etc.
- Involve
everyone in your group.
- 4-5 minutes presentation time—no less!
Skit
Prep:
- Practice
your skit.
- You
will be graded on:
- Smoothness
of presentation.
- Knowledge
of scene conveyed.
- Meaningful
interpretation conveyed.
- Entertainment factor.
Monday-Tuesday—December 12-13, 2016
Thursday-Friday—December 8-9, 2016
Tuesday-Wednesday—December 6-7, 2016
Friday & Monday—December 2 & 5, 2016
Business:
- Collecting
Pagetrackers for Monte Cristo during reading time.
- Essays
are graded . . .
- Pagetrackers
for The Odyssey are optional.
- They
won’t be scored.
- You may use them on the quiz.
Sentence Parts packet
- Mark
prepositional phrases in practice sentence #3.
Mythology Becomes
Language
- Starting on page 205 of Heroes, Gods, and Monsters . . . there are terms from mythology. We started familiarizing ourselves with them. We will continue to learn these terms.
LT: Understand and articulate major tenets of Greek culture from
chapters 7-8.
DQs:
- Based
on Odysseus’ reception in Phaeacia, what appears to be the defining trait
of the Phaeacians?
- What
does Odysseus’ visit with the Phaeacians demonstrate about what Greeks
value most?
Thursday-Friday—December 8-9, 2016
Business:
- Turn
in Monte Cristo and Pagetracker.
- Anonymous
sub for Santa donations
Survey for Journalism
- Go to suthys10honorsenglish.blogspot.com and click on the link under Journalism Election Survey at the top of the blog.
Impact of Greek
Mythology
- Use
your “Life” file
- Catchy
title
- Intro
with Claim—Bold your claim
- Intelligent
Paragraphing—Bold your sub-claims
- Info.
& quotes from
- Intro to Classical Mythology
- A World’s Book
- The Odyssey
Kahoot—Chapters 5-6
Tuesday-Wednesday—December 6-7, 2016
Business:
- Reading Heroes, Gods and Monsters. For the next several days, you will
read the first 50 pages of this book in class as a foundation for reading The Odyssey.
- Turn in The Count of Monte Cristo and Pagetrackers.
LT: Begin
to identify the major building blocks of Greek Mythology.
Sentence Parts Packet: Finish
marking the prepositions in practice sentences #2.
DQs:
- The Count of Monte Cristo:
What are the major differences between the book and the movie?
- What
do the differences say about our culture?
- Explain the “Greek Miracle”.
- Describe major cultural and
literary aspects of The Odyssey.
WN: Greek Mythology
Do
a graphic organizer in which you develop the idea of the nature of Greek Mythology and its impact on the world,
based on the two articles we have read. Here are a couple of possible models.
Friday & Monday—December 2 & 5, 2016
Business:
- I
won’t be available during collaboration this Monday.
- Sub
for Santa collections
- Read
“Heroes, Gods and Monsters . . .” during the reading time until you’ve
read the first 52 pages.
LT: Compare and contrast the movie and book versions of The Count of
Monte Cristo.
- We
read the summaries for books 1-4.
Read Chapter 5 in The Odyssey for next time.
- We
filled this out while watching the movie of The Count of Monte Cristo.
Monday-Tuesday—November 28-29, 2016
- Read
and annotate for next time.
Pagetracker with reading schedule
- No reading assigned, yet.
Copies of The Odyssey checked out.
- This is an in-class essay done today and next time.
Monday-Tuesday—November
21-22
Sentence Parts Packet—ten
minute lesson today.
·
Do one of these (one half of one
side) for next time.
·
Do one of these (one half of one
side) for next time.
DQs: Elaborate on the following
events and their importance.
68
·
The Count and Max depart
·
The Count and Max at Marseilles
69
·
The Count visits the Chateau D’If
·
The Count and Max finalized their
plan
70
·
Danglars in Rome
71
·
Danglars pays for his food
72
·
Danglars pays for his drink
·
The Count settles with Danglars
73
·
Max comes to the end of the road
·
The Count finds his peace
Thursday-Friday—November 17-18, 2016
Business:
- Quiz
on last half of The Count of Monte Cristo will be Monday and Tuesday.
- Clarify
the plan for Dramatic Reading and
Commentary
Sentence Parts Packet—ten minute lesson today.
DQs: Elaborate on the
following events and their importance.
61
- Danglars
engages in a couple transactions
62
- Valentine’s
funeral
- The
Count saves Max
63
- Lucien
Debray and Madame Danglars settle their affairs
- Albert
and Mercedes form a plan
64
- Andrea
visited in the Lion’s Den
65
- Villefort
gives his wife an ultimatum
66
- Andrea
testifies at the trial
67
- Villefort
mad
We read chapters 66-67
in groups.
Characters as Symbols or Archetypes Do this
for two characters featured in chapters 61-67. (Danglars, Maximilien,
Debray, Madame Danglars, Andrea, Villefort, Madame Villefort, Mercedes)
archetype: a very typical
example of a certain person or thing.
Many of Dumas’ characters are so distinct in the
personalities they display that we can say they are symbols or archetypes—representations
of ideas or types of people.
Example: Luigi Vampa is an
archetype of the ruthless, but cultured bandit.
Tuesday-Wednesday—November 15-16, 2016
Business:
·
Quiz on last half of The Count of
Monte Cristo will be Monday and Tuesday.
DQs: Elaborate on the following
events and their importance.
54
·
How everyone is doing after the cancelled
duel (Emmanuel, Max, Haydee, The Count)
·
Count Morcerf confronts The Count
55
·
Valentine falls ill during Max’s
visit
·
Max takes The Count up on his offer
to help
·
Nortier’s involvement
·
A priest moves next door to
Villefort
56
·
Eugenie Danglars’ wedding
57
·
Eugenie and Louise
58
·
Andrea’s flight
59
·
Valentine has visitors at night
·
The Count intervenes
60
·
Valentine’s status changes
·
The Count out-maneuvers Madame de
Villefort
·
Villefort makes a request
The counselling office took most of
the time, today.
Wednesday-Thursday—November 9-10, 2016
Business:
- We
will start into the Sentence Parts
Packet today.
- Quiz
today on the first half of the book.
- Writer’s Notebooks due:
- Statements
That Matter: Chapters 1-9
- WN:
Highs within Lows—1 page Reflection
- Dantes’
Journey: Chapters 10-15
- Guilt
Trips and Honor: Chapters 16-20
- Review
and Reflection: Chapters 20-24
- The
Count, Villefort and Human Nature: Chapter 26
- Think
Inside and Outside the Box: Chapters 32-41
DQs: Describe, using a
quote, key events surrounding he following:
42
- Noirtier
shares his secret
43
- Franz
chastises Villefort
- Danglars
postpones the marriage
44
- Valentine
will keep her promise to Max
- Barrio
dies
- The
doc accuses
45
- Caderousse
wants more money from Benedetto
- Benedetto
gives Caderousse details of The Count’s house
46
- Note
to The Count with a warning
- The
Count and Ali go alone
- Abbe
Busoni appears
- Reasoning
with Caderousse
- Caderousse
does a violent thing
- Caderousse
attacked
- The
Count reasons with Caderousse
- Caderousse
in his dying breath
Quiz on chapters 1-41
Monday-Tuesday—November 7-8, 2016
Business:
- Printing
off the Sentence Parts Packet . . .
- Pass
back “Guilt Trips…” to odd classes
- Pagetracker
check next time.
- Be
ready for a text next time on the first half of the book.
- Writer’s Notebooks due
next time:
- Statements
That Matter: Chapters 1-9
- WN:
Highs within Lows—1 page Reflection
- Dantes’
Journey: Chapters 10-15
- Guilt
Trips and Honor: Chapters 16-20
- Review
and Reflection: Chapters 20-24
- The
Count, Villefort and Human Nature: Chapter 26
- Think
Inside and Outside the Box: Chapters 32-41
LT: Identify key
themes in developing events.
DQs: Explain the significance of these moments:
·
Noirtier Makes His Will
·
The Dinner Party at
Autueil
·
Baron Danglars Puts His
Foot Down
·
Former Lovers Face the
Past
·
Maximilien and Valentine
Make Plans
·
Noirtier Guides the Two
Lovers
Thursday-Friday—November 3-5, 2016
Business:
- Printing
off the Sentence Parts Packet from
my blog—have them for next time!
- Pass
back “Guilt Trips…” to odd classes
LT: Write with
cohesion to define what we learn about The Count and Villefort from their
conversation.
DQs:
Describe The Count’s first meeting with
…Mercedes (back in ch.
24)
…with The Count of
Morcerf.
…with Danglars.
…with Villefort.
…with the Morrel family.
Who are Barolomeo Cavalcanti and Andrea Cavalcanti?
Who’s Haydee?
What’s up with Madame de Villefort?
How’s Albert’s marriage plans?
Kahoot Quiz: Chapters
25-31
Tuesday-Wednesday—November 1-2, 2016
Business:
·
By next time, go to my blog, find Sentence Parts Packet at the top, and print it off by.
LT: Write with cohesion to define what we learn about the
Count from his views on execution.
Writing Introductions with Cohesion. To write with cohesion is to
write so that each sentence is connected and related to the one before and
after it. To not write with cohesion is to right sentences that are not always
clearly related to each other.
Sometimes students write
introductions that incorporate the elements below, but do not have
cohesion—the sentences are disjointed and it reads like the introduction
is pieced together to fit a rubric without the natural flow.
Elements of an Introduction
·
Begin with an attention-getting start
·
Work logically and cohesively toward your
claim.
·
End the paragraph with your claim.
Practice writing an introduction
with cohesion in your groups:
·
Create a file called, “Period 2, group #1, Flow” and share it
with each other and with: turninmyessay@gmail.com
·
Choose one of the numbered events on “Review and Reflection”
and determine a claim you can make about the story or about Dantes’ journey
based that event.
·
Write an introduction that follows the formula above, and
that has cohesion.
Friday & Monday—October 28 & 31, 2016
LT: Identify
themes related to Dantes’ phases of questioning and intervention with
Caderousse and Morrel.
DQs:
Using
quotes from the book, provide updates on the following folks:
- Caderousse
- Dantes’ father
- Morrel
- Danglars
- Fernand
- Mercedes
- Villefort
Identify the
following:
- The red silk purse
- The priest
- The head clerk for Thomson and French
- Albert
- Franz
- Sinbad the sailor
- Maximilien Morrel
What is the
significance of the following?
- 287,500 francs
- The crew of the Pharoan
- Blood washes away dishonor
Evaluate
Caderousse’s and Morrel’s morality.
Wednesday-Thursday—October 25-26, 2016
Business:
- Grades for term 1 are wrapped up, barring any extenuating circumstances.
LT:
- Define the journey Dantes has completed at the end of his prison sentence and the start of his wealth and influence.
DQs:
- Who
is Abbe Faria and what does he add to Dantes’ story?
- What
dimensions of Dante have we seen thus far?
- What
are the most prominent themes at this point?
Read: Salt Lake Tribune
article: “For a groups of BYU-coach-led inmates, this Utah marathon is as bigas Boston’s”.
WN: Highs within Lows—1
page article/reflection
Highs and lows are relative—they depend on precedent,
circumstances, attitude, etc.
Question: How is it that in “low” conditions people can experience
“highs”? Write a one page article/reflection that gives your answer to this question.
- Comment
on Dantes’ and Faria’s experiences in the Chateau D’If (the prison).
- Comment
on the “BYU-coach-led inmates”.
- Comment on your own experiences/observations.
In your groups:
First, discuss this question as it relates to Dantes and Faria.
Second, read the Tribune article together in your group and discuss how
it might help answer the question.
Third, write your article in your writer’s notebook.
*Come up with a Headline and Sub-headline—just like the Salt Lake Tribune article.
Tuesday & Tuesday—October 18 & 25, 2016
Business:
- Writer’s
notebooks passed back.
- All
discussion make-up for 1st term is due today.
- About watching the movie…
LT:
- Get a handle on characters, themes, and writing style in The Count of Monte Cristo.
DQs:
- Recap
the action so far.
- Who
are the good guys? Who are the bad guys?
- What
are the big themes so far?
- Describe
Dumas’s writing style. Find examples.
Friday & Monday—October 16-17, 2016
Business:
- The
Idea Building for Silas and Godfrey that you did on your “Life” file is
being scored now—out of 10.
- Your
Julius Caesar leadership essay on your “Life” file is also being scored
now—out of 15.
- Lard
Cake extra credit will be added to your Silas writer’s notebook score.
- Quiz
on Silas Marner today.
- Pagetrackers
due today.
- Writer’s
Notebook for Silas Marner due
today; it includes:
- WN:
Evaluating Godfrey
- Close
Reading: From Chapter 2
- Three
Conversations—and the art of communication
- Evaluating
Nancy
- Targeting
Silas, Eppie and Godfrey: Chapters 13-15
- Character
Impact Chart: Eppie’s Coming to Silas
Copies of The Count of Monte
Cristo handed out
Pagetracker (with reading schedule) for The Count of Monte Cristo
Wednesday-Thursday—October 12-13, 2016
Business:
- I
want the chapter 18 & 19 readers theaters back!
- Lard-cakes
. . . ?
- Be
on top of discussion make-up.
- Test next time.
- Pagetrackers due.
- Writer’s Notebook for Silas Marner due next time; it
includes:
- WN:
Evaluating Godfrey
- Close
Reading: From Chapter 2
- Three
Conversations—and the art of communication
- Evaluating
Nancy
- Targeting
Silas, Eppie and Godfrey: Chapters 13-15
- Character
Impact Chart: Eppie’s Coming to Silas
LT: Formulate complex
claims about key characters based on relevant details from chapters 16-17.
DQ’s:
- Evaluate Silas’s growth since he found Eppie.
- Evaluate Godfrey’s growth since Silas found Eppie.
- How about Nancy?
- Are
Silas’s conflicts with the past resolved?
- How
does being a father change Silas?
- Describe
the quality of Godfrey and Nancy’s marriage.
Reader’s Theater for
chapters 18-19
·
If you were absent, just
read it in the book.
Monday-Tuesday—October 10-11, 2016
Business:
·
Retakes and make-up work.
·
Lard-cakes . . . ?
·
New ways of scoring discussions.
·
Need chapter reader’s theater of 13
back, okay?
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?
- You can read this reader's theater version of chapter 13 or just read chapter 13 out of the book.
Tuesday-Wednesday—October 3-4, 2016
Business:
- October
video announcement
- Collect
pagetrackers and Julius Caesar
books…
Follow-up on claims
about Silas and Godfrey
- Will
Silas be socially normal?
- Godfrey
as a business or campaign manager?
DQs:
- Critique
the three conversations that occurred in chapters 9-10 in terms of how
well they went.
- Was
there good sharing and listening?
- Did people understand each other?
Power Reading (last 15 minutes)
- Chapters 11-12
- Previewing Nancy
- Nancy and Godfrey
Friday & Monday—September 30 & October 3, 2016
Business:
- Turn
in Pagetrackers for Julius Caesar.
- Check
in Julius Caesar books.
LT: Formulate complex
claims based on relevant details.
DQs:
- Most
interesting events/quotes from the reading…
- New insights into Silas? Godfrey?
The following will be
found on your “Life” file. Do it there.
Close
Reading/Idea-building—Silas and Godfrey
- Do
this on two full pages in your writer’s notebook—a left page and right
page spread.
Silas (left page): Claim should answer this question:
Based in these
passages, what do you think Silas’s chances are of being socially “normal” in
the future?
|
- Paraphrase
12 statements from the book from pages 46-47 for your evidence.
Evidence (12)
|
Sub-claims (3)
|
Claim (1)
|
Godfrey (right page): Claim should answer this question:
Based on these
passages, why would you like or not like Godfrey Cass to manage your business
or your campaign for elected office?
|
- Paraphrase
10 statements from the book from pages 53-55 for your evidence.
Evidence (10)
|
Sub-claims (3)
|
Claim (1)
|
Wednesday & Thursday—September 28-29, 2016
Business:
- Turn
in Pagetrackers for Julius Caesar.
- Check
in Julius Caesar books.
Essay Group & Self
Evaluation
- Done
on Google Drive
LT: Evaluate complex characters.
DQs:
- Who
is Godfrey Cass?
- Describe
the relationship between Godfrey and Dunstan.
WN: Evaluating Godfrey
- For
Godfrey Cass, complete an idea-build as represented below. Do this on a
full page of your writer’s notebook.
Concrete Details
|
Sub-claims (2)
|
Complex Claim
|
Strengths (4)
|
1.
2.
|
|
Weaknesses (4)
|
1.
2.
|
Example:
Concrete Details
|
Sub-claims (2)
|
Complex Claim
|
Strengths (4)
*Silas works long days.
*Silas tells the truth about healing.
*Silas doesn’t seek revenge.
*Silas doesn’t ask anything from his neighbors.
|
1. Silas is disciplined and hard-working.
2. Silas is low-maintenance.
|
Silas is needlessly squandering his great potential for no good reason.
|
Weaknesses (4)
*Silas doesn’t extend himself toward his neighbors.
*Silas’s weaves and hoards all his time away.
*Silas never reads or feeds his mind with anything.
*Silas believes casting lots is God’s way of telling his will.
|
1. Silas does not put any effort into improving himself.
2. Silas is simple-minded about complex things.
|
Clip from Silas Marner video
Monday-Tuesday—September 26-27, 2016
Business
- New
seating chart
- PSAT/NMSQT
announcement
- Pass back writer’s notebooks…
LT: Identify and analyze major themes in chapters 1-2.
DQ:
- Who is Silas Marner?
Romeo talking to the apothecary who is selling him poison:
There is thy gold, worse poison to men's
souls,
Doing more murders in this loathsome world,
Than these poor compounds that thou mayst not sell.
I sell thee poison; thou hast sold me none.
Doing more murders in this loathsome world,
Than these poor compounds that thou mayst not sell.
I sell thee poison; thou hast sold me none.
Shakespeare,
from Romeo & Juliet
- Is gold good for Silas, or is it poison?
Preview of Chapters 3-4:
Chapter 3:
- Squire
Cass introduced.
- Dunstan
and Godfrey Cass introduced.
- Godfrey
and Dunstan argue over money
- Godfrey
is secretly married to Molly Farren.
- Godfrey
needs/wants Miss Nancy Lammeter.
Chapter 4:
- Dunstan
sells Wildfire for Godfrey.
- Dunstan
gets Wildfire pierced.
- Walking
home in the mists.
- Stops
at Silas’s house.
- Big thing happens…
Thursday-Friday—September 22-23, 2016
Business
- Finishing
the essay in class today.
- Starting
Silas Marner.
Silas Marner Preview:
- The setting: Early 19th
century; fictional English village of Raveloe.
- Major Theme: The complexities of community.
- Style: Intellectual; long, complex
sentences and paragraphs; builds toward emotionally powerful scenes.
Chapter 1:
- On
weavers.
- Paranoia
toward strangers.
- Silas
Marner—had moved to Raveloe; different.
- Flashback:
- Silas’s
best friend, William Dane, frames him and steals his girl.
- Silas
moves to Raveloe.
Chapter 2:
- Everything
new and foreign to Silas in Raveloe.
- Silas
turns to his weaving loom.
- Gets
paid in gold.
- Becomes
fixated on his growing pile of money.
Clip
from Silas Marner Movie
Pagetracker for Silas Marner
LT: Present a perspective on
leadership derived from Shakespeare’s Julius
Caesar and supported with textual evidence and sound reasoning.
Finish
Julius Caesar leadership essay
Tuesday-Wednesday—September 20-21,
2016
Business
- Discussion
Points:
Make-up forms are available. Complete discussion make up before the next
score is posted in three weeks.
- Quiz today on Julius Caesar.
- Writer’s
Notebook due today:
- Words Create Meaning and Tone
- WN: Brutus’s Reasons—Close Reading
- WN: CCQC Paragraph
- Two Roman Marriages
- Carefully Chosen Words
- Antony’s Speech and the Rhetorical Triangle
- Political Strategy Brochure
- Deplorables
DQ:
- Do Brutus and Cassius die well?
We
started this in class and will finish it during class next time.
Friday & Monday—September
18-19, 2016
Business
- When you’re
absent: Go to
my blog that day—you’ll find everything you missed. You can also find
everything in the room on my calendar and in my files. Don’t just do
nothing—it is your responsibility to get what you miss!
- Discussion
Points:
Make-up forms are available. Complete discussion make up before the next
score is posted in three weeks.
- Re-takes on
Summer Reading Quiz:
Today or next Monday during consultation.
- Pagetracker
check: For
points today.
- Finishing the
play for next time—quiz next time!
- Pagetrackers due
next time!
- Writer’s
Notebook due next time:
- Words Create Meaning and Tone
- WN: Brutus’s Reasons—Close Reading
- WN: CCQC Paragraph
- Two Roman Marriages
- Carefully Chosen Words
- Antony’s Speech and the Rhetorical Triangle
- Political Strategy Brochure
- Deplorables
DQ:
What is good
political strategy? Follow-up on Anthony’s and Brutus’s speeches.
LT:
Appraising Antony in light of his conversation with Octavius…
Video
clip from Julius Caesar
- Antony’s speech and Act IV (1:03-1:29)
Wednesday-Thursday—September 14-15, 2016
Business
- When you’re
absent: Go to
my blog that day—you’ll find everything you missed. You can also find
everything in the room on my calendar and in my files. Don’t just do
nothing—it is your responsibility to get what you miss!
- Discussion
Points:
Make-up forms are available. Complete discussion make up before the next
score is posted in three weeks.
- Re-takes on
Summer Reading Quiz:
Today or next Monday during consultation.
- Pagetracker check: For points today.
Activities:
Review
“Carefully Chosen Words”
LT:
Evaluate rhetoric
and political posturing in Act III, scene II.
Read:
The Rhetorical Triangle
- Re-read Brutus’s speech pointing out rhetorical triangle stuff
DQs:
- What
good points does Brutus make in his speech?
- What
good points does Anthony make in his speech?
- Whose
speech is better? Why?
- What could a politician learn from Brutus’s and Anthony’s interactions with the people?
- Sharing overall claims…
Monday-Tuesday—September 12-13,
2016
Business
- Homecoming
royalty voting…
- Discussion
Points: Make-up
forms are available. Complete discussion make up before the next score is
posted in three weeks.
- Re-takes on
Summer Reading Quiz:
Today or next Monday during consulation.
- Pagetracker
check/reminder:
a note of something every three pages. Turned in at the end.
DQs: Evaluate how the conspirators
handle the assassination:
- The
killing of Caesar…
- The
aftermath of the assassination…
- Dealing with Anthony…
Skit
Audio
of Act III, scene ii
Thursday-Friday—September 8-9, 2016
Business:
- Discussion
Points: Make
up forms are available. Complete discussion make up before the next score
is posted in three weeks.
- Re-takes on
Summer Reading Quiz:
Get these done one of the next two Mondays.
- Pagetracker
check/reminder:
a note of something every three pages. Turned in at the end.
RR:
(Reading Review)
·
Brutus
and Portia
·
Brutus
and Ligarius
·
Caesar
and Calpurnia, then Decius
·
Caesar
and conspirators
·
Portia
and Lucius, then soothsayer
Skit
Tuesday-Wednesday—September 6-7,
2016-2017
Business:
- Seating Chart
Changes: Stay
in skit groups, but rotate your group location and your individual
location.
- Discussion
Points: Make
up forms are available. Complete discussion make up before the next score
is posted in three weeks.
- Re-takes on Summer Reading Quiz: Get these done one of the next two Mondays.
LT: Identify and discuss issues of
power using evidence from the text.
DQ:
Conspiracy
- Describe
the roles people play in the conspiracy scene.
- How
is power at play in what is happening in this part of the play?
- In
what way is power on people’s minds?
- How is power changing people?
WN:
Brutus’s Reasons—Close Reading
- Re-write Brutus’s passage on pages 18-19 where he discusses his reasons for taking part in killing Caesar. Go line by line and try to include all relevant ideas . . . but in your own words.
We
listened to 10 minutes of audio of the next reading assignment.
Thursday-Friday—September 1-2, 2016
Business:
- Discussion Points: Review of how they work.
- Re-takes on summer reading test…
- Life of You papers have been read and
scored. You can still do this for points, but you need to tell me when
it’s done, because I won’t check for them anymore on Drive.
- Paragraph
Pre-Assessments: Turned
in last time.
- Writer’s
Notebooks: Returned
today.
Key
question for Julius Caesar: What does power do to us?
DQ: What is going on in scene II?
- How
would you describe what Cassius is doing?
- How
is he going about doing what he is doing?
- Evaluate
Cassius’s overall effort.
DQ: What happens when the bottom
resents the power at the top and the top fears losing power to the bottom?
Do
“Featuring . . . Cassius”: We
finished this in class, breaking the reading down into the following six sections to match the six sections on the worksheet.
- Cassius
& Brutus (4-6, until the flourish and shout)
- Cassius
& Brutus (6-7, from shout to shout)
- Cassius
& Brutus (7-9, from shout to Caesar’s re-entry)
- Cassius,
Brutus & Casca (9-11, up to Exit)
- Cassius
& Brutus (11-12)
- Cassius, Casca & Cinna (14-17)
Finishing
group skit preparations: This
is your last in-class time to prepare.
- Remember,
4-5 minutes for your skit.
- Typed
script turned in the morning of your skit.
- Be
prepared, practice and polish your skit.
Tuesday-Wednesday—August 30-31,
2016
Business:
- ID cards passed out today
- Re-takes on summer reading test…
- Life of You papers have been read and
scored. You can still do this for points, but you need to tell me when
it’s done, because I won’t check for them anymore on Drive.
- Reading Points: You have to be here during
the reading time at the start of class to get the reading points. No make
up for lost reading points.
- Paragraph Pre-Assessments
turned in.
- Writer’s
Notebooks turned in:
- Say Not the Struggle Naught Availeth (written
out)
- Positive Double Negative Thinking
- Bumper Sticker Wisdom—by Plutarch
- Plato’s Cave Allegory (highlighted/annotated)
- WN: Cave Drawing
- WN: Enlightenment
Pagetracker: Go over and explain.
DQ: What’s going on in Act I, scene
I?
- What
is the tone?
- What
is the conflict?
Groups
Caesar Skits Assigned
- One skit
per day for the 7 reading days.
- Focus on
key scenes or a key scene.
- You must
use a typed script. Print out a copy to give to turn in just before
presenting your skit.
- Your
skit must demonstrate a clear understanding of what you are presenting.
- Convert
Shakespeare’s words to your own words.
- Use
props, clothing, etc.
- Involve
everyone in your group.
- 4-5 minutes
presentation time—no less!
Skit
Prep:
- Practice
your skit.
- You will
be graded on:
- Smoothness
of presentation.
- Knowledge
of scene conveyed.
- Meaningful
interpretation conveyed.
- Entertainment
factor.
Friday & Monday—August 26 &
29, 2016
Business:
- Writer’s
Notebooks,
with any handouts we’ve done, will be turned in next time and scored. This
includes:
- Say Not the Struggle Naught Availeth (written
out)
- Positive Double Negative Thinking
- Bumper Sticker Wisdom—by Plutarch
- Plato’s Cave Allegory (highlighted/annotated)
- WN: Cave Drawing
- WN: Enlightenment
- We
will start Shakespeare’s Julius
Caesar today with an ease-in assignment. The first major reading
assignment will be next time.
- Read Act I, scene I and do the front side of Words Create Meaning and Tone for next time.
LT:
Demonstrate understanding of key ideas in Plato’s allegory of the cave.
DQ: What does the allegory say about
enlightenment?
WN:
Enlightenment
Using evidence from Plato’s cave
allegory, answer the following questions in your writer’s notebook. Elaborate
briefly on each question.
- What
does the allegory suggest enlightenment is?
- How
prevalent is it in the world?
- How
is it obtained? What all is involved in the process?
- What
obstacles or challenges prevent people from obtaining it?
- What
are the benefits of obtaining it?
- What are the costs of obtaining it?
Pagetracker with Reading Schedule and Skit Choices
Wednesday-Thursday—August 24-25, 2016
Business:
·
August
video announcement
·
Tardiness
costs you reading points.
·
“Life
of You” should be finished
o
If
it’s not finished, get it done!
·
Paragraph
Pre-assessment next time
LT:
Demonstrate proficiency in:
·
Memorization
of the poem, “Say Not…”
·
Comprehension
and recall of summer reading assignment--Plutarch
Quiz
on “Say Not the Struggle…”
Quiz
on Plutarch (summer reading)
·
Highlight
important details.
WN (homework): Cave Drawing
- Using
two pages of your writer’s notebook, draw a detailed sketch of what Plato
describes in his Cave Allegory.
- Include
15-20 labeled items, each a quote or a paraphrase from the text, and
number them chronologically in the order they occur in the text.
Monday-Tuesday—August 22-23, 2016
Business
- Signed
disclosures collected.
- Quiz
on Plutarch next time…be ready!
- Practice
quiz on 3rd and 4th stanzas.
- Quiz on the entire poem next time.
Activities:
- Write
out 3rd and 4th stanzas.
- Follow up on bumper stickers
DQ:
- What
is the essence of Caesar? What stands out most?
- What is the essence of Brutus?
Writing
Assignment: The
Life of [You!]
Length: Two pages double spaced.
·
Don’t go over (squeeze your spacing a little
if needed).
·
Do
be under two pages (within a line or two).
Write in 3rd person (Jane was born on a foggy night…),
not 1st person (I was born on a foggy night…).
Build your life around the
“essence” of you
and focus on major themes…just as Plutarch did for Caesar and Brutus.
How to submit:
·
Share
with Google Drive using your school gmail account. Make sure you allow editing:
·
Title:
Jane Doe Per. 2 Life
·
Due
by the start of next class.
Thursday-Friday—August 18-19, 2016
Business
·
Signed
disclosures turned in
·
Reading
book check
·
Spiral
notebook check
o
Poem
copied?
·
Summer
reading check
·
Summer
reading test in two times (Wednesday for even classes, Thursday for odd
classes)
LT:
·
Analyze
words, images, and metaphors in “Say Naught the Struggle Naught Availeth”
·
Reduce
Plutarch’s storytelling and wisdom into short accessible statements.
Activities:
Homework:
·
Complete
both handouts.
·
Include
six quotes for Caesar and six quotes for Brutus on “Bumper Sticker Wisdom…”
·
Memorize
the 3rd and 4th stanzas of “Say Not…”
Wednesday—August 17, 2016
Activities:
·
We
discussed the disclosure document.
·
We
spent some time discussing the poem, “Say Not the Stuggle Naught Availeth”.
·
I
checked to see that everyone had their summer reading printed out and
annotated.
Homework:
- Go to my
blog and copy down “Say Not the Struggle Naught Availeth” into your spiral
notebook for your first Writer’s Notebook entry.
- Memorize
the first two stanzas for next time.
Say
Not the Struggle Naught Availeth
By Arthur Hugh Clough
Say not the struggle naught
availeth,
The labour and the wounds are vain,
The enemy faints not, nor faileth,
And as things have been they remain.
If hopes were dupes, fears may be liars;
It may be, in yon smoke conceal'd,
Your comrades chase e'en now the fliers,
And, but for you, possess the field.
For while the tired waves, vainly breaking,
Seem here no painful inch to gain,
Far back, through creeks and inlets making,
Comes silent, flooding in, the main.
And not by eastern windows only,
When daylight comes, comes in the light;
In front the sun climbs slow, how slowly!
But westward, look, the land is bright!
The labour and the wounds are vain,
The enemy faints not, nor faileth,
And as things have been they remain.
If hopes were dupes, fears may be liars;
It may be, in yon smoke conceal'd,
Your comrades chase e'en now the fliers,
And, but for you, possess the field.
For while the tired waves, vainly breaking,
Seem here no painful inch to gain,
Far back, through creeks and inlets making,
Comes silent, flooding in, the main.
And not by eastern windows only,
When daylight comes, comes in the light;
In front the sun climbs slow, how slowly!
But westward, look, the land is bright!
Business:
- Summer reading check
- Bring a reading book every day all year.
- Bring a spiral bound notebook, dedicated to this class only, every day all year.
- Test next week on Plutarch’s Lives of Caesar and Brutus. Be ready!
- Bring singed disclosure statements back during the next two class days.