ENGLISH 11R

"Work for the Week" 20011-2012

Last updated on Monday January 01, 2018

 Do not "go ahead a week or two" in the work on this page as this calendar is subject to changes due to building and district requirements beyond my control!  Copy and paste the week (s) you need to an other document before printing.
Students are responsible for all assignments even when legitimately late or absent and should not expect to be brought up to date during class as this results in a loss of instructional time for everyone. See your teacher for the appropriate time to make up missed work.  
Click on the current week or scroll down---- FIRST QUARTER:   WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN, ELEVEN
Second Quarter:  WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN Regents Exam
Third Quarter:   WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT , NINE 
Fourth Quarter:  WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE and TEN
 

Rubicon Atlas

 

 

 

 

 

 

 

 

 

 

 

FIRST QUARTER:

WEEK ONE

 

September 2nd Friday Welcome back!--

Today you will be introduced to the course, the teacher and contribute to the meaning created.

Write your name on an index card or paper and list 5 things you believe you should learn about English that will help you succeed on the Regents Exam and in college.

Introductions and class rules and procedures.

Then share these with your group and establish a consensus as to the top five and be able to explain why they are the top five.

Sshare with the class!

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WEEK TWO
    Labor Day  OFF
6 Tuesday

Today you will identify and set personal goals and steps to reach them.

 

Daily Journal-- locate a section of your notebook to act as a journal (reminder, for credit you must use sentences and paragraphs with supporting evidence/ questions/ examples/ facts) that you can turn in, use for writing ideas,  reflect on for personal growth; of course, and respond to the following:   What event in school most shaped your attitude toward education and school? How old were you?  Do you know why it had an effect on you?  Was it an emotional effect or from reason?

 

Smart Goals -- Create three
S.M.A.R.T. goals for yourself (first for this quarter, second for the year, and lastly for after graduation) and explain how each of them are S.M.A.R.T.  -- you should be able  to share them with the class Wednesday.  Do you get it?  or    let me see! 

7 Wednesday

Today you will set up portfolios and revise goals as needed.


Daily Journal
-- locate a section of your notebook to act as a journal (reminder, for credit you must use sentences and paragraphs with supporting evidence/ questions/ examples/ facts) that you can turn in, use for writing ideas,  reflect on for personal growth; of course, and respond to the following:   How does a portfolio work?  Describe the steps you would take in using a  portfolio to make you a better writer.


Create your portfolio folder in class and place it alphabetically in the correct case.  Share your three goals in your groups and listen to others goals. Offer suggestions and refine as needed.  Did you have a logical sentence for each letter S.M.A.R.T.?   Sentences?  Neat?  Would you hang it on the classroom wall?
S  
M  
A  
R  
T  
 
Review notebook sections: here.


8 Thursday

*Today you will understand and appreciate a Creation Myth. You will identify causes and effects.

Daily Journal-- locate a section of your notebook to act as a journal (reminder, for credit you must use sentences and paragraphs with supporting evidence/ questions/ examples/ facts) that you can turn in, use for writing ideas,  reflect on for personal growth; of course, and respond to the following:   Mysterious Origins-- in all times and places people have wondered how the world came to be.  What different accounts from your and other cultures have you heard or read?  In your group summarize as many of these accounts as you know to share with the class.

Reading together "World on a Turtles Back"  page 25  create a cause and effect reading chart (like the one on page 24) and work together to fill in your own chart for the reading.  (punctuation reminder-- in electronic media an underline denotes an active link.  Should this short myth be underlined or in quotes if you write the title in your notes?)

(Native American Radio)  



9 Friday Today you will review a SIM prewriting strategy (TOWER)
Daily Journal-
- locate a section of your notebook to act as a journal (reminder, for credit you must use sentences and paragraphs with supporting evidence/ questions/ examples/ facts) that you can turn in, use for writing ideas,  reflect on for personal growth; of course, and respond to the following:  
Identify the parts of a TOWER diagram.



Work together to complete the reading and answer questions 1-6 on page 31 in complete sentences. keep this in your notebook for future reference.

Review Strategic Instruction Model for Writing, or SIM Tower Diagram.

In class,
complete the T and the O for one of the writing options on page 32 then place it in your portfolio.-- Don't forget to use your reading chart in your notebook!

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WEEK THREE  
12 Monday Today we will see how Native Americans were in conflict with Europeans as early as 1598.
Daily Journal- What are the three primary cause of the conflict between early Europeans and Native Americans?

View Video Excerpt Here Chapter 1 (12:35)
Consider the following:  Are there any similar conflicts going on in today's world?  Review notes on Conflict.    

Notes on HOW TO READ  -- a model for analysis.

Begin reading and taking notes according to our model in your reading log for  "A Man to Send Rain Clouds"  (punctuation reminder-- in electronic media an underline denotes an active link.  Should this short story be underlined or in quotes if you write the title in your notes?)

Reminder-did you place your smart goals and Tower Diagram in your portfolio folder?

13 Tuesday Today we will continue reading and taking notes.
Daily Journal- "Would you ever invite someone to celebrate a holiday they didn't celebrate?" (explain).

Continue reading.

14 Wednesday Today we will  complete reading and work in groups to complete a test on  "A Man to Send Rain Clouds
Daily Journal-"How would you make a person feel comfortable when attending a holiday they didn't celebrate?" (explain).

Complete reading and work on group test.

15 Thursday Today we will research the Nez Perce and create a found poem.
Daily Journal-  What would it take for you to surrender your family and friends?

Read, "I will Fight No More Forever"   and  create a found poem from the poem and online research: here and here  Consider We Shall Remain: Episode 3 Trail of Tears as questions arise (10:00min).

16 Friday Today we will complete our found poems  on "I will Fight No More Forever" and test on "A Man to Send Rain Clouds"
Daily Journal-What literary devices are best used in a found poem?

Complete found poem and turn in test at end of period. 

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WEEK FOUR   *INTERIM REPORTS*  
19 MONDAY

Today we will study the vocabulary used in the literature we are reading and for use on the SAT.

Daily Journal- How many words for “car” can you think of?  Why is there more than one?

At your group, complete any assigned
Vocabulary Map for SAT Vocabulary from Literature 1 and share it with the class.

Turn in the Vocabulary Maps before the quiz Friday.  For the quiz Friday you should be able to listen to the word, write the correct spelling, define it, and use it correctly in a sentence.

 

20 TUESDAY

Today we will begin a study of The Puritans and discuss the three main Puritan beliefs: “original sin, predestination, and The Bible as supreme authority.”

Daily Journal- Do you believe that new born children are good and learn to be bad or bad and must be taught to be good?

Notes on the three Puritan Beliefs (textbook page 134-135) and “The Great Chain of Being” IMAGE.

Identify five (5) images in the text from “Sinners in the Hands of an Angry God” and write them out as sentences—then select one of the images and draw it as Edward’s audience might imagine it with a “public service announcement” in Edward’s style.




21 WEDNESDAY

Today we will complete our public service announcements.

Daily Journal- How do you think the Puritans and the native Americans got along? 

Complete your images/  View video excerpt Here Chapter 2 “A Conflict in the Puritan Faith (11:05) as part of the historical perspective.


22 THURSDAY

Today we will review the roles and procedures of literary circles and begin as a class—in the future students will work on independently as members of their groups and on a text of their own.

Daily Journal- What happens when a member of a group doesn’t do their job “in the real world?”

Introduction to The Crucible (page 163) and reading together as part of literary circles.  Packets distributed and groups formed. 

 AIS REVIEW VOCABULARY

Review together for vocabulary quiz.

HW  For the quiz Friday you should be able to listen to the word, write the correct spelling, define it, and use it correctly in a sentence.


23 FRIDAY

Today we will have a vocabulary assessment.

Daily Journal- How does a person with a really poor vocabulary come across in public speaking?

 For the quiz you should be able to listen to the word, write the correct spelling, define it, and use it correctly in a sentence.

 


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WEEK FIVE  
26 MONDAY

Today we will begin reading The Crucible together and working on literature circles roles.
Daily Journal- At the start of the play, in the theocracy, who has all of the power in the community?

 Introduction to The Crucible (page 163) and reading together as part of literary circles.  Read and keep notes for your first group meeting on Wednesday 28th.

 

27 TUESDAY

Today we will continue The Crucible together and working on literature circles.
Daily Journal- What power do accusations give the accuser?

Read and keep notes for your first meeting on Wednesday 28th OF SIMILAR ROLES.


28 WEDNESDAY

Today we will meet in our literature roles circles.
Daily Journal- Why is it so easy to believe the poor unmarried women and the slave are working with the devil?

Complete reading and prepare notes for first literature CIRCLES MEETING.  Expert groups if reading is complete.

HW—Prepare lit circles notes for groups
   THURSDAY Rosh Hashanah  OFF
  FRIDAY Rosh Hashanah OFF

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WEEK SIX  
3 MONDAY Today we will  complete reading Act I of The Crucible and be introduced to the web quest version of The Crucible Project
(This project is due on Friday October 28th).


Daily Journal- What is an allegory?  How do we know Miller was writing an allegory?

AIS Students turn in completed handout from 9 22 as we discussed (if you're not an AIS student don't worry about this.).

New ? Ask me if you can stop by 1102 and get a permission form to use a computer.  Complete reading Act I
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday October 28th. For full credit you must attach the T and the O of the tower diagram to the final paper!








4 TUESDAY Today we will view an excerpt of the film version and complete our notes for literature circles.
Daily Journal-  If a witch hunt isn't hunting witches, then what is it?

New? Have a signed computer use form? see me for a pass to drop it off in 1102!

View Act I and prepare to meet in literature circles and prepare to complete a Shared Notes sheet( Here ) some groups are already preparing ahead and making copies of their notes to share around-- A+ way to go!


5 WEDNESDAY Today we will meet in our literature circles groups and complete a "What We Shared Sheet".

Daily Journal- What should the group do if someone doesn't do their job?  How will they enforce it?  Sadly, "you can not "kick someone out."

Meet in literature circles roles groups and prepare to complete a Shared Notes sheet Here some groups are preparing ahead and making copies of their notes to share around-- way to go!

Be Prepared-- The First Literature Circles Meeting is October 11th!

Remember to meet in Computer lab in 1102

6 THURSDAY Today we will begin the First Quarter Independent Research Paper Project on The Crucible:

Daily Journal- How can I copy someone's ideas or words and not get in trouble?

Day 1 of 5 --Meet in Computer lab in 1102 to work on The Crucible Project:
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday October 28th. For full credit you must attach the T and the O of the tower diagram to the final paper!








This project is due on Friday October 28th.  For full credit you must attach the T and the O of the tower diagram to the final paper!

7 FRIDAY Today we will continue to work on First Quarter  Independent Research Paper Project on The Crucible:

Daily Journal- What is the difference between a quote and a paraphrase?


Day 2 of 5-- Meet in Computer lab in 1102 to work on The Crucible Project:
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday October 28th. For full credit you must attach the T and the O of the tower diagram to the final paper!







This project is due on Friday October 28th.

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WEEK SEVEN  
  MONDAY Columbus Day  Off
11 TUESDAY Today we will take notes on Act II using new Literature Circles roles.
Daily Journal- From your reading of why Miller wrote The Crucible what is

McCarthyism & The Red Scare? Why Should I care about McCarthyism & The Red Scare?

Turn in Literature Circles Act I Shared Notes sheet Here.

View or read Act II of The Crucible and be sure to switch roles!  Take notes on Act II for literature Circles.

 The Crucible -- Confused? or absent?  Visit Shmoop!

Be Prepared-- The Second  Literature Circles Meeting is October 17th!

12 WEDNESDAY
Today we will create an account for SAT review.

Daily Journal- Read about SAT Cheating  here  or here "More Arrests Expected In SAT Cheating Scandal Why is it wrong to cheat on the SAT?  Is it really illegal?




Day 3 of 5--Meet in Computer lab in 1102


College? ---VISIT You can go!

Set up your online test prep account here:
http://www.methodtestprep.com/longwoodhs/signup

Use the referral code: tkn.13306953

Log in to your online test prep account here:
http://methodtestprep.com

FOLLOW STEP BY STEP DIRECTIONS

SAT COURSE (FREE ONLINE) FOR LONGWOOD STUDENTS:

STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class: 2010-2011  =      tkn.13306953     (copy and paste CAPS COUNT!) Every Longwood student can create their own account!

STEP TWO go here to login.


Then
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday October 28th. For full credit you must attach the T and the O of the tower diagram to the final paper!






The Crucible -- Confused? or absent?  Visit Shmoop!

13 THURSDAY Today we will continue to work on First Quarter  Independent Research Paper Project on The Crucible:

Daily Journal-  From your reading of why Miller wrote The Crucible what is McCarthyism & The Red Scare? Why Should I care about McCarthyism & The Red Scare?  What sort of modern-day witch hunts are you aware of?

Day 4 of 5--Meet in Computer lab in 1211 to work on The Crucible Project:

 

First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday October 28th. For full credit you must attach the T and the O of the tower diagram to the final paper!






The Crucible -- Confused? or absent?  Visit Shmoop!

This project is due on Friday October 28th.

14 FRIDAY Today we will continue to work on First Quarter  Independent Research Paper Project on The Crucible:

Daily Journal- You already know that Miller had the anti-communist House Un-American Activities Committee in mind when he wrote about the witch trials. In what ways was McCarthyism similar to the witch trials of Salem and in what ways was it differe

Day 5 of 5 ( if you need any more time to work on this project, you must arrange for it yourself) Meet in Computer lab in 1211 to work on The Crucible Project:
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday October 28th. For full credit you must attach the T and the O of the tower diagram to the final paper!






The Crucible -- Confused? or absent?  Visit Shmoop!

This project is due on Friday October 28th.
HW--

View or read Act II of The Crucible and be sure to switch roles!  Take notes on Act II for literature Circles.

Confused? or absent?  Visit Shmoop!

Be Prepared-- The Second  Literature Circles Meeting is MONDAY October 17th!

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WEEK EIGHT  
17 MONDAY Today we will work in literature circles for Act II
Daily Journal- How do we know Elizabeth is aware that John and Abigail had an affair?

Work in Literature Circles Groups.--  be sure your notes are ready to be turned in!
Confused? or absent?  Visit Shmoop!

Change roles as we begin reading Act III Tuesday.



18 TUESDAY

Today we will continue The Crucible together and working on literature circles.
Daily Journal- What is a witch hunt? (use your own words to explain)

Read ACT III and keep notes for your NEXT meeting.


19 WEDNESDAY

Today we will continue The Crucible together and working on literature circles.
Daily Journal- 
Can the court/church admit it was wrong?

Read "History Clashes with Commercialism" (or here) pages 150 and 151 and answer questions 1, 2, and 3 for a quiz grade.

 

Create a chart as in the following, but larger, and list facts and opinions found in the article, and write who said each and their position.

 

Facts

Opinions

Speaker & position

 

 

 

 

 

 

Do not turn in any assignments today!

 


20 THURSDAY

Today we will continue The Crucible together and working on literature circles.
Daily Journal- Can the girls admit they lied?  What would happen if they lied and people had been hanged?

Read ACT III and keep notes for your NEXT meeting. 

Have Literature Circles Meeting if reading ACT is complete then change roles!



21 FRIDAY

Today we will continue The Crucible together and working on literature circles.
Daily Journal- What do you think is actually "The Crucible" in the play?

Have Literature Circles Meeting if reading ACT is complete then change roles!

 

HW-- continue to work on research project!

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WEEK NINE  
24 MONDAY Today we will complete viewing act III and complete a share sheet for Act III. 
Daily Journal-Who says, "I cannot think the Devil may own a woman's soul, Mr. Hale, when she keeps an upright way, as I have. I am a good woman, I know it; and if you believe I may do only good work in the world, and yet be secretly bound to Satan, then I must tell you, sir, I do not believe it" and why?

View end of act as review, then meet in literature circles.  Share your notes!


25 TUESDAY Today we will work on reading the play for literature circles.
Daily Journal- Who says, "I have fought here three long years to bend these stiff-necked people to me, and now, just now when some good respect is rising for me in the parish, you compromise my very character" and why?
Read ACT IV and keep notes for your NEXT meeting.


26 WEDNESDAY Today we will work on reading the play for literature circles.

Daily Journal- Who says, "I am a stranger here, as you know. And in my ignorance I find it hard to draw a clear opinion of them that come accused before the court. And so this afternoon, and now tonight, I go from house to house-I come now from Rebecca Nurse's house and-- " and why?
Read ACT IV and keep notes for your NEXT meeting.

27 THURSDAY Today we will work on reading the play for literature circles.
Daily Journal- Who says, "Then you tell me that you sat in my court, callously lying, when you knew that people would hang by your evidence? She does not answer. Answer me!" and why?

Complete reading Act IV and complete literature circles notes packet to turn in (counts as two notebook test grades) and for final meeting!  Confused? or absent?  Visit Shmoop!

HW meet in computer labs as assigned.(period 1=1102/ period 3=1211/ period 9=2118

28 FRIDAY Today we will  complete the project and edit for format.
Daily Journal- Who says, "I have three children-how may I teach them to walk like men in the world, and I sold my friends?" -- and why?


The Project Due Date is extended to Wednesday November 2nd--- THANKS  Mr. Galanaugh !

The Crucible Research Project is due Wednesday November 2nd with Works Cited Page!

Meet in the following Computer Labs:

period 1=1102
period 3=1211
period 9=2118

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Week Ten-    
31(Boo) MONDAY Today we will complete the project and edit for format and print it.

Daily Journal- What does guilty until proven innocent mean in light of this play?

Meet in the following Computer Labs:

period 1=1211
period 3=1211
period 9=1211

Happy Birthday Mr. G

The Crucible Research Project is due Wednesday November 2nd with Works Cited Page!
1 TUESDAY Today we will meet in literature circles

Daily Journal- What is the most important message about witch hunts as revealed in the play?

Complete a final what we shared sheet and prepare to turn in your literature circles packet for two test grades.  You should have completed four roles (one for each act).


The Crucible Research Project is due tomorrow, November 2nd , with Works Cited Page!
2 WEDNESDAY Today we will complete literature circles and begin to define transcendentalism's role in the American Tradition.

Daily Journal- What is the hardest part about citing properly?


Complete a final what we shared sheet and prepare to turn in your literature circles packet for two test grades.  You should have completed four roles (one for each act).  Prepare for TEST on The Crucible Friday-- bring completed Literature circle packet!


Work to complete the your brain on transcendentalism assignment: Due Wednesday 9th
 
The Crucible Research Project is due Today with Works Cited Page! (period 1 due date is extended to Friday as the internet was down 0n 10 31 period 1)
3 THURSDAY Today we will explore transcendentalism's role in the American Tradition.

Daily Journal- What is transcendentalism?

Work to complete the your brain on transcendentalism assignment: Due Wednesday 9th Counts as three quiz grades!


4 FRIDAY Today we will assess your knowledge of The Crucible.

Daily Journal- What is the role of fear in a witch hunt?

Open Literature Circle packet test on The Crucible  (if you are absent be prepare to take the test upon your return).


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Week ELEVEN    
7 MONDAY Today we evaluate our success of our first SMART goals.
Daily Journal- My smart goal for the quarter was to___________________________.

Smart Goals -- Create three S.M.A.R.T. goals for yourself (first for this quarter, second for the year, and lastly for after graduation) and explain how each of them are S.M.A.R.T. 

Get your smart goals assignment from your portfolio and answer the following questions:
My SMART goal for the quarter was what exactly?
Did I meet my goal for the quarter? 
How do I know I met my goal or did not meet my goal?
How did I measure my progress?
What obstacles did I face and what did I do about them?
Was my goal too easy or too hard and how do I know?
Did I use time effectively to get to my goal?

Now, create a goal for your English class in the third quarter ---- and explain how it is SMART (Smart Goals) as in the following:

S Specific (Do not make the goal a specific grade but something you wish to learn or a skill you wish to improve in yourself.)
M Measureable (How can I keep track of my success or need to adjust?)
A Action Oriented (What is it that I will actually do?)
R Realistic (Do they reflect the course outline?)
T Timely (How I will use time?)

Attach your self evaluation to your SMART goals and place them back in your portfolio with any other work from the first quarter INCLUDING your DAILY JOURNALS (and AIS sheets if you have forgotten to turn them in).

"Your brain on transcendentalism assignment" due Wednesday.


8 TUESDAY   ELECTION DAY OFF (Conference Day)
9  WEDNESDAY Today we will explore if a poet, such as Walt Whitman, can be a transcendentalist.
Daily Journal- Read the following and respond -- do you agree?
                         What is a Poet?
   
   A poet is somebody who feels, and who expresses
   his feelings through words.
     This may sound easy.  It isn't.
     A lot of people think or believe or know they
   feel -- but that's thinking or believing or
   knowing; not feeling.  and poetry is feeling --
   not knowing or believing or thinking.
     Almost anybody can learn to think or believe
   or know, but not a single human being can be
   taught to feel.  Why?  Because whenever you think
   or you believe or you know, you're a lot of other
   people;  but the moment you feel, you're 
   NOBODY-BUT-YOURSELF.
                                                             e.e. cummings


Read "I Hear America Singing" p397 or HERE  (you may also read his other texts in the textbook)--

Identify as many literary devices he uses as you are able.
Then---
Work together to find what evidence can we find he might have been a transcendentalist and share with the class at the end of the period.





"Your brain on transcendentalism assignment"  due.


10 THURSDAY Today we will write a poem in the style of Whitman using the literary devices we identified as well as a transcendentalist perspective.
Daily Journal- What is an American today?

T and O for the poem.
Write the poem-- incorporate literary devices.
Place it in your portfolio.


HW-- Bring ID cards to pick up text in library.

FIRST QUARTER ENDS 
11 FRIDAY Veteran's Day OFF

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SECOND QUARTER:

WEEK ONE  
14 MONDAY

Today we will continue Language and vocabulary development.
Daily Journal-  When we talk about "The American Dream", what do we mean? What are some of the obstacles to achieving the American Dream?

Building Vocabulary from Word Roots (Blue Workbook on shelf)  Lesson 1  incursion insensate impulsive influx illegitimate immutable intact infidelity invocation innocuous    

Use the base bank on page 4 or a dictionary to define the words in your notebook then draw and complete a Vocabulary Map (sample here) for each word---  

Be prepared for quiz on the 10 words Wed 23rd—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!) Quiz is Wednesday 23rd.

Return books to shelf.


15 TUESDAY

Today we will take a look at Langston Hughes and his poetry as a reflection of American Experience.
Daily Journal-  Given the obstacles that some Americans have to overcome, what makes the American Dream appealing?

Consider the poem you wrote about the American Dream  or a lost dream in the style of Whitman then read "I Too" page 925,  "Harlem" page 926, and "The Weary Blues" page 927.

 

In groups, come up with as many connections to Whitman's poems as you are able to find.  Do you think that these poets agree in style or meaning?  Who came first?  Did one poet read another? 

Give one example for each of the poems with an explanation of the connection you might find.

Consider "I hear America Singing"  page 397 and "I too"--

or

 "Harlem" and "I sit and look out" page 399-- 

or

"Song of Myself" page 400 and "The Weary Blues"



16 WEDNESDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance.
Daily Journal- Why do people from other countries immigrate to America?

What is the Harlem Renaissance (--in under 4 minutes)?

Read "Harlem" by Langston Hughes, the preface to A Raisin in the Sun

The preface to A Raisin in the Sun is the poem "A Dream Deferred"

  1. What is the purpose of a preface?
  2. Why do you think Hansberry chose this poem as her preface?
  3. Are their any similarities to your poem?
Pick up A Raisin in the Sun Bring to class Wednesday and each day after--counts as HW.
17 THURSDAY Today we will begin continue A RAISIN IN THE SUN through context and analyisis.
Daily Journal-  Which groups of people have had trouble attaining "The American Dream"? There are a variety of acceptable responses to this question. E.g. Native Americans, Irish Americans, African Americans, Chinese Americans, and Japanese Americans, as well as the poor and women. 

  1. Why do people from other countries immigrate to America?
  2. When we talk about "The American Dream", what do we mean? What are some of the obstacles to achieving the American Dream?
  3. Which groups of people have had trouble attaining "The American Dream"? There are a variety of acceptable responses to this question. E.g. Native Americans, Irish Americans, African Americans, Chinese Americans, and Japanese Americans, as well as the poor and women. 

Reading A RAISIN IN THE SUN---   Begin reading log where you keep a  Character Analysis Chart so that you can answer the following:

  • How is the American Dream expressed in each member of the Younger family: Walter, Ruth, Lena (Mama), and Beneatha for each of the following?

1) Dreams and Goals

2) Obstacles

3) Racism and Sexism

Reading A RAISIN IN THE SUN---  let's take parts and begin reading!


18 FRIDAY Today we will begin continue A RAISIN IN THE SUN through context and analysis.
Daily Journal-  Can people be their own obstacles to the American dream? 
Reading and  Character Analysis Chart

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WEEK TWO  
21 MONDAY Today we will begin continue A RAISIN IN THE SUN through context and analysis.
Daily Journal-  What is Walter's dream?

Reading and  Character Analysis Chart
22 TUESDAY Today we will begin continue A RAISIN IN THE SUN through context and analysis.
Daily Journal-  What is Bene's dream?

Reading and  Character Analysis Chart
HW-- study for Spelling and Vocabulary Test
23 WEDNESDAY Today we will assess vocabulary development.
Daily Journal- What is Mama's dream?

Spelling and Vocabulary Test
  THURSDAY Thanksgiving OFF
  FRIDAY Thanksgiving OFF

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WEEK THREE  
28 MONDAY

Today we will use or create an account for SAT review as part of our SAT preparation.

Meet in LAB 1211

Daily Journal- How do I know if a website is ok to use like this one: Dihydrogen Monoxide Research   If you can't answer review evaluate your sources to be sure they are credible.

DONE WITH REVIEW SAT -- Not sure about college and scores?   VISIT You can go! It's an awesome tool!

SAT COURSE (FREE ONLINE) FOR LONGWOOD STUDENTS:

STEP ONE--  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class: 2010-2011  =      tkn.13306953     (copy and paste CAPS COUNT!) Every Longwood student can create their own account!

STEP TWO-- go here to login.

STEP THREE-- DONE WITH REVIEW   ????????????? Not sure about college? ---DONE WITH REVIEW SAT -- Not sure about college and scores?   VISIT You can go! It's an awesome tool!



29 TUESDAY
Today we will research images and facts from Chicago's South Side 1950-1965 along with the Chicago South Side of 2001-2011 to better understand Loraine Hansberry's play in historical context.
Meet in LAB 1211
Daily Journal- Do you believe that the Younger family faces the same kinds of issues as Americans living in Chicago's South Side today? Consider  we have discussed how the American Dream expressed in each member of the Younger family: Walter, Ruth, Lena (Mama), and Beneatha for each of the following:

1) Dreams and Goals

2) Obstacles

3) Racism and Sexism

YOUR ASSIGNMENT (print it here) is to work alone or with no more than two people to select any one of the characters (including Travis and Asagai) and for each of the seven dimensions below conduct online research where you evaluate your sources to be sure they are credible and find images or facts from both

Chicago's South Side 1951-1961  to compare with Chicago South Side of 2001-2011

appropriate for classroom display--  I will provide poster paper and glue sticks on Tuesday the 6th for us to assemble our research and then for you to present on Friday the 9th -- Accuracy and neatness of poster 25%, 1950's 25%,  2000's  25% your presentation to the class 25%.

Here is the interactive assignment page.

1 Dreams, Hopes, and Plans (includes education, employment etc.)
2 Race and Pride (includes Racism and Segregation)
3 Family and Gender  Roles / Prejudice (includes sexism)
4 Poverty Suffering Dissatisfaction (includes employment statistics and opportunities)     
5 The Home and the "White Picket Fence" (define the "American Dream")
6 Choices and Sacrifice (includes one generation sacrificing for the next)
7 Religion, Giving, Social Work, Teaching

Internet Search Help Options Here  -  
Some Facts to consider:

  • Hansberry was born in 1930 and died in 1965 of cancer. She was 34 years ol
  • A Raisin in the Sun was written in 1957 and first produced in 1959
  • The original production stared Sidney Poitier as Walter.
  • First play written by a black woman to be produced on Broadway.
  • First black director on Broadway.
  • Won the 1959 Drama Circle Critics Award. Hansberry was the first African American to win.
  • A movie was made in 1961 and featured the original Broadway cast.
  • There was a Broadway revival in 2004 with Sean Combs (P-Diddy) as Walter.
  • The title of the play comes from the poem “Harlem” by Langston Hughes. It is sometimes referred to by the title “A Dream Deferred.”
  • Hansberry has firsthand knowledge of living in an all white neighborhood. Also, her family was involved in a lawsuit (Hansberry v. Lee, 311 U.S. 32 (1940)) against a group trying to prevent African Americans from buying houses in white neighborhoods.
  • Cuts were made in the script for the original production. Not necessarily because they didn't fit the play but for time. For example, the entire scene with Mrs Johnson, and the moment where Travis chases a rat. The moment where Beneatha cuts her hair was taken out because the actress playing Beneatha received a poor haircut and it was thought the moment would be misunderstood. All have been reinstated in current publications of the play.
  • One last note: A Raisin in the Sun is part of broader shift in black art towards depicting working-class, ordinary African-Africans. Previously, black intellectuals did not use literature, art, or the stage to portray working-class African-Americans for fear they would perpetuate undesirable stereotypes. Both poet Langston Hughes and Lorraine Hansberry thought this was ridiculous; they felt that writing about lower class African-Americans would actually debunk the stereotypes. By focusing on the dreams and aspirations of one particular working-class black family, moreover, Hansberry was able to show audiences the universality of black aspirations while also demonstrating that their race posed a significant barrier to achieving those goals (Shmoop Editorial Team).

    Even more ideas (Here) adapted from theatertalk.


 

Works Cited:

Shmoop Editorial Team. "A Raisin in the Sun" Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 26 Nov. 2011.
30 WEDNESDAY Today we continue to research images and facts from Chicago's South Side 1950-1965 along with the Chicago South Side of 2001-2011 to better understand Loraine Hansberry's play in historical context.
Meet in LAB 1211
Daily Journal- Do you believe that the Younger family faces the same kinds of issues as Americans living in Chicago's South Side today?

WORK ON YOUR ASSIGNMENT      Here    is the interactive assignment page.
   (or print it here)-- mbe sure to label all of your material with how you will use it and where you found it!

December 1 THURSDAY

Today we will continue A RAISIN IN THE SUN through context and analysis from page 74.
Daily Journal-  Do you believe Chicago's South Side has gotten worse or better? explain.

Continue class reading and notes.

Reading and  Character Analysis Chart

2 FRIDAY Today we will continue reading  A RAISIN IN THE SUN through context and analysis.
Daily Journal-  What is wrong with using wiki or personal websites as academic research?

Continue class reading and notes.

Reading and  Character Analysis Chart

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WEEK FOUR  
5 MONDAY Today we will meet in the computer lab to print out any missing research.

Daily Journal-What is great about Walter in the lase scene?

Meet in 1102      WORK ON YOUR ASSIGNMENT      Here    is the interactive assignment page.
   (or print it here)-- mbe sure to label all of your material with how you will use it and where you found it!

You should have read the rest of the play.
6 TUESDAY Today we will assemble posters in class.
Daily Journal-What do I want my poster to say about the "American Dream"?

If you wish to go on the Walt Whitman Birthplace Field Trip, we will have limited first come seating due to limited seating for this first visit, please put your name on a piece of paper  and hand it to me at the end of class.    Keep in mind that if you go you will be expected to read and write poetry --  Do not put your name in if you wouldn't go if your friend can't go--
(limited seating-- some conditions apply) Field Trip Applications and payments $6.65 due back by Thursday
7 WEDNESDAY Today we will view  A Raisin in the Sun
Daily Journal-   In the picture below, what do you believe Ruth is thinking?  -- does it depend on what Walter is holding? Explain.



View film version of the play and prepare posters for presentation tomorrow.  Use this version to complete your notes on

1) Dreams and Goals

2) Obstacles

3) Racism and Sexism


8 THURSDAY Today we will view  A Raisin in the Sun

Daily Journal-   Do you agree with this rule:

No inappropriate language or slang – if you don’t know what it is I will remind you when it happens and you will be able to apologize to those in earshot or I will need to call home.  If that doesn’t work I will need to report the behavior to an administrator.  The bottom line is-- If it’s said and I hear it I assume you intended me to hear it BE AWARE all that I hear is my business as a teacher in this school.  No mean and non-inclusive insults.

           Of course, this is NOT a problem in every class explain what should happen to the person who can not control themselves?


Reminder, lateness is becoming an issue for the school once again.  IF YOU ARE LATE THREE TIMES IN TWO WEEKS EXPECT A CALL HOME OR A LETTER OR E-MAIL.  THEN, if that doesn't help I have been asked to write referrals (if you have a problem getting to class on time you need to see your administrator anyway!).  IF YOU THE BELL HAS RUNG, YOU ARE HEREBY ONCE AGAIN DIRECTED TO SIGN IN PROPERLY AND NEATLY-- THIS IS NOT NEGOTIABLE.




View film version of the play and prepare posters for presentation tomorrow-- fill in any gaps in your notes.
9 FRIDAY Today we will present our posters to the class.
Daily Journal-   What did you find out about the American Dream in today's world?



Volunteers will be called for first (Enthusiasm and Poise are a great way to boost your participation grade).  Your grade is based on your ability to compare each dimension you have researched and explain why you selected the image or text to represent that dimension to the class (not directed toward me).  As members of the audience, be active listeners for full credit (the presentation rubric is here).

1 Dreams, Hopes, and Plans (includes education, employment etc.)
2 Race and Pride (includes Racism and Segregation)
3 Family and Gender  Roles / Prejudice (includes sexism)
4 Poverty Suffering Dissatisfaction (includes employment statistics and opportunities)     
5 The Home and the "White Picket Fence" (define the "American Dream")
6 Choices and Sacrifice (includes one generation sacrificing for the next)
7 Religion, Giving, Social Work, Teaching

HW-- if you did not have time to go today, be prepare to present Monday -- this is not an option it is a contingency.

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WEEK FIVE    **Interim Reports**
12 MONDAY Today we will complete poster presentations.
Daily Journal-What is the hardest part about presenting to the class?

If we complete the presentations we will begin viewing the play-- If you do not present to the class see me about an alternative assignment for credit.

Volunteers will be called for first (Enthusiasm and Poise are a great way to boost your participation grade).  Your grade is based on your ability to compare each dimension you have researched and explain why you selected the image or text to represent that dimension to the class (not directed toward me).  As members of the audience, be active listeners for full credit (the presentation rubric is here). 



Reminder

be on time!
13 TUESDAY Today we will view  A Raisin in the Sun
Daily Journal-  What happens to Beneathea and Asagai one year after the play? Explain.

Continue viewing play as time allows.

14 WEDNESDAY Today we will view  A Raisin in the Sun
Daily Journal-  Could you change the ending of the play and have it be as good for all audiences? Explain.

Complete viewing play.


HW-------- BRING A Raisin in the Sun  TO WORK IN CLASS THURSDAY AND FRIDAY.


15 THURSDAY Today we will have a quiz on A Raisin in the Sun
Daily Journal-  What are possible alternate endings for the play? Explain.

Create a "found poem" using only the text you find in A Raisin in the Sun-- due at the end of class Friday-- counts as a quiz grade.

Begin with a quote from the play as the start of your poem --
Use repetition, catalog (lists), imagery, and THREE quotes from the play integrated into your poem.

Underline all  repetition
Circle all imagery





Field Trip Tips go to period 1 and then meet in front of the LGI at 7:30am--  We will meet in front of the LGI --Dress to go outside, know what you want for lunch I-HOP MENU, plan for an automatic 20% tip
(so if you spend $20 it will be $24 or  If you spend $15 it will cost $18 / $10 will cost $12 / $5 will cost $6.) and tax!



16 FRIDAY

Today we will write a poem about A Raisin in the Sun
Daily Journal- does your found poem have the same message as A Raisin in the Sun?  explain.

View biography about poet and complete found poem assignment and turn it in.

 

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 WEEK SIX  
19 MONDAY Today we will review literary elements and how authors use them to develop aspects of their writing.
Daily Journal- What are the most common literary elements that we use in our own writing?  Identify one and explain how you use it.

Place your "Found Poem" on my desk by the end of the period.

Literary Elephants for Regents Review.

Sign up for a literary element (no class duplicates), then through the textbook, research it and why authors might use it to develop an aspect of their writing and lastly, provide an example.

Then, transfer what you learned to a "Literary Elephant" poster for classroom display. 
Below the elephant, clearly write the element,  define it in the body,  then most importantly--   in the space provided write how it is used and an give an example.
Look up the term in the back of the textbook where it is indexed as well as for where it is defined.
Be creative and use color or additional drawing to help us remember the way the elephant is used by writers.

18 school days until Regents week. Review for Regents

20 TUESDAY Today we will review literary elements and how authors use them to develop aspects of their writing.
Daily Journal-  Identify two pieces of literature that you know from ninth grade that you could use on the Regents Exam.

Complete and turn in your Literary Elephants for display!  Due at end of class.


17 school days until Regents week. Review for Regents


21 WEDNESDAY Today we will review a well know piece of literature for use on the regents exam as well as the "literary elements" used by the author.
Daily Journal-  Identify two pieces of literature that you know from tenth grade that you could use on the Regents Exam.

Day 1    Identify at least one literary element used in each excerpt (static or dynamic characterization—mood—foreshadowing—irony—imagery—narrator— simile) write it on the line provided and explain how the author uses it to develop their writing for the reader to some effect:

TEXT EXCERPTS HERE  as distributed in class.

TEXT for review for Regents Exam   A CHRISTMAS CAROL  by Charles Dickens  Nineteenth Century Victorian Literature 
Additional resources HERE on The Victorian Web.

16 school days until Regents week   Review for Regents

22 THURSDAY Today we will continue to review a well know piece of literature for use on the regents exam as well as the "literary elements" used by the author.
Daily Journal-  Identify two pieces of literature that you know from eleventh grade that you could use on the Regents Exam.

Day 2    Identify at least one literary element used in each excerpt (flashback—conflict—theme—personification —suspense— static / dynamic characterization) write it on the line provided and explain how the author uses it to develop their writing for the reader to some effect:

TEXT EXCERPTS HERE  as distributed in class.

TEXT for review for Regents Exam   A CHRISTMAS CAROL  by Charles Dickens  Nineteenth Century Victorian Literature 
Additional resources HERE on The Victorian Web.




Review for Regents Exam--Text: A CHRISTMAS CAROL


15 school days until Regents week. Review for Regents.
23 FRIDAY Today we will look at how two seemingly different works of literature can be used to write a critical lens essay.
Daily Journal-  How could you use A CHRISTMAS CAROL by Charles Dickens and A Raisin in the Sun  by Lorraine Hansberry on the same critical lens essay?

Review for Regents Exam--Text: A CHRISTMAS CAROL

Use the Venn Diagram provided HERE to compare and contrast Walter Lee Younger's transformation with Scrooge's Transformation-- are they more alike then you might believe?  What are the essential differences? Explain on the back of the Venn diagram and turn it in for a test grade.


14 school days until Regents week. Review for Regents.



Winter Recess Schools Closed Next Week  and on 1/2/2012

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WEEK SEVEN  
2 MONDAY  OFF
3 TUESDAY Today we will begin our second quarter project as part of our preparation for the Regents Exam in English.
Daily Journal-  As discussed in class, what is the difference between a literary element and a literary elephant?

Listen to an introduction to project and review of essay format
then review notes to begin assignment as indicated below

SEE PAGE 15--16 as a review of paragraph scoring-- how long is an "A" paragraph?
Page 18 is a transitions chart.
Page 25 reviews SIM Paragraphs structure.
Look at page 27 and 28  as a reference for literary development
.


The second quarter project is the completion of the June 2011 Regents Exam and Prewriting for the exam, see  PAGES 1-- 35   (if you have taken the June Exam-- please use the additional practice August Exam, from page 36,  in the back of your packet in place of the June Exam).  The completion of the project is worth 20% of your grade averaged with your other work this quarter.  It is essential that you meet the deadlines for this project as we have 13 school days remaining before the actual Regents Exam.

Comprehensive English Regents Examination

June 2011  Comprehensive English Examination

1 Listening -- worth 40points!

2 Reading comprehension-- worth 30 points!

3 Short Answer Paragraphs-- worth 70points!

4 Comparative Lit Essay -- worth 160 points!

We will begin with the Comparative Lit. Essay -- worth 160 points!

You will complete a TOWER diagram to turn in with your essay and be given points based on the description on page 1 of the review Packet-- TURN IN THE T and O with the essay Friday.

You are expected to work in class and if you are absent to make up the time at home. It is due by the end of class on Friday January 6.

DO NOT TYPE THIS ESSAY-- be sure it is neat and follows the rules of English!


13 school days until Regents week. Review for Regents
4  WEDNESDAY Today we will continue working on our second quarter project.
Daily Journal-  How many authors and titles can you name correctly?


Comparative Lit. Essay  is due by the end of class on Friday January 6.

12 school days until Regents week. Review for Regents
5 THURSDAY Today we will continue working on our second quarter project.

Daily Journal-  Who wrote A Christmas Carol?
Comparative Lit. Essay  is due by the end of class on Friday January 6.


11 school days until Regents week. Review for Regents
6 FRIDAY Today we will continue working on our second quarter project.

Daily Journal-  Was actually Brutus jealous of Caesar's power?  What did Antony mean by saying Brutus was the noblest Roman of them all? Who was jealous of Caesar?

Comparative Lit. Essay  is due by the end of class.

Turn in the Comparative Lit. Essay -- worth 160 points!

You will complete a TOWER diagram to turn in with your essay and be given points based on the description on page 1 of the review Packet-- TURN IN THE T and O with the essay Friday.  You are expected to work in class and if you are absent to make up the time at home. It is due by the end of class on Friday January 6.


IF you are done, you may begin your HW complete page 29 for HW-- due Monday as a review for a test on literary devices.


10 school days until Regents week. Review for Regents

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WEEK EIGHT  
9 MONDAY Today we will continue Regents Preparation with a focus on the literary components.
Daily Journal-  Spotting literary elements and techniques on the regents exam isn't enough --- what more should you do?



Review Literary devices worksheet page 29 of packet and turn in matching test on literary devices. 

Label the Questions as assigned in class. 


9 school days until Regents week. Review for Regents
10 TUESDAY Today we will look at an Inference Strategy
Daily Journal- What does "Do you infer what I imply?"  mean?

Complete Multiple Choice, and Paragraph #26.



8 school days until Regents week. Review for Regents
11 WEDNESDAY Today we will complete the pretest on Inference Strategy and record the data.
Daily Journal- What are the three types of think and seek questions?

Complete Multiple Choice, and Paragraph #27.


7 school days until Regents week. Review for Regents
12 THURSDAY Today we will continue Regents Preparation with a focus on INFERENCE.

Work on Paragraphs.


6 school days until Regents week. Review for Regents
13 FRIDAY Today we will continue Regents Preparation with a focus on INFERENCE.

Complete Reading Comprehension.



5 school days until Regents week. Review for Regents

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WEEK NINE  
16 MONDAY Dr Martin Luther King's Bithday  OFF
17 TUESDAY Today we will complete the pretest on Inference Strategy and record the data.
Daily Journal- What does "Do you infer what I imply?"  mean?


Presentation and notes on basics of INFERENCE for multiple choice--


INFER Strategy and pretest.

Begin INFER pretest--

This is shown to improve multiple choice scores over 80%!

Record your results on the chart provided and then be prepared to place the pretest results in your portfolio-- This "pretest"  and recording of your score counts as a full test grade.

4 school days until Regents week. Review for Regents
18 WEDNESDAY Today we will complete the pretest on Inference Strategy and record the data.
Daily Journal- What are the three types of think and seek questions?

SCORE INFER pretest--

Record your results and place the pretest results in your portfolio-- This "pretest"  and recording of your score counts as a full test grade.


3 school days until Regents week. Review for Regents
19 THURSDAY Today we will continue Regents Preparation with a focus on INFERENCE.

Daily Journal-  What is an example of a big picture question?

Notes on how to listen and labeling questions for Part I of your second quarter project (Listening and Multiple Choice).

2 school days until Regents week. Review for Regents
20 FRIDAY Today we will continue Regents Preparation with a focus on INFERENCE.

Daily Journal-  What is an example of a clarifying question?

For Paragraph 1 (question 26 on page 26) do the following one step:

Circle------------               The Controlling Idea

For paragraph 2  (question 27 on page 26) do the following two steps:

Write the name of the text or texts you referred to above your name and circle the “elephant” --- (i.e.  the literary element and your explanation of how that element is developed by the author).

Then turn them in— on my desk.  


Check your multiple choice scores HERE      MARK THEM ON YOUR PROJECT--- ALL PARTS OF PROJECT ARE DUE      Place the packet in your Portfolio.






REGENTS EXAM IN ENGLISH   11:30am--2:30pm TUESDAY-- 
BE ON TIME OR MISS THE LISTENING PASSAGE!


1 school day until Regents week. Review for Regents

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WEEK TEN  
23 MONDAY

REVIEW FOR REGENTS EXAM ---------------   as assigned in class.



REMINDER-- I WILL NOT BE WORKING ON QUARTER GRADES AS I WILL BE WORKING WITH THE ENGLISH DEPARTMENT ON SCORING THE REGENTS EXAM.  DO NOT EXPECT RESULTS BEFORE FEBRUARY.  ANYTHING YOU ARE TOLD BEFORE THAT IS A BEST GUESS-- YOU SHOULD KNOW IF YOU DID BETTER OR POORER THAN LAST QUARTER IF YOU THINK ABOUT YOUR WORK.


24 TUESDAY




REGENTS EXAM IN ENGLISH   11:30am--2:30pm.



25 WEDNESDAY testing week
26 THURSDAY testing week
27 FRIDAY testing week --End of Second Marking Period-- testing week

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THIRD QUARTER:

WEEK ONE  
30 MONDAY Today we will  continue our SAT vocabulary development.
Daily Journal-  How was the Regents Exam? explain.


No grades are yet available.  When I know I will let you know ASAP this week, please don't ask.

Complete the following in the Guided Practice book:

Building Vocabulary from Word Roots

Unit I   Lesson 2

aberration apostate abdicate apotheosis absolve abstruse averse apogee apostle abstain

Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 9-- and use the sentences as part of a Vocabulary Map  (sample here)

Not sure of the definition? look here: http://www.vocabulary.com/

Be prepared for quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!

 




31 TUESDAY Today we will work on the third quarter project.
Daily Journal-  Is there a "music" for this generation according to Whitman? Explain.

Today we begin the 3rd quarter project:

The Walt Whitman 26th Annual Young Poets Poetry Contest
Step 1  --  Brainstorm (T) a list of 20-30 elements that occur to you when you reflect upon the theme and circle the three or four that everyone who thinks of the theme will naturally write about and avoid writing about those common elements. Use this list as a basis for your poem. 

February1 WEDNESDAY Today we will work on the third quarter project.
Daily Journal- What is "music" of a school bus?  Give three examples.

The Walt Whitman 26th Annual Young Poets Poetry Contest

Step 2 -- Make a list of images (O) that occur to your imagination when you think of the remaining topics and be sure to identify at least one description (image) for each sense! IMAGERY

Step 3  Create a simile or metaphor that might be employed, or extended, like a power tool to the rough wood of your initial poem.

Step 4  What word or phrase might sound best repeated in your poem?   Be sure that you do not RHYME—this is free verse irregular line length is ok!

 


2 THURSDAY Today we will work on the third quarter project and issues relatet to civil rights.
Daily Journal-  What is the "music" of the groundhog? Happy Groundhog Day!.
Phill  says you should continue to work on The Walt Whitman 26th Annual Young Poets Poetry Contest




























As we focused on the Regents Exam we postponed an opportunity to continue our study of important aspects of American Literature.  We now have an opportunity continue where we left off.

Martin Luther King, Jr., framed the goals and strategies of the Civil Rights Movement for a national audience, and with his message of nonviolent protest, he inspired ordinary African Americans to demand equal rights as American citizens. This lesson will focus on the individual men and women who embraced King’s message and advanced the Civil Rights Movement on a local level. By researching these people and the now historic places where they brought about change, students will discover how the simple act of sitting at a lunch counter in North Carolina could be considered revolutionary, and how, combined with countless other acts of nonviolent protest across the nation, it could lead to major legislation in the area of civil rights for African Americans.


Who were the Freedom Riders?

Would you be so brave today?  Explain why or why not.  

In 1954, the Supreme Court ruled in Brown v. Board of Education that segregated schools were unconstitutional. While America turned its attention to the immediate resistance and ensuing violence in the South, the controversy over integrated schools lay dormant in the North.

View a news segment from 1975 reviews the events of the first year of Boston's controversial school desegregation plan. Because of geographic barriers between black and white communities, a federal court instituted and enforced busing to desegregate the city's schools. The plan was greeted with resistance, racial violence, and the boycotting of several schools.

Consider the following as you -- come up with four questions you would want to ask a witness to this kind of racism and bravery.

  • What were some similarities and differences between desegregation in Boston and desegregation in the South?
  • Why do you think desegregation in Boston did not occur until twenty years after the Brown decision?
  • Judge Garrity was criticized by some and praised by others for ordering immediate implementation of the busing plan. Do you agree with his ruling, and why?

View related historical information at the Eyes on the Prize website in preparation for guest speaker next week:  Write down ten questions you would actually ask someone who has lived through segregation and desegregation counts as a quiz grade after the guest speaker.




HW  prepare for Spelling and Vocabulary quiz.


3 FRIDAY Today we will continue our SAT vocabulary development.
Daily Journal- What is the "music" of the the weekend? Give three examples.

Who were the Freedom Riders?  View Excerpts.


Quiz on Spelling and Vocabulary.

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WEEK TWO  
6 MONDAY Today we will study the civil rights movement
Daily Journal-   Reflect and explain in your own words: 





"If man hasn’t discovered something that he will die for, he isn’t fit to live." Speech in Detroit 23rd June 1963.


Reading in class together, "Coming of Age in Mississippi" Building background on p. 609 and then 1,3,4,6 on p. 616-- 

View related historical information at the Eyes on the Prize website and define the Freedom Riders?  View Excerpts.




7 TUESDAY Today we will study the civil rights movement
Daily Journal- Reflect and explain in your own words: 

"The best way to solve any problem is to remove its cause." Stride Towards Freedom 1964.



Complete reading and answer questions 1,3,4,6 on p. 616


Who were the Freedom Riders?  View Excerpts.



8 WEDNESDAY Today we will  study the civil rights movement
Daily Journal- Reflect and explain in your own words:

"We are out to defeat injustice and not white persons who may be unjust." Stride Toward Freedom 1964


Who were the Freedom Riders?  View Excerpts.
In preparation for guest speaker-- write down ten questions you would actually ask someone who has lived through segregation and desegregation counts as a quiz grade collected after the guest speaker. 


9 THURSDAY Today we will study the civil rights movement
Daily Journal- Reflect and explain in your own words:

"Nonviolence is a powerful and just weapon. It is a weapon unique in history, which cuts without wounding and ennobles the man who wields it. It is a sword that heals." Why Can’t We Wait 1964


Meet in class then go to Library with your 10 questions.
100th day of school!



10 FRIDAY Today we will study the civil rights movement
Daily Journal- Reflect and explain in your own words: 

"Today the choice is no longer between violence and nonviolence. It is either nonviolence or nonexistence." Stride Towards Freedom 1964.




Work on guide for non violent protest with a partner.


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WEEK THREE  
13 MONDAY Today we will study the civil rights movement and non violent protest
Daily Journal-  If you were arrested for something you believed was not a crime, how would you feel? Explain.

Read quietly and on your own, excerpts  from "A Letter from Birmingham Jail" page 1137 for a the following assignment due on Friday -- This counts as a test grade and the quiet reading as participation too.

In a letter due Friday, write back to the young Martin Luther King, Jr. and quote three parts of his letter in your response.

In your reply, you may include your name at the bottom and  begin by writing as if he were a friend or family member who wrote to you -- of course, use proper English and SIM theme/ essay/ paragraph structure:

Dear Martin,


Sincerely,
Your Name Here

H.W. for period 9 complete your "Guide to Non Violent Protest" to present to the class on Thursday -- this is worth three HW assignments.




Valantine's Day 14 TUESDAY Today we will study the civil rights movement and non violent protest
Daily Journal-  Is a boycott violent or non violent?

Work on your letter in reply to the young Martin Luther King, Jr due Friday.

Consider the following Glossary of Nonviolence

AGAPE – Overflowing unconditional love for all, including adversaries, needed for nonviolent conflict-resolution. Dr. King called it “love in action…love seeking to preserve and create community…love which is purely spontaneous, unmotivated, groundless and creative.”

AHIMSA – The Hindi word for non-injury, or nonviolence made popular by Gandhi as the central value of his beliefs and leadership.

ARBITRATION – Hearing of a dispute and determining its outcome by a mutually-agreed-upon third party. Can be binding or non-binding.

BELOVED COMMUNITY – Term coined by philosopher Josiah Royce to denote an ideal community, used frequently by Dr. King to describe a society of justice, peace and harmony which can be achieved through nonviolence. In his sermon at Dexter Avenue Baptist Church in Montgomery, Alabama, on April 2, 1957, Dr. King said, “The aftermath of nonviolence is the creation of the beloved community.”

BOYCOTT – A campaign of withdrawal of support from a company, government or institution which is committing an injustice, such as racial discrimination. As Dr. King said, “There is nothing quite so effective as the refusal to cooperate with the forces and institutions which perpetuate evil in our communities.”

CIVIL DISOBEDIENCE – The act of openly disobeying an unjust, immoral or unconstitutional law as a matter of conscience, and accepting the consequences, including submitting to imprisonment if necessary, to protest an injustice.

CONFLICT RESOLUTION – Ending of conflict, disputes or disagreements by nonviolent means with intent to achieve a “win-win” outcome for all parties.

CONSCIENTIOUS OBJECTION – A refusal to participate in military service because of moral beliefs.

CREATIVE TENSION – In his Letter from A Birmingham Jail, Dr. King said, “Nonviolent direct action seeks to create such a crisis and establish such creative tension that a community that has constantly refused to negotiate is forced to confront the issue…I must confess that I am not afraid of the word, tension. I have earnestly worked and preached against violent tension, but there is a type of constructive tension that is necessary for growth… the purpose of direct action is to create a situation so crisis-packed that it will inevitably open the door to negotiation.”

DEMONSTRATIONS – Gatherings and protest activities organized to build support for peace, justice or social reform.

DIRECT ACTION – Nonviolent resistance to injustice. More than 250 forms of nonviolent direct action have been identified, including marches, boycotts, picketing, sit-ins and prayer vigils, to name a few. See Six steps of nonviolence.

FASTING – Refusing to eat as a method of self-purification to be spiritually strengthened for nonviolent action, or as a protest.

GANDHI, MOHANDAS K. – (1869—1948) Leader of India’s nonviolent independence movement, who forced the British to quit India. Dr. King studied Gandhi’s successful campaigns and adapted some of Gandhi’s strategies in the American Civil Rights Movement. As Dr. King said of the role of Gandhi’s teachings in the Civil Rights Movement, “Christ furnished the spirit and motivation, while Gandhi furnished the method.” Dr. King said “Gandhi was the guiding light of our technique for nonviolent social change.”

LAWS, JUST VS. UNJUST – A distinction made in deciding to engage in civil disobedience. A just law is created by both a majority and minority, and is binding on both. An unjust law is created by a majority that is binding on the minority, when the minority has no voice in creating the law. Dr. King said, “A just law is a man-made code that squares with moral law or the law of God. An unjust law is a code that is out of harmony with moral law…One who breaks an unjust law must do so openly, lovingly and with a willingness to accept the penalty.”

MASS MARCH – A large number of people walk in a group to a place of symbolic significance to protest an injustice.

MEDIATION – intervention in a dispute by a neutral third party with expertise on a particular issue for the purpose of securing a compromise, an agreement or reconciliation. A mediator can not impose a binding agreement.

MORAL SUASION – Appealing to the moral beliefs of an adversary or the public to convince the adversary to change behavior or attitudes.

NEGOTIATION – Process of discussing, compromising and bargaining with adversaries in good faith to secure a resolution to a conflict and reconciliation of adversaries. (See six steps of nonviolence below)

NONCOOPERATION – Refusal to participate in activities of or cooperate with individuals, governments, institutions, policies or laws that result in violence or injustice.

PACIFISM – A philosophy based on an absolute refusal to engage in violence because it is morally wrong.

PASSIVE RESISTANCE – Challenging an injustice by refusing to support or cooperate with an unjust law, action or policy. The term “passive” is misleading because passive resistance includes pro-active nonviolence, such as marches, boycotts and other forms of active protest.

PERSONAL COMMITMENT – The spiritual and psychological decision to participate in nonviolent action to eliminate an injustice. Prayer, meditation and sometimes fasting are used to deepen one’s spiritual understanding.

PETITION CAMPAIGNS – gathering of massive numbers of signatures in support of or opposed to a policy, proposal or law.

PICKETING – A group of individuals walk with signs bearing protest messages in front of a site where an injustice has been committed.

PURIFICATION – The cleansing of anger, selfishness and violent attitudes from the heart and soul in preparation for a nonviolent struggle. (See six steps of nonviolence below)

RECONCILIATION – The end goal of nonviolence. Bringing together of adversaries in a spirit of community after a conflict has been resolved. (See six steps of nonviolence below)

REDEMPTIVE SUFFERING – A willingness to accept suffering without seeking revenge or retribution. When an individual or group experiences injustice and abuse for a good cause, it will help produce a greater good.

SATYAGRAHA – Hindi for “soul force,” a term coined by Gandhi to emphasize the power of unadorned truth and love in a social struggle

SAVING FACE – Offering an adversary an alternative course of action which spares him or her embarrassment.

SELECTIVE PATRONAGE – The flip side of a boycott. Making a point of purchasing a product or service from a company that supports justice.

SIT-INS – Tactic of nonviolence in which protesters sit down at the site of an injustice and refuse to move for a specified period of time or until goals are achieved. Examples include Flint (Mich.) sit-down strike of 1936-37 in which auto workers sat down on job for 44 days in protest for union recognition and the student sit-ins to desegregate lunch counters in Greensboro, N.C. in 1960.

STOCKHOLDERS CAMPAIGN – Individuals or groups purchases a small amount of stock so they can have introduce resolutions at stockholder meetings, vote as stockholders and lobby corporations to correct an injustice.

STRIKES – Organized withholding of labor to correct injustice.

TEACH-INS – An organized event or series of events, including public hearings, lectures, panel discussions, theatrical presentations, showing of films, role-playing and scenario exercises and other educational techniques, to inform public about a particular issue.

TRADE SANCTIONS – A nation levies import taxes on products from another nation, or bans importation of a nation’s products altogether.

VIGILS – A form of protest in which individuals and groups stand, sit, walk, or pray at a site linked to an injustice or symbolically associated with principles of freedom, justice or peace.

Other resources


15 WEDNESDAY Half Day Parent Conferences

Hello all, it's that time again...Open House is on Feb 15th, and will work the same as last year. Two sessions, 10:50 AM - 2:00 PM and the evening session runs from 7 PM - 9 PM.

**All students will be dismissed after period 4, @ 10:03**

Today we will study the civil rights movement and non violent protest
Daily Journal- is civil disobedience violent or non violent?

Today, in class, complete your "Guide to Non Violent Protest" to present to the class on Thursday as we view the end of a final portion from Freedom Riders-- this is worth three HW assignments.




16 THURSDAY Today we will study the civil rights movement and non violent protest
Daily Journal-  Is picketing violent or non violent?

Present your  "Guide to Non Violent Protest" to the class.

HW-- turn in letter to Martin Luther King, Jr for test grade use proper English and SIM theme/ essay/ paragraph structure


17 FRIDAY Today we will study the civil rights movement and non violent protest
Daily Journal-  Is creative tension violent or non violent?

Last chance to present your  "Guide to Non Violent Protest" to the class.


ENJOY THE HOLIDAY!


    Min winter recess schools closed next week

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WEEK FOUR  
27 MONDAY Today we will begin to study the connections between civil rights and women's rights in America.
Daily Journal- Is women's rights the same as civil rights? explain.
melancholia

nervous breakdown


the rest cure

hallucinations
neurasthenia

physician

sprawling

flamboyant
suffrage

hysteria

psychosis

impertinence
temperament

arabesque

interminable

peculiarity
skulking

fancies

atrocious

embellishments
 

In your group, create a fold over Word Tent for each word assigned.

Fold over a piece of paper, write the word/ phrase on the bottom half then--
give a definition of the word on the opposite side (so that when it is unfolded you can read it)--
below that, use it in a sentence and  in the last remaining section create a picture to illustrate the meaning.

You should be ready to share this with the class for display at the start of class Tuesday.




28 TUESDAY Today we will begin to study the connections between civil rights and women's rights in America.
Daily Journal-  Should women be able to be in combat?  Explain.

Present / display vocabulary.



Reading (or listening here )  together--  p766-778
"The Yellow Wallpaper"    Text Here
(note that the underline denotes a hyperlink - enrichment- and all short stories should be in quotations only)
by Charlotte Perkins Gilman


29 WEDNESDAY Today we will begin to study the connections between civil rights and women's rights in America.
Daily Journal-  How would you react to the rest cure? Explain.


After reading answer the following question:

Does the ending of the story suggest progress (a woman tears down the shackles that are binding her) or pessimism (this woman has become completely unstable)? Or is it delivering a different type of message? How should we read this story and what do you think men get out of it?

Respond in SIM paragraph format.  Keep this in your notebook for future reference and use.

HW-- meet in the computer lab as assigned daily and type each portion of your third quarter project.


March 1 THURSDAY Today we will begin to study the connections between civil rights and women's rights in America.
Daily Journal- To what extent is the narrator of "The Yellow Wallpaper" reliable?



The Walt Whitman 26th Annual Young Poets Poetry Contest

March 1

Periods 1, 3 and 9  (also Periods 4 and 5 ) in room 1211

HW-- meet in the computer lab as assigned daily and type each portion of your third quarter project.


2 FRIDAY Today we will begin to study the connections between civil rights and women's rights in America.
Daily Journal-  From our reading, what would the best cure for women who are not treated as equal to men be? Explain.


The Walt Whitman 26th Annual Young Poets Poetry Contest


All five parts of the Project are due by the end of Friday March 9.


March 2

Periods 1, 3  and 9 (also Periods 4 and 5 ) in room 1102



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WEEK FIVE  
5 MONDAY Today we study the connections between civil rights and women's rights in America.

Daily Journal- What are the accepted roles of women in the 1800's and early 1900's?
Wife, Mother.... what else-- explain.



Work in groups to describe the effect of the rest cure from pages 776-778 (her last day in the rest cure in "The Yellow wallpaper").

-- Despite its failure to work in our reading -- create an Advertising Poster that might be in a magazine selling the benefits of the rest cure for a modern woman of the 1800's- what would this perfect woman value?

Use, but do not limit yourself to, the vocabulary we reviewed in class in class or create a rough poster for the "perfect woman" who has completed the cure-  we will create a final poster on Friday in the ccomputer lab as a quiz grade if you choose to hand draw this assignment that is ok-- you may research on Friday.




6 TUESDAY Today we will  study the connections between civil rights and women's rights in America.
Daily Journal-Imagine if women couldn't own property unless they were unmarried-- only the husband.  Imagine what their relaionship to their spouse would look like and explain your view.

Read or hear "The Story of An Hour"  (also in textbook page 783-785) then answer the questions here-- as there is a surprise ending do not share this with others.


7 WEDNESDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal-What is thought of a woman who doesn't agree in the time period we are studying?

Read Emily Dickinson's poem on 754 and HERE  --  Work together and select another poem that describes an aspect of being a woman of this time period-- explain in a SIM paragraph why you selected the poem and how it relates.



8 THURSDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal-

Complete The Walt Whitman 26th Annual Young Poets Poetry Contest   and begin to create an Advertising Poster that might be in a magazine selling the benefits of the rest cure for a modern woman of the 1800's- and early 1900's.


PROJECT IS DUE

March 8

Periods 1, 3 in room 2118

and 9 in room 1102 

 

(also Periods 4 and 5 )in room 1211



9 FRIDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal-

Begin to create an Advertising Poster that might be in a magazine selling the benefits of the rest cure for a modern woman of the 1800's- and early 1900's ---try looking for images here.  Due by Friday the 16th.

March 9

Periods 1, 3 and 9 (also Periods 4 and 5 ) in room 2118



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WEEK SIX  
12 MONDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal- In groups come up with your own definitions of the terms ‘franchise’, ‘suffrage’ and ‘human rights’.   Now compare your answers to dictionary definitions. How much do they differ? The last national elections had the lowest recorded turn out (that is the number of people who actually
took the opportunity to vote). Why do people bother
to vote? What can be done to encourage more people to take an interest in politics?

Add the following vocabulary to our study of this unit.
genre the categories of literature and film (horror, romance, science fiction etc.).
biography the story of someone’s life.
suffrage
the movement to extend the right
to vote to include women.

franchise
the right to vote.
segregation
the law in America that kept blacks and whites apart, with separate public amenities and seats on public transport.
pedagogy
the science of teaching.
nuclear family
the ideal family consisting of housewife-mother, father and two children (a girl and a boy), as depicted in advertising of the time.

Begin   Film Study    Mona Lisa Smile 

 As you view Mona Lisa Smile and the painting  answer the following 

Why has the movie taken it's title from a renaissance painting? "CLICK HERE to see it."  You must  cite at least 3 specific examples from the film as part of your notes on this unit and be prepared to turn them in next week with the journal entries!!!


13 TUESDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal- How would you define feminism? If you are female can you describe yourself as a feminist? Can males describe themselves as feminists? Do you think that there is still a need for reform for women, or has equality been achieved? Do Katherine Watson’s beliefs define her as a feminist?

As we view film, complete Study Guide as assigned and distributed in class.






14 WEDNESDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal-  Does the following remind you of anything we've studied:
The suffragist movements really gathered momentum in the early twentieth century: in Britain shock tactics were used including marches, demonstrations, chaining members to railings, breaking windows and even storming the House of Commons. Those who were sent to prison often went on hunger strikes. One woman threw herself in front of the King’s horse to draw attention to the movement.

Continue daily film study assignments.


15 THURSDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal- ‘It’s your choice ladies; you can conform to what people expect of you or you can-’  ‘- be ourselves, I know.’
Do women have that choice today or are the consequences severe?

Respond to the following in your notebook:


The freedom that Katherine gives her students is the
chance to break out of the expected template that the girls have for their lives. This is demonstrated metaphorically in the paint-by-numbers ‘Sunflowers’ scene, in which the whole class have painted their own versions of Van Gogh’s ‘Sunflowers’, in their own individual way. Of all the girls Joan has the potential to go far, yet she decides to take the conventional route
and get married. She justifies her decision by saying
that it was her choice to marry and not go to law school. Write a diary entry for Joan on the day that she finds out that she has been accepted at Yale:  what thoughts are going through her head? Do you think that she is in any conflict?


Continue daily film study assignments.
16 FRIDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal-The music for the film is mostly early 1950s music recorded by modern artists (Macy Gray sings ‘Santa Baby’, originally sung by Eartha Kitt), they often have overtones of awakening: ‘I’m Beginning to See the Light’ (sung by Kelly Rowland), for example. How might this decision to re-record classics serve as a metaphor for the changing times of the era?


Read the Study Guide as a reference and work together to complete the table on page 5 for Monday.



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WEEK SEVEN  
19 MONDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal-  What are the similarities between civil rights and women's rights in America?

View brief presentation about course offerings for the Senior English.
Complete all assignments from our unit on women's rights.
Prepare to turn in your journal entries for the third quarter-- use examples and complete sentences for full credit.



20 TUESDAY Today we will have a counselor come to class to discuss scheduling for next year.
Daily Journal-  What questions do you have for the counselor?

Guidance class presentation. 
The Curriculum Guide


21 WEDNESDAY Today we will study the connections between civil rights and women's rights in America.
Daily Journal- What questions do you have for Holden as a counselor?

Prepare to turn in your journal entries for the third quarter-- use examples and complete sentences for full credit-- Counts as a Notebook Test!


HW-- Bring ID for library to pick up a book.


22 THURSDAY Today we will go to the library and  pick up a copy of Catcher in the Rye.
Daily Journal-  What is the history of the Banned   book we are going to read  ( Catcher in the Rye )? 

An introduction to Catcher in the Rye  and reading in class

Begin a log A blank notes page is here For Holden---  we will use the psychological perspective as we read in order to understand the main character and the author.

While reading, as part of your notes, track in your notebooks all the statements Holden makes about himself (characterization), especially those which begin with “I’m a . . .”  and I.  DO THIS FOR ALL CHAPTERS

            Examples:  “I’m a heavy smoker . . .” (Salinger 5)

                              “I act quite young for my age . . .” ( 9)

                              “I’m the most terrific liar you ever saw . . .” (16)



23 FRIDAY Today we will continue reading and our study of modern literature.

Daily Journal-  Even as he tells his story, can you trust this kid "Holden" ? explain.




Catcher in the Rye  (Shmoop)

Reading in and out of class (LIT CHARTS)





Continue reading in class and notes here  through and including Chapter 3 for Monday (this is H W if not completed in class).
FOR EACH CHAPTER, be prepared to turn in "counselor notes" here  at the start of each class when an assigned reading is due.




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WEEK EIGHT  
26 MONDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.





If you have the daily journals for the 3rd quarter -- place them on my desk as a notebook test grade at the start of class-- at the end of class you lose 10%.
Daily Journal- Does being able to talk to about personal problems seem to help?  explain.

In your group, create a fold over Word Tent   for each word assigned.

Five groups of six words:


Sub-conscious

Ideology

Free Association

Digression

Panic Attack

Individuation
Narrative Voice / Point of View

Juxtaposition

Fragmentation

Capitalism

Trust Issues

The Super-Ego
Self reflexive

Intertexuality

Mélange

Teen Rebellion

Freudian Repression

Anxiety
Angst

Avoidance Behavior

Alienation

Insomnia

ID

Psychoanalytic Therapy
Self Esteem

dysfunctional

self defeating

repetitive thoughts /
preoccupation

Ego

Trauma
 

In your group, create a fold over Word Tent   for each word assigned.

Fold over a piece of paper, write the word/ phrase on the bottom half then--
give a definition of the word on the opposite side (so that when it is unfolded you can read it)--
below that, use it in a sentence and  in the last remaining section create a picture to illustrate the meaning.

You should be ready to share this with the class for presentation and display at the start of class Wednesday.



HW-- Read Chapters 4-10 for Friday  and complete "COUNSELING" notes here  through and including Chapter 10 for Friday (this is H W if not completed in class).
 Your HW is to complete the novel over the Holiday break-- it is possible to complete it well before the Holiday.

You may confer with other counselors about your first session (chapters 1-3) with the client Holden Caulfield -- Keep these notes together do not turn in yet-- Yes they will be collected.


27 TUESDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal- How long did it really take you to complete the remaining chapter?  Why?


SCHEDULING DAY-----------------------    AND

The Curriculum Guide


About JD Salinger-- archived copy here.



Notes/ discussion on Literary Movements for our study of American Literature:

           The following are characteristics of Modernism:

  • Marked by a strong and intentional break with tradition. This break includes a strong reaction against established religious, political, and social views.
  • Belief that the world is created in the act of perceiving it; that is, the world is what we say it is.
  • There is no such thing as absolute truth. All things are relative.
  • No connection with history or institutions. Their experience is that of alienation, loss, and despair.
  • Championship of the individual and celebration of inner strength.
  • Life is unordered.
  • Concerned with the sub-conscious.

Known as "The Lost Generation" American writers of the 1920s Brought Modernism to the United States. For writers like Hemingway and Fitzgerald, World War I destroyed the illusion that acting virtuously brought about good.

The following are characteristics of Post-Modernism:

An even more problematic term than modernism, in its most general sense it refers to late-20th century artistic trends that develop out of modernism (so it includes the elements of modernism) , often using in its construction the cultural condition resulting from capitalism (commercially driven aspects of culture). 

Some characteristics may be waves of Intertextuality (or relationships with other texts), disconnected images and various juxtaposed styles, as seen in television commercials and music videos, or in advertisements in magazines or on the street.  (Think of all the commercials you witness in one commercial break, and then think of how connected and disconnected they are from one another, the only linking frames of reference being your blue-black screen and their desire to sell you something.) 

In this sense, post-modernism is essentially fragmentary, and does away with traditional approaches to depth, coherence, originality and authenticity in favor for a mélange of signs. 

 If modernism tried to excavate and forge meaning out of the world using myths, symbols, narrative and formal complexity, post-modernism embraces the seemingly incoherent and plays with it, using its own means to create something new that reflects its own condition (i.e. self-reflexivity). 

This is by no means a complete definition of post-modernism, as the term, like its means, seems to always be in flux and is easily adapted to different situations.


HW-- Complete word tents or reading for presentation Thursday.  Read Chapters 4-10 for Friday  and complete "COUNSELING" notes here  through and including Chapter 10 for Friday (this is H W if not completed in class).  Your HW is to complete the novel over the Holiday break-- it is possible to complete it well before the Holiday.

28 WEDNESDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  How many Notes pages must you have done for Friday?   here   (chapters 1-3 & 4-10 due )

Work on your groups vocabulary for presentation Thursday and continue reading for Friday.

http://www.google.com

http://www.vocabulary.com/dictionary/


Sub-conscious

Ideology

Free Association

Digression

Panic Attack

Individuation
Narrative Voice / Point of View

Juxtaposition

Fragmentation

Capitalism

Trust Issues

The Super-Ego
Self reflexive

Intertexuality

Mélange

Teen Rebellion

Freudian Repression

Anxiety
Angst

Avoidance Behavior

Alienation

Insomnia

ID

Psychoanalytic Therapy
Self Esteem

dysfunctional

self defeating

repetitive thoughts /
preoccupation

Ego

Trauma
 
 

HW-- Read Chapters 4-8 for Thursday  and complete "COUNSELING" notes sheet  here  through and including Chapter 10 for Friday  (this is H W if not completed in class).  Your HW is to complete the novel over the Holiday break-- it is possible to complete it well before the Holiday.

29 THURSDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  Based upon your notes from Wednesday ----  Do you see that Catcher in the Rye Modernist or Post-Modernist?
Read about JD Salinger-- archived copy here:   Does understanding the author help us understand his Novel?  Explain in your notebook (SIM Paragraph) Consider our Government's fact sheet about PTSD do the symptoms fit?  How about for Holden?   Consider the notes on modernism and post modernism-- what qualities are shared?



30 FRIDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  What do you think made the author write this novel in this style? Explain.

Present your groups vocabulary:

Sub-conscious

Ideology

Free Association

Digression

Panic Attack

Individuation
Narrative Voice / Point of View

Juxtaposition

Fragmentation

Capitalism

Trust Issues

The Super-Ego
Self reflexive

Intertexuality

Mélange

Teen Rebellion

Freudian Repression

Anxiety
Angst

Avoidance Behavior

Alienation

Insomnia

ID

Psychoanalytic Therapy
Self Esteem

dysfunctional

self defeating

repetitive thoughts /
preoccupation

Ego

Trauma
http://www.google.com

http://www.vocabulary.com/dictionary/


Your HW is to complete the novel over the Holiday break-- it is possible to complete it well before the Holiday.  Begin this weekend by reading through chapter twelve for a possible test Monday (complete a "COUNSELING" notes sheet  here for the next section assigned) 11-12.  The other sections assigned are as follows: 13-16, 17-20, and 21-26.   NEED HELP?  Here

Catcher in the Rye  (Shmoop)

Reading in and out of class (LIT CHARTS)




Last day of the third quarter.  Because I do accept late work, Grades will be made available when they are complete, reconciled and reviewed and my be mailed home as needed.  


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FOURTH QUARTER:

WEEK ONE  (CHECK )  
2 MONDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  How does it make you feel to have to sign a  Late Book? What are the consequences? Explain.


Keep in mind that you can earn below a 50% this quarter!

Reminding you that all teachers are required to keep a "late book" where students write their names dates and times they exit and enter class not during the passing period.  

I will refer to this book as "The Passing Book" as I believe that the reference to it as the "late book" has a negative connotation and implies that you do not have to sign it when you go out and return with a pass.



PASSING IN




You must record your name and time if the bell has rung and you enter the class late on the left page.





PRINT NAME   TIME IN      DATE





Failure to follow this in all detail will revoke pass privileges and arriving late suspends them for that period -- please don't ask.
 
PASS  OUT




If you wish a pass out of the class during class, you must additionally record your time out of class on the right hand page.



PRINT NAME   TIME OUT      DATE    TIME BACK


Failure to follow this in all detail will revoke pass privileges.




View excerpt and complete the A STUDY OF REPRESENTATION distributed in class and found here (on page 4)  

Your HW is to complete the novel over the Holiday break-- it is possible to complete it well before the Holiday.  Begin this weekend by reading through chapter twelve for a possible test Monday (complete a "COUNSELING" notes sheet  here for the next section assigned) 11-12.  The other sections assigned are as follows: 13-16, 17-20, and 21-26.   NEED HELP?  Here


3 TUESDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  How does the level of language Jamal uses change with who he is with?  Do you agree that it is a wise thing to do?



View excerpt and complete the VISUAL REPRESENTATION distributed in class and found here (on page 5)



4 WEDNESDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  Forrester tells Jamal to write down on paper as quickly as possible his thoughts and emotions and
then go back and re-write so that there is a real spontaneity of both ideas and expression.-- does this really work?  Explain.


View/ review excerpt and complete A STUDY OF REPRESENTATION & VISUAL REPRESENTATION distributed in class and found here  Turn them in.



Your HW is to complete the novel over the Holiday break-- it is possible to complete it well before the Holiday.  Begin this weekend by reading through chapter twelve for a possible test Monday (complete a "COUNSELING" notes sheet  here for the next section assigned) 11-12.  The other sections assigned are as follows: 13-16, 17-20, and 21-26.

Complete all notes sheets assigned are the following chapters of Catcher in the Rye: 1-3, 4-10, 11-12, 13-16, 17-20, 21-26. NEED HELP?  Here

  THURSDAY

OFF Begin Spring Recess through next week OFF

Catcher in the Rye  (Shmoop)

Reading in and out of class (LIT CHARTS) NEED HELP?  Here



  FRIDAY

OFF

Catcher in the Rye  (Shmoop)

Reading in and out of class (LIT CHARTS) NEED HELP?  Here



BACK TO TOP

WEEK TWO ASSIGNMENTS
16 MONDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-   What is your preliminary diagnosis of Holden?


View remaining materials on Finding Forester and compare with JD Salinger: complete A STUDY OF REPRESENTATION & VISUAL REPRESENTATION distributed in class and found here  Turn them in.






17 TUESDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  How does Salinger's experience in WWII seem to relate to the text?

All notes sheets assigned are the following chapters of Catcher in the Rye: 1-3, 4-10, 11-12, 13-16, 17-20, 21-26  are due to be completed by Wednesday..
LIT CHARTS  Here


18 WEDNESDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal-  Why does Holden wear his hat backwards?

Work together and create a chart to identify elements of modernism or post modernism in Catcher.

Make two columns and find examples.

 


19 THURSDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal- What does it mean for Holden to be a catcher in the rye?


Work together and create a chart to identify elements of modernism or post modernism in Catcher.

Make two columns and find examples.



20 FRIDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal- What do you think JD Salinger was saying about War and that crazy cliff for his generation?  or was the novel just about a mixed up kid?

As Part I of your test (50%), create a "poster" or drawing using an important scene or symbol from the novel to present to the class-- explain why you selected it and how it relates to the novel's modernism or post modernism in Catcher in the Rye on the back in proper paragraph format.  Due at the end of class. 

You may use your notes.  Keep the notes for Part II of the test Monday.


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WEEK THREE  
23 MONDAY Today we will continue our study of modernism and postmodernism in Catcher in the Rye.
Daily Journal- Explain how you know if Holden is nice or not nice.

You may use your notes for Part II of the test Monday on Catcher in the Rye.



24 TUESDAY Today we will begin our fourth quarter project.
Daily Journal- How do people see you as a person? and how do you know?

4th Q project

HW-- bring in your book(s) to return  and your ID to the library Wednesday.


25 WEDNESDAY Today we will begin Death of a Salesman.
Daily Journal-  What is the "rat race"?

Pick up Death of a Salesman and begin reading as a class.


26 THURSDAY Today we will continue Death of a Salesman.
Daily Journal- Is it really a "Jungle" out there?
Reading as a class.


27 FRIDAY Today we will Death of a Salesman.
Daily Journal- What similarities are there between Willie and Holden?

Reading as a class.


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WEEK FOUR  
30 MONDAY Today we will continue our study of Death of a Salesman.
Daily Journal- While characters such as Willy, Linda, and Happy believe the U.S. to be a wellspring of easy opportunity and imminent success, the 1940s America of Death of a Salesman is crowded, competitive and mundane. This contrast sets up an important gap between reality and characters’ aspirations in the play. Is it true that our self-worth should be determined by material success?


On your own or as a class complete reading Act I


What are the main "Plans" developed by Biff and Willy for the next morning by the end of act I?  Why are they important to Biff and Willy?
Write them down and turn them in.




1 TUESDAY Today we will continue our study of Death of a Salesman.
Daily Journal-  What is or is not reasonable about the plans Biff and Willy come up with?

View Act I


2 WEDNESDAY Today we will  prepare for SAT.
Daily Journal-  What Does SAT stand for?
Meet in 1211 for SAT prep

College: Visit --You can go!

 

SAT PREPARATION:

 

Set up your online test prep account here:
http://www.methodtestprep.com/longwoodhs/signup

Use the referral code: tkn.13306953

Log in to your online test prep account here:
http://methodtestprep.com

FOLLOW STEP BY STEP DIRECTIONS

SAT COURSE (FREE ONLINE) FOR LONGWOOD STUDENTS:

STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class:       tkn.13306953     (copy and paste CAPS COUNT!) Every Longwood student can create their own account!

STEP TWO go here to login.



3 THURSDAY Today we will explore the themes in DOAS
Daily Journal-  Why is Ben so important to Willy?



Complete Act I and answer all parts of the four following questions
  • 1)  How is the American Dream characteristic of American ideals and philosophy? What are the differences between the materialistic and the idealistic values associated with the American Dream?
  • 2) What was happening economically and socially in the United States in 1949? Was it fairly easy or difficult to get a job? What was America's standing in the world?
  • 3) What is your definition of salesman? How is a salesman different from someone in another occupation? What attitudes do you think a salesman should have to be successful? What attitudes would hinder him?
  • 4) What effect do the expectations of parents have on the behavior of their children? In what ways might parental expectations be beneficial? In what ways might they be detrimental?



  • 4 FRIDAY Today we will explore the themes in DOAS
    Daily Journal- What is it important for Willy to have a dream?
    Reading in class Act II


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     WEEK FIVE  
    7 MONDAY Today we will explore the themes in DOAS
    Daily Journal- What was happening economically and socially in the United States in 1949? Was it fairly easy or difficult to get a job?

    Reading in class Act II


    8 TUESDAY Today we will explore the themes in DOAS
    Daily Journal- What attitudes do you think a salesman should have to be successful? What attitudes would hinder him?
    Complete Reading in class Act II and begin Act II assignment: Here

    9 WEDNESDAY Today we will explore the themes in DOAS
    Daily Journal-  From Act I -- How has the neighborhood changed? Why does it matter to the story that his surroundings are no longer the way they
    used to be?

    Reading in class Act II/ III  Work together on act II assignment: Here


    10 THURSDAY Today we will explore the themes in DOAS
    Daily Journal-  From Act I -- What does Willy’s reaction to Biff ’s theft of the football tell us about Willy? He says the boys look like Adonises. What
    other clues show that Willy believes in appearances?



    11 FRIDAY Today we will explore the themes in DOAS
    Daily Journal-  From Act I -- Why does Willy make a fuss about Linda’s mending stockings? How is this
    important to the play?

    View Act II

    Enjoy your Prom-- BE SAFE!

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    WEEK SIX  
    14 MONDAY

    Today we will examine the role of appearances in Death of a Salesman

    Daily Journal-- What relationship, if any, does appearance have with success in Death of a Salesman?

    Death of a Salesman --Theme of Appearances

    The entire Loman family places heavy value on appearances and good looks. Many of Willy's fondest memories of Biff involve his son dwarfing others with his personal attractiveness. In addition, when Willy gives in to feelings of self-doubt, he worries that it's his appearance that's holding him back in business. Death of a Salesman may be making a larger statement, by showing the Lomans' fixation on attractiveness over real substance. Could the play be trying to get across the idea that all of America falls prey to the very same mistake? What do you think? Is America itself way too obsessed with image and appearance?

    In groups of no more than five, identify the way appearances effect our understanding of The American Dream” by comparing and contrasting the theme of Appearances with Reality for the groups definition of “The American Dream.”  Write the names of all members and turn in.

    Read the end of Act II (if you have not done so) then the Requiem.

    15 TUESDAY Today we will examine the role of appearances in Death of a Salesman
    Daily Journal- Who learns the most transformative lesson at the end? Explain.
    View end of Death of a Salesman complete assignment from Monday.


    16 WEDNESDAY Today we will work on SAT practice test.
    Meet in 1211 for SAT prep

    FOLLOW STEP BY STEP DIRECTIONS

    SAT COURSE (FREE ONLINE) FOR LONGWOOD STUDENTS:

    STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class:       tkn.13306953     (copy and paste CAPS COUNT!) Every Longwood student can create their own account!

    STEP TWO go here to login.


    or
    WORK ON 4th Q project



    17 THURSDAY Today we will look at modernism and postmodernism as byproduct of War
    Daily Journal-  What would Willy Loman think of Biff or Happy being drafted? Explain.

    View or read  Dear America: Letters Home from Vietnam

    As you view the film, make a list of connections to modernism and postmodernism--  is this something else? see notes below--

    or view Here  My Lia  and complete the following:

    As you explore the essential question of responsibility you should be aware that My Lai had many heroes as well as antiheroes. Many soldiers showed incredible amounts of both moral and physical courage, as well as compassion and humanity, in their attempts to intervene on behalf of the victims.

     As you view the documentary, take notes under each section to help you select the best possible answer to the following:

     1)      Identify the primary causes of the My Lai Massacre as represented in the two following positions (A or B):

     A)    The immediate or direct causes, like poor command and control and lack of clear orders, at several junctures during the presentation of (the facts) in The My Lai Timeline are the most important causes of the massacre.

     B)    The more removed or indirect causes, like dehumanizing the enemy and racism, fear of communism, the domino theory are in fact the causes of the massacre.

     2)      Is it true that the study of My Lai relevant today?  Answer on paper using paragraph format supporting your position with notes from (A or B) above.










    About JD Salinger-- archived copy here.



    Notes/ discussion on Literary Movements for our study of American Literature:

               The following are characteristics of Modernism:

    • Marked by a strong and intentional break with tradition. This break includes a strong reaction against established religious, political, and social views.
    • Belief that the world is created in the act of perceiving it; that is, the world is what we say it is.
    • There is no such thing as absolute truth. All things are relative.
    • No connection with history or institutions. Their experience is that of alienation, loss, and despair.
    • Championship of the individual and celebration of inner strength.
    • Life is unordered.
    • Concerned with the sub-conscious.

    Known as "The Lost Generation" American writers of the 1920s Brought Modernism to the United States. For writers like Hemingway and Fitzgerald, World War I destroyed the illusion that acting virtuously brought about good.

    The following are characteristics of Post-Modernism:

    An even more problematic term than modernism, in its most general sense it refers to late-20th century artistic trends that develop out of modernism (so it includes the elements of modernism) , often using in its construction the cultural condition resulting from capitalism (commercially driven aspects of culture). 

    Some characteristics may be waves of Intertextuality (or relationships with other texts), disconnected images and various juxtaposed styles, as seen in television commercials and music videos, or in advertisements in magazines or on the street.  (Think of all the commercials you witness in one commercial break, and then think of how connected and disconnected they are from one another, the only linking frames of reference being your blue-black screen and their desire to sell you something.) 

    In this sense, post-modernism is essentially fragmentary, and does away with traditional approaches to depth, coherence, originality and authenticity in favor for a mélange of signs. 

     If modernism tried to excavate and forge meaning out of the world using myths, symbols, narrative and formal complexity, post-modernism embraces the seemingly incoherent and plays with it, using its own means to create something new that reflects its own condition (i.e. self-reflexivity). 

    This is by no means a complete definition of post-modernism, as the term, like its means, seems to always be in flux and is easily adapted to different situations.





    18 FRIDAY Today we will look at modernism and postmodernism as byproduct of War
    Daily Journal- How do you think Holden Caufield might react to being drafted? Explain

    View or read  Dear America: Letters Home from Vietnam 

    As you view the film, make a list of connections to modernism and postmodernism--  is this something else?


    BACK TO TOP

     

    WEEK SEVEN  
    21 MONDAY Today we will look at modernism and postmodernism as byproduct of war
    Daily Journal-  Is it possible that some orders are illegal?  How do you know? Explain.  (Period 3 will have Student Council Elections distributed)

    Complete the final part of the Documentary  Here  My Lia  and complete the following:

    As you explore the essential question of responsibility you should be aware that My Lai had many heroes as well as antiheroes. Many soldiers showed incredible amounts of both moral and physical courage, as well as compassion and humanity, in their attempts to intervene on behalf of the victims.

     As you view the documentary, take notes under each section to help you select the best possible answer to the following:

     1)      Identify the primary causes of the My Lai Massacre as represented in the two following positions (A or B):

     A)    The immediate or direct causes, like poor command and control and lack of clear orders, at several junctures during the presentation of (the facts) in The My Lai Timeline are the most important causes of the massacre.

     B)    The more removed or indirect causes, like dehumanizing the enemy and racism, fear of communism, the domino theory are in fact the causes of the massacre.

     2)      Is it true that the study of My Lai relevant today?  Answer on paper using paragraph format supporting your position with notes from (A or B) above.



    22 TUESDAY Today we will review for the final exam.
    Daily Journal-  What meanings are there for tea party?

    On your own, complete the reading of

    “Tea Party Rules” and "Fern Hill"   Identify the theme of each and five literary elephants--  Turn this in today-- if you are participating in the Social Studies Field Testing this week periods 1-4 you may turn in this weeks assignments 1 school day later for each day you participate and yes, I have the names of those students.


    THIS COUNTS AS A TWO QUIZ GRADES


    23 WEDNESDAY Today we will review for the final exam.
    Daily Journal- What is a strong image from FERN HILL?

    “Tea Party Rules” and "Fern Hill" 

    30pts THIS COUNTS AS A THREE QUIZ GRADES

    Choose a specific literary element (e.g., theme, characterization, conflict, point of view, etc.) or literary technique (e.g., symbolism, irony, imagery, simile, metaphor, etc.) used by one of the authors. Using specific details from either Passage I (the excerpt) or Passage II (the poem), in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

    TURN IN YOUR Strategic Instruction Model for Writing, or SIM PARAGRAPH FRIDAY




    24 THURSDAY Today we will review for the final exam.
    Daily Journal- WHEN IS YOUR 4 PART PROJECT DUE?

    TURN IN YOUR Strategic Instruction Model for Writing, or SIM PARAGRAPH today

    HW-- 4th Q project  Complete parts 1, 2, and 3 and bring them to type on Wednesday and Thursday for all parts of your project due Friday.


    25 FRIDAY Memorial Day School Closed

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    WEEK EIGHT  
    28 MONDAY Memorial Day School Closed
    29 TUESDAY Memorial Day School Closed
    30 WEDNESDAY Today we will complete the project or review for the final exam.
    Daily Journal-  Why do you need to keep a copy of this assignment?

    Turn in handwritten work on “Tea Party Rules” and "Fern Hill"   First, identify the theme of each and five literary elephants--  Turn this in today-- if you are participating in the Social Studies Field Testing this week periods 1-4 you may turn in this weeks assignments 1 school day later for each day you participate and yes, I have the names of those students and TURN IN YOUR Strategic Instruction Model for Writing, or SIM PARAGRAPH.  All together there count as 5 quiz grades!

    THEN----------------


    Work on 4th Q project DUE FRIDAY JUNE 1  or the last review essay “Tea Party Rules” and "Fern Hill"  CLICK HERE  THIS COUNTS AS A TWO TEST GRADES DUE MONDAY 4th


    Wednesday, May 30, 2012

    Periods 1 in 2118

    Periods 3 in 2118

    Periods 9 in 2118



    31 THURSDAY Today we will complete the project or review for the final exam.
    Daily Journal- What is important about a job application that asks you to tell about yourself?

    Work on 4th Q project DUE FRIDAY JUNE 1      or the last review essay “Tea Party Rules” and "Fern Hill"  CLICK HERE  THIS COUNTS AS A TWO TEST GRADES DUE MONDAY 4th

    Thursday, May 31, 2012

    Periods 1 in 2118

    Periods 3 in 2118

    Periods 9 in 2118



    JUNE! 1 FRIDAY Today we will review for the final exam.
    Daily Journal-

    4th Q project DUE TODAY--  ALL FOUR PARTS.






    TODAY WORK ON THE FOLLOWING--


    FINAL EXAM REVIEW

    50pts  THIS COUNTS AS A TWO TEST GRADES DUE AT START OF CLASS MONDAY

    Handwrite a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response.

     See the critical lens after the stories “Tea Party Rules” and "Fern Hill"  CLICK HERE





    BACK TO TOP

    WEEK NINE  
    4 MONDAY Today we will review for the final exam.
    Daily Journal-  Who is the author of The Crucible?
    Review vocabulary & turn in the critical lens essay with the THEME WRITING CHECKLIST completed by THURSDAY.


    http://www.vocabulary.com/dictionary/
    http://www.60secondrecap.com




    5 TUESDAY Today we will review for the final exam.
    Daily Journal-  Who is the author of Catcher in the Rye?
    Review as assigned in class.

    Extra credit:
    Compare any two of the characters we have studied in a venn diagram and respond in a thesis (specific topic sentence) as to how they deal with FATE.
    Due by the end of class Thursday.


    6 WEDNESDAY Today we will review for the final exam.
    Daily Journal- Who is the author of A Raisin in the Sun?
    Review as assigned in class.
    Extra credit:
    Compare any two of the characters we have studied in a venn diagram and respond in a thesis (specific topic sentence) as to how they deal with FATE.
    Due by the end of class Thursday.


    7 THURSDAY Today we will review for the final exam.
    Daily Journal-  Who is the author of Death of a Salesman?
    Review as assigned in class.

    If you miss a portion of the exam it will be your responsibility to make up your final exam
    on Friday June 15 at 7:30am (subject to teacher and chairperson approval) you must have a valid reason for the absence.

    LAST DAY OF CLASSES --   ALL CLASSWORK IS DUE.




    HW-- BRING A NUMBER TWO PENCIL on time!



    8 FRIDAY

    11R Final Exam--  Starts on time.  Part I

    If you miss a portion of the exam it will be your responsibility to make up your final exam
    on Friday June 15 at 7:30am (subject to teacher and chairperson approval) you must have a valid reason for the absence.


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    WEEK TEN  
    11 MONDAY

    11R Final Exam--  Starts on time.  Part II

    If you miss a portion of the exam it will be your responsibility to make up your final exam
    on Friday June 15 at 7:30am (subject to teacher and chairperson approval) you must have a valid reason for the absence.

    12 TUESDAY

    11R Final Exam--  Starts on time.  Part III
    If you miss a portion of the exam it will be your responsibility to make up your final exam
    on Friday June 15 at 7:30am (subject to teacher and chairperson approval) you must have a valid reason for the absence.


    LAST DAY OF CLASSES NINE PERIOD CLASSES  


    ENJOY YOUR SUMMER

    13 WEDNESDAY  
    14 THURSDAY  
    15 FRIDAY

    JUNE 15

    Fri. 

    7:30

     

     

    Comprehensive English

    &

    In class make-up exams

    (must be approved by teacher and Chairperson)

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    18 MONDAY  
    19 TUESDAY  
    20 WEDNESDAY  
    21 THURSDAY  
    22 FRIDAY Conference Day

    23rd GRADUATION!

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