Date

Today’s Lesson

Handouts/Homework

Turned in?

Long-Term

Final Exam next Tuesday at 10:30, rooms 204 & 205. 

• you may use a notecard
• return your in-class essays (summer reading, TTTC, Crucible, Glass Menagerie, TEWWG, Huck Finn, Great Gatsby). 

Final Exam Tuesday.

Reminder: if you plan on using your oral history notes for the synthesis essay, please bring to class on Monday. 

JT--In the persona (voice) of your selected character, write a proper eulogy for Addie Bundren.  If you blinked while reading page 237, you missed it.  Spend five to ten minutes, incorporate passages from the text, and consider the traits of the character as write this eulogy commemorating Addie Bundren.   

A proper burial for Addie; we'll use the wagon wheel as Addie.

Q&A over the ending of the novel. 

As I Lay Dying

Select a Socratic Seminar question for AILD.  Prepare insight and notes for tomorrow's discussion. 

Quiz over AILD on Friday (this is in lieu of the short answer on the final exam). 

JT--Record astonishing events that have transpired over last night's reading (198-231). 

Complete Addie Bundren analysis.  Add new insight.  Which child sounds most like its mother? Explain using specific evidence from the text. 

Finish the novel for tomorrow.

Finish annotating and make inferences about your selected character.

AILD

-232-261 (finish the novel) for Wed.

Final Exam next Tuesday at 10:30, rooms 204 & 205

JT--We hear the story of the river cross ing at least three times (Darl, Vardaman, and Tull).  Select one of the following characters (DD, Anse, Cash, Addie, Jewel) and write about the same event from his/her perspective.  Remember to consider his/her character traits and what motivates that character. 

Q & A

Small group discussion and analysis of river crossing & Addie/Whitfield's perspectives. 

Read AILD 198-231 for tomorrow. 

Finish the novel Wednesday. 

AILD Reading Schedule

(no new reading for Friday, but additional pages assigned for Monday).

-198-231 for Tues.

-232-261 (finish the novel) for Wed.

Final Exam next Tuesday at 10:30, rooms 204 & 205

Time to read quietly in class (60 pages due Monday).

Final Exam Study Guide

Spring 2010Review

No new reading for tomorrow but do read 137-197 for Monday.  Annotate as you read.  Pay attention to river crossing (told from multiple perspectives) and Addie's chapter (a voice from beyond the grave).

AILD Reading Schedule

(no new reading for Friday, but additional pages assigned for Monday).

-137-197 due Mon.

-198-231 for Tues.

-232-261 (finish the novel) for Wed.

Study vocabulary for a few minutes.

Unit 15 vocabulary quiz

JT--describe the connection between Darl's calling Jewel's mother a fish and Darl's flashback. What inferences can you make about Addie's reaction to Jewel's betrayal?

Q & A

No new reading for tomorrow but do read 137-197 for Monday.  Annotate as you read.  Pay attention to river crossing (told from multiple perspectives) and Addie's chapter (a voice from beyond the grave).

AILD Reading Schedule

(no new reading for Friday, but additional pages assigned for Monday).

-137-197 due Mon.

-198-231 for Tues.

-232-261 (finish the novel) for Wed.

JT--using 3-5 vocabulary words from unit 15, summarize the events in last night's reading (82-104). 

Answer the following questions:

1. What is the primary concern of your character at this point in the novel?

2. Why does everyone seem to want to help Anse? How do they personally feel about him?

3. Humor and grotesque seem to be interdependent in this novel.  Provide specific examples.  What is the effect?

AILD Reading Schedule:

• 105-136 due tomorrow (no new reading for Friday, but additional pages assigned for Monday).
• 137-197 due Monday, 5/10
• 198-231 due Tuesday, 5/11
• 232-261 (finish the novel) for Wednesday, 5/12

Vocabulary unit 15 quiz Thursday

AILD Reading Schedule

(no new reading for Friday, but additional pages assigned for Monday).

-137-197 due Mon.

-198-231 for Tues.

-232-261 (finish the novel) for Wed.

JT--select a particularly challenging section from last night's reading (53-81).  Briefly summarize and make initial inferences about the passage.  What does it suggest about this character's grief? state of mind?

AILD Q&A

AILD Reading Schedule:

• 82-104 due tomorrow
• 105-136 due Thursday (no new reading for Friday, but additional pages assigned for Monday).
• 137-197 due Monday, 5/10
• 198-231 due Tuesday, 5/11
• 232-261 (finish the novel) for Wednesday, 5/12

Vocabulary unit 15 quiz Thursday

AILD Reading Schedule

-105-136 due Thursday (no new reading for Friday, but additional pages assigned for Monday).

-137-197 due Mon.

-198-231 for Tues.

-232-261 (finish the novel) for Wed.

JT--looking at question #4 from Friday's homework, select the same character and comment on a few pages of his/her narration.  How has this character been affected by Addie's death? For what does he/she grieve? What is this character's primary concern?

Q & A over Faulkner's AILD

As I Lay Dying

Carefully read Faulkner's AILD from 53-81 for tomorrow.  Continue annotating your selected character (the one you selected for question #4 or the one I reassigned to you).

AILD--read quietly in class. 

Answer AILD ?s for Monday (see homework column for document).

For Monday, read 1-52 in William Faulkner's AILD.  Annotate and record your questions. 

Also, answer the following for Monday:

Questions for beginning of the novel2010

AILD--read quietly in class. 

Answer AILD ?s for Monday (see homework column for document).

For Monday, read 1-52 in William Faulkner's AILD.  Annotate and record your questions. 

Also, answer the following for Monday:

Questions for beginning of the novel2010

Vocabulary unit 15--quiz next Friday

William Faulkner's AILD--begin the novel together. 

Vocabulary unit 15 due tomorrow.

Bring The College Writer to class with you tomorrow.

Enjoy the brief reprieve with little homework. 

Listen to "This I Believe" essays over the American dream.

Pass back Huck Finn in-class essays.

Finish GG Socratic Seminar

Please take the technology survey by Monday, 4/26.  Please see the attached link for more details. 

http://www.mshodge.com/.

It will also be available on the Wornall Home Page.

Huck Finn

• type a paragraph of your essay as it's written
• make substantial changes, implementing additional insight &/or examples of specific support

The Great Gatsby

• make sure character journal is completed with inferences, evidence, motifs, and page numbers.  Turn in with Tuesday's essay.
• review themes, characters, setting, and SS discussion questions over Great Gatsby in preparation for tomorrow's essay.

Vocabulary unit 15 due Wednesday, bring back American dream anecdotal notes Tuesday and Wednesday.

Socratic Seminar--The Great Gatsby

Vocabulary unit 14 quiz tomorrow.

Great Gatsby in-class essay will be Tuesday. 

Please take the technology survey by Monday, 4/26.  Please see the attached link for more details. 

http://www.mshodge.com/.

It will also be available on the Wornall Home Page.

As preparation for the American Dream synthesis essay, compile your relative's story of living the American Dream.  Look through your oral history interviews or make your own observations. Note the anecdotal evidence of your subject living out the dream.

Make sure you define the American Dream (& yes, you may go to Wikipedia for this one but make sure you cite correctly). 

1-2 pages due Monday.

As preparation for the American Dream synthesis essay, compile your relative's story of living the American Dream.  Look through your oral history interviews or make your own observations. Note the anecdotal evidence of your subject living out the dream.

Make sure you define the American Dream (& yes, you may go to Wikipedia for this one but make sure you cite correctly). 

1-2 pages due Monday.

Socratic Seminar--The Great Gatsby

Make-up reading quiz tomorrow over the GG at 7:30. 

Vocabulary unit 14 quiz tomorrow.

Great Gatsby in-class essay will be Tuesday. 

Please take the technology survey by Monday, 4/26.  Please see the attached link for more details. 

http://www.mshodge.com/.

It will also be available on the Wornall Home Page.

As preparation for the American Dream synthesis essay, compile your relative's story of living the American Dream.  Look through your oral history interviews or make your own observations. Note the anecdotal evidence of your subject living out the dream.

Make sure you define the American Dream (& yes, you may go to Wikipedia for this one but make sure you cite correctly). 

1-2 pages due Monday.

Reading Quiz--see me if absent, please.

Class discussion and Slate podcast.  Listen here for the rest of Slate's Audio Bookclub of The Great Gatsby:

http://www.slate.com/id/2205306/

Socratic Seminar discussion question.  Please select one and complete for tomorrow:

Great Gatsby Questions 2010

If absent from 2nd hour, your available choices include #5 & #7. 

If absent from 3rd hour, your available choices include #4, #7, or #14.

JT--rank, in order from most to least culpable, whom you think is most responsible for the outcome of events in The Great Gatsby.  Make sure you provide specific evidence to support your reasons.

Vocabulary unit 14.

Great Gatsby

• finish the novel for tomorrow (Wednesday) 
• Please complete your character/motif journal.  You will be turning this in soon, so make sure you bring to class. 
• vocabulary unit 14 quiz on Friday

Great Gatsby

synthesis/research--continue interviewing your subject over his/her perception of the American Dream. 

JT--identify the pervading mood/atmosphere of this chapter.  What details support this? Record all the changes that have transpired over the course of chapter 7. 

• At the beginning what relationships could each character count on?
• What factors alter these relationships?
• What has changed?

Based on Daisy and Tom's characteristics, what are they "conspiring" about (as Nick sees them through the window)?

Great Gatsby

• read chapter 8 for tomorrow
• read chapter 9 for Wednesday
• bring your character journal tomorrow for a spot check and complete for Wednesday
• vocabulary unit 14 due tomorrow

Great Gatsby

-have chapter 8 read by Tuesday

-have chapter 9 (end of the novel) by Wednesday.

Vocabulary unit 14 due Tuesday, quiz Friday.

Begin interviewing your subject (from Oral History interviews) over his/her idea of the American dream.  More details to come!

Vocabulary unit 13 quiz

Great Gatsby--finish language analysis and discussion over chapters 5 & 6.

Share dialogues/monologues from Great Gatsby chapter 4

Great Gatsby--carefully read and annotate chapter 7.  Pay particular attention to the atmosphere/mood and the changes taking place between the characters.  What happens? Think about all that changes once the chapter finishes. 

Character/Motif Journal

Record notes over your character and add to your character journal.  Please bring to class Wednesday, 4/21.  I'll spot check before you turn in for a final grade, so it should be completed (thru end of novel by 4/21).

Great Gatsby

-have chapter 8 read by Tuesday

-have chapter 9 (end of the novel) by Wednesday.

Vocabulary unit 14 due Tuesday, quiz Friday.

Begin interviewing your subject (from Oral History interviews) over his/her idea of the American dream.  More details to come!

JT--what truths are revealed about Gatsby? compare the lies we've heard about Gatsby and the lies he's told to Nick to the truth Nick later learns.

Chapter 5 and 6 language analysis. 

Present

Homework:

Dialogue writing--due Friday (see handout from the previous column).

Vocabulary unit 13 quiz Friday.

The Great Gatsby

Read chapter 7 for Monday.

The Great Gatsby

Read chapter 7 for Monday.

No JT

Vocabulary--unit 13, quiz Friday (if you are going to be gone for a school related activity, please take this quiz Thursday).

Finish presenting settings.

Same groups--analyze language, events in chapter V (see handout).  We'll continue this tomorrow.

The Great Gatsby

Read chapter VI (6) for tomorrow, 4/15. Continue annotating and adding to your character journal.

Handout--see attached PDF file

GGVlanguageanalysis and homework

Dialogue writing--due Friday (see handout from the previous column).

Vocabulary unit 13 quiz Friday.

The Great Gatsby

Read chapter 7 for Monday.

JT--List all the assumptions we've heard circulating about Gatsby.  Jordan reveals more about the relationship between Daisy and Gatsby. Summarize what happened between the two. Make predictions--will Gatsby's plan succeed?

Add your guest list information to the settings.  Who attends Gatsby's parties from East & West Egg?

Present analysis of settings.

***If you attend the performance of One False Move, make sure Sarah Whittaker adds your name to the list***

The Great Gatsby

carefully read chapter V for Wednesday, 4/14

Character/Motif Journal

Record notes over your character and add to your character journal.  Please bring to class Wednesday, 4/14. 

Unit 13 vocabulary due Wednesday.

Quiz Friday. 

The Great Gatsby

Character/Motif Journal

Record notes over your character and add to your character journal.  Please bring to class Wednesday, 4/14. 

Unit 13 vocabulary due Wednesday.

Quiz Friday. 

The Great Gatsby

JT--close your eyes and listen to me as I read aloud the beginning of chapter II.  What are the prominent images, colors? Is the scene bright or dark? Explain.  Examine the extended metaphor of the valley of ashes? To what is it compared? Explain.

Q&A over the reading.

Setting Activity over chapters 1, 2, & 3

Pretend you're a resident of one of the neighborhoods in the novel.  Examine it closely. Who are your neighbors? Where did you acquire your money?

Describe the party that takes place here.  What happens? How do people behave?

The Great Gatsby

carefully read chapter IV for Tuesday, 4/13. 

Character/Motif Journal

Record notes over your character and add to your character journal.  Please bring to class Wednesday, 4/14. 

Unit 13 vocabulary due Wednesday.

Quiz Friday. 

The Great Gatsby

Character/Motif Journal

Record notes over your character and add to your character journal.  Please bring to class Wednesday, 4/14. 

Unit 13 vocabulary due Wednesday.

Quiz Friday. 

Vocabulary unit 12 quiz

In honor of Fine Arts Day, study the cover of  The Great Gatsby.  Describe what you see.  What could these images represent?

Q&A--character & motif tracking.

Time in class to read quietly. 

The Great Gatsby

Read chapters 2 &3 for Monday.  Character/motif journal.

Character/Motif Journal

Annotate and take notes over a specific character and important motif associated with that character.  Consider his/her physical traits, colors/clothes worn, personality, actions, what others say, etc.  Provide excerpts and page numbers as you record the details.

Begin to make inferences based on character attributes. 

Listen to the rest The Big Read's introduction to The Great Gatsby

You can click on Wednesday's link to get access to that podcast.  

JT--Nick Carraway establishes himself as a credible witness  of the events as they unfolded during the summer of 1922.  Based on his impressions, what can you discern about his attitude (tone) toward Daisy, Tom, Jordan, and Gatsby?

Q&A--syntax, figurative language, setting, etc.

Homework

1. vocabulary quiz, unit 12--Friday.

2.  Re-read chapter 1 of The Great Gatsby & annotate specific passages about a character you've chosen to track.

Character/Motif Journal

Annotate and take notes over a specific character and important motif associated with that character.  Consider his/her physical traits, colors/clothes worn, personality, actions, what others say, etc.  Provide excerpts and page numbers as you record the details.

Begin to make inferences based on character attributes. 

The Great Gatsby

Read chapters 2 &3 for Monday.  Character/motif journal.

Listen to the rest The Big Read's introduction to The Great Gatsby

You can click on Wednesday's link to get access to that podcast.  

JT--freewrite for a minimum of five minutes on the following topic:

How would you describe the "American dream"? Has it changed over the years? Why are citizens from other countries attracted to the United States? Why did your relatives emigrate? What are your family's stories?

Vocabulary unit 12

Listen to the The Big Read's introduction to F. Scott Fitzgerald's Great Gatsby. 

http://www.neabigread.org/books/greatgatsby/radioshow.php

Carefully read and annotate chapter 1 of The Great Gatsby.

Pay attention to narration, characterization, and setting.

Vocabulary unit 12 quiz--Friday.

No JT

In-class essay The Adventures of Huckleberry Finn

Vocabulary unit 12 due tomorrow.

Next novel--The Great Gatsby! Find it, dust it off, and get ready to read.  

NO JT

Socratic Seminar--Huck Finn

Reminder--if you'd like to read the last 12 chapters of Huck Finn, there will be an extra credit opportunity on Tuesday's in-class essay.

Homework

Select one of the articles of literary criticism, read carefully, and write 1/2-full page response evaluating the validity of the argument.  Please staple to your essay and turn in on Tuesday.

Toni Morrison "Introduction" [The Adventures of Huckleberry Finn]--handout

Bennett Kravitz Reinventing the World and Reinventing the Self in Huck Finn

T.S. Eliot

Mark Twain The Lincoln of our Literature

in-class essay over Huck Finn on Tuesday.

Vocabulary unit 12 due Wednesday.

Next novel--The Great Gatsby! Find it, dust it off, and get ready to read.  

JT--chapter 33 (the demise of the king and the duke).  Response? Huck's perceptions.

Closer examination of 19-31.

Homework--select another SS ? and complete for homework.  SS will take place Thursday. 

In-class essay on Tuesday.

Unit 12 vocabulary due next Wednesday.

Essay exam over Huck Finn Tuesday.

Unit 12 vocabulary due next Wednesday.

JT--reading quiz

Q&A

finish last part of novel

Select a socratic seminar question for tomorrow's discussion.  You may write/type your response (minimum of one full page).

The Adventures of Huckleberry Finn socratic seminar question for Wednesday's discussion. 

The Adventures of Huckleberry Finn

essay on Tuesday.

JT--Describe Huck's perceptions at the beginning of the novel.  How is he starting to develop his conscience? Define his moral struggle (how he conflicts with society's values).

Finish presenting 15, 16, 17, & 18.

The Adventures of Huckleberry Finn

Chapters 19-31 for Tuesday, 3/30.

The Adventures of Huckleberry Finn

Chapters 12-18

Ironic mask (persona) explanation--explore Twain's use of satire/irony.

Classwork--in small groups working with an assigned chapter, complete the following:

1.  Brief overview, a summary of your assigned chapter (3-5 sentences).

2.  Main characters involved in the action and their traits.

3.  Ironic mask &/or cruelty of man's inhumanity to man.

4.  Examples of humor.

5.  Two higher level thinking questions. Make sure you discuss the answers to your questions.

The Adventures of Huckleberry Finn

Chapters 19-31 for Tuesday, 3/30.

We will finish 15-18 on Monday.

The Adventures of Huckleberry Finn

Chapters 19-31 for Tuesday, 3/30

The Adventures of Huckleberry Finn

Reading quiz

Ironic mask (persona) explanation--explore Twain's use of satire/irony.

Classwork--in small groups working with an assigned chapter, complete the following:

1.  Brief overview, a summary of your assigned chapter (3-5 sentences).

2.  Main characters involved in the action and their traits.

3.  Ironic mask &/or cruelty of man's inhumanity to man.

4.  Examples of humor.

5.  Two higher level thinking questions.

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

JT--select a poignant passage from The Adventures of Huckleberry Finn.  Paraphrase and evaluate its purpose within the context of the novel.

Group questions--analysis and discussion.

A Million Nightingales--opportunity for extra credit during 4t hour.

The Adventures of Huckleberry Finn

On the river 12-19 due Thursday, 3/25.

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

JT--Define the two sides of the conflict in Culture Shock.  Evaluate their positions.  What are your opinions regarding the pejorative term Twain uses throughout the novel?

Finish Culture Shock

The Adventures of Huckleberry Finn

On the river--chapters 12-19 due Thursday, 3/25.  Annotate and record questions as you actively read.

Tomorrow--A Million Nightingales assessment during lunch/study hall.

The Adventures of Huckleberry Finn

On the river 12-19 due Thursday, 3/25.

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

JT--respond to the novel The Adventures of Huckleberry Finn thus far.  Evaluate Huck's character and his reliability as a narrator.  Define his series of conflicts.  Who/what stands in Huck's way?

Characterize Pap Finn based on specific evidence from the story.  Record any questions you have.

PBS video Culture Shock to Trouble The Adventures of Huckleberry Finn

The Adventures of Huckleberry Finn

On the river--chapters 12-19 due Thursday, 3/25.

The Adventures of Huckleberry Finn

On the river 12-19 due Thursday, 3/25.

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

If you did not choose to do the A Million Nightingales assignment, please do so and turn in Monday, 3/22. 

A Million Nightingales character analysis (see attachment)--due tomorrow OR due Monday, 3/22. 

Moinette WDYCW2010

The Adventures of Huckleberry Finn 1-11 by Monday, 3/22. 

The Adventures of Huckleberry Finn

On the river 12-19 due Thursday, 3/25.

The Adventures of Huckleberry Finn

Chapters 19-31 for Monday, 3/29. 

JT--From last night's reading, describe how Moinette's circumstances have changed. 

Q & A

Finish tracking motif

Work on  character analysis--homework (you have a choice to turn in tomorrow or 3/22). 

Homework:

A Million Nightingales character analysis (see attachment)--due tomorrow OR due Monday, 3/22. 

Moinette WDYCW2010

Bring Adventures of Huckleberry Finn to class tomorrow.

For extra credit, read the rest of A Million Nightingales.  Finish it for Monday, 3/22.

JT--how has Moinette changed, both physically and emotionally, since the beginning of the novel?

Record at least two questions over last night's reading.

Take 10 minutes and add to motifs. 

For tomorrow, read to 154.  For extra-credit, finish the novel over spring break.

Bring Adventures of Huckleberry Finn and A Million Nightingales for tomorrow. 

A Million Nightingales

93-134 Tuesday 3/9

With a partner, record the references to the motif you're tracking. 

After you've recorded as many references to the text as you can find, make some thematic inferences.  What larger theme does this motif tie into? Please record 1/2 to a full page and turn in by the end of the hour. 

A Million Nightingales

74-92 Monday 3/8,

93-134 Tuesday 3/9

Q3 vocabulary exam

5-10 minute discussion over the reading.

A Million Nightingales--please select one of the possible motifs and annotate/track as you read.

• hair/tignon
• spirit--ni, dya, Faro
• moss, trees, pecans
• coffee beans
• reason, intelligence, lessons vs. faith/spirit
• mule/mammal--castes within the system of slavery
• role of women "presentation is everything" vs. role of men
• colored dresses--black vs. white
• azure/indigo dye, Cephaline's eyes

A Million Nightingales

74-92 Monday 3/8,

93-134 Tuesday 3/9

A Million Nightingales

74-92 Monday 3/8,

93-134 Tuesday 3/9

Reading Quiz--A Million Nightingales

Discussion--possible motifs:

• hair/tignon
• spirit--ni, dya, Faro
• moss, trees, pecans
• coffee beans
• reason, intelligence, lessons vs. faith/spirit
• mule/mammal--castes within the system of slavery. 
• role of women "presentation is everything" vs. role of men
• colored dresses--black vs. white
• azure/indigo dye, Cephaline's eyes

Look at the listed motifs in left-hand column and begin tracking one of these as you read.

A Million Nightingales--read 41-73 for tomorrow

Q3 vocabulary exam over units 1-11 tomorrow.

A Million Nightingales

41-73 Friday 3/5,

74-92 Monday 3/8,

93-134 Tuesday 3/9

Quarter 3 vocabulary test over units 1-11 will be Friday. Please study your words carefully. 

JT--select a striking passage from last night's reading of A Million Nightingales and discuss in detail. 

Finish Harriet Jacob's style analysis.

A Million Nightingales read 25-40 for tomorrow, 41-73 for Friday.  Look for developing motifs/symbols.  Make a list of at least three with supporting lines from the text (include page numbers).

Quarter 3 vocabulary test over units 1-11 will be Friday. Please study your words carefully. 

A Million Nightingales

3-25 Wednesday 3/3,

25-40 Thursday 3/4,

41-73 Friday 3/5,

74-92 Monday 3/8,

93-134 Tuesday 3/9

Quarter 3 vocabulary test over units 1-11 will be Friday. Please study your words carefully. 

Present style/chapter analysis of assigned Harriet Jacobs chapter.

Make sure to read:

"Another Link to Life,"

"The Flight,"

"The Children Sold"

Susan Straight A Million Nightingales read 3-25 for tomorrow. 

As you read critically, notice how Moinette perceives the world around her.  How does she measure the boundaries for men, women, slaves, non-slaves? Please annotate or record your observations.

A Million Nightingales

3-25 Wednesday 3/3,

25-40 Thursday 3/4,

41-73 Friday 3/5,

74-92 Monday 3/8,

93-134 Tuesday 3/9

Quarter 3 vocabulary test over units 1-11 will be Friday. Please study your words carefully. 

Oops--I forgot to ask you to read a few chapters, so please read the following for tomorrow/Wednesday:

"Another Link to Life,"

"The Flight,"

"The Children Sold"

Questions for analysis2010

Finish the handout & read the other chapters I forgot to assign Friday.

Bring A Million Nightingales to class tomorrow. 

Harriet Jacobs Incidents in the Life if a Slave Girl

chapters will be due Monday: 

"Childhood"

"The Trials of Girlhood,"

"The Jealous Mistress,"

"The Lover,"

"A Perilous Passage in the Slave Girl's Life,"

"The Loophole of Retreat,"

"Free at Last"

Vocabulary unit 11 quiz

F. Douglass group analysis over chapter 11 and appendix.

Harriet Jacobs Incidents in the Life if a Slave Girl

chapters will be due Monday: 

"Childhood"

"The Trials of Girlhood,"

"The Jealous Mistress,"

"The Lover,"

"A Perilous Passage in the Slave Girl's Life,"

"The Loophole of Retreat,"

"Free at Last"

JT--react to a vivid scene in chapter 10.  Describe in detail and recall your initial reaction.

Handout

Read excerpts from Frederick Douglass's 4th of July speech.  See attached link. Frederick Douglass The Meaning of July Fourth for the Negro

David Blight's analysis of speech:

What to the Slave is the Fourth of July

Listen for your assigned section from chapter 10 Narrative of the Life of Frederick Douglass, An American Slave

Handout from The Language of Composition "Glossary of Selected Tropes and Schemes." If absent pick up a copy from me.

Using the Frederick Douglass 4th of July speech and the 2005 David Blight analysis of the speech, analyze your assigned section of chapter 10.  Look at artistry of his word choice, the syntax of his sentences.  Try to mention two-three rhetorical devices but more importantly, examine the effect Douglass conveys.

1/2- one full page, typed d.s. analysis due at the beginning of the hour. 

Read Narrative of the Life of Frederick Douglass, An American Slave chapters 11 and the Appendix.

Vocabulary unit 11 quiz tomorrow. 

Harriet Jacobs Incidents in the Life if a Slave Girl

chapters will be due Monday: 

"Childhood"

"The Trials of Girlhood,"

"The Jealous Mistress,"

"The Lover,"

"A Perilous Passage in the Slave Girl's Life,"

"The Loophole of Retreat,"

"Free at Last"

JT--describe the multifaceted ways Douglass begins to understand his humanity and worth as a human being. 

Present group analysis over assigned chapter's summary, tone, purpose, diction, and the higher level thinking questions. 

Harriet Jacobs Incidents in the Life if a Slave Girl

chapters will be due Monday: 

"Childhood"

"The Trials of Girlhood,"

"The Jealous Mistress,"

"The Lover,"

"A Perilous Passage in the Slave Girl's Life,"

"The Loophole of Retreat,"

"Free at Last"

1.  Re-read Robert Hayden's poem "Frederick Douglass." After reading segments of Narrative of the Life of Frederick Douglass, An American Slave, how has your perception of Douglass changed? Been strengthened?

Together read chapter 6.

Break into small groups to discuss assigned chapters.  Create two higher-level thinking questions and present your findings to the class.

Bring vocabulary unit 11 to class tomorrow, quiz Thursday.

Read chapters 8 & 9 Narrative of the Life of Frederick Douglass, An American Slave for tomorrow.  Read chapter 10 for Wednesday.  Make sure you actively engage in the text (annotate, look up unfamiliar diction, analyze syntax). 

Read chapters 8 & 9 Narrative of the Life of Frederick Douglass, An American Slave for tomorrow.  Read chapter 10 for Wednesday.  Make sure you actively engage in the text (annotate, look up unfamiliar diction, analyze syntax). 

Harriet Jacobs Incidents in the Life if a Slave Girl

chapters will be due Monday. 

"Childhood"

"The Trials of Girlhood,"

"The Jealous Mistress,"

"The Lover,"

"A Perilous Passage in the Slave Girl's Life,"

"The Loophole of Retreat,"

"Free at Last"

Narrative of the Life of Frederick Douglass, an American Slave

Read "Letter from Wendell Philips" & chapters 1,2, 5, & 7

After reading the five sections, select one and answer the attached questions.  Due Monday at the beginning of the hour.

questions over F. Douglass2010

Narrative of the Life of Frederick Douglass, an American Slave & Incidents in the Life of a Slave Girl

Read the following sections for tomorrow:

F. Douglass bio (v & vi)

Harriet Jacobs bio (vii & viii)

Introduction (xi-xvi)

Preface (3-11)

You'll need Narrative of the Life of Frederick Douglass, an American Slave & Incidents in the Life of a Slave Girl

for class tomorrow.

TEWWG--finish socratic seminar; discuss comparisons between "The Story of an Hour" and TEWWG (ch. 8 & 9).

Objective part of exam.

Review the following topics in preparation for tomorrow's essay:

• the various funeral scenes
• Janie's three marriages
• her emergence as a powerful character throughout her life journey
• the metaphorical language
• the frame narrative

Make sure you have the correct copy of Frederick Douglass and Harriet Jacobs text. 

Narrative of the Life of Frederick Douglass, an American Slave & Incidents in the Life of a Slave Girl

Modern Library, ISBN # 0345478231

If you don't have the edition, please purchase one from your local bookseller and give Back to Books a call. You need a copy of the text for homework Thursday.

TEWWG essay Thursday.

Vocabulary unit 11 due Monday, 2/22/10

TEWWG--final discussion

Read Kate Chopin's "The Story of an Hour" in anthology on page 155-156.

TEWWG--finish SS tomorrow and take objective portion of exam.  Essay will be on Thursday.

Make sure you have the correct copy of Frederick Douglass and Harriet Jacobs text. 

Narrative of the Life of Frederick Douglass, an American Slave & Incidents in the Life of a Slave Girl

Modern Library, ISBN # 0345478231

If you don't have the edition, please purchase one from your local bookseller and give Back to Books a call. You need a copy of the text for homework Thursday.

TEWWG

1.  Found Poem & illustration

2.  Socratic Seminar ?

Vocabulary unit 10 quiz.

JT--describe your reaction to the end of the novel.

Finish discussing 17-20.

Socratic Seminar ?--assigned today, due Tuesday.

Found poem/illustration--due Tuesday.

JT--re-read the conversations between Janie and Teacake in chapters 10 (94-96) and 18 (159-160).  How has their relationship evolved? Explain.

Finish the novel by tomorrow (carefully read chapters 19 & 20).

Unit 10 vocabulary quiz.

Found poem-see me for handout.  Due Tuesday, 2/16.

Found poem.

Socratic seminar discussion question.

TEWWG essay on Wednesday.

Unit 11 vocabulary due Monday, 2/22/10

Vocabulary unit 10.

Their Eyes Were Watching God

Finish presenting chapter analysis: summary, higher-level thinking questions, and effect of figurative language on theme.

Their Eyes Were Watching God--analysis questions (due tomorrow).  Answer 5 discussion questions over chapter 14-18 (if you answer #4, chapter 16, you only have to answer four).

Finish the novel by Friday.

Vocabulary unit 10 quiz Friday. 

Finish the novel by Friday.

Vocabulary unit 10 quiz Friday. 

Their Eyes Were Watching God

Small group discussion--present an insightful point about your character.

Present your chapter analysis: summary, higher-level thinking questions, and effect of figurative language on theme.

Vocabulary unit 10 due tomorrow; quiz Friday.

Their Eyes Were Watching God

• read chapters 14-18 for tomorrow (129-167)
• finish novel by Friday

Their Eyes Were Watching God

WDYCW?

Vocabulary quiz-unit 10

Finish novel

JT--Spend five minutes describing the major changes thus far in TEWWG. If you have questions, please record them at this time.

Pass back papers, fill out survey for yearbook. 

Group Analysis & Presentation over an assigned chapter:

1.  Summarize the major plot points.

2.  Record two higher-level thinking questions.

3.  Select an important extended metaphor, piece of figurative language, and/or imagery.  Paraphrase and examine the effect on theme.

Homework-

1.  What Does Your Character Want? One page typed analysis with supporting evidence and page #s due tomorrow at the beginning of the hour.

2.  Vocabulary unit 10 due Wednesday; quiz Friday.

3.  TEWWG--read 14-18 for Wednesday (129-167).

4. TEWWG--finish novel for Friday.

AP English information.

Vocabulary unit 10 due Wednesday; quiz Friday.

TEWWG--read 14-18 for Wednesday (129-167).

TEWWG--finish novel for Friday.

Vocabulary unit 9 quiz.

TEWWG

discussion over 5 & 6

TEWWG

• read 7-13 for Monday

Character Analysis--What Does Your Character Want? See directions and  complete for Tuesday.

Character Analysis--What Does Your Character Want? See directions and  complete for Tuesday.

JT--TEWWG reading quiz

Vocabulary unit 9

TEWWG

finish discussion and analysis questions--chapters 3 & 4

TEWWG

Questions for discussion and analysis over chapters 5 & 6--select four and complete for tonight's homework.  Due tomorrow at the beginning of the hour.

No new reading for tomorrow.

Character Analysis--What Does Your Character Want? See directions and  complete for Tuesday.

TEWWG

• read 7-13 for Monday

JT--reading quiz

TEWWG

Questions for discussion and analysis.

conflict between Janie and Nanny, differences between Logan and Joe, poetic image of blooming pear tree, etc.

TEWWG--carefully read chapters 5 & 6 for tomorrow (30 pages).

Unit 9 vocabulary due tomorrow.

Unit 9 quiz Thursday.

TEWWG

• read 7-13 for Monday

vocabulary unit 9 quiz Thursday

2/1/10

JT--purpose of figurative language. 

What can figurative language convey that ordinary language can't?

In pairs select one of the examples of figurative language and paraphrase using literal language.  Discuss the effect of Hurston's use of poetic language.

Carefully read TEWWG, chapters 1-4 for tomorrow.

Vocabulary unit 9 due Wednesday, quiz Thursday (special schedule and no class on Friday.

Vocabulary unit 8 quiz.

"Sweat" discussion

Listen to 1st chapter of TEWWG.

If you'd like to continue listening to the first chapter, click on the attached link:

http://www.zoranealehurston.com/index.html

Using your insight and evidence from the text, answer at least five questions over chapter 1 TEWWG.  Due Monday.

Read through chapter 4 for Tuesday (page 34).

TEWWG--read through chapter 4 for Tuesday (page 34).

unit 9 vocabulary due Wednesday, quiz Thursday (2/4/10)

JT--based on your understanding of "How it Feels to be a Colored Me" describe Zora Neale Hurston's personality.  Compare the voice of the essay to the language in "Sweat." Explain your inferences with examples.

Vocabulary--unit 8 quiz tomorrow.

"Sweat" questions for discussion

Homework--carefully read chapter 1 Their Eyes Were Watching God.  Annotate and record your questions.  Determine how Hurston created Janie's character.

Vocabulary unit 8 quiz tomorrow

TEWWG

No JT

The Glass Menagerie in-class essay.

Vocabulary unit 8 due tomorrow, quiz Friday.

For tomorrow--

Read Zora Neale Hurston's "Sweat" and "How it Feels to be Colored Me" (205-211).

The first page of "Sweat" is missing from the anthology, so pick up a copy from me.  Also, look up biblical passage concerning the story of Samson and Delilah before reading the short story.

Bring TEWWG to class tomorrow.

in-class essay

If you haven't recited your poem, see me as soon as possible!

Vocabulary unit 8 quiz Friday.

TEWWG

JT--After the second reading, how did your perceptions about the events in the play change or deepen?

Finally! Time to finish the character debate.

Glass Menagerie essay tomorrow.  You may use a note-card for essay. Attached is a copy of the rubric I'll use to grade your essay.

English2Hrubric10

For Thursday--

Read Zora Neale Hurston's "Sweat" and "How it Feels to be Colored Me" (205-211).

The first page of "Sweat" is missing from the anthology, so pick up a copy from me.  Also, look up biblical passage concerning the story of Samson and Delilah before reading the short story.

Vocabulary unit 8 due Thursday, quiz Friday.

For Thursday--

Read Zora Neale Hurston's "Sweat" and "How it Feels to be Colored Me" (205-211).

The first page of "Sweat" is missing from the anthology, so pick up a copy from me.  Also, look up biblical passage concerning the story of Samson and Delilah before reading the short story.

Vocabulary unit 8 due Thursday and quiz Friday.

Glass Menagerie in-class essay on Wednesday.  In preparation, please read the "Introduction" by Robert Bray.  Because I've moved the essay back and this will be one of the factors in the AP decision, please re-read the play.  Now that you've read it once and understand the key plot points, delve into the text and make insightful connections. We'll finish character debate Tuesday. 

Glass Menagerie in-class essay on Wednesday. 

Vocabulary quiz

Picasso's "Guernica"

Present your case for the most important character.

No homework tonight! Get plenty of rest for tomorrow's big day!

Glass Menagerie in-class essay on Wednesday.  In preparation, please read the "Introduction" by Robert Bray.  Because I've moved the essay back and this will be one of the factors in the AP decision, please re-read the play.  Now that you've read it once and understand the key plot points, delve into the text and make insightful connections. We'll finish character debate Tuesday. 

Glass Menagerie in-class essay on Tuesday.  In preparation, please read the "Introduction" by Robert Bray.  If you have time, revisit key scenes within the play (a 2nd reading wouldn't hurt). 

Vocabulary-unit 7

Glass Menagerie--religious imagery and props (discuss tomorrow)

Glass Menagerie character debate

Vocabulary unit 7 quiz tomorrow.

Research the tragic event in Guernica, Spain.  List at least five facts from credible sources.  Notice all the times Tom mentions revolution in Spain.  What does something like Guernica have to do with Tom in Glass Menagerie?

Turn in GM ? analysis over your character

Poetry Out Loud- in class recitation.

. 

Vocabulary unit 7 due tomorrow.

Homework--select one of the questions and answer for tomorrow (The Glass Menagerie):

1.  identify an example of religious imagery in the play and discuss its significance.

2.  How do props help develop the play? Select an important prop and discuss its thematic relevance.

The Glass Menagerie

Determine which character is the most important in The Glass Menagerie.  Which character is the protagonist of the play? After developing your insight and collecting evidence from the play to support your claims, you and your group members will debate on Tuesday.

The Glass Menagerie homework:

• one- two typed, d.s. pages due Tuesday
• insight, evidence (your analysis) answering the assigned questions.

Poetry Out Loud

Memorize your poem.  In-class recitations will begin next Tuesday.  Sion competition will be next Wednesday after school.

Poetry Out Loud Evaluation Criteria

helpful hints

Robert Hayden "Those Winter Sundays"

Finish Emily Dickinson poems

Glass Menagerie character analysis--small groups, divide tasks (see homework column).

The Glass Menagerie

Determine which character is the most important in The Glass Menagerie.  Which character is the protagonist of the play? After developing your insight and collecting evidence from the play to support your claims, you and your group members will debate on Tuesday.

The Glass Menagerie homework:

• one- two typed, d.s. pages due Tuesday
• insight, evidence (your analysis) answering the assigned questions.

Poetry Out Loud

Memorize your poem.  In-class recitations will begin next Tuesday.  Sion competition will be next Wednesday after school.

Poetry Out Loud Evaluation Criteria

helpful hints

Vocabulary unit 6 exam

Clip from Poetry Out Loud--"Frederick Douglass"

Continue Emily Dickinson poetry

Memorize your poem.

Print a copy of your poem for me and bring to class tomorrow.

"Tips for Interpreting a Poem's Meaning" answer 1-5 for tomorrow's class.

Tomorrow, you will need anthologies, your recitation poem & worksheet, and Glass Menagerie play

Poetry Out Loud

Poetry Out Loud Evaluation Criteria

helpful hints

Reading Quiz--Glass Menagerie

Vocabulary unit 6

Emily Dickinson poems

unit 6 vocabulary exam tomorrow

Complete worksheet "tips to interpreting a poem's meaning"

(the side with the boxes) over your poem for next week's recitation.

Continue memorizing your poem.  In-class recitations will begin next Tuesday.  Sion competition will be next Wednesday after school.

Tomorrow, you will need anthologies, your recitation poem & worksheet, and Glass Menagerie play

Poetry Out Loud

Poetry Out Loud Evaluation Criteria

helpful hints

1/11

Welcome back (again).

Poetry Out Loud--another example.  "My Mistress' Eyes Are Nothing Like the Sun"

Examine tone and shift in tone.

check poetry annotations--Dickinson and two poems selected for recitation.

Tips for making sense out of poetry.

Complete the "tips" worksheet in a group over your Emily Dickinson poem.

Go over unit 6 vocabulary tomorrow.

The Glass Menagerie check-for-reading quiz will be Tuesday.

Continue memorizing your poem.  In-class recitations will begin next Tuesday.  Sion competition will be next Wednesday after school.

Bring anthologies and Glass Menagerie plays to class tomorrow.

Poetry Out Loud

Poetry Out Loud Evaluation Criteria

helpful hints

Vocabulary unit 6--go over vocabulary Thursday or TBA. Unit 6 test on hold.

Look at posted rubric for poetry recitation, record elements of effective recitation, ineffective recitation, and tips for memorizing poetry.

Listen to "Power of Poetry"

Listen to "Jenny Kiss'd Me"

Look at structure and shift in Wordsworth's "The World is Too Much With Us"

Homework--read Emily Dickinson biography in anthology and carefully read, annotate all poems.  I will assign one to analyze more fully (anthology 149-153). For this specific poem analyze denotation of words, connotation, paraphrase meaning, and identify the tone.

Look at tone list.  Define the rest of the unfamiliar words (be ready to define all the words in your assigned section).

Select your poem for recitation.  Begin memorizing. 

Poetry Out Loud Evaluation Criteria

helpful hints

Take T. Williams The Glass Menagerie home tonight.  The entire play needs to be read by Monday!

Also, select a character (Tom, Amanda, Laura, or Jim) to annotate more closely. .

Memorize your poem--recitations begin 1/19/10. 

JT--"I celebrate myself..."

Using Whitman's beginning, continue writing.

Or, you may select a segment of "Song of Myself" and respond to it.

"Song of Myself" discussion

Tone

Poetry Out Loud clips and identification

Unit 6 vocabulary due tomorrow.

Select one of the tone words from the today's handout and define.  Think about the meaning and how to convey the meaning of the word without words (charades).

Select two of your three favorite poems:

1.  denotation

2.  connotation

3.  paraphrase (rewrite the line in your own words).  If the poem is extraordinarily long, you may summarize some.

4.  tone

1/4/10

Welcome Back!

JT--at the beginning of the school year, you defined goals you'd hoped to accomplish.  Measure where you are in attaining them?

Poetry Out Loud--watch Garrison Keiller clip.

Final Exam

Go to Poetry Out Loud website to select three poems for tomorrow's class.

www.poetryoutloud.org

As part of our 3rd quarter poetry unit, I'm going to ask each of you to memorize a poem for the Poetry Out Loud competition.  Have your poem memorized by Tuesday, January 19th.  Only poems in Poetry Out Loud Anthology or from their website may be used.

See the attached link for poetry ideas:

poems

For tomorrow, read Longfellow and Whitman in anthology 127-136.  Note the differences in the poets' styles. 

Memorize your selected poem by Tuesday, January 19th.  Only poems in Poetry Out Loud Anthology or from their website may be used.

See the attached link for poetry ideas:

poems

Information

over break

12/18/09-

1/4/10

Only two things to work on over break, girls:

Poetry Out Loud Poem--see column to the right for information.

Continue research for your Living History Biography. 

Select your subject for your Living History Biography.  This will most likely be the person you interviewed over Thanksgiving, but it could be someone else.  Select someone with a rich and interesting history, someone who is still alive or recently deceased and has peers you could interview.

See column to the right for more details.

As part of our 3rd quarter poetry unit, I'm going to ask each of you to memorize a poem for the Poetry Out Loud competition.  Have your poem memorized by Tuesday, January 19th.  Only poems in Poetry Out Loud Anthology or from their website may be used.

See the attached link for poetry ideas:

poems

Living History Biography

• this will eventually turn into your research paper
• see attachments for details

Living Historybiography2010

Sample Bio Inquiry Letter10

See Studs Terkel interviews for excellent examples.

htimes

excellent interviews:

• Harry Terrell
• Emma Tiller
• John Beecher
• Judge Same Heller
• Mary Owsley
• Peggy Terry

Also see the NPR Story Corp website for additional examples:

http://www.npr.org/templates/story/story.php?storyId=4516989

DIY-Instruction-Guide

Finish GOW short answer discussion questions.

Small group discussion and presentation of key passages from each work of literature.

Attached is a rough compilation of higher level thinking questions and passages you emailed to me. 

English 2H09 Quotation Identification Review09

Study for your final exam

Reminders:

• you may use a 4x6 notecard with your notes
• vocabulary units 1-5
• short stories, poems, sermons, essays from anthology will be on quotation identification
• know, recognize and be able to discuss literary terms
• quotation identification
• essay comparing two major works of literature

JT--record parallels among the major works: GOW, Crucible, and TTTC.

3rd hour-answer yesterday's journal topic.

Review for the final exam.  I will have to clean up and post your contributions tomorrow, girls. 

Take home all review materials including

• vocabulary
• anthology
• three major works (GOW, Crucible, and TTTC)
• notes from class discussions

Check the finals schedule. English 2 Honors final will be next Monday at 10:30. 

Remember, you may use a 4x6 notecard with YOUR notes. 

Lucky break, girls.  But here's your update.

JT--consider the Joad's plight and the obstacles they encounter.  List at least three and elaborate.  How might their situation parallel contemporary problems faced by people in society today?

GOW--discussion.  Take notes.  We'll continue tomorrow.

Turn in your uncollected "oops passes" for extra credit.  This will be due no later than 12/8/09

HW--remember to email me (mwilcox@ndsion.edu) two open-ended questions and two important passages from your assigned text(s).  This was Friday's homework but it's due tonight by 8:00 PM.  Be sure to type the subject header as "English 2H Review"

Also, if you can consider multiple parallels among the three major works read this semester. 

Take home all review materials including

• vocabulary
• anthology
• three major works (GOW, Crucible, and TTTC)
• notes from class discussions

Check the finals schedule. English 2 Honors final will be next Monday at 10:30. 

Remember, you may use a 4x6 notecard with YOUR notes. 

Check-for-reading quiz over last section of the novel.

JT--record your questions and observations over the last section.

Listen to Springsteen's rendition of Gutherie's "The Ghost of Tom Joad" and make connections.

Q&A over novel, especially the ending.

GOW--short answer questions for Monday's discussion.  Please complete with your insight and evidence from the text (does not need to be a full page).

Review for final exam.  Remember to select two items from the larger texts to explore more closely. Email me your open-ended questions and passages (include page numbers & chapter from novels, page numbers and act from The Crucible).

Email to mwilcox@ndsion.edu by Monday at 8:00 PM with subject heading "English 2H Review"

Reminder--you may use one note card on the final exam, no larger than 4x6.  These must be your own notes, not print outs from cliffy, sparky, or other imposter!

No JT

3rd--finish Weedpatch setting analysis.

2 & 3--Semester Exam Review Guide. 

Finish the novel.  Prepare for a short reading quiz Friday.

Review for final exam.  Remember to select two items from the larger texts to explore more closely. Email me your open-ended questions and passages (include page numbers & chapter from novels, page numbers and act from The Crucible).

Email to mwilcox@ndsion.edu by Monday at 8:00 PM with subject heading "English 2H Review"

Reminder--you may use one note card on the final exam, no larger than 4x6.  These must be your own notes, not print outs from cliffy, sparky, or other imposter!

Final Exam

No JT

Clips from "Surviving the Dust Bowl"

Setting analysis and presentations--take notes

Finish reading Grapes of Wrath by Friday. 

Short reading quiz over the last section will be Friday

Rough Review:

The Things They Carried

The Crucible

Grapes of Wrath

short stories, essays, and poems in anthology

Literary terms:

metaphor

paradox

aphorism

allusion

irony

allegory

symbol

figures of speech

imagery

Vocabulary--units 1-5

JT--listen to Woody Gutherie's "Black Wind Blowing," and make connections to GOW.

Setting activity--present and take copious notes. 

Literary Term (record in your notes)

Naturalism--19th century movement whose followers believed that life should not be idealized as the romantics/transcendentalists had done.  Rather, literature should show that human experience is a continual (and for the most part losing) struggle against the natural world.  Naturalism applies scientific principles of objectivity and detachment to its study of human beings (people are governed by their instincts, passions, hereditary, and environment). 

2nd Hour--please note the change in reading schedule:

Finish reading Grapes of Wrath by Friday. 

Short reading quiz over the last section will be Friday. 

Finish reading Grapes of Wrath by Friday. 

Short reading quiz over the last section will be Friday. 

Check-for-reading-quiz.

Q&A session

Setting Activity

• Dust Bowl
• Route 66 Migration
• Hooverville/roadside camps
• Weedpatch Government Camp

Analyze Steinbeck's use of detail and imagery to establish setting.  Find specific examples from the text to support your analysis. 

1.  geographic location-topography, scenery, and other physical arrangements;

2.  characters' occupations/daily manner of living;

3.  season of the year, perhaps a little history about that particular location;

4.  the general environment and mores of the characters: religious, moral, social, customs, etc.

Oral history interviews:

Please have two pages of transcribed notes by Tuesday, 12/1/09/

Finish reading Grapes of Wrath by Friday. 

Short reading quiz over the last section will be Friday. 

Rough Review:

The Things They Carried

The Crucible

Grapes of Wrath

short stories, essays, and poems in anthology

Literary terms:

metaphor

paradox

aphorism

allusion

irony

allegory

symbol

figures of speech

imagery

Vocabulary--units 1-5

JT--Record the changes you've noticed in the Joad family from the time the novel opens to their road trip. 

2nd hour--finish the Studs Terkel interview. 

Finish the character portraits. 

Oral history interviews:

see link in the left-hand column.

Please conduct the interview in whichever manner you and your subject (s) will feel the most comfortable (recording, videotaping, taking copious notes, etc). Please have two pages of transcribed notes by Tuesday, 12/1/09/

See Studs Terkel interviews for excellent examples.

htimes

excellent interviews:

• Harry Terrell
• Emma Tiller
• John Beecher
• Judge Same Heller
• Mary Owsley
• Peggy Terry

Also see the NPR Story Corp website for additional examples:

http://www.npr.org/templates/story/story.php?storyId=4516989

NPR has declared Thursday as the National Day of Listening.  See their suggestions for conducting oral interviews.

Attached is their "Do-it-yourself guide"

DIY-Instruction-Guide

Have fun with this activity, girls!

Grapes of Wrath--

• chapters 19-25 due Monday, 11/30

If you'd like to start reviewing for your final exam:

The Things They Carried

The Crucible

Grapes of Wrath

short stories, essays, and poems in anthology

Literary terms:

metaphor

paradox

aphorism

allusion

irony

allegory

symbol

figures of speech

imagery

Vocabulary--units 1-5

JT--using your character analysis, consider a departing gift you might bestow upon your GOW character before his/her migration westward.  Consider a symbolic gift with significant meaning.

Take notes over character presentations

• Grampa
• Granma
• Uncle John
• Pa

Listen to Studs Terkel interviews from 1971.  See links (next column)

Handout for your own oral interview.

A handout of questions you created:

Oral Histories09

Oral history interviews:

see link in the left-hand column.

Please conduct the interview in whichever manner you and your subject (s) will feel the most comfortable (recording, videotaping, taking copious notes, etc). Please have two pages of transcribed notes by Tuesday, 12/1/09/

See Studs Terkel interviews for excellent examples.

htimes

Also see the NPR Story Corp website for additional examples:

http://www.npr.org/templates/story/story.php?storyId=4516989

NPR has declared Thursday as the National Day of Listening.  See their suggestions for conducting oral interviews.

Attached is their "Do-it-yourself guide"

DIY-Instruction-Guide

Have fun with this activity, girls!

Grapes of Wrath--

• chapters 19-25 due Monday, 11/30

Grapes of Wrath--

• chapters 19-25 due Monday, 11/30

Q&A over Grapes of Wrath

additional Transcendentalism presentations

Quiet reading Grapes of Wrath

or you may work on character analysis

Character analysis over chapters 1-12 (and a few more if you can do so)--due Monday at the beginning of the hour.

Grapes of Wrath--

• chapters 12-18 due Monday, 11/23
• chapters 19-25 due Monday, 11/30

Also, please email me two interview questions in preparation for your oral history assignment.  For example,

"What do you vividly recall about your childhood? Describe a typical summertime day?"

email to mwilcox@ndsion.edu, put "interview questions" in the subject heading, please.

JT--view historical photographs from the Library of Congress Archives.  Record your observations about the subjects and make connections to GOW.

Google Earth--if you want to see more of the Joads' journey, download Google Earth and type in "Grapes of Wrath." Click on "G Holbrook AZ" and road trip with the Joad's.

NPR--listen to GOW background.

Spend five minutes recording your observations and questions thus far over the novel. 

Discuss tone, mood, atmosphere of opening.

Character analysis--due Monday at the beginning of the hour.

Grapes of Wrath--

• chapters 12-18 due Monday, 11/23
• chapters 19-25 due Monday, 11/30

Also, please email me two interview questions in preparation for your oral history assignment.  For example,

"What do you vividly recall about your childhood? Describe a typical summertime day?"

email to mwilcox@ndsion.edu, put "interview questions" in the subject heading, please.

Character analysis--due Monday at the beginning of the hour.

Grapes of Wrath--

• chapters 12-18 due Monday, 11/23
• chapters 19-25 due Monday, 11/30

Also, please email me two interview questions in preparation for your oral history assignment.  For example,

"What do you vividly recall about your childhood? Describe a typical summertime day?"

email to mwilcox@ndsion.edu, put "interview questions" in the subject heading, please.

Vocabulary unit 5 quiz

Transcendental Presentations--excellent, girls!

Bring anthology to class tomorrow to finish transcendentalists.

Grapes of Wrath--1st section due tomorrow (1-11)

Grapes of Wrath-

chapters 12-18 due Monday, 11/23

chapters 19-25 due Monday, 11/30

Homework

• read Thoreau's Civil Disobedience and annotate
• unit 5 vocabulary quiz Wednesday
• Transcendentalism project due Wednesday

Grapes of Wrath--

• chapters 1-11 due Thursday (yes, I moved the date back)
• chapters 12-18 due Monday, 11/23
• chapters 19-25 due Monday, 11/30

Grapes of Wrath-

please annotate and record questions as you read

JT-In Thoreau's Walden, he describes technological innovations as examples of "improvements" in life that might not have been improvements at all.  List and explain his descriptions.  Select a device/invention from this century (either than television) and discuss how it's improved yet worsened our quality of living.  Explain.

Finish Emerson's Nature

Thoreau's Walden

Tomorrow--PLAN test.  See website for room assignments.

Homework

• read Thoreau's Civil Disobedience and annotate
• unit 5 vocabulary quiz Wednesday
• Transcendentalism project due Wednesday

Grapes of Wrath--

• chapters 1-11 due Thursday (yes, I moved the date back)
• chapters 12-18 due Monday, 11/23
• chapters 19-25 due Monday, 11/30

Grapes of Wrath-

please annotate and record questions as you read

chapters 1-11 due Thursday (yes, I moved the date back)

chapters 12-18 due Monday, 11/23

chapters 19-25 due Monday, 11/30

Quarter 2,

Week A

JT--listen to REM's "Walk Unafraid" and make connections to Emerson's "Self-Reliance"

Finish Emerson's Nature

Present "Self-Reliance" paraphrasing, summary, figurative language, and imagery.

Read Henry David Thoreau's Walden in your anthology, pages 108-117.  Make extensive annotations as you read.

Long-Term

• PLAN Test-Tuesday
• Transcendental projects-due Wednesday
• Vocabulary unit 5 quiz-Wednesday

Grapes of Wrath--

• chapters 1-11 due Thursday (yes, I moved the date back)
• chapters 12-18 due Monday, 11/23
• chapters 19-25 due Monday, 11/30

No JT

Finish Emerson's Nature & present.

Read all of Emerson's "Self-Reliance" from 104-107.

Each student has been assigned a paragraph to read closely and carefully.  Please do the following:

• summarize/paraphrase
• record figures of speech and vivid imagery.  Explain meaning.

For absent students only:

Zoe #2

Alyssa--paragraph #2

Emmi--paragraph #16 (very last one)

Kaitlin H--paragraph #8

Zenib--paragraph #13

Unit 5 vocabulary about the

transcendental founders &/or

movement.

Transcendental creative project--pick up handout from me, please.

Unit 5 exam--Wednesday.

Vocabulary unit 5--check

Before taking notes, write your own definition of transcendentalism.

RomanticismTranscendentalism09

Emerson's Nature--small group work:

1.  re-read your assigned paragraph

2.  summarize/paraphrase denotation and connotation of words

3. record examples of figurative language &/or imagery

4.  draw a visual of the main idea in your paragraph

Unit 5 vocabulary writing--using all eleven words, describe the transcendental founders &/or movement.

Finish today's Nature assignment as homework (you'll have about five minutes at the beginning of the hour tomorrow to complete the assignment).

For Friday read Emerson's "Self-Reliance," and select at least 7 aphorisms.  Record the whole or partial passage, and respond.  What does it mean to you?

Grapes of Wrath

chapters 1-11 due Monday, 11/16 (1-117).

JT--Imagine you were suddenly stranded in some remote, faraway land (food and shelter are provided).  What three things must you have in order to be happy? What is most essential? Explain. 

Essays--review

Small group discussion--synthesis response.

Excellent questions for Dr. Patel, Broghan and Sarah! Zenib, congratulations to you! Well done.

Carefully read Emerson's Nature in anthology (100-103).  Annotate, define difficult words, and record at least five of his thoughts/aphorisms.  Respond to these.

Vocabulary unit 5 due tomorrow.

Grapes of Wrath

chapters 1-11 due Monday, 11/16 (1-117).

This is about 12 pages/night.  Please annotate as you read. 

Time to read gothic short story.

Divide class members into small groups and take a careful look at the following:

--Chief Seattle Speech "Interconnectedness" 77 and missing page (handout)

--"A Sand County Almanac" (Leopold 78)

--"The Consent" (Nemerov 78)

--"Seeing" (Annie Dillard 79-81)

--"The Secret Life" (Eiseley 82-83)

--"Staying Alive" (Wagoner 84)

--"Death of an Innocent" (85-99)

Acts of Faith Eboo Patel interview with Teresa Butel and Avanthi Chatrathi will be posted by the end of the day.  Listen to podcast of their discussion. 

UTD_11-4-2009

U.S.  News Article

"America's Best Leaders 2009"

15-eboo-patel

Writing

Using at least four of the aforementioned sources, write a synthesized response defending the claim that nature plays an integral role in our lives.  As you weave your insight and supporting evidence from the sources, cite your source one of two ways:

1.  introduce the author within your sentence

2. include the author's last name in parentheses at the end of your sentence.

Final product should be at least 2 typed, d.s. pages.

The first page must consist of the synthesized response.  The second page may be your personal reflection about the importance of nature.

Reminder--if you'd like to bring in anything you've learned from other classes (Environmental Science), that's fine. 

Due tomorrow at the beginning of the hour.

Vocabulary unit 5 due Wednesday. 

Grapes of Wrath

chapters 1-11 due Monday, 11/16 (1-117).

This is about 12 pages/night.  Please annotate as you read. 

Quarter 2,

Week C

Vocabulary unit 4 quiz.

JT--"Death of an Innocent"

Define Chris/Alex's unique attributes.  What set him apart from his peers? Evaluate his actions. 

Acts of Faith Eboo Patel interview with Teresa Butel and Avanthi Chatrathi will be posted by the end of the day.  Listen to podcast of their discussion. 

UTD_11-4-2009

Read the following excerpts in the anthology and see writing assignment below:

--Chief Seattle Speech "Interconnectedness" 77 and missing page (handout)

--"A Sand County Almanac" (Leopold 78)

--"The Consent" (Nemerov 78)

--"Seeing" (Annie Dillard 79-81)

--"The Secret Life" (Eiseley 82-83)

--"Staying Alive" (Wagoner 84)

--"Death of an Innocent" (85-99)

Writing

Using at least four of the aforementioned sources, write a synthesized response defending the claim that nature plays an integral role in our lives.  As you incorporate supporting evidence from the sources, cite using the author's last name. 

Final product should be at least 2 typed, d.s. pages.

Due Tuesday.

Gothic Tales due Monday

Grapes of Wrath

chapters 1-11 due Monday, 11/16 (1-117).

This is about 12 pages/night.  Please annotate as you read. 

Vocabulary Unit 4 quiz Wednesday.

Read "Death of an Innocent" for Wednesday.  Annotate and keep a list of defining/unusual characteristics (in anthology on page 85). 

Read handout from Eboo Patel's Acts of Faith (handout) for Wednesday.

 Listen to "We Are Each Other's Business" from "This I Believe" (NPR)

33

Gothic Tale Revising-final drafts due next Monday, 11/9 (Storm schedule Thursday).

see link for revising suggestions:

Gothic Tale Revising09

Vocabulary Unit 4 quiz Wednesday.

Read "Death of an Innocent" for Wednesday.  Annotate and keep a list of defining/unusual characteristics (in anthology on page 85). 

Read handout from Eboo Patel's Acts of Faith (handout) for Wednesday.

 Listen to "We Are Each Other's Business" from "This I Believe" (NPR)

33

Vocabulary Unit 4 quiz Wednesday.

Read "Death of an Innocent" for Wednesday.  Annotate and keep a list of defining/unusual characteristics.

Read handout from Ebo Patel's Acts of Faith (handout) for Wednesday.

Quarter 2,

Week B

Edgar Allan Poe Literary Festival

2nd Hour--"The Raven"

3rd Hour--"The Raven" and finish other presentations on Monday

Gothic Tale Writing Assignment--begin brainstorming ideas.  Remember, your protagonist needs to experience some sort of dilemma.

Gothic Tale Writing Activities to Inspire09

Typed rough draft due Monday.

Click on this NPR link to Edgar Allan Poe story:

story

Gothic Tale rough draft due Monday.  Please type and bring to class.

Vocabulary unit 4 test on Wednesday.

2nd Hour--"The Cask of Amontillado" and "The Tell-Tale Heart"

3rd Hour--"The Fall of the House of Usher" and "The Cask of Amontillado"

2nd Hour--"The Raven" tomorrow

3rd Hour--"The Tell-Tale Heart" and "The Raven" tomorrow

Gothic Tale Writing Assignment--begin brainstorming ideas.  Remember, your protagonist needs to experience some sort of dilemma.

Gothic Tale Writing Activities to Inspire09

Remember your Halloween treat to celebrate Edgar Allan Poe

Edgar Allan Poe Literary Festival

2nd Hour--"The Fall of the House of Usher" "The Cask of Amontillado."

3rd Hour-- "The Pit Pendulum"

3rd Hour--read "The Cask of Amontillado," "The Tell-Tale Heart" and "The Raven" for Thursday.

Gothic Tale Writing Assignment--begin brainstorming ideas.  Remember, your protagonist needs to experience some sort of dilemma.

GOTHIC TALE ASSIGNMENT09

Finish discussing "Dr. H's Experiment," and "The Minister's Black Veil."

Classtime to prepare tomorrow's discussion. 

As a group, collectively consider the theme of the Poe story your group is presenting.  Divide the elements (for example, one person study the characters, another  the point of view).  This does not have to be a formal analysis, but you should prepare your insight and examples in the form of an outline or bulleted points.

Remember to also prepare a higher level thinking question. 

2nd Hour--read

"The Fall of the House of Usher" & "The Cask of Amontillado" for Wednesday.

3rd Hour--read

"The Pit and the Pendulum" and "The Fall of the House of Usher" for tomorrow. 

2nd Hour--read

"The Tell-Tale Heart" and "The Raven" for Thursday.

3rd Hour--read "The Cask of Amontillado," "The Tell-Tale Heart" and "The Raven" for Thursday.

Answer at least three questions from Hawthorne's "The Minister's Black Veil."

Read/annotate your assigned story for the upcoming Edgar Allan Poe literary festival.  You and your groups will have time to work on leading class discussion tomorrow. 

Read the assigned Poe stories this week:

"Fall of the House of Usher"

"Pit and the Pendulum"

"The Raven"

"The Tell Tale Heart"

"The Cask of Amontillado"

Quarter 2,

Week A

JT--What moral lesson can you glean from Poe's "Masque of the Red Death" and Hawthorne's "Dr. Heidegger's Experiment"?

Record at least three examples of romanticism from each story.

Notes-romanticism vs. classicism.

Read Hawthorne's "The Minister's Black Veil" for Monday.  Keep a dialectical journal--eight entries.

Edgar Allan Poe Literary Festival next week.  Small groups will lead analyze their selected story/poem and lead the class in a discussion over the piece.

"Masque of the Red Death"

group discussion questions-finish in class tomorrow.

symbol/allegory--define

Read "Dr. Heidegger's Experiment" for tomorrow.  Look for elements of allegory as you read.

More on romanticism tomorrow.

Edgar Allan Poe Literary Festival next week.  Small groups will lead analyze their selected story/poem and lead the class in a discussion over the piece.

Possible Poe pieces:

"The Raven"

"The Tell Tale Heart"

"The Black Cat"

"The Pit and the Pendulum"

"Fall of the House of Usher"

"The Cask of Amontillado"

More to come soon!

Possible Poe pieces:

"The Raven"

"The Tell Tale Heart"

"The Black Cat"

"The Pit and the Pendulum"

"Fall of the House of Usher"

"The Cask of Amontillado"

Vocabulary unit 4 due Thursday.

Anthology reading for Thursday 48-58 ("Romanticism" & Edgar Allan Poe's "Masque of the Red Death")

Watch the attached link, "David Grann discusses the flaws of the Cameron Todd Willingham investigation."

Based on your understanding of the play and the investigative report, what conclusions can you make about human nature?

Continue informal Crucible Socratic Seminar. 

Prepare for Crucible exam Wednesday.

It will consist of quote identification and analysis.

You may use you dialectical journals and the play itself.

Essay

• consider dynamic characters, static character and their role in the play
• social environment (hypocrisy, guilt, authority, hysteria)
• "Tragedy and the Common Man"

Tragedy and the Common Man by Arthur Miller

Vocabulary unit 4 due Thursday.

Anthology reading for Thursday 48-58 ("Romanticism" & Edgar Allan Poe's "Masque of the Red Death")

JT--listen carefully

Crucible Socratic Seminar

Read attached link from The New Yorker

Trial by Fire

Draw parallels between the events from The Crucible and "Trial by Fire" (at least four).

Continue Crucible SS Tuesday.  Test on Wednesday. 

Quarter 1,

Week C

Unit 3 vocabulary

Act IV discussion

Prepare two Socratic Seminar ?s for discussion Monday.  Remember, you may use outline formatting (bulleted insight with supporting evidence)

Read introduction to The Crucible for Monday.

Essay exam on Tuesday.

JT--Did John Proctor do the right thing be tearing up his confession before its exposure to the public? What was gained? lost?

In defiance to Hale and Parris at the end of the play, Elizabeth describes her husband, "He have his goodness now. God forbid I take it from him!"

Your thoughts?

Watch final clip.

Q&A over Act IV.

Vocabulary unit 3 quiz tomorrow.

Answer two assigned Act IV ?s over The Crucible.

Also, record at least three theme statements for the play.

Socratic Seminar--Monday.

Crucible essay on Tuesday. 

Socratic Seminar--Monday.

Crucible essay on Tuesday. 

Get a good night sleep and eat a protein-packed breakfast tomorrow.

Homework for Thursday--

finish the play for Thursday (Act IV).  As you read, consider the character you tracked during Act I & 2 (Abigail, John, Rebecca, Elizabeth, Mary, Giles). 

Also, consider one of the factors in creating the social environment of the play ( hypocrisy, guilt, authority, OR hysteria).

Continue the writing in your dialectical journal- a total of five entries for character and social environment. 

Read the attached link by Arthur Miller:

Tragedy and the Common Man by Arthur Miller

Last day of 1st quarter.

Vocabulary unit 3.

PSAT review

Using words from unit 3 vocabulary (all 12), write a summary of The Crucible thus far. Please type or write in blue/black pen and turn in at the beginning of the hour Tuesday.

Define the term tragic hero (make sure to cite your source correctly).  Find and be ready to explain two examples from society.

Read Act IV of The Crucible for Thursday.

Quarter 1,

Week B

No JT

Watch Act 2 & 3 of The Crucible

PSAT packets of information

PSAT packet

read Act 3 of The Crucible

complete 4 discussion questions over Act 3 for Monday

Bring College Writer, PSAT packets, vocabulary, and The Crucible on Monday.

JT-Have you ever been blamed for something you did not do? How did you defend your character?

The hysteria in Salem grows.  Rev. Hale believes in the judicial system.  Will justice prevail? Why or why not?

Consider the protections our judicial system follows to create a fair environment for trial.

Small group discussion according to character journal.  Answer assigned questions and present.

Homework--read Act 3 for Monday.  Writing assignment will soon follow.

Complete Unit 3 vocabulary and bring to class tomorrow.  Also bring PSAT booklets & The College Writer to class tomorrow.

Character dialectical journal over Acts 1 & 2

and Act 1 questions.

10/7

absent today--on Kairos

The Crucible, Act I ?s for discussion (select 4-due Thursday).

Read Act 2 in The Crucible for Thursday.

Dialectical Journal Assignment--study a character: John Proctor, Elizabeth Proctor, Mary Warren, Abigail Williams, Rev. Hale or Rebecca Nurse.  Consider the characters attributes including:

• actions
• what others say
• motivations
• personality
• how he/she interacts with other characters
• statements

For this dialectical journal assignment, you need at least 6 entries (3 from Act 1 and 3 from Act II).

Due Thursday.

No JT

Check-for-reading quiz over Crucible, Act 1

Q&A

The Crucible, Act I ?s for discussion (select 4-due Thursday).

Read Act 2 in The Crucible for Thursday.

Dialectical Journal Assignment--study a character: John Proctor, Elizabeth Proctor, Mary Warren, Abigail Williams, Rev. Hale or Rebecca Nurse.  Consider the characters attributes including:

• actions
• what others say
• motivations
• personality
• how he/she interacts with other characters
• statements

For this dialectical journal assignment, you need at least 6 entries (3 from Act 1 and 3 from Act II).

Due Thursday.

Quarter 1,

Week A

JT--Based on the poetry of Bradstreet, make inferences about Puritan beliefs.

2nd part of journal--How can a ritual like the lottery continue to be held year after year? Why does no one move to end it? Try to think of a modern-day counterpart to this lottery situation in which people continue to act in ways they know to be wrong rather than challenge the status quo?

Vocabulary unit 2.

Turn in creative writing

Anne Bradstreet poetry and "The Lottery"

Homework--read Act 1 of The Crucible. 

As you read the play, annotate character development.

In addition define the following:

• hypocrisy
• guilt
• authority
• hysteria

Dialectical Journal Assignment--The Crucible

Considering one of the factors in creating the social environment of the play, track at least five examples/passages which exemplify hypocrisy, guilt, authority, OR hysteria.

On the left-hand column, summarize the passage, record part of the direct quotation, or copy the whole passage (don't forget to include page number).  On the right hand side, make inferences about this passage (this is your insight into the text).

Click on the attached link for an example:

Crucible Dialectical Journal09

Model a Master creative writing assignment from TTTC.

Vocabulary unit 2 test.

Complete PSAT practice for Tuesday, 10/6.

PSAT--take practice book test to see how you compete.  PSAT will be given on Wednesday, 10/14/09 this year.

With a partner, look over your analysis of "Sinners in the Hands..." paragraph and further reflect on the effect of language.

Present "Sinners" analysis.

Address any questions over TTTC creative writing--modeling a master.  Make sure you include a brief analysis over the style of chapter you're modeling.

TTTC--modeling a master essays due tomorrow.  Please turn in peer editing sheet with final draft. Also, make sure you include a brief analysis over the style of chapter you're modeling.

Read Shirley Jackson's "The Lottery" and poetry of Anne Bradstreet (pages 39-45 in anthology). 

Bring The Crucible to class tomorrow. 

Unit 2 vocabulary exam tomorrow. 

Complete PSAT practice for Tuesday, 10/6.

PSAT--take practice book test to see how you compete.  PSAT will be given on Wednesday, 10/14/09 this year.

"Sinners in the Hands of an Angry God"

Assigned paragraph over "Sinner in the Hands of an Angry God."

• Carefully reread your paragraph and look up any difficult diction (clarify both the denotation and the connotation of the words).
• Paraphrase or summarize the paragraph.
• Analyze the use of language, considering imagery, figures of speech, and/or use of detail.  What effect does this language create?

Due tomorrow at the beginning of class.  Bring anthologies to class as well as the TTTC creative writing. 

Vocabulary unit 2 test Friday.

Complete PSAT practice for Tuesday, 10/6.

Model a Master Writer-creative writing assignment--final draft due Friday with peer rubric. 

PSAT--take practice book test to see how you compete.  PSAT will be given on Wednesday, 10/14/09 this year.

Vocabulary Unit 2.

Peer revising--exchange rough drafts and read aloud.  Try to decipher which chapter your peer modeled her writing.  Offer suggestions for improvement based on the rubric.  Final drafts due Friday.

Complete PSAT practice for Tuesday, 10/6.

Vocabulary Unit 2 test on Friday.

Read "The Literature of Colonial America." (Please pick up the handout from me--if absent it's in your mailbox in my classroom).

After reading "The Literature of Colonial America," using your 10 vocabulary words, write an expository paragraph about the Puritans.  Make sure you correctly use the words and the contextual meaning is clear. 

If you're absent and don't have the article, you can write a paragraph using the words in their correct context. 

Vocabulary unit 2 test Friday.

Complete PSAT practice for Tuesday, 10/6.

Model a Master Writer-creative writing assignment--final draft due Friday with peer rubric. 

PSAT--take practice book test to see how you compete.  PSAT will be given on Wednesday, 10/14/09 this year.

TTTC--essay exam.  If absent today please see me ASAP.

Vocabulary Unit 2.

Bring TTTC & creative writing back to class Tuesday.

PSAT practice book to class Tuesday & Wednesday.

Reading homework in anthology (passed book out today).

• excerpt from New England Primer, page 30
• J. Edwards "In the Hands of an Angry God" 31-38

Find Arthur Miller's The Crucible and bring to class Thursday.

PSAT--take practice book test to see how you compete.  PSAT will be given on Wednesday, 10/14/09 this year.

Quarter 1,

Week C

No JT

2nd Socratic Seminar (if you did not have a chance to participate in SS, please select an additional question from TTTC Final ?s for Discussion to answer). 

Review notes and important ideas for essay exam on Monday.

Creative Writing assignment--pick up handout from me.

TTTC exam on Monday.

Vocabulary unit 2 due Tuesday. 

No JT

Socratic Seminar--if you're absent today, plan on participating tomorrow.

Review the major points from TTCC to prepare for Monday's exam.

You'll receive the next creative writing assignment tomorrow (enjoy the brief break).

TTTC exam on Monday.

Vocabulary unit 2 due Tuesday. 

Socratic Seminar--prepare a question for Thursday's seminar.  In order to participate, you must complete 1-2 typed, d-s response to the question.  Prepare your coherent insight and assertions, supported with evidence from the text (including page numbers).

Read "The Ghost Soldiers" and "Night Life"

An extra credit question over these chapters will be on the test.

TTTC exam on Monday.

Vocabulary unit 2 due Tuesday. 

TTTC exam on Monday.

Vocabulary unit 2 due Tuesday. 

JT--Throughout the novel Tim has talked about the value of telling stories.  In "The Lives of the Dead," he implies that stories save people.  Explain.

In addition-think of an experience (it doesn't need to be about death) in which you or someone you know as saved by story.

Class discussion--"The Lives of the Dead."

Socratic Seminar--prepare a question for Thursday's seminar.  In order to participate, you must complete 1-2 typed, d-s response to the question.  Prepare your coherent insight and assertions, supported with evidence from the text (including page numbers).

Read "The Ghost Soldiers" and "Night Life"

An extra credit question over these chapters will be on the test.

TTTC exam on Monday.

Vocabulary unit 2 due Tuesday. 

TTTC exam on Monday.

Vocabulary unit 2 due Tuesday. 

JT#1--How do the various soldiers deal with grief? Go back to "The Man I Killed" in which Tim (the narrator) works through his grief and guilt.

Reread Thomas Hardy's "The Man He Killed," and make comparisons between the short story and poem.

JT#2--These chapters deal with the guilt the four soldiers feel for things they couldn't prevent.  How do the soldiers deal with the grief? (Lt. Jimmy Cross, the unnamed soldier, Azar, Norman)

TTTC--read "The Lives of the Dead" (225-246) for tomorrow.

Go back and finish the other two chapters for Thursday.

("The Ghost Soldiers" and "Night Life").

Quarter 1,

Week B

No JT

Questions over "Speaking of Courage" and "Notes"

Read 162-188 in the TTTC for Monday.

• "In the Field"
• "Good Form"
• "Field Trip"

Finish the novel by Tuesday.

Vocabulary, Unit 2 due Friday 9/25

JT--remembering Mary Travers from Peter, Paul, and Mary.  Listen to their song "Lemon Tree" and make connections to incidents in "How to Tell a True War Story."

Finish discussion over "How to Tell a True War Story"

Thomas Hardy's poem, "The Man He Killed"

1.  Vocabulary Quiz, Unit 1

2.  3rd hour reading quiz "Sweetheart of the Song Tra Bong"

3.  JT--We never know what finally happens to Mary Anne Bell, just that Rat Kiley never sees her again.  Reread the last paragraph of the chapter and continue writing the story.  Use your imagination based on Mary Anne's character traits to complete her tale.

Continue discussion of "How to Tell a True War Story" & "Sweetheart"

TTTC Reading Homework

Read and annotate 117-136, including

• "Stockings"
• "Church"
• "The Man I Killed"
• "Ambush"
• "Style"

-writing homework

-Vocabulary unit 1 quiz

Record any questions you have over last night's reading from TTTC (62-88). 

Vocabulary Unit 1

JT--O'Brien begins to blur the line between truth and fiction.  To look at this in your own life, recall and record a true story about you or your family. What makes your family unique?

Some ideas to consider:

• earliest memory of your mother, father, or sibling.
• when your parents/grandparents met
• when your family came to this country/city
• first day in a new school
• your first experience driving

Discussion questions over "How to Tell a True War Story."  Small groups will answer one assigned question, #7, & #11.

TTTC Reading Homework--considering the criteria O'Brien  outlines in "How to Tell a True War Story" as you read "The Sweetheart of the Song Tra Bong."  Is it true? Explain. 

Writing Homework--ask questions and interview your family members about today's journal topic. Record their perspectives. 

JT--Read the passage on page 56 in the TTTC.  "What would you do? Would you jump? Would you feel pity for yourself? Would you think about your family and your childhood and your dreams and all you're leaving behind?..."

Recall the advice Atticus Finch gives his daughter Scout in TKAM and walk in Tim's shoes.  What would you do in his situation?

Explain. 

Questions for small group discussion.  If absent, the questions are in your mailbox. Answer four and turn in Wednesday.

TTTC--actively and critically read 62-88 for Tuesday ("Enemies," "Friends," "How to Tell a True War Story," & "The Dentist).

Bring vocabulary books to class Tuesday to go over words.  Unit 1 test on Wednesday. 

Quarter 1,

Week A

JT--respond to TTTC thus far.  What have you noticed? What confuses you? Explain. Record any questions.

Compare the list of items your assigned soldier carries with your peer's list.  Collectively discuss inferences about your soldier's character based on what he carries.

Homework--The Things They Carried

Actively read pages 27-61. As you read consider the point of view of the chapter, the conflicts, and any questions that arise.  Record your questions.

• "Love"
• "Spin"
• "On the Rainy River"

JT--take a moment to look through your book-bag or purse.  Describe the items you carry.  What do these tangibles suggest about you?

Record your questions over the first chapter of TTTC.

Homework

Re-read chapter 1 and record a list of the items your assigned character carries.  What does this suggest about him? Make inferences.

Personal narratives (literary auto-biography).  Using last week's handout, read your partner's draft and critique. Consider the content, the writer's voice, and organization.

Record at least two suggestions for improvement and two effective aspects of her writing.

Watch scenes from The Big Fish

• beginning
• iceberg scene
• ending

Make coherent connections between Life of Pi and The Big Fish

Considering your partner's evaluation, carefully re-read your personal narrative and evaluate suggestions.  Would these ideas strengthen or diminish your draft?

Edit your paper.  Now that you've revised, proof-read and fine-tune the basics. 

With your final draft, turn in a copy of the rough draft, and the final rubric.

Carefully read and annotate the first chapter of The Things They Carried.

As you read, consider the following:

• narrator
• language
• syntax of sentences
• the items each soldier carries and what this might suggest about him
• record questions about content

Bring The Things They Carried to class Wednesday, 9/9.

Final draft of literary auto-biography due Thursday, 9/10.

In-class essay over summer reading.

Not too much homework--revise personal narratives (literary auto-biography). 

Bring rough draft, revising rubric, and TTTC to class Wednesday (tomorrow).

Bring The Things They Carried to class Wednesday, 9/9.

Final draft of literary auto-biography due Thursday, 9/10.

Quarter 1,

Week C

Continue and finish summer reading presentations.

Notes--advice for writing in-class essays.

Two handouts distributed in class today:

1.  Advice for writing in-class essays Essay Writing Tips for AP Writing09

2.  Personal Narrative

Rubric for literary auto-biography

PersonalEssayRevising 09

Review one of the summer reading novels your group did not present.  Prepare for Tuesday's in-class essay.  You may use a page of notes and the novel (bring both to class).

In-class essay over summer reading--Tuesday, 9/8. 

Complete the exercises in unit 1 vocabulary for Tuesday-please bring to class.

You will receive some class time Wednesday to peer revise literary biography.  Self-revise rough draft over the weekend.  Please bring revised rough draft to class Wednesday. 

Bring The Things They Carried to class Wednesday, 9/9.

Final draft of literary auto-biography due Thursday, 9/10.

Slaughterhouse Five

Listen a passage from the novel.  Respond to it.  What is Vonnegut's purpose? Describe the tone of the passage (the writer's attitude toward the subject).

Writing--Literary Auto-biography

Write the rough draft of your literary biography--due Friday at the beginning of the hour. Please type your rough draft.

Select at least three books that have meant the most to you from the time you began understanding the function of story (combination of pictures, words, and meaning to create effect) to your maturation as a critical thinker.  You are granted creative license in this endeavor. However, remember the following characteristics that create strong writing:

• "show, don't tell"
• present interesting and important information
• maintain a clear purpose
• develop your focus with sufficient detail
• organize your ideas according to purpose
• utilize an engaging voice
• use appropriate word choice (specific, clear words)

Bring your literary biography brainstorming to class and staple to your rough draft.  You'll need your rough drafts, College Writer, Slaughterhouse Five, and vocabulary books Friday.

Literary auto-biography rough draft due Friday, 9/4 (staple your brainstorming notes to the rough draft).

Essay over summer reading Tuesday, 9/8.

Vocabulary unit 1 due Tuesday, 9/8.

Final draft of literary biography due Thursday, 9/10.

Bring The Things They Carried to class Wednesday, 9/9. 

Draw a line in your composition notebooks to indicate the end of your comparisons between Life of Pi and Extremely Loud...

In small groups of 3-4, discuss your reflections and findings of the comparisons (narrators, situations, journeys). 

Continue summer reading presentations Life of Pi

Writing

Continue brainstorming and recording ideas for your literary autobiography.  Tonight, find your current favorite work of literature.  Leaf through the pages.  Evaluate the reasons you enjoy it.  Record your thoughts and ideas.

Reading

College Writer--read chapter 11 "Description and Reflection," pages 155-172 for tomorrow. 

JT--according to Sherman Alexie, what saved his life? What does reading mean to him?writing? Explain.

Continue summer reading presentations

Extremely Loud and Incredibly Close and Life of Pi

Writing

Continue brainstorming and recording ideas for your literary autobiography.  This time focus on a favorite chapter book.  Again, re-read a few pages, look through the table of contents, record your impressions.  What memories are evoked from reading these books again.

Life of Pi and Extremely Loud and Incredibly Close

Compare the two novels.  Compare the narrators, their situations, their journeys.  How are they similar? different?

Explain. Write at least one-two pages of ideas. 

JT--recall the stories from chapter 10 in The College Writer.  Select one of those vivid narratives and try to record the vivid details.  What was the writer's purpose? Was he/she effective?

Continue summer reading presentations-Extremely Loud and Incredibly Close.

Read "Superman and Me" by Sherman Alexie (handout).

What, specifically, makes this story effective?

Find two of your favorite childhood picture books.  Go to a quiet spot in your home, re-read, and try to recall the memories associated with that book.  Consider your childhood surroundings--sights, smells, touch, etc.  Brainstorm and record details.  What memories are evoked from reading these books again.

Quarter 1,

Week B

8/28

Summer  Reading Presentations Extremely Loud and Incredibly Close

Reminders for the audience:

next week you'll be writing an in-class essay over a novel your group did not present; therefore, audience members should pay attention, take notes, and stay actively engaged in the presentations. 

In preparation for the second paper of the quarter, take home your College Writer and read chapter 10, "Narration and Description," pages 131-154. 

Your personal narrative will be a literary autobiography, so consider your favorite childhood books (a picture book, a chapter book, and a current favorite).  More details to come next week.

Class-time to collaborate:

• Five-sentence summary,
• Share questions over individual analysis, continue revising.
• Prepare skits from most important scene or work on visual representation

Final summer reading presentation should be ready to go.

Make sure you've completed the following:

• invite me (mwilcox4@gmail.com) to share your gmail document/presentation (that way your group won't have to print reams of paper).
• Provide a title, the correct heading, your names with your task, the group's five-sentence summary, and your questions.
• everyone revise and spell check your final document!
• prepare your skit
• presentations begin Friday

Share, revise, discuss your analysis with your group members.

As a group, use your insight to collectively write a 5-sentence summary.  You will include this in your presentation.

Share gmail accounts; remember to "share" when you open the new gmail document.

Begin revising your individual analysis.  Mage sure to include supporting textual evidence with page numbers.

Brainstorm and jot down script ideas for the group part of the presentation.

Summer Reading Presentations-individual and group analysis.  See me for the handout.

JT--Think carefully about the text you've been assigned.  Is there something you find compelling or confusing? Is there a profound, beautifully written passage? Record partial passage and your insight.

If you don't have one, please create a gmail account. It's fast, easy, and free.  Mozilla Firefox is the best web-browser to use with gmail.  If you haven't downloaded the latest version, it might be time to update.

Summer Reading--Life of Pi, Extremely Loud, or Slaughterhouse Five

Rough draft of individual analysis (character, setting, point of view, style, or theme) due tomorrow at the beginning of class.  Use provided questions as a guide.  Remember to back up your claims and assertions with evidence from the text (page numbers included). 

8/24

Pair up with someone you'd like to know a little better.

Exchange American Express list, share your unique characteristics, and introduce her to the class. 

If there's time:

read your partner's goal paper, offer suggestions in the area of organization, word choice, and overall ideas.

Self-revise and proof-read your essay.  This is your first major paper for the new year; make a good impression. Follow proper formatting, type, double-space, see the College Writer for answers to your questions.

Turn in final draft, rough draft, American Express list, and file folder tomorrow at the beginning of the hour.

Bring all your summer reading books to class tomorrow.

File Folder activity and essay--due Monday, 8/24.  Please include American Express list.

-seating chart

JT--"I write; therefore, I am."

What does this quote mean to you? Respond.  Pass your journal clockwise, the next person should respond.  Continue until each member of your group has had a chance to write.

Q&A over course expectations

File Folder activity and essay--due Monday, 8/24.  Please include American Express list.

Signed course expectation--due Thursday

Summer Reading quiz tomorrow.