ENGLISH 11R American Literature

"Work for the Week" 20012-2013

Last updated on Monday January 01, 2018

 

Students are responsible for all assignments even when legitimately late or absent.
 You should not expect to be brought up to date during class because instructional time for everyone is important.
Simply see your teacher for the appropriate time to make up missed work or ask someone you trust in class!*
 
Select the quarter and week you wish to view* from the list below:
FIRST QUARTER:        WEEK ONE,   TWO,   THREE,   FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,     NINE,     TEN
Second Quarter:    WEEK ONE,   TWO,   THREE,   FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,    NINE,    TEN Regents Week /Midterm Exam
Third Quarter:       WEEK ONE,   TWO,   THREE/Four,   FIVE,   SIX,   SEVEN,   EIGHT,   NINE ,   TEN ,    ELEVEN
Fourth Quarter:    WEEK ONE,   TWO,   THREE,   FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,     NINE ,    TEN          Regents Week /Final Exam            Rubicon Atlas
*Copy and paste the week (s) you need to an other document before printing or you will print the entire year!
Please do not "go ahead a week or two etc..." in the work on this page
as this calendar is subject to changes --
due to unscheduled events as well as  building and district needs beyond my control! 
 

 

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FIRST QUARTER:

WEEK ONE

WEEK ONE

 

 

September 3 Labor Day  OFF
4 Tuesday

Administrative "Stuff" and Introductions:

Compare rosters and schedules.  Some room changes were made after the walk through and others based on building/district needs. 

If students do not have schedules, write the students’ names on a piece of paper and send ONE student to Counseling Center to get a copy of the schedules. 

During period one, check to see that you have all of your core courses on your schedule: English, Social Studies, Math, Science, PE and LOTE.  (Students missing core classes should be directed to complete a Counseling Center appointment form during lunch period.)    I may not allow students who are not on my roster to remain in the classroom.  You will be sent to the Counseling Center to have your schedule verified. 

If a child appears on your roster, but no longer wishes to take the class based on personal preference, he should be directed to complete a Counseling Center appointment form during his lunch period.  Ms. Paolini will place the appointment cards in all lunch periods by a Staff Assistant post.  Students will be seen by grade level starting with the Seniors , then Juniors, Sophomores and Freshmen.  This process may take a few days, but it is the most efficient way to ensure that graduating Seniors get the classes they need to fulfill graduation requirements.  All underclassmen appointments will be set based on priority.  Counselors will make every effort to meet with students during their lunch period.

An introduction to my website dropthemouse.com

DISCUSSION ABOUT THE PARENT PORTAL AND MISSING ASSIGNMENTS  10 days from date turned in-- not from the due date. They can see attendance and a running grade book!  Did you do your HW?  How did you do on that quiz?  What is up with the participation?

AN INTRODUCTION AMERICAN LITERATURE AND TO THE REGENTS EXAM    

OTHERS

PORTFOLIOS -- a record of our improvement in writing and skills.

DAILY JOURNALS -- these are ideas we consider to help us focus on the lesson we are working on that day.

ESSENTIAL QUESTIONS --these are questions we try to answer that form the center of a unit we study so that by the end of the unit we can respond thoughtfully and in a reasoned manner.

PASSING RECORD (Formerly the "late book")

 

5 Wednesday

Today you will identify and set personal goals and steps they you need 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! 

 

Consider-- a planning guide for college.  Have you begun a list of things to do for this year as a junior??


6 Thursday

Today you will revise goals as needed.

Daily Journal-- How does a portfolio work?  Describe the steps you would take in using a portfolio (a collection of your work) to make you a better writer.

You may work in groups of no more than four to 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? 


Specific: Clearly define what you are going to do.

Measurable: If you can't measure it, you can't manage it.

Action Oriented:  A goal needs to stretch you slightly so you feel you can do it and it will need a real commitment from you.

Realistic: This is not a synonym for "easy."  Don't plan to do things if you are unlikely to follow through.

Timely:  Time must be measurable, attainable and realistic.

 

 
Review notebook sections: here.

7 Friday

Today you will begin to introduce your writing skills to me for inclusion in your portfolio.


Daily Journal
--EXPLAIN   Describe the steps you would take in using a portfolio to make you a better writer or some other method you have used.


THE REGENTS EXAM and your skills, what are they after a long summer break?
OTHER EXAMS for reference.


Begin a Critical Lens as directed below-- 
You will have Friday and Monday to complete this assignment in class. THIS IS NOT H.W. --it approximates the time you will have on the real Regents Exam.



Assignment--
Write 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.

CRITICAL LENS:
“…it is impossible to go through life without trust…”
                                                                                                  — Graham Greene
                                                                                                  The Ministry of Fear, 1945
BE SURE TO COMPLETE THIS ESSAY AS IF IT WERE FOR A STATE EXAM.
Rely on your own knowledge as if you were taking a final.


THIS IS NOT HW

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WEEK TWO

WEEK TWO
10 Monday Daily Journal--IF YOU HAVE TAKEN THE REGENTS EXAM AND SCORED an 86 or better and you know it COME UP AND SEE ME-- add your name to the list so that you don't have to take it again and con work on some alternative projects.


Continue the Critical Lens as directed below-- 
You will have Monday to complete this assignment in class. THIS IS NOT H.W. --it approximates the time you will have on the real Regents Exam.


Assignment--
Write 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.

CRITICAL LENS:
“…it is impossible to go through life without trust…”
                                                                                                  — Graham Greene
                                                                                                  The Ministry of Fear, 1945
BE SURE TO COMPLETE THIS ESSAY AS IF IT WERE FOR A STATE EXAM.
Rely on your own knowledge as if you were taking a final.


THIS IS NOT HW-- it is due at the end of class.  you should limit yourself to 1hr and 10 minutes.



11 Tuesday

Today you will come to better understand and appreciate a Creation Myth. You will identify causes and effects.

Daily Journal--  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 hyperlink or link.  Should this short myth be underlined or in quotes if you write the title in your notes?

(IROQUOIS  Radio)  


FM    12 Wednesday Today you will continue  to better understand and appreciate a Creation Myth.

Daily Journal-- How might World on a Turtles Back as an Iroquois Creation Story have helped the Iroquois understand their world?   Would stories like this help people today?

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.


13 Thursday Today we will see how Native Americans were in conflict with Europeans as early as 1598.
Daily Journal- What do you think are the primary causes of the conflict between early Europeans and Native Americans?

Extended time to 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.

View Video Excerpt
Here Chapter 1 (12:35) (see especially 4min 38sec  -- 12min 32sec)    Consider the following:  Are there any similar conflicts going on in today's world?  Review notes on  Conflict.    


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

Begin reading together, "A Man to Send Rain Clouds"  Then, in the text provided in class or print out the story, circle all examples of internal conflict and underline all examples of external conflict   (in the margin write which kind Man VS ????).   H.W.  complete this exercise for "A Man to Send Rain Clouds"  counts as a notebook test due WED. 


Enjoy the long weekend!

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WEEK THREE

 

WEEK THREE  
17  Monday   OFF for Holiday   Rosh Hashanah 
18 Tuesday  OFF  for Holiday  Rosh Hashanah 
FM    19 Wednesday Today we will complete a listening passage assessment.
Counts as a quiz grade: THE REGENTS EXAM Part I
Your work will be part of your portfolio.

20 Thursday Today we will begin a reading comprehension assessment.
Counts as a quiz grade: THE REGENTS EXAM Part II
Your work will be part of your portfolio.
21 Friday Today we will complete a reading comprehension assessment and paragraph skill assessment.
Each paragraph counts as a HW grade: THE REGENTS EXAM Part III
Your work will be part of your portfolio.

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WEEK FOUR

  WEEK FOUR  *INTERIM REPORTS*
24 MONDAY

Today you will estimate your Regents grade as part of your portfolio.

Daily Journal--  Why is the ELA Regents Score important for a college?


CHECK MULTIPLE CHOICE ANSWERS
Regents  EXAMS Scoring

Critical lens returned and we will score our regents exams together for our portfolios and then return them for a grade.
For the purpose of estimating your results use the following rubric:


6+ sentences with a Specific topic sentence and concluding sentence -- give yourself  2 points for the paragraph.
5 or fewer sentences with a Clueing topic sentence--  give yourself a 1.
4 or fewer sentences Generally related to the topic-- give yourself a 0.

TOTAL THE NUMBER OF ESSAY AND PARAGRAPH POINTS________________
TOTAL THE NUMBER OF MULTIPLE CHOICE POINTS_____________________

LOCATE YOUR SCORE IN THE REFERENCE TABLE AND WRITE IT IN THE SPACE PROVIDED THEN RETURN THIS TO MR.G for credit at the end of the period!


25 TUESDAY 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?


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

-----FOUND POEM DUE AT END OF CLASS.



HW-- THURSDAY SAT REVIEW (have an e-mail account to log in)--
Period 1 Meets
in 1102
Period 3 Meets in 2120
Period 9 Meets in 1102


26 WEDNESDAY  OFF  for Holiday       Yom Kippur
27 THURSDAY

Today you will prepare for SAT.

Daily Journal--SAT Question of the Day

Computer Lab Reminders-- Work as directed, visit no off task sites, don't eat at the computer-- using a computer is a privilege-- all assignments may be completed in pen.

ALSO, IF YOU WANT TO PRINT OUT A WEEK'S ASSIGNMENT COPY IT AND PASTE IT INTO A WORD DOCUMENT BEFORE PRINTING!

Free SAT PREP

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:  for  2011-2012  =      tkn.13306953         (CAPS COUNT!) Every Longwood student can create their own account!                                                                If there is a change to the code I will update it and share it in class. 

 

STEP TWO go here to login.

 

 

DONE WITH SAT PREP?  YOU MAY WORK ON YOUR FOUND POEM OR FRIDAY'S TEST (Scroll Down).

 

HW--  (prepare for UNIT test on American Lit)
Period 1 Meets in 1211
Period 3 Meets in 1211
Period 9 Meets in 1211



OPEN HOUSE TONIGHT-- FOLLOW STUDENT SCHEDULE


28 FRIDAY

Today you will take a unit test and prepare for SAT.

Daily Journal--SAT Question of the Day

Computer Lab Reminders-- Work as directed, visit no off task sites, don't eat at the computer-- using a computer is a privilege-- all assignments may be completed in pen.

FOR A TEST GRADE --Type your responses to the following three essential questions from our study of American Literature in the form of sentences (you may refer to literature we have studied)--
  1. What functions do myths and traditional native American stories serve? World on a Turtles Back
  2. How have Native American stories been adapted and changed to fit contemporary needs?  "A Man to Send Rain Clouds"
  3. How does conflict arise and resolve when two different cultures meet?     "I will Fight No More Forever"

Name on top and turn in at the end of class or Monday the latest along with your found poem!


Done? Continue to work on your SAT prep.

Period 1 Meets in 1211
Period 3 Meets in 1211
Period 9 Meets in 1211

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WEEK FIVE

WEEK FIVE  
OCTOBER   1 MONDAY Today we will begin to study the connections to the Puritans as we ask the two following essential questions:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?
Daily Journal- What do you know about the Puritans (i.e. Pilgrims)?

In your group as assigned, create a fold over Word Tent for each word assigned you should be ready to share this with the class for display at the start of class Tuesday:

UNIT 2  Words #1-30
1
abhor abominable appease ascribe deliverance
 2
incense inconceivable loathsome mitigation wrath

3

afflicted arbitrate ascertain calamity contentious
 4
deposition disproportionate effrontery empower excommunication

5

fanatic immaculate inaudibly indictment indignant

6

iniquity plaintiff predilection subservient unintelligible


"HOW TO"-- WORD TENT:
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--be sure there is a consensus in your group about the quality and accuracy of the work.
2 TUESDAY Today we will continue to study our connections to the Puritans.

 

Daily Journal--  What is a THEOCRACY? Explain.

Each group comes up and presents their word tents.
FM    13 WEDNESDAY

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” see IMAGE HERE.



Counts as two HW assignments due Tuesday (revised from Thursday):
Identify five (5) images (see imagery) 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 in a poster for the class as Edward’s audience might imagine it with a “public service announcement   in Edward’s style (as if we lived in a Puritan Theocracy).

4    THURSDAY

Today we will continue to study our connections to the Puritans.

Daily Journal--  What is PROPAGANDA? Explain.

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

Complete your Public Service Announcement for Edward's “Sinners in the Hands of an Angry God” and turn it in Tuesday the latest.

HW -- review vocabulary and definitions for quiz.

5 FRIDAY

Today we will have a vocabulary assessment.

Daily Journal--SAT Question of the Day


Quiz on Vocabulary.

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WEEK SIX

WEEK SIX  
8 MONDAY   OFF  for Holiday       Columbus Day
9 TUESDAY

Today you will begin reading The Crucible by Arthur Miller

Daily Journal--  Have you ever blamed someone else for something you did? or  Were you ever blamed?  How does it feel?


Introduction to The Crucible (page 163) and reading together:

Place "Public Service Announcement Assignment" on my desk at end of class.
If you have taken the regents exam and passed be sure to give me your name!

10 WEDNESDAY

Today you will read The Crucible by Arthur Miller

Daily Journal--  What power do accusations give the accuser?

The Crucible and reading together:

11 THURSDAY

Today you will read The Crucible by Arthur Miller

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


The Crucible View Act I. 



12 FRIDAY

Today you will read The Crucible by Arthur Miller

Daily Journal--  If a witch hunt isn't hunting witches, then what is it?


Complete reading Act I

Answer questions 1-7 on page 190 in textbook use complete sentences only and SIM paragraph structure as needed.

Keep this to use on your project! and to turn in at a later date.


Introduction to the independent first quarter project.
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday November 2nd. For full credit you must attach the T and the O of the tower diagram  (identify subtopics for the paragraphs you will use) to the final paper!







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WEEK SEVEN

WEEK SEVEN  
15 MONDAY

Today you will continue to work on  The Crucible by Arthur Miller

Daily Journal--  What causes the girls to accuse Tituba?

As you read "The Examination of Sarah Good,"  page 144 -148 in the orange textbook, take note of the loaded language that is used in her questioning.  Answer questions 1-8 on page 148 in complete sentences.  You may cite this text in your Research Project

Turn this in at the end of class.

Be sure to complete the questions from ACT I too.


16 TUESDAY

Today you will continue to read The Crucible by Arthur Miller

Daily Journal--  Why is Mary Warren so important in act II?

Reading Act II

17 WEDNESDAY
LHS
Half-Day/Testing     PSAT for 11R
18 THURSDAY

Today you will continue to read The Crucible by Arthur Miller

Daily Journal--  Who has forgotten one of the commandments when Hale appears?

Reading Act II

Work together to answer questions on Page 206 # 1-6 using complete sentences.  Respond to question #9 on 206 in a SIM paragraph of at least 8 sentences.
19 FRIDAY

Today you will continue to read The Crucible by Arthur Miller

Daily Journal--  What is communism?

View Act II

Complete questions on ACT I and II for use in your quarter project due November 2nd (The Crucible Research Project).

Notes on the nature of  McCarthyism & The Red Scare:   Why Should I care about McCarthyism & The Red Scare for use in your quarter project due November 2nd (The Crucible Research Project).

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WEEK EIGHT

WEEK EIGHT  
22 MONDAY

Today you will continue to study  The Crucible by Arthur Miller

Daily Journal--  Who has forgotten one of the commandments when Hale appears?

View Act III

23 TUESDAY
Today we will continue to study the connections to the Puritans as we ask the two following essential questions:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?

Daily Journal--  What role might gender have in the accusations?


Complete questions on ACT I and II for use in your quarter project due November 2nd (The Crucible Research Project).

Notes on the nature of  McCarthyism & The Red Scare:   Why Should I care about McCarthyism & The Red Scare for use in your quarter project due November 2nd (The Crucible Research Project).


HW meet in 1211

24 WEDNESDAY

Wednesday, Oct 24, 2012 room 1211

 

First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday November 2nd. For full credit you must attach the T and the O of the tower diagram (identify subtopics for the paragraphs you will use) to the final paper!





Suggested outline HERE

Citation machine for web document HERE

HW meet in 1211

 

25 THURSDAY Thursday, Oct 25, 2012 room 1211
First Quarter  Independent Research Paper Project on The Crucible:

The Crucible Research Project

This project is due on Friday November 2nd. For full credit you must attach the T and the O of the tower diagram  (identify subtopics for the paragraphs you will use) to the final paper!

Because everyone is working so well, I will allow you to turn it in on Monday November 5th with no penalty!






Suggested outline HERE

Citation machine for web document HERE
26 FRIDAY Today we will continue to study the connections to the Puritans as we ask the two following essential questions:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?
Daily Journal--  Why is fear so powerful in all of the historical witch hunts?

Complete Act IV

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WEEK NINE

WEEK NINE  
29 MONDAY

STORM


30 TUESDAY STORM

31(Boo) WEDNESDAY
STORM


NOVEMBER 1 THURSDAY
STORM



2 FRIDAY
STORM






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Week Ten

WEEK TEN    
5 MONDAY Today we will continue to study the connections to the Puritans as we ask the two following essential questions:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?
Daily Journal--  What is the greatest fear for a Puritan?

Consider aspects of The Crucible and the Puritans in popular culture.  Interviews with Arthur Miller.

Complete all questions from textbook assigned for Act I II and IV.

Use the textbook for any quotes you may wish to use in your research paper.

2hr delay

DUE TO THE STORM, A WELL WRITTEN ESSAY ADDRESSING THE TWO ESSENTIAL QUESTIONS OR THE RESEARCH PAPER WILL BE ACCEPTED THROUGH FRIDAY AS YOUR FIRST QUARTER PROJECT-----  both will be accepted handwritten.
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?

HW be prepared for an open notebook quiz on The Crucible do not throw out your notes!

Review  and Here  or Here

SHMOOP




6 TUESDAY DUE TO THE STORM, A WELL WRITTEN ESSAY ADDRESSING THE TWO ESSENTIAL QUESTIONS OR THE RESEARCH PAPER WILL BE ACCEPTED THROUGH FRIDAY AS YOUR FIRST QUARTER PROJECT-----  both will be accepted handwritten.

THE TWO ESSENTIAL QUESTIONS:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?
Consider the following Here and complete for extra credit HW.




Review  and Here  or Here

SHMOOP


FM    17 WEDNESDAY
DUE TO THE STORM, A WELL WRITTEN ESSAY ADDRESSING THE TWO ESSENTIAL QUESTIONS OR THE RESEARCH PAPER WILL BE ACCEPTED THROUGH FRIDAY AS YOUR FIRST QUARTER PROJECT-----  both will be accepted handwritten.

THE TWO ESSENTIAL QUESTIONS:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?
Consider the following Here and complete for extra credit HW.



Review  and Here  or Here

SHMOOP

8 THURSDAY
DUE TO THE STORM, A WELL WRITTEN ESSAY ADDRESSING THE TWO ESSENTIAL QUESTIONS OR THE RESEARCH PAPER WILL BE ACCEPTED THROUGH FRIDAY AS YOUR FIRST QUARTER PROJECT-----  both will be accepted handwritten.

THE TWO ESSENTIAL QUESTIONS:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?

Consider the following Here and complete for extra credit HW.

Review  and Here  or Here

SHMOOP

9 FRIDAY  
THE TWO ESSENTIAL QUESTIONS:
  1. What do we learn about life, morality and government in early American literature that helped to shape America?
  2. How do collective fears affect a group or individuals?

Project and Extra Credit Here  Due.

Quiz on The Crucible.   See Shmoop to review.

Project due at start of class.


FIRST QUARTER ENDS

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WEEK ELEVEN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK ONE

WEEK ONE  
12 MONDAY  OFF  for Holiday        Veteran's Day
13 TUESDAY

Today you will begin to explore the Trancendentalists.

Daily Journal--  How are poems related to our feelings?

Consider the following essential questions:

How can you spot a Transcendentalist?

Why is Transcendentalism , once a radical idea, still important to Americans today?

What are definitions for the seven following key terms?   materialism, self-reliance, individualism, nature, simplicity, nonconformity, government. 

Visit http://www.vocabulary.com/  and let's define them.


Work to complete the your brain on transcendentalism assignment This counts as three quiz grades due Monday the 19th.
14 WEDNESDAY

Today you will continue to explore the Transcendentalists.

Daily Journal--  What is intuition?

Consider the following essential questions:



THURSDAY

Today you will continue to explore the Transcendentalists.

Daily Journal--  How are poems related to our feelings?

Consider the following essential questions:



16 FRIDAY 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 Monday.

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WEEK TWO

WEEK TWO  
19 MONDAY 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?


"Your brain on transcendentalism assignment"  due at start of class..

THE TRANSCENDENTALISTS NOTES

They Believe:

Since society shouts choices at the individual all of the time… the only option is to allow the following:

Our "soul" (which has the power to transcend) communicates with the brain through intuition (the soul’s voice) to make the correct choices in spite of outside pressure.  Did you ever just “feel” something was right or wrong?

In order to hear the soul’s voice… you must think upon, meditate, or pray.

Transcendentalists Preach:

1 Non-violent protesting against governments that oppress individuals.

2 Drug-free meditation.  Drug use keeps us from hearing our intuition.

3 Transcendentalism is an answer to most social problems:

              - racism/slavery

              - sexism

              - violence

              - poverty, etc.

 Unlike the Puritans, Transcendentalists do what their souls (made in God’s perfect image) say is right NOT what society or holy books says is right, humans should never allow atrocities to happen.

 

IS WHITMAN A TRANSCENDENTALIST?


Key elements to Whitman's Style
Free Verse (no rhyme and no set syllable structure)
Imagery (5 sences)
Cataloging (lists)
Parallel Structures (repetition of phrases)
Repetition

Today, write a poem about the American Dream  or a lost dream  in the style of Whitman using the literary devices we identified Friday and above--- do as well as you can to incorporate a transcendentalist perspective (counts as two HW grades due Wednesday).

STEP 1     T and O for the poem.
STEP 2     Write the poem-- incorporate literary devices.

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

20 TUESDAY

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


Complete your poem about the American Dream  or a lost dream  in the style of Whitman using the literary devices we identified Friday do as well as you can to incorporate a transcendentalist perspective (counts as two HW grades due Wednesday).

STEP 1     T and O for the poem.
STEP 2     Write the poem-- incorporate literary devices.

Pick up A Raisin in the Sun     Bring to class After the holiday and each day after--counts as HW.

 

21 WEDNESDAY

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"

Pick up A Raisin in the Sun     Bring to class After the holiday and each day after--counts as HW.

22 THURSDAY Thanksgiving OFF
23 FRIDAY Thanksgiving OFF

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WEEK THREE

WEEK THREE  

MONDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- Define the following "defer" and "fester"-- check with someone to see if your definition agrees with theirs.


Consider the following:
  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. 
  4. Given the obstacles that some Americans have to overcome, what makes the American Dream appealing?

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

Read "A Dream Deferred" 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?

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

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?

1) Dreams and Goals

2) Obstacles

3) Racism and Sexism

 

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

27 TUESDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- What is Walter's Dream?

Take 10 minutes and complete Character Analysis Chart for Walter and Beneatha except for Character Type.

Then we read.



Reading A RAISIN IN THE SUN---  let's take parts and begin reading!
28 WEDNESDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- What is Beneatha's Dream?


Reading A RAISIN IN THE SUN---  let's take parts and begin reading!
29 THURSDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- What is Mama's Dream?


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



FRIDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- Who creates their own obstacles to their own dreams?


On Monday we meet in the computer lab( periods 1, 3,  9 in room 1211) to work on your A Raisin in the Sun Assignment.

This is the assignment (print it here) :

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 appropriate for classroom display in a poster--

 

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

 

I will provide poster paper and glue sticks for us to assemble our research and then for you to present on Monday the 10th -- Accuracy and neatness of poster 25%, 1950's 25%,  2000's  25% your presentation to the class 25%.  Each counts as a HW assignment!

Here is the interactive assignment page.

The seven dimensions to research

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.





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


BACK TO TOP

WEEK FOUR

WEEK FOUR  
December 3 MONDAY Periods 1, 3,  9 in room 1211

This is the assignment (print it here) :

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 appropriate for classroom display in a poster--

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

I will provide poster paper and glue sticks for us to assemble our research and then for you to present on Monday the 10th -- Accuracy and neatness of poster 25%, 1950's 25%,  2000's  25% your presentation to the class 25%.  Each counts as a HW assignment!

Here is the interactive assignment page.

The seven dimensions to research

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

4 TUESDAY Periods 1, 3, 9 in room 1211

This is the assignment (print it here) :

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 appropriate for classroom display in a poster--

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

I will provide poster paper and glue sticks for us to assemble our research and then for you to present on Monday the 10th -- Accuracy and neatness of poster 25%, 1950's 25%,  2000's  25% your presentation to the class 25%.  Each counts as a HW assignment!

Here is the interactive assignment page.

The seven dimensions to research

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

 

HW periods 1 and 3 meet in 1102 per 9 in 1211.


FM    15 WEDNESDAY

Periods 1, 3 in room 1102 periods 9 in room 1211

This is the assignment (print it here) :

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 appropriate for classroom display in a poster--

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

I will provide poster paper and glue sticks for us to assemble our research and then for you to present on Monday the 10th -- Accuracy and neatness of poster 25%, 1950's 25%,  2000's  25% your presentation to the class 25%.  Each counts as a HW assignment!

Here is the interactive assignment page.

The seven dimensions to research

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

HW bring the things you have collected for your poster.

 

6 THURSDAY
Work in class on your presentation for Monday.
Assemble the materials you have collected.


7 FRIDAY
Work in class on your presentation for Monday.
Assemble the materials you have collected.



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WEEK FIVE

    WEEK FIVE **Interim Reports**
10 MONDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- Is the American Dream in Chicago the same as on Long Island?

Posters for presentations are due.

View the next portion of the play.

Actual presentations Tuesday.

11 TUESDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- How is the "Dream" the poem "Harlem" / A Dream Deferred" relevant to A Raisin in the Sun?

Present your poster and what you have found to the class.

12 WEDNESDAY Today we will understand  A Raisin in the Sun as part of the Harlem Renaissance and how the American Dream has changed or remained the same over time.
Daily Journal- Is the dream of having your own home with a garden still possible?

View the Final  portion of the play.  Last chance for presentations.
13 THURSDAY Today we will explore the use of literary elements in the development of literature.
Daily Journal- Is spotting a literary element the same as explaining how it is used by an author to achieve an effect or is t a much bigger task?


View the final  portion of the play. 




Due Monday.
14 FRIDAY Today we will explore the use of literary elements in the development of literature.
Daily Journal- When is it important to discuss the development of the literary element???

Sign up for a literary device to research and create a "literary elephant?"

Research and work on your own LITERARY ELEPHANT!


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.
Be sure to put your name on your elephant!



HW  Complete your "Literary Elephants"  for Tuesday.




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WEEK SIX

 WEEK SIX  
17 MONDAY Today we will explore the use of literary elements in the development of literature.
Daily Journal- What does the "elephant in the room" mean?


View end of  A Raisin in the Sun




HW  Complete your "Literary Elephants"  for Tuesday to display.
18 TUESDAY Today we will explore the role of symbolism in dynamic and static characterization (for use on the NYS ELA Exam).  

Daily Journal- How can literary elements work together to make meaning?

Turn in your Literary Elephants.

I am distributing construction paper. 
Fold your construction paper as shown to make strips of about 1.5 to 2 inches wide.
If you have been given white, gold, or green you are tracking literary elements from the following list and a brief example from the text.
Do your best to find the following as each is present = Symbolism, Personification, Suspense, Foreshadowing, Flashback, Allusion, Metaphor, Simile, Epiphany, Dialogue, Imagery, Narrator.  

If you have any other color you are tracking characteristics of Ebenezer, provide a brief example from the text.    Indicate if the characteristic is positive or negative with a + sign or – sign.

When you have filled your paper you are ready for the last step we will do on Friday.


Another piece of literature that is perfect for use on the critical lens essay is A Christmas Carol

If you are absent you may read the text here A Christmas Carol
Here are 23 versions of A Christmas Carol  Why is it so popular?

 



19 WEDNESDAY Today we will explore the role of symbolism in dynamic and static characterization (for use on the NYS ELA Exam).  

Daily Journal- Is Walter a static or dynamic character?

Consider excerpts from  A Christmas Carol.





Continue to track your literary elements:
Consider Scrooge's own words:

``Are there no prisons?'' asked Scrooge.

``Plenty of prisons,'' said the gentleman, laying down the pen again.

``And the Union workhouses?'' demanded Scrooge. ``Are they still in operation?''

``They are. Still,'' returned the gentleman, `` I wish I could say they were not.''

``The Treadmill and the Poor Law are in full vigour, then?'' said Scrooge.

``Both very busy, sir.''

``Oh! I was afraid, from what you said at first, that something had occurred to stop them in their useful course,'' said Scrooge. ``I'm very glad to hear it.'' .... ``I wish to be left alone,'' said Scrooge. ``Since you ask me what I wish, gentlemen, that is my answer. I don't make merry myself at Christmas and I can't afford to make idle people merry. I help to support the establishments I have mentioned: they cost enough: and those who are badly off must go there.''

``Many can't go there; and many would rather die.''

``If they would rather die,'' said Scrooge, ``they had better do it, and decrease the surplus population. Besides -- excuse me -- I don't know that.''

``But you might know it,'' observed the gentleman.

``It's not my business,'' Scrooge returned. ``It's enough for a man to understand his own business, and not to interfere with other people's. Mine occupies me constantly. Good afternoon, gentlemen!''

What are Walters words that are similar?


20 THURSDAY Today we will explore the role of symbolism in dynamic and static characterization (for use on the NYS ELA Exam).  

Daily Journal- Is John Proctor a static or dynamic character?


Consider excerpts from  A Christmas Carol.


Continue to track your literary elements:

Consider Scrooge's own words: 

"But you were always a good man of business, Jacob," faltered Scrooge, who now began to apply this to himself.

"Business!" cried the Ghost, wringing its hands again. "Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence, were, all, my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!"

What does Walter believe?  Consider the "takers and the tooken?"

21 FRIDAY Today we will explore the role of symbolism in dynamic and static characterization (for use on the NYS ELA Exam).  

Daily Journal- Who is the Author of A Raisin in the Sun?


Work together to cut your construction paper into strips, 

Staple the strips into circles. 

Link all of the negative characteristics together with literary devices and then all of the positive characteristics together to form a chain representing Scrooge.

Hang literary chain up on wall.




See you next year!
    Winter Recess---- Schools Closed Next Week  and through 1/1/2012

BACK TO TOP

WEEK SEVEN

WEEK SEVEN  
New Years Eve MONDAY   OFF  for Holiday       New Years Eve
1 TUESDAY   OFF  for Holiday       New Years Day
FM    2 WEDNESDAY Today we will explore the role of symbolism in dynamic and static characterization (for use on the NYS ELA Exam).  

Daily Journal- Who is the Author of A Raisin in the Sun (Spelling Counts)?

If not already done, work together to cut your construction paper into strips,  staple the strips into interlocking circles and join them to the ones already completed.

Link all of the negative characteristics together with literary devices and then all of the positive characteristics together to form a chain representing Scrooge.

Hang literary chain up on wall.


When you are done...

In a Venn diagram, compare and contrast Scrooge and Walter Lee Younger. 
Use the Venn Diagram provided HERE or your own 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.  Due Thursday.





3
THURSDAY Today we will begin our second quarter project as part of our preparation for the Regents Exam in English (the self directed alternative project is provided for the 20 students who have taken this exam as part of 10 honors).



Daily Journal-  As discussed in class, what is the difference between a literary element and a literary elephant?

Look through and review the project distributed in class (and the alternative)-- note the weighting of certain assignments.

The Second Quarter Project Regents PRACTICE Exam   The  quality of your completion of the various exercises and assignments determines the final grade on the project-- not your final score on the test as a whole.

Comprehensive English Regents Examination

January 2012  Here  Listening Here

1 Listening

2 Reading comprehension

3 Short Answer Paragraphs

4 Comparative Lit Essay.

(Past Exams)







Students who are eligible for the self directed alternative project will pick up The Old Man and the Sea (see online full text here) by Hemmingway.   You will work together to complete a literature circles packet, organize the reading into six (6) sections, assign roles and dates, and read the text on your own.  If you begin this option, you must complete it including working in class according to the reading schedule you develop.  For full credit, complete all of the literature circles packet neatly and according to the directions in the packet. Part of your grade 40% is being prepared and on task in the classroom!
Alternative Project: organize reading to complete task by the following schedule:

Meeting for discussion/sharing Monday Jan 7th 10%
Reminder 40% of your grade is being prepared and on task in the classroom!

Meeting for discussion/sharing Wednesday Jan 9th 10%
Meeting for discussion/sharing Friday  Jan 11th 10%
Meeting for discussion/sharing Monday Jan 14th 10%
Meeting for discussion/sharing Wednesday Jan 16th 10%
Last meeting for discussion/sharing Friday  Jan 18th 10%


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

Complete the T and the O for the Critical Lens-- when you are done, begin the essay-- don't forget to turn in the T and O with the essay (The  quality of your completion of the various exercises and assignments determines the final grade on the project-- not your final score on the test as a whole)!

11 class days until the Regents exam --


NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAM AT ALL OR YOUR TEST WILL BE INVALID.










4 FRIDAY Today we will continue our second quarter project as part of our preparation for the Regents Exam in English (the self directed alternative project is provided for the many students who have taken this exam as part of 10 honors).

Daily Journal-  As discussed in class, what does "T" stand for in the Tower Diagram?



Complete the T and the O (Strategic Instruction Model for Writing, or SIM) for the Critical Lens (essay) and then attach it to the essay due Monday (The  quality of your completion of the various exercises and assignments determines the final grade on the project-- not your final score on the test as a whole)!





Alternative Project: organize reading to complete task by the following schedule:
Meeting for discussion/sharing Monday Jan 7th
Meeting for discussion/sharing Wednesday Jan 9th
Meeting for discussion/sharing Friday  Jan 11th
Meeting for discussion/sharing Monday Jan 14th
Meeting for discussion/sharing Wednesday Jan 16th
Last meeting for discussion/sharing Friday  Jan 18th
Part of your grade 40% is being prepared and on task in the classroom!
Days not in discussion should be spent reading and preparing for the next meeting.

10

BACK TO TOP

WEEK EIGHT

WEEK EIGHT  
7 MONDAY Today we continue working on Second Quarter Project.

9 class days remaining until Regents Exam.
NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAMS AT ALL OR YOUR TEST WILL BE INVALID.  If you need to make a phone call home you should go to the main office or as directed.


Today, complete your critical lens and T and O for your project!  It is collected at the start of class Tuesday.

Done?  Circle the end punctuation in each of your body paragraphs.  How many sentences per paragraph?  Is it in the present tense? 

The Second Quarter Project Regents PRACTICE Exam   The  quality of your completion of the various exercises and assignments determines the final grade on the project-- not your final score on the test as a whole.

Comprehensive English Regents Examination

January 2012  Here  Listening Here



Alternative Project: organize reading to complete task by the following schedule:
Days not in discussion should be spent reading and preparing for the next meeting.

Meeting for discussion/sharing.
Meeting for discussion/sharing Wednesday Jan 9th
Meeting for discussion/sharing Friday  Jan 11th
Meeting for discussion/sharing Monday Jan 14th
Meeting for discussion/sharing Wednesday Jan 16th
Last meeting for discussion/sharing Friday  Jan 18th
Days not in discussion should be spent reading and preparing for the next meeting


8 TUESDAY Today we continue working on Second Quarter Project. 8 class days remaining until Regents Exam.
After you circle the end punctuation in each of your body paragraphs, turn in your critical lens and T and O for your project!

Mr. G has the FLU please do your best to follow the plan for this important REVIEW WORK and SECOND QUARTER PROJECT.

REVIEW OF INFER method on line for research based strategies to help in answering multiple choice questions. 

Begin part 3 of the project reading comprehension for questions 21-27.  How will you earn points for this section?  (look at the project's cover as distributed in class)

Code the Multiple Choice questions 21-25.  Read and answer in the book is O.K.






9 WEDNESDAY Today we continue working on Second Quarter Project. 7  class days remaining until Regents Exam.

Answer questions 26 and 27 in the form of a SIM paragraph of at least 10 sentences each. 
READ THE DIRECTIONS ON THE TEST!  THERE "TRICKS" WHERE PEOPLE MESS UP!  Decode the answers below:


                      !yasse on-- sey hpargaraP         
                         !hpargarap tsrif ni emeht dna eno  srohtua/ stxet owt esU

                                !hpargarap tsrif ni srohtua/ stxet  eno  ni  tnahpele esU



Alternative Project: organize reading to complete task by the following schedule:
Meeting for discussion/sharing.
Meeting for discussion/sharing Friday  Jan 11th
Meeting for discussion/sharing Monday Jan 14th
Meeting for discussion/sharing Wednesday Jan 16th
Last meeting for discussion/sharing Friday  Jan 18th
Days not in discussion should be spent reading and preparing for the next meeting.

10 THURSDAY Today we continue working on Second Quarter Project.  6  class days remaining until Regents Exam.

                      !yasse on-- sey hpargaraP         
                         !hpargarap tsrif ni emeht dna eno  srohtua/ stxet owt esU

                                !hpargarap tsrif ni srohtua/ stxet  eno  ni  tnahpele esU



Done?  Circle the end punctuation in each of your body paragraphs.  How many sentences per paragraph?  Is it in the present tense?

Turn it in by the end of the period.

Mr. G has the FLU please do your best to follow the plan for this important REVIEW WORK and SECOND QUARTER PROJECT.

11 FRIDAY Today we continue working on Second Quarter Project.  5 class days remaining until Regents Exam.


Project part two--  questions 9-20.


REVIEW INFER method for answering multiple choice questions.

Begin part 3 of the project reading comprehension for questions 9-20.  How will you earn points for this section?  (look at the project's cover as distributed in class)

Code the Multiple Choice questions 9-20.  Read and answer in the book is O.K.


Mr. G has the FLU please do your best to follow the plan for this important REVIEW WORK and SECOND QUARTER PROJECT.


Alternative Project: organize reading to complete task by the following schedule:
Meeting for discussion/sharing.
Meeting for discussion/sharing Monday Jan 14th
Meeting for discussion/sharing Wednesday Jan 16th
Last meeting for discussion/sharing Friday  Jan 18th
Days not in discussion should be spent reading and preparing for the next meeting. 



BACK TO TOP

WEEK NINE

WEEK NINE  
14 MONDAY Today we continue working on Second Quarter Project.  4 class days remaining until Regents Exam.



REVIEW INFER method for answering multiple choice questions.

In your packet, label (code) all of the multiple choice questions according to the INFER method.

Then, read questions 1-8 and code them for Tuesday's Listening Section Part 1.






Alternative Project: organize reading to complete task by the following schedule:
Meeting for discussion/sharing.
Meeting for discussion/sharing Wednesday Jan 16th
Last meeting for discussion/sharing Friday  Jan 18th
Days not in discussion should be spent reading and preparing for the next meeting.


NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAMS AT ALL OR YOUR TEST WILL BE INVALID.  If you need to make a phone call home you should go to the main office or as directed.

15 TUESDAY Today we continue working on Second Quarter Project.  3 class days remaining until Regents Exam.

Listening strategies and MC.

The Second Quarter Project Regents PRACTICE Exam   The  quality of your completion of the various exercises and assignments determines the final grade on the project-- not your final score on the test as a whole.

Comprehensive English Regents Examination

January 2012  Here  Listening Here

 

If you missed the in class reading then you may simulate the reading by having someone read the listening section to you or reading the listening section (p 25 and 26 of the packet-- upside-down once before answering the multiple choice 1-8.



NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAMS AT ALL OR YOUR TEST WILL BE INVALID.  If you need to make a phone call home you should go to the main office or as directed.





16 WEDNESDAY Today we continue working on Second Quarter Project.  2  class days remaining until Regents Exam.  NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAMS AT ALL OR YOUR TEST WILL BE INVALID.  If you need to make a phone call home you should go to the main office or as directed.




Review MC Scores  HERE

Score Conversion: what do you need to get on the essay's and the paragraphs?  HERE

Mr. G's Regents Review Sheet! What else do you need to know?  Now's the time!

Go to page 23 of the packet.   For a test grade due end of class Thursday,  on a separate sheet of paper, complete the REAL critical lens activity where you include a the development of the literary element.





Alternative Project: organize reading to complete task by the following schedule:
Meeting for discussion/sharing.
Last meeting for discussion/sharing Friday  Jan 18th
Days not in discussion should be spent reading and preparing for the next meeting.

17 THURSDAY Today we continue working on Second Quarter Project. 1  class days remaining until Regents Exam.


Go to page 23 of the packet.   For a test grade due end of class Thursday,  on a separate sheet of paper, complete the REAL critical lens activity.


NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAMS AT ALL OR YOUR TEST WILL BE INVALID.  If you need to make a phone call home you should go to the main office or as directed.


18 FRIDAY Today we continue working on Second Quarter Project. 0 class days remaining until Regents Exam.  Tuesday "afternoon"  11:30 -2:30pm



Turn in all remaining parts of your project packet.

Complete Interpret then agree or disagree with the following critical lens and then complete a T and O:

“Being challenged in life is inevitable, being defeated is optional.”
― Roger Crawford







Alternative Project: organize reading to complete task by the following schedule:
Last meeting for discussion/sharing --  Turn in completed Literature Circles Packet.
Days not in discussion should be spent reading and preparing for the next meeting.

Last day for project.

NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAM AT ALL OR YOUR TEST WILL BE INVALID.

HW-- review literary elephants and literature as well as Regents Review Sheet!

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WEEK TEN 2

WEEK TEN  
21 MONDAY OFF  for Holiday       Dr. Martin Luther King's Birthday Observed  
22 TUESDAY Midterm and Regents Week
NEW STATE LAW NO CELL PHONES OR OTHER ELECTRONIC DEVICES IN THE BUILDING DURING EXAM AT ALL OR YOUR TEST WILL BE INVALID.


English ELA 11:30am--2:30pm




23 WEDNESDAY Midterm and Regents Week
24 THURSDAY Midterm and Regents Week
25 FRIDAY Midterm and Regents Week
End of Second Marking Period

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIRD QUARTER:

WEEK ONE

WEEK ONE  
28 MONDAY Today we begin our exploration of Modernism in American Literature.


No grades are yet available.  When I know I will let you know ASAP this week, please don't ask.  As a courtesy I accepted late work through Friday the 25th and until It is reviewed and results are returned to me in some cases I do not have any final scores.  The English department spent all of last week scoring midterms and other state exams.


Daily Journal-  How was the Regents Exam? explain.


The overarching essential questions we will be addressing as we approach our study of the Modern Age of American Literature are
  • How are individualism and alienation exemplified by the modernist character? 
  • How are the social movements of the time period reflected in the characters?
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.


To answer our questions we 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.

Our first question of study, which may lead us to other questions, is "What is Non Violent Protest?"

Let us build on this question together -- use the worksheet provided in class as an introduction to the Question Exploration Routine.


Due Friday-- counts as quiz grade.



29 TUESDAY Build  an answer to the essential question, "What is non violent protest?"

Daily Journal respond to the following--
"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 answer 1,3,4,6 on p. 616-- 

As enhancement view related historical information at the Eyes on the Prize website and define the Freedom Riders-- View Excerpts.


30 WEDNESDAY Build  an answer to the essential question, "What is non violent protest?"

Daily Journal respond to the following--

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




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

As enhancement view related historical information at the Eyes on the Prize website and define the Freedom Riders-- View Excerpts.

31 THURSDAY Build  an answer to the essential question, "What is non violent protest?"

Daily Journal respond to the following--

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


Complete reading and answer questions 1,3,4,6 on p. 616 Who were the
Freedom Riders?  View Excerpts.


Complete worksheet Question Exploration Routine distributed in class Monday.



Exit Slip-- what is the hardest thing to do when practicing non violence?

February1 FRIDAY Build  an answer to the essential question, "What is non violent protest?"

Daily Journal respond to the following--
"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

Using the worksheet we completed together, you, and up to one other person, will create a poster to act as a guide for people to participate in a non violent protest you will be attending.  Work on guide for non violent protest with a partner it will be due next Thursday the 7th be prepared to present it to the class.  You will have today and Monday to work on this in class.


Who were the Freedom Riders? Would you be so brave today?  Explain why or why not. 


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WEEK TWO

WEEK TWO  
4 MONDAY Build  an answer to the essential question, "What is non violent protest?"



SIX MORE WEEKS OF WINTER!

THANKS PHIL!




Daily Journal-  Is a boycott violent or non violent?



View excerpts from Freedom Riders  (begining at 21minutes... From the bus station scene.)


Continue to work on your guide for non violent protest, where you use the QEG (Question Exploration Guide) we completed together in order for you and up to one other person to create a poster to act as a guide for people to participate in a non violent protest. 

The reason for the protest doesn't have to be specific.
 
Complete your guide for non violent protest and poster to present to the class on Thursday the 7th  -- be able to explain the reasons for the rules or guidelines you created.
You will have today and Tuesday to work on this in class.  I will provide crayons and construction paper on Tuesday.


5 TUESDAY

Today we will study the civil rights movement and non violent protest


Daily Journal- Is civil disobedience violent or non violent?  Remember your Guide to Transcendentalism?)


Continue to work on your guide for non violent protest, where you use the QEG (Question Exploration Guide) we completed together in order for you and up to one other person to create a poster to act as a guide for people to participate in a non violent protest. 

The reason for the protest doesn't have to be specific.
 
Complete your guide for non violent protest and poster to present to the class on Thursday the 7th  -- be able to explain the reasons for the rules or guidelines you created.

You will have today to work on this in class. 




FM    6 WEDNESDAY 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?

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

In a letter due by the end of class 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 for the body of the letter:

Dear Martin,


Sincerely,
Your Name Here




7 THURSDAY Today we will study the civil rights movement and non violent protest
Daily Journal- respond
“Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that.”
Martin Luther King Jr., A Testament of Hope: The Essential Writings and Speeches


Presentations of guide and poster to the class-- work on Letter to Dr. Martin Luther King Jr.






8 FRIDAY
Today we will study the civil rights movement and non violent protest
Daily Journal-  What is the essential question we have just studied?



Work on Letter to Dr. Martin Luther King Jr. and turn it in proofed by the end of class for a test grade.





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WEEK THREE

WEEK THREE  & FOUR  
11 MONDAY NEMO!

12 TUESDAY NEMO!

13 WEDNESDAY Half Day  /   Parent Conferences  periods 1-4 meet.


Daily Journal -- Copy the following questions into your notebook: Has the united stated ever lost a war?  How might people who have ancestors in the Confederate States feel?  Might that feeling persist even today? Explain all three.


Consider-- An Occurrence at Owl Creek Bridge  by

 

 Ambrose Bierce

Answer the questions in your journal using sentences about the text and Peyton Farquhar.


Period 1 and 3 meet only.


Valentine's Day 14 THURSDAY
Daily Journal (Valentines Day Edition):  It's all about love and money--  it's how much you love money!

Today, complete a QEG on the following essential question using class resources [your object as a 21st century learner is to try NOT to rely on Mr. G]:

How do I enter and win the Walt Whitman Birthplace Association Twenty-Seventh Annual Poetry Contest for my Third Quarter Project Grade?

 

Complete this QEG as part of your project grade -- due with the project.

1 How many people to work together to complete the QEG?  Students decide!
2 How many people to submit a completed QEG for a grade?  Everyone!
3 Can we use the classroom Computer? Yes-- take turns and share what you are doing with the class!
4 Can we use the class textbook? Yes!
5 Are we going to the computer lab?  YES!  ...  how can you find out without asking?
6 Are there special conditions for the project that are not part of the contest rules? Yes!  Click here.



Periods 1 and 3--!  Meet in LGI FRIDAY

 Mississippi Memories Presentation Period 9  Meets in LGI.-- be on time!

 15 FRIDAY Mississippi Memories Presentation Periods 1 and 3 Meet in LGI-- be on time!
Period 9 Meet in class today.




Daily Journal (Valentines Day Edition):  It's all about love and money--  it's how much you love money!

Today, continue a QEG on the following essential question using class resources [your object as a 21st century learner is to try NOT to rely on Mr. G]:

How do I enter and win the Walt Whitman Birthplace Association Twenty-Seventh Annual Poetry Contest for my Third Quarter Project Grade?
Complete this QEG as part of your project grade -- due with the project.

1 How many people to work together to complete the QEG?  Students decide!
2 How many people to submit a completed QEG for a grade?  Everyone!
3 Can we use the classroom Computer? Yes-- take turns and share what you are doing with the class!
4 Can we use the class textbook? Yes!
5 Are we going to the computer lab?  YES!  ...  how can you find out without asking?
6 Are there special conditions for the project that are not part of the contest rules? Yes!  Click here.







WEEKEND-----  THE FOLOWING WEEK IS FOR SANDY

SCHOOL IN SESSION NEXT WEEK DUE TO SANDY
but it is a three day weekend!
18  
Presidents Day!

19  

Tuesday, Feb 19, 2013

Daily Journal: What is a metaphor for?

Today, complete a QEG on the following essential question using class resources [your object as a 21st century learner is to try NOT to rely on Mr. G]:

How do I enter and win the Walt Whitman Birthplace Association Twenty-Seventh Annual Poetry Contest for my Third Quarter Project Grade?Complete this QEG as part of your project grade -- due with the project.

1 How many people to work together to complete the QEG?  Students decide!
2 How many people to submit a completed QEG for a grade?  Everyone!
3 Can we use the classroom Computer? Yes-- take turns and share what you are doing with the class!
4 Can we use the class textbook? Yes!
5 Are we going to the computer lab?  YES!  ...  how can you find out without asking?
6 Are there special conditions for the project that are not part of the contest rules? Yes!  Click here.


Working at home? -- Then you must work on SAT PREP.  Next date here.  Method test prep go here to login.

Periods 1 room 1211

 3 room 2118

 9 room 1211

 

 

20

Wednesday, Feb 20, 2013


Daily Journal:  Explain how Free Verse is or is not Free

Today, complete a QEG on the following essential question using class resources [your object as a 21st century learner is to try NOT to rely on Mr. G]:

How do I enter and win the Walt Whitman Birthplace Association Twenty-Seventh Annual Poetry Contest for my Third Quarter Project Grade?

 

Complete this QEG as part of your project grade -- due with the project.

1 How many people to work together to complete the QEG?  Students decide!
2 How many people to submit a completed QEG for a grade?  Everyone!
3 Can we use the classroom Computer? Yes-- take turns and share what you are doing with the class!
4 Can we use the class textbook? Yes!
5 Are we going to the computer lab?  YES!  ...  how can you find out without asking?
6 Are there special conditions for the project that are not part of the contest rules? Yes!  Click here.


PRINT OUT A VERSION OF YOUR POEM TO SHARE IN CLASS WEDNESDAY-- EVEN IF YOU ARE WORKING AT HOME.

Working at home? -- Then you must work on SAT PREP.  Next date here.  Method test prep go here to login.

Periods 1 room 1102

3 room 2118

9 room 1211

 

21   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.

As you read keep a log to turn in for a HW grade of treatments the speaker undergoes (how is she treated?)
or be prepared to explain the effect of the "rest cure."

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

Answer 1, 3, 4, 7 in text book.

HW-- Meet in

Periods 1 room 1211

3 room 2120

9 room 1211




22  

Friday, Feb 22, 2013

Meeting in

Periods 1 room 1211

3 room 2120

9 room 1211

Alternative complete poem for project and other requirements,  if done and have taken SAT begin to work on

 

 

SAT review   PROJECT DUE FRIDAY Click here.

 

Next date here.  Method test prep go here to login.

Log on and work today and Tuesday-- be sure to complete your project first!

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:  for  2011-2012  =      tkn.13306953         (CAPS COUNT!) Every Longwood student can create their own account!                                                                If there is a change to the code I will update it and share it in class. 

 

STEP TWO go here to login.

 

 

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WEEK FOUR

WEEK FIVE  
25 MONDAY
Meet in 1211  
Complete your 3rd Quarter Project for Friday
Due together on the same day-- if one is late all are late:

1 Complete the QEG as part of your project grade -- due with the project 25%.
2 Poem with the ten specified literary elements identified 25%.
3 Poem formatted according to the contest rules 50%.



Today we will continue to study the connections between civil rights and women's rights in America.

Recall the effect of the rest cure from pages 776-778 (esp. her last day in the rest cure in "The Yellow wallpaper").

Considering 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 --

Research (you may use the textbook) and create a full page 8*11 or larger "Advertising Poster" for a "rest cure" (or elixir / snake oil to help in giving the cure).

What should it include?

1. Symptoms of female "hysteria" (19th century) 25%  Search Google & here  and here

2. Treatments for "hysteria" 25%

3. Positive outcomes of treatment 25%

4. Be ready for publication and on time using proper English and appropriate for class display 25%  (recall our focus is on suffrage).

Do this in the format of an ad you might see in the news or a magazine of the time (19th century). It might be selling the benefits of the rest cure for a modern woman of the 1800's- what would this perfect woman value? Is it her husband that is buying the cure?  Create a final advertisement on in the computer lab as a quiz grade if you choose to hand draw elements of this assignment that is ok too!  

  • Historical note  from the JAMA (Journal of the American Medical Association:

Silas Weir Mitchell and the “rest cure”

Weir Mitchell (1829–1914), the American neurologist, renowned for his work on causalgia, was also interested in hysteria. He first encountered it in soldiers during the civil war.

In civilian practice when faced with patients with neurosis and hysteria he developed his “rest cure”. It was based, he said, on moral and physical components described in his book Fat and blood; the title reflected his experience that women with hysteria were often thin and anaemic. In addition to rest he insisted on removing the patient from their environment, asking them to write their life history, and using exercise, electrical stimulation, and a nutritious diet. In his hands, a rest cure was a success, perhaps owing to his patients’ immense respect and faith in him. But Weir Mitchell was wise enough to anticipate and thereby prevent what we now label illness behaviour:

“...to lie abed half the day and sew a little, and read a little, and be interesting and excite sympathy, is all very well, but when they are bidden to stay in bed a month, and neither to read, write nor sew, and to have one nurse—who is not a relative—then rest becomes for some women a rather bitter medicine and they are glad enough to accept the order to rise and go about when the doctor issues a mandate which has become pleasantly welcome and eagerly looked for.”

Attending a lady, sick unto death, he dismissed his assistants from the room then soon left himself. Asked of her chances of survival he remarked:

“Yes she will run out of the door in two minutes; I set her sheets on fire. A case of hysteria.”

His prediction thankfully proved correct.

“I urged, scolded and teased and bribed and decoyed along the road to health; but this is what it means to treat hysteria.”

 

 

This excerpt is from the book Complaints and Disorders  pages 32-40 describe treatment.

 

Sample ad:

 

Image search for "rest cure" here   for elixir here and snake oil here

Old News here  ---try looking for images here

 

TWO H.W. GRADES DUE FRIDAY 1st



Wednesday, we meet in the classroom!


26 TUESDAY

Tuesday, Feb 26, 2013 Today we will continue to study the connections between civil rights and women's rights in America.

Research (you may use the textbook) and create a full page 8*11 or larger "Advertising Poster" for a "rest cure" (or elixir to help in giving the cure) in the format of an advertisement you might see in the news or a magazine of the time (19th century). It might be selling the benefits of the rest cure for a modern woman of the 1800's- what would this perfect woman value? Is it her husband that is buying the cure?  Create a final poster on in the computer lab as a quiz grade if you choose to hand draw elements of this assignment that is ok too!

Reminder -- What should it include?

1. Symptoms of female "hysteria" (19th century) 25% Search Google here

2. Treatments for "hysteria" 25%

3. Positive outcomes of treatment 25%

4. Be ready for publication and on time using proper English and appropriate for class display 25%  (recall our focus is on suffrage).

Image search for "rest cure" here   for elixir here and snake oil here  Old News here

 

 

 

 

Done?  Next date here.  Method test prep go here to login.

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:  for  2011-2012  =      tkn.13306953         (CAPS COUNT!) Every Longwood student can create their own account!  If there is a change to the code I will update it and share it in class. 

 

STEP TWO go here to login.  

TWO H.W. GRADES DUE FRIDAY 1st

Computer Lab  we meet in periods 1 3  9  room 1211 

Wednesday, we meet in the classroom!

 

 

27 WEDNESDAY Today we will continue to study the connections between civil rights and women's rights in America.

Daily Journal-    Should a woman take the name of her husband when they are married?    WHY?  





Read or hear "The Story of An Hour"  (also in textbook page 783-785) - as there is a surprise ending please do not share this with others in other periods!




Once read--  What is your initial reaction?   On a separate sheet of paper write your name and # 1 Why do you think she reacted the way she did?   Put your name on top-- leave space to Brainstorm.










Move into pairs or groups of three and consider the following critical question, already on your QEG:

“How does employing our knowledge of the 19th Century idea of the rest cure allow us to complete our understanding of “The Story of an Hour” by Kate Chopin?

What are the Key Terms and explanations?   
  
Let's unpack vocabulary from the question that we will need to understand in order to find the best answer.











What are the Supporting Questions? 

Examine the text together and consider-- how might a woman feel about this story?  How might a man feel about her story? What clues did the author offer the reader?  In a group, do a close reading to come up with supporting questions.

Challenge question, why I have divided the QEG answer space into an "Ideal" and a Real column? What questions do you form from the categories you were assigned 1-4 and what are the answers from the text?

 










28 THURSDAY Today we will continue to study the connections between civil rights and women's rights in America.

Daily Journal-What is a glass ceiling?





Great Job on QEG!   3rd Quarter Project is now due
MONDAY
Still due together on the same day-- if one is late all are late:

1 Complete the QEG as part of your project grade -- due with the project 25%.
2 Poem with the ten specified literary elements identified 25%.
3 Poem formatted according to the contest rules 50%.
will be collected Monday with no penalty.
















What are the Supporting Questions? 

Examine the text together and consider-- how might a woman feel about this story?  How might a man feel about her story? What clues did the author offer the reader?  In a group, do a close reading to come up with supporting questions.

Challenge question, why I have divided the QEG answer space into an "Ideal" and a Real column?  What questions do you form from the categories you were assigned 1-4 and what are the answers from the text?  Use the text and the categories to
begin your own questions.

The type of reading we are doing is called a "Close Reading."

 Once you get an impression, as we have done in the past, you ask the following sample questions after you select or are assigned a thematic element:

 

1 How is the category of (1 Language/Communication, 2 Freedom/Confinement, 3 Time, 4 Physical/ Mental) represented in the story?

                       or

2 What examples of the categories do I find?

 

 


















Reminder:  Completed QEG  is due Friday along with Advertisement for the rest cure and 3rd Q project!



March 1 FRIDAY
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 relationship to their spouse would look like and explain your view.






Continue the following to share with the class--
What are the Supporting Questions? 
Challenge question, why I have divided the QEG answer space into an "Ideal" and a Real column?  What questions do you form from the categories you were assigned 1-4 and what are the answers from the text?  Use the text and the categories to begin your own questions.

The type of reading we are doing is called a "Close Reading."

 Once you get an impression, as we have done in the past, you ask the following sample questions after you select or are assigned a thematic element:

 

1 How is the category of (1 Language/Communication, 2 Freedom/Confinement, 3 Time, 4 Physical/ Mental) represented in the story?

                       and

2 What examples of the categories do I find?


  When you are done, but no longer than 15 minutes, write one question and answer on the board.

 

What is the Main Idea answer?  
What is the answer to the main idea found in the critical question.

“How does employing our knowledge of the 19th Century idea of the rest cure allow us to complete our understanding of “The Story of an Hour” by Kate Chopin?

Consider if we didn't know the historical context (background information about):  Would we have an accurate reading of the text?  Take a look at your first reaction you wrote on Wednesday.










Is there an Overall Idea? 

Reread the essential question?  Consider the notes you took on the supporting questions for categories 1-4.  EXAMINE THE FIRST REACTION YOU HAD TO THE STORY (COMPLETED WEDNESDAY) AFTER YOU COMPARE TO THE MAIN IDEA ANSWER-- RESPOND IS YOUR FIRST REACTION THE SAME AS THE MAIN IDEA?









Is there a real-world use?















 
Try the "Challenge Question..."  See / Ask  Me.
     -- keep in mind-- 
     Today we continue to study the connections between civil rights and women's rights in America.

Complete the QEG due Friday!


Are you able to answer the questions here?


 

BACK TO TOP

WEEK FIVE

WEEK SIX  
4 MONDAY Continue topic of suffrage into the 20th century.


Daily Journal --"The equal right to vote in elections to decide the government was an idea that had sprung from the French
Revolution of 1789. The suffrage movement (the movement that sought to extend the franchise to include women)
caused controversy and debate throughout the nineteenth century and was not resolved until the twentieth."  Agree or disagree and explain why. 


Give yourself a quiz on the following 20 spelling and vocabulary words by partnering up or trying to define the words on your own. 
This self evaluation will help you focus on getting the vocabulary 100%!
Mark those you need to especially study.


genre
suffrage
franchise
pedagogy
nuclear family
melancholia
nervous breakdown
rest-cure
hallucinations
neurasthenia
sprawling
flamboyant
psychosis
impertinence
temperament
interminable
peculiarity
fancies
atrocious
embellishments

Define the following twenty terms for a spelling and vocabulary QUIZ Monday 11th.  TRY http://www.vocabulary.com/ 
or a class dictionary.




5 TUESDAY Begin Film Study  Mona Lisa Smile   and continue topic of suffrage into the 20th century.


Complete a LINCS worksheet for your toughest vocabulary, to be  collected Friday before the quiz.

1 List the parts to study.
2 Identify a reminding word.
3 Note a LINCing story.
4 Create a LINCing picture.
5 Self -test.

Use the new LINCS method to study for the quiz Monday 11th. 
The worksheet will be collected just before the test.











FM    6 WEDNESDAY Daily Journal-- How does the film comment on the wider political context of the time, without it directly addressing it?


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!!!










7 THURSDAY Daily Journal--  In the film Mona Lisa Smile there are no" ethnic" characters; they are noticeable by their absence (consider segregation).  Why would the film makers choose to not include diverse ethnicities?




The character of Katherine Watson has a definite philosophy of teaching and of life. It is partly defined by the conflicts that come up in the film: between the conventional expectations of society and Katherine’s belief that women should have the same freedoms that men have. Realizing her students’ potential, she decides not to teach from the textbook and instead insists that they think independently.  

Her kind of teaching is called
progressive.

Compare this style with the teaching style that is
described in this extract from Charles Dickens’ mid-nineteenth century novel Hard Times: ‘NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service upon these children. Stick to Facts, sir!’
(Ch.1, p. 5, Everyman, London: 1994)


In a well thought out SIM paragraph, talk about which style of teaching you prefer and why: by conventional (this is the answer memorize it) or independent (what is the answer let me find it)?

Use your 5Ws from yesterday to begin a well thought out SIM paragraph, talk about which style of teaching you prefer and why: by conventional (this is the answer memorize it) or independent (what might be the answer let me find it)?


Brainstorm the 5Ws today.

Consider other sources if you would like:

Tupperware?   Stanton Anthony Miss America  ?


HW  review vocabulary and spelling for quiz Monday.

8 FRIDAY Daily Journal-- Considering the time period of Mona Lisa-- what possibilities are there for her smile?  Make a list and pick the top three.

Complete your paragraph and place it in your portfolio folder for part of a final project.






HW--  review vocabulary and spelling for quiz Monday.
Next Tuesday  we pick up Catcher in the Rye--  return your books and bring ID cards!

BACK TO TOP

 

WEEK SIX

WEEK SEVEN  
11 MONDAY
Vocabulary and spelling -- QUIZ
Turn in your LINCS homework.






Tuesday we pick up Catcher in the Rye--  return your books and bring ID cards!
12 TUESDAY  
Today we will go to the library and  pick up a copy of Catcher in the Rye.

Complete paragraph on  Mona Lisa Smile by Friday. 







13 WEDNESDAY
The character of Katherine Watson has a definite philosophy of teaching and of life. It is partly defined by the conflicts that come up in the film: between the conventional expectations of society and Katherine’s belief that women should have the same freedoms that men have. Realizing her students’ potential, she decides not to teach from the textbook and instead insists that they think independently.  

Her kind of teaching is called
progressive.

Compare this style with the teaching style that is
described in this extract from Charles Dickens’ mid-nineteenth century novel Hard Times: ‘NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service upon these children. Stick to Facts, sir!’
(Ch.1, p. 5, Everyman, London: 1994)


In a well thought out SIM paragraph, talk about which style of teaching you prefer and why: by conventional (this is the answer memorize it) or independent (what is the answer let me find it)?

Use your 5Ws from yesterday to begin a well thought out SIM paragraph, talk about which style of teaching you prefer and why: by conventional (this is the answer memorize it) or independent (what might be the answer let me find it)?


Brainstorm the 5Ws today-  complete paragraph by Friday.

Consider other sources if you would like:

Tupperware?   Stanton Anthony Miss America  ?



T




14 THURSDAY oday we will begin our study of modernism and postmodernism in 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


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)



Reading/Meeting Schedule

Chapters 1-3  Tuesday 19

Chapters 4-6  Thursday 21

Chapters 7-9  Monday 25*

Chapters 10-12  Thursday 29**

Chapters 13-15  Tuesday 2

Chapters 16-18  Thursday 4

* Vacation

** Reading only no meeting.




Pick up Catcher in the Rye in  Library bring to class every day as part of participation and HW grade.


15 FRIDAY
Today we will continue our study of modernism and postmodernism in Catcher in the Rye.




Why is it important to read closely?  Where is Holden?  To whom is he speaking?  What does that make us as the reader?

Reading/Meeting Schedule (Check)

Chapters 1-3  Tuesday 19

Chapters 4-6  Thursday 21

Chapters 7-9  Monday 25*

Chapters 10-12  Thursday 29**

Chapters 13-15  Tuesday 2

Chapters 16-18  Thursday 4

* Vacation

** Reading only no meeting.





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.




BACK TO TOP

WEEK SEVEN

WEEK EIGHT  
18 MONDAY Daily Journal-- do you wish to treat Holden as a patient as you read?  Why or why not.



Then:
1) Get your personal portfolio folder
- Henceforth, never leaves the classroom!
2) Move into Challenge Groups 1-5 as assigned.
3) PERSONAL GOAL TRACKING sheet: Here - Take 10 minutes to identify personal goals you may wish to work on and improve.
4) GROUP GOALS AND ACTIVITIES: Here -   Take 10 minutes to identify what activities and roles each member of your group will complete for each meeting --  this stays in your group binder and never leaves the classroom! 

These are the challenge group questions come to a consensus to answer any two to all depending on what you agree is challenging  for your group.  You may add questions as we read.
1.What connections can you make between your knowledge of an author’s life and the behavior and motivation of characters in his or her work?
2.How does your understanding of the characters, their relationships, their actions, and their motivations in a literary work help you better understand the mental world and imaginative life, or the actions and motivations, of the author?
3.How does a particular literary work – its images, metaphors, and other linguistic elements – reveal the psychological motivations of its characters or the psychological mindset of its author?
4.To what extent can you employ the concepts of Freudian psychoanalysis ( esp. therapy) to understand the motivations of literary characters?
5.What kinds of literary works and what types of literary characters seem best suited to a critical approach that employs a psychological or psychoanalytic perspective?
6.How can a psychological or psychoanalytic approach to a particular work be combined with an approach from another critical perspective – for example, that of biographical or formalist criticism, or that of feminist or deconstructionist criticism?   here








19 TUESDAY Today, meeting number one for chapters 1-3 of Catcher in the Rye.
Our meeting model will be meet, complete, record on sheet-- all written work remains in folder.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!

2) Move into Challenge Groups 1-5 as assigned (desks face each other).

Work recorded and kept in the folders, as well as participation, will determine your grade for the quarter. This is what you need to do for a good grade--

Meet-- Come in, check board, (Challenge or Expert) move desks as needed get folders (group and personal)

Complete-- Complete or work on assignments in a timely manner.

Record on sheet-- Record your progress and goals on your sheets then return desks, folders, materials neatly at the end of the period.




What kinds of assignments would you include in a literary circles folder to address the following aspects-- for each meeting?   Decide on roles and activities for next meeting Friday.  Make a list and keep it in your group folder.

First-- to promote Discussion by having questions... 

Secondly-- through Illumination (locates passages by page number of important passages and explains why...
 
Thirdly -- making connections (might point out how things in the book are related to the "real" world)...  

Fourth--  Word Watching (might point out words that are interestingly used or odd in the text)...

Fifth--  illustration (might create chart, diagram --e.g. Venn Diagram), map, or picture and explain why it relates to the text...
 
Sixth-- summarization and recorder (might describe what was learned by any close reading activities and record their completion). 



20 WEDNESDAY  Scheduling Presentation Day 

Curriculum Guide




21 THURSDAY 2   Scheduling Day

Curriculum Guide  Complete and return your scheduling form before you leave today.



22 FRIDAY
Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
5) Work for the remainder of the period and return your folder to the portfolio file (these may be collected by me randomly for a grade).

 




OFF  for Holiday       Spring Recess through 3 31 after Monday 25th

BACK TO TOP

WEEK EIGHT

WEEK NINE  
25 MONDAY








Chapters 7-9  Monday 25*  What assignments have you completed for this portion?

Chapters 10-12  Thursday 29** HW- What assignments are you planning for this portion?

Chapters 13-15  Tuesday 2   HW- What assignments are you planning for this portion?

Chapters 16-18  Thursday 4


1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
5) Work for the remainder of the period and return your folder to the portfolio file. (these will be collected by me randomly for a grade).


 

These are the challenge group questions come to a consensus to answer any two to all depending on what you agree is challenging  for your group.  You may add questions as we read and suggest additional questions.
1.What connections can you make between your knowledge of an author’s life and the behavior and motivation of characters in his or her work?
2.How does your understanding of the characters, their relationships, their actions, and their motivations in a literary work help you better understand the mental world and imaginative life, or the actions and motivations, of the author?
3.How does a particular literary work – its images, metaphors, and other linguistic elements – reveal the psychological motivations of its characters or the psychological mindset of its author?
4.To what extent can you employ the concepts of Freudian psychoanalysis ( esp. therapy) to understand the motivations of literary characters?
5.What kinds of literary works and what types of literary characters seem best suited to a critical approach that employs a psychological or psychoanalytic perspective?
6.How can a psychological or psychoanalytic approach to a particular work be combined with an approach from another critical perspective – for example, that of biographical or formalist criticism, or that of feminist or deconstructionist criticism?   here

What kinds of assignments would you include in a literary circles folder to address the following aspects-- for each meeting?   Decide on roles and activities for next meeting Friday.  Make a list and keep it in your group folder when it is complete.  You should have something completed for each meeting

First-- to promote Discussion by having questions... 

Secondly-- through Illumination (locates passages by page number of important passages and explains why...
 
Thirdly -- making connections (might point out how things in the book are related to the "real" world)...  

Fourth--  Word Watching (might point out words that are interestingly used or odd in the text)...

Fifth--  illustration (might create chart, diagram --e.g. Venn Diagram), map, or picture and explain why it relates to the text...
 
Sixth-- summarization and recorder (might describe what was learned by any close reading activities and record their completion). 



27 TUESDAY  
28 WEDNESDAY  
29 THURSDAY 4  READ AS ASSIGNED NO MEETING-- VACATION
30 FRIDAY  

BACK TO TOP

 

WEEK NINE

WEEK TEN  
1 MONDAY What have you IDENTIFIED AS A LEARNING GOALS YOU WANT TO IMPROVE OR MASTER?  This is an essential part of your choice of activity!   This is our daily routine!  Know what you are working on! Know why you are working on it!    PERSONAL GOAL TRACKING: Here          




Continue to follow our meeting model will be meet, complete, record on sheet-- all written work remains in folder.

1) Get your personal portfolio folder-  never leaves the classroom!
 

2) Move into Challenge Groups 1-5 as assigned (desks face each other).

Work recorded and kept in the folders, as well as participation, will determine your grade for the quarter. This is what you need to do for a good grade--

Meet-- Come in, check board, (Challenge or Expert) move desks as needed get folders (group and personal)

Complete-- Complete or work on assignments in a timely manner.

Record on sheet-- Record your progress and goals on your sheets then return desks, folders, materials neatly at the end of the period.


Chapters 7-9  Monday 25*  What assignments have you completed for this portion?

Chapters 10-12  Thursday 29** HW- What assignments are you planning for this portion?

AT THIS POINT THERE SHOULD BE AT LEAST TWO COMPLETED ASSIGNMENTS IN YOUR GROUP FOLDER--

For Chapters 1-6, 7-12 (Vacation HW), and be prepared to meet with a third tomorrow.

Chapters 13-15  Tuesday 2   HW- What assignments are you planning for this portion?

Chapters 16-18  Thursday 4

What kinds of assignments would you include in a literary circles folder to address the following aspects-- for each meeting?   Decide on roles and activities for next meeting Friday.  Make a list and keep it in your group folder when it is complete.  You should have something completed for each meeting

First-- to promote Discussion by having questions... 

Secondly-- through Illumination (locates passages by page number of important passages and explains why)....
 
Thirdly -- making connections (might point out how things in the book are related to the "real" world)....  

Fourth--  Word Watching (might point out words that are interestingly used or odd in the text)....

Fifth--  illustration (might create chart, diagram --e.g. Venn Diagram), map, or picture and explain why it relates to the text....
 
Sixth-- summarization and recorder (might describe what was learned by any close reading activities and record their completion).... 



2 TUESDAY
Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
5) Work for the remainder of the period and return your folder to the portfolio file (these may be collected by me randomly for a grade).



AT THIS POINT THERE SHOULD BE AT LEAST THREE COMPLETED ASSIGNMENTS IN YOUR GROUP FOLDER--





FM    13 WEDNESDAY
Continue to follow our meeting model will be meet, complete, record on sheet-- all written work remains in folder.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!

2) Move into Challenge Groups 1-5 as assigned (desks face each other).

Work recorded and kept in the folders, as well as participation, will determine your grade for the quarter. This is what you need to do for a good grade--

Meet-- Come in, check board, (Challenge or Expert) move desks as needed get folders (group and personal)

Complete-- Complete or work on assignments in a timely manner.

Record on sheet-- Record your progress and goals on your sheets then return desks, folders, materials neatly at the end of the period.



4 THURSDAY ALL LATE AND MAKE UP WORK IS DUE BY THURSDAY OF NEXT WEEK

Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
5) Work for the remainder of the period and return your folder to the portfolio file (these may be collected by me randomly for a grade).



AT THIS POINT THERE SHOULD BE AT LEAST THREE COMPLETED ASSIGNMENTS IN YOUR GROUP FOLDER--

Reading/Meeting Schedule with completed activities:

Chapters 1-3  Tuesday 19  Completed Activity for 1-3  #1

Chapters 4-6  Thursday 21  Completed activity for 4-6 #2

Chapters 7-9  Monday 25

Chapters 10-12  Thursday 29 

Chapters 13-15  Tuesday 2  Completed Activity for 10-15 #3

Chapters 16-18  Thursday 4 Completed Activity for 16-18 #4

HW  Chapters 19-23 Tuesday 9 (Note this is four chapters) Completed Activity for 19-23

HW  Chapters 24-26  Thursday 11  Completed Activity for 24-26

 



5 FRIDAY ALL LATE AND MAKE UP WORK IS DUE BY THURSDAY OF NEXT WEEK
Continue to follow our meeting model will be meet, complete, record on sheet-- all written work remains in folder.

1) Get your personal portfolio folder-  never leaves the classroom!

2) Move into Challenge Groups 1-5 as assigned (desks face each other).

Work recorded and kept in the folders, as well as participation, will determine your grade for the quarter. This is what you need to do for a good grade--

Meet-- Come in, check board, (Challenge or Expert) move desks as needed get folders (group and personal)

Complete-- Complete or work on assignments in a timely manner.

Record on sheet-- Record your progress and goals on your sheets then return desks, folders, materials neatly at the end of the period.

Reading/Meeting Schedule with completed activities:

Chapters 1-3  Tuesday 19  Completed Activity for 1-3

Chapters 4-6  Thursday 21  Completed activity for 4-6

Chapters 7-9  Monday 25

Chapters 10-12  Thursday 29 

Chapters 13-15  Tuesday 2  Completed Activity for 10-15

Chapters 16-18  Thursday 4 Completed Activity for 16-18

HW  Chapters 19-23 Tuesday 9 (Note this is four chapters) Completed Activity for 19-23

HW  Chapters 24-26  Thursday 11  Completed Activity for 24-26


BACK TO TOP

 

WEEK TEN

WEEK ELEVEN ASSIGNMENTS
8 MONDAY
ALL LATE AND MAKE UP WORK IS DUE BY THURSDAY OF THIS WEEK



Introduction to the Catcher in the Rye non test summative assessment: HERE  You may begin work this week; however, it is due Monday the 22nd after we are in the Computer Lab on Thursday and Friday 18th and 19th.



Continue to work on Challenge Group Activities for tomorrow's meeting.   Discuss the assessment options.





9 TUESDAY Reading/Meeting Schedule with completed activities:

Chapters 1-3  Tuesday 19  Completed Activity for 1-3

Chapters 4-6  Thursday 21  Completed activity for 4-6

Chapters 7-9  Monday 25

Chapters 10-12  Thursday 29 

Chapters 13-15  Tuesday 2  Completed Activity for 10-15

Chapters 16-18  Thursday 4 Completed Activity for 16-18

Chapters 19-23 Tuesday 9 (Note this is four chapters) Completed Activity for 19-23

HW  Chapters 24-26  Thursday 11  Completed Activity for 24-26

10 WEDNESDAY

NO LATE WORK ACCEPTED AFTER THIS PERIOD THURSDAY.


Catcher in the Rye non test summative assessment: HERE  You may begin work this week; however, it is due Monday the 22nd after we are in the Computer Lab on Thursday and Friday 18th and 19th.



Continue to work on Challenge Group Activities for tomorrow's final meeting on Catcher in the Rye.   Discuss the assessment options.






11 THURSDAY Reading/Meeting Schedule with completed activities:

Chapters 24-26  Thursday 11  Completed Activity for  24-26

NO LATE WORK ACCEPTED AFTER THIS PERIOD.

 

12 FRIDAY

AT THIS POINT YOU MUST HAVE 6 COMPLETED 6 ACTIVITIES FOR THE CHAPTERS ASSIGNED



Catcher in the Rye non test summative assessment: HERE  You may begin work this week; however, it is due Monday the 22nd after we are in the Computer Lab on Thursday and Friday 18th and 19th.



Complete work on Challenge Group Activities for meeting.   Discuss the assessment options.



End of the third quarter-- GRADES ARE IN THE PROCESS OF RECONCILIATION.
NEXT--The Final Quarter and fighting Spring Fever;)


BACK TO TOP

 

 

 

 

 

FOURTH QUARTER:

WEEK ONE  
15 MONDAY Begin new Daily Self Tracking Sheet Here for this quarter, now that you have practice with this you will complete this daily as part of your notebook and participation grade. #1

We continue to analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama as we interpret, analyze, and evaluate narrative aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.  As we wrap up or study of Catcher in the Rye,  we are reaching an understanding of the relationship between an author and their creation.  Continue work on Catcher in the Rye non test summative assessment: HERE.     



Toward better understanding of the authors choices, we will view selections of Finding Forrester as part of a FILM STUDY where we use evidence based claims to enrich our understanding of Modern and Post Modern literary movements, as we explore meaningful answers to the essential questions below.

What does it mean to belong to more than one community?

How does one maintain hope in the face of alienation?

To what extent does one construct an identity?


Additionally, you may elect to incorporate this study into your Catcher in the Rye assessment options.   Work together in challenge groups on Modernism and Post Modernism evidence worksheet:  Here



                  We meet in the computer lab Thursday and Friday.




16 TUESDAY
Daily Self Tracking Sheet for this quarter, now that you have practice with this you will complete this daily as part of your notebook and participation grade. #2

Work together on Modernism and Post Modernism evidence based worksheet:  Here

HW-- Continue work on Catcher in the Rye non test summative assessment: HERE
We meet in the computer lab Thursday and Friday.




17 WEDNESDAY

Daily Self Tracking Sheet for this quarter, now that you have practice with this you will complete this daily as part of your notebook and participation grade. #3

Continue to work together on Modernism and Post Modernism evidence worksheet:  Here

What does it mean to belong to more than one community?

How does one maintain hope in the face of alienation?

To what extent does one construct an identity?


                  We meet in the computer lab Thursday and Friday.




Continue work on Catcher in the Rye non test summative assessment: HERE




18 THURSDAY Work on Catcher in the Rye non test summative assessment: HERE  #4
 
About JD Salinger-- archived copy here.

Need some help for a solid grade???  CONSIDER THIS:

FORMING EVIDENCE-BASED CLAIMS  HERE

NEED HELP???  USE THIS INTERACTIVE  "ORGANIZING EVIDENCE-BASED CLAIMS" 3 CLAIM FORM  HERE  OR 2 CLAIM FORM  HERE  AND PRINT IT OUT OR SAVE IT.

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST II - G11-12  HERE

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST I - G11-12  HERE

TEXT-CENTERED DISCUSSIONS CHECKLIST  HERE

EVIDENCE-BASED WRITING RUBRIC  HERE









We meet in the computer lab Thursday and Friday.

Thursday, Apr 18, 2013

Period 1, room 1102

Period 3, room 2118

Periods 7, 8, 9 room 1211

 



19 FRIDAY

Work on Catcher in the Rye non test summative assessment: HERE
We meet in the computer lab. #5

About JD Salinger-- archived copy here.

Need some help for a solid grade???  CONSIDER THIS:

FORMING EVIDENCE-BASED CLAIMS  HERE

NEED HELP???  USE THIS INTERACTIVE  "ORGANIZING EVIDENCE-BASED CLAIMS" 3 CLAIM FORM  HERE  OR 2 CLAIM FORM  HERE  AND PRINT IT OUT OR SAVE IT.

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST II - G11-12  HERE

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST I - G11-12  HERE

TEXT-CENTERED DISCUSSIONS CHECKLIST  HERE

EVIDENCE-BASED WRITING RUBRIC  HERE

 

Friday, Apr 19, 2013

Period 1, room 1102

Period 3, room 1211

Periods 7, 8, 9 room 1211

 




BACK TO TOP

WEEK ONE

WEEK TWO ASSIGNMENTS
22 MONDAY

Get Daily Self Tracking Sheet and note today’s learning goal:  EBC (Evidence Based Claims) about literary movements. #6

Part I and II of assessment for Catcher in the Rye are due.

Finding Forrester Final

Work together in challenge groups to complete portion of Worksheet on Modernism and Post Modernism collected  Wednesday.
23 TUESDAY Get Daily Self Tracking Sheet and note today’s learning goal: Accountable Independent Reading  (Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces).  #7



Save all late
 Part I and II of assessment for Catcher in the Rye   to turn in in class Wednesday (Tomorrow).  





Introduction to Independent Reading Assignment—You must have a book selected by Friday.


What do you want to accomplish as a junior?  Will you get better at anything of value to you before the end of your senior year or will you leave it to chance?  Perhaps you can get a reading list for a college course and get a head start? Stony Brook Here  And Here. Or see what kind of writing you will have to do?  Here is ENG101 Standard Freshman Composition at Suffolk County Community College  HERE  Do a search... I'll help!  Or simply go here.  There are oh so many options!  Try searching for "college freshman reading list"  and add your school or anticipated major.



Go to Library to select book for
Independent Reading Assignment.


24 WEDNESDAY Get Daily Self Tracking Sheet and note today’s learning goal: Identifying Modernism and Post Modernism in American media is due.  #8



Challenge Groups share examples with the class toward the end of the period. 


Preparation and participation counts as a Quiz Grade.
25 THURSDAY

Reading and work on   Project Proposal 10% #9

In a one (1) page typed statement, give the title and author you are reading, the author of your book, why you are interested in this book/subject, and a description what your actual final project might look like based on your personal learning goals.  Your parent or guardian must sign off approval of the book for content and appropriateness so create a space for them to give approval and sign off.  Also, if your parent reads along (with another copy) as you read it, you will not have to do the “book talk!” Simply have them write their intentions at the bottom of your proposal where they agree to keep to your schedule.  Generally, I just need to know that you are thinking about the learning process and that you have some ideas as you establish a timeline that will allow you to complete the book by the end of week seven in this quarter, and the project by the end of the following week.  If you wish to have some in class reading time as part of your proposal include it in the proposal.  This component is worth 20% of the total project grade and is due Tuesday April 30th.

What are your Personal Learning Goals?  What do you need practice in?

Begin by determining the following based on the five weeks you have to complete the reading and the final project.

#1 How long you have to read the text and how long it will take you to read the text (take the number of pages you read in 10minutes and determine how many minutes it will take to read based on the number of pages).

#2 What skill would you like to focus on-- on grade level  here ?  All work proposed MUST have Evidence Based Claims as part of the final project.

#3 What steps will you need to take to complete the published product for your project?  Will you have to take notes as you read?  Will you need to keep a journal with page # citation?  How long to create that video?   How many drafts (from brainstorming to final draft) will you write and include in your final project?  Will you finally learn how to cite and complete an awesome Works Cited page????  What steps in the writing process will you focus on???

#4 What will you need to accomplish in order to complete the required writing and book talk?


Student Brainstorm Project Ideas to share with the class and we discuss how to ensure EBC are incorporated.  Come up to the board and write on suggestion.  You may select any option but, it must include some form of EBC (Evidence Based Claims).


As you are working on this independent project, keep in mind we will be covering other material in class!





26 FRIDAY

Get Daily Self Tracking Sheet and note today’s learning goal:

Accountable Independent Reading  (Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces). #10

Reading and work on   Project Proposal 10%

Project Ideas we generated: Here

YOU MUST INCLUDE THE FOLLOWING AT THE BOTTOM OF YOUR PROPOSAL:

 

As not all books are taken out of the High School Library.  I, the parent / guardian of (student) ________________________________, approve the student selected book (title)_________________________________ for use on this Independent Reading Project due Thursday May 24th: additionally, that the subject of, and research for, any self designed project must be appropriate for classroom display.

I AGREE Signed _____________________________________     I AGREE  Student______________________________

What ideas can you use for developing accountable learning outcomes demonstrating innovative perspectives?

BACK TO TOP

WEEK TWO

WEEK THREE  
29 MONDAY

 

Monday, Apr 29, 2013  Period 1, room 1102 Period 3, room 2120 Periods 7, 8, 9 room 1211

Accountable Independent Reading  (Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces).

Reading and work on   Project Proposal 10%

Project Ideas we generated: Here

YOU MUST INCLUDE THE FOLLOWING AT THE BOTTOM OF YOUR PROPOSAL:

 

As not all books are taken out of the High School Library.  I, the parent / guardian of (student) ________________________________, approve the student selected book (title)_________________________________ for use on this Independent Reading Project due Thursday May 24th: additionally, that the subject of, and research for, any self designed project must be appropriate for classroom display.

I AGREE Signed _____________________________________     I AGREE  Student______________________________

 

 

 

Print two copies of your proposal, have a parent or guardian sign and return it to me TUESDAY.

 

30 TUESDAY Update Daily Self Tracking Sheet:    Computer lab AIR Proposal #11  #12 Accountable Independent Reading  (Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces).  #13

 

Accountable Independent Reading work on your project (read) and take notes as you need to complete your project.

 

 

Reading and work on   Project Proposal 10%

Project Ideas we generated: Here

Recall, each part of the project must be completed:

The proposal, the book talk with an adult you lie with, an essay (critical lens) or SAT, and your final project following your proposal.  All due before Memorial Day weekend.

YOU MUST INCLUDE THE FOLLOWING AT THE BOTTOM OF YOUR PROPOSAL:

 

As not all books are taken out of the High School Library.  I, the parent / guardian of (student) ________________________________, approve the student selected book (title)_________________________________ for use on this Independent Reading Project due Thursday May 24th: additionally, that the subject of, and research for, any self designed project must be appropriate for classroom display.

I AGREE Signed _____________________________________     I AGREE  Student______________________________

 

Print two copies of your proposal, have a parent or guardian sign and return it to me today.








MAY1

FM
WEDNESDAY Daily Self Tracking:  The Autobiography for college or career readiness. #14

Full assignment HERE is worth eight (8) H.W. assignments Due Tuesday 7th.

Today-- Brainstorming

All four parts are due stapled together:
Part I Show both the "T" and the "O" of the tower diagram  BRAINSTORM   What are the T and O??? Recall--
Strategic Instruction Model for Writing, or SIM







2 THURSDAY

Thursday, May 2, 2013

Periods 1, 3, 7, 8, 9 in room 1211

Assignment HERE is worth eight (8) H.W. assignments Due Tuesday 7th.

1  Attach brainstorming with 3 subtopics.

Help here: Strategic Instruction Model for Writing, or SIM

2  Incorporate proper devices (see assignment).

Help here:  Strategic Instruction Model for Writing, or SIM

3  Attach rough draft.

4  Complete final version  1-1.5 pages no more.

 

 

 

 

3 FRIDAY

Friday, May 3, 2013

Periods 1, 3, 7, 8, 9 in room 1211

Assignment HERE is worth eight (8) H.W. assignments Due Tuesday 7th.

1  Attach brainstorming with 3 subtopics.

Help here: Strategic Instruction Model for Writing, or SIM

2  Incorporate proper devices (see assignment).

Help here:  Strategic Instruction Model for Writing, or SIM

3  Attach rough draft.

4  Complete final version  1-1.5 pages no more.

 

 

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WEEK THREE

WEEK FOUR  
6 MONDAY

Monday, May 6, 2013

Periods 1, 3 in room 1102, 7, 8, 9 in room 1211

Assignment HERE is worth eight (8) H.W. assignments Due Tuesday 7th.

1  Attach brainstorming with 3 subtopics.

Help here: Strategic Instruction Model for Writing, or SIM

2  Incorporate proper devices (see assignment).

Help here:  Strategic Instruction Model for Writing, or SIM

3  Attach rough draft.

4  Complete final version  1-1.5 pages no more.

 

DONE????   WORK ON AIR!

 

HW-- bring your book tomorrow for reading.  Also, if you owe books return them to pick up Death of a Salesman.

 

7 TUESDAY
Daily Self Tracking: Accountable Independent Reading and library.



Today we go to library and pick up Death of a Salesman.

Use remaining time to work on AIR for this week:  Accountable Independent Reading  work on your project (read) and take notes as you need to complete your project. NO PROPOSAL = NO PROJECT.


Ask your parents if you don't know the answer to the question, "What is the 'rat race'?"

 Death of a Salesman we begin reading as a class Wednesday.


8 WEDNESDAY
Daily Self Tracking: Death of a Salesman.

Discuss: Is it really a "Jungle" out there?

9 THURSDAY
Daily Self Tracking: Death of a Salesman.

What similarities are there between Willie and Holden?

10 FRIDAY Daily Self Tracking: Death of a Salesman.

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 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?

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WEEK FOUR

WEEK FIVE  
13 MONDAY Daily Self Tracking: Death of a Salesman.

View portions of Act I to clarify flashbacks and talking to memories.

The final ruling (not my decision), is that all students will take the final in class.  This avoids any conflict with the Regents exams.  If you wish to take the Regents exam to improve your grade, there will be one there for you.


14 TUESDAY
Daily Self Tracking: Death of a Salesman.
Reading together.

15 WEDNESDAY
Daily Self Tracking: Death of a Salesman.
Reading together.

16 THURSDAY Daily Self Tracking: Death of a Salesman.
Reading together.


HW-- Bring your AIR book.

17 FRIDAY Daily Self Tracking: Accountable Independent Reading and library.


Use remaining time to work on AIR for this week:  Accountable Independent Reading  work on your project (read) and take notes as you need to complete your project. NO PROPOSAL = NO PROJECT.


Work on reading, SAT style essay, or your project.


REMINDER--  The final ruling (not my decision), is that all students will take the final in class.  This avoids any conflict with the Regents exams.  If you wish to take the Regents exam to improve your grade, there will be one there for you.

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WEEK FIVE

WEEK SIX  
20 MONDAY Death of a Salesman       ALL LATE WORK IS DUE BEFORE FRIDAY
21 TUESDAY
REVIEW FOR FINAL / REGENTS
22 WEDNESDAY
REVIEW FOR FINAL / REGENTS --  PROJECT DUE FRIDAY
23 THURSDAY

Thursday, May 23, 2013  ALL LATE WORK IS DUE BEFORE FRIDAY

Periods 1, 3, 7, 8, 9 in room 1211

 

24 FRIDAY

Friday, May 24, 2013

Periods 1, 3, 7, 8, 9 in room 1211

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WEEK SIX

 

WEEK SEVEN  
27 MONDAY OFF  for Holiday       Memorial Day 
28 TUESDAY

Tuesday, May 28, 2013

Periods 1, 3, 7, 8, 9 in room 1211

Locate and read several of the poems at the bottom of this page, copy one you like and paste it to a word document, then... 

identify THREE literary devices used then

 copy the line of the poem where each occurs

and below each describe THE EFFECT EACH HAS ON THE READER...

 

OR

 

This Challenge assignment is in lieu of the above and is an extra credit assignment due today:

From the authors or suggested poems and create a "visual poem"  or animated poem based on that one poem using any program you are familiar with... PowerPoint, Word, Photo Story, Photoshop....

Step one-- select a poem from among those below that interests you or inspires you or creates a vivid image.

Step two-- locate the text online and copy it to the program you are using.

Step three-- select images or colors and effects to illuminate some aspect of the poem.

If you are able, email me an electronic copy-- be sure to put your name in the e-mail.

 

Check out these links for ideas:

http://www.bbc.co.uk/arts/poetry/ondisplay/

http://www.bbc.co.uk/arts/poetry/rca/

 

Also some ideas...http://mashable.com/ http://www.commafilm.co.uk/ http://www.othervoicespoetry.org/vol11/zervos/index.html http://www.othervoicespoetry.org/vol11/zervos/5wpclear.html http://video.e-poets.net/ Camera as a tool of literature http://www.favoritepoem.org/videos.html http://www.pbs.org/ktca/litandlife/index.html http://www.poemsthatgo.com/ http://archive.org/search.php?query=poem%20AND%20collection%3Aanimationandcartoons http://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/ http://www.poetryfoundation.org/features/videolanding http://www.bornmagazine.org/ http://www.pbs.org/wnet/foolingwithwords/main_resources.html  http://movingpoems.com/index/ http://www.poemsthatgo.com/gallery/fall2003/nine/nine.htm 

 

 

 

 

 

Poetry by

     Robert Frost 

     Carl Sandburg                                                            

“Chicago”               

   Edgar  Masters                                                                                    

“Lucinda Matlock”   

 

      Robinson                                                                                

“Richard Cory”                                                                     

      Jarrell                                   

“The Death of the Ball Turret Gunner”            

      Komunyakaa                            

“Camouflaging the Chimera”       

      Levertov                                                                      

“At the Justice Department, November 15, 1969” 

      Giovanni                                   

“Revolutionary Dreams”                          

      Sexton                     

“Self in 1958”   

      Plath                                                                                

“Mirror”                                                                                 

 

 

 

 

REMINDER-- The final ruling (not my decision), is that all students will take the final in class.  This avoids any conflict with the Regents exams.  If you wish to take the Regents exam to improve your grade, there will be one there for you.

29 WEDNESDAY
FINAL EXAM REVIEW  IN CLASS

COMPLETE WORK AS ASSIGNED

30 THURSDAY
FINAL EXAM REVIEW IN CLASS

COMPLETE WORK AS ASSIGNED
31 FRIDAY
FINAL EXAM REVIEW IN CLASS

COMPLETE WORK AS ASSIGNED

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WEEK SEVEN

WEEK EIGHT IN CLASS FINAL EXAMS WEEK
JUNE 3  MONDAY FINAL EXAM REVIEW IN CLASS

COMPLETE WORK AS ASSIGNED

4 TUESDAY FINAL EXAM REVIEW IN CLASS

COMPLETE WORK AS ASSIGNED 
Complete notes on Death of a Salesman / Pursuit of Happyness (film title misspelled)

FM    5 WEDNESDAY
FINAL EXAM REVIEW IN CLASS  COMPLETE WORK AS ASSIGNED

Read Teenage Wasteland page 1169 in textbook and complete questions 1-5 in short answers and #9 in the form of a paragraph use the same page of paper.  Counts as a quiz grade work on your own. Due today.

Final exam is tomorrow.  Bring a pen and pencil.  If you arrive late 5 min + or must leave early 5min + plan on working on something else quietly and coming to the make up day during testing week (TBA).  This is a one period timed exam worth 20% of your grade for the quarter. 


6 THURSDAY IN CLASS FINAL EXAMS If you arrive late or unprepared (without a pen) you may have to take the Final Exam on a make up day.    If you arrive late 5 min + or must leave early 5min + plan on working on something else quietly and coming to the make up day during testing week (TBA).  This is a one period timed exam worth 20% of your grade for the quarter.  



HW-
7 FRIDAY IN CLASS FINAL EXAMS If you arrive late or unprepared (without a pen) you may have to take the Final Exam on a make up day.


If-- you have taken the exam plan on working on something else quietly as people are making up the exam.


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WEEK EIGHT

WEEK NINE TESTING
10 MONDAY  
11 TUESDAY  
    12    WEDNESDAY FM
13 THURSDAY  
14 FRIDAY  

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WEEK NINE

WEEK TEN  
17 MONDAY  
18 TUESDAY  
19 WEDNESDAY  
20 THURSDAY END OF FOURTH QUARTER
21 FRIDAY Conference Day / GRADUATION! THIS WEEKEND!