Monday, Nov. 30 Agenda

*Bell Ringer: Discuss “O Captain” and “Song of Myself” then Whitman and Dickinson (WN entry)- partner, then large group

*Modern Era Review

*Modern Era Poem Explicating Practice with Partner pg 930

*Movements of Modern Era poetry: Notes and group work

*Read all poems together, then:

*With your group, plan if any research needs to be done before you present, then do it if necessary

*Work time on poems: you will TEACH them tomorrow:

*Annotate, teach (explain in detail) anything/everything you think needs explaining, meanings (literal and figurative), poetic devices, background, connection to Modern Era and poetic movements

*Things to Teach: 

—What is the poem about? Surface (what happens in the poem, story)? Deeper (theme, message, big picture)?

—If also in a text book, what are some of the questions the book asks?

—Is there any pattern (word, rhyme, image, etc)?

—What poetry terms are used in the poem? How do they contribute to the meaning?

—Alliteration, symbolism, personification, rhyme, repetition, figurative language (simile, metaphor, imagery), allusions, others?

—What characteristics from our notes can be seen in the poem? How does it fit into this era? (imagism, free-verse, objectivism, etc)

—Is there a format? (What does it look like, mechanics, line breaks, etc)

—What rules does the poem follow or break?

—(Page 4 folks…) Ars Poetica: a statement by the poet about poetry, about his or her beliefs about what poetry is and about what it does. What does the poem demonstrate about poetry? 

*BOOKS WITH FRIENDS half way check Friday, so use time if you have it

Friday, Nov. 20 Agenda

*Bell Ringer: Finish Literal and Figurative “Because I could not Stop”

*Anne Bradstreet: note check from hwk (also bring up your “Because I could not Stop” sheet)

*“The Author to Her Book” (on own or with partner)

*What lines imply Bradstreet sees herself as unworthy to write

*Interpret lines 3-5 of “The Author to Her Book”

*What do you think about her attitude that the book is a ninth child? Is this a good comparison (how are they similar or not)?

* Discussion of Bradstreet Poems

*Grab blue book: Walt Whitman

*“Oh Captain! My Captain!” pg 375

*Analysis of what is the literal level, what is the figurative level (like with “Because I could…”)

*Whitman: Note check of “Oh Captain! My Captain”

*“Song of Myself” pg 368

*questions and WN due: MONDAY

*In WN: What do you think are some stylistic (format, structure, conventions) and ideological (beliefs, views, etc) similarities and differences between Dickinson (talked about her yesterday) and Whitman? Please list as many as you can think of, if you want to do a venn diagram or a chart, that’s fine.

Thursday, Nov. 19 Agenda

*Bell Ringer: Find the 4 poems you wrote about and write your insights (just a few of your interpretations) on the documents as comments (DON’T write on the document itself)

*Read and analyze/explicate “Because I could not stop for Death-” on page 548/sheet

*On sheet (then put it in your binder):

*What is this extended metaphor comparing?  (Extended Metaphor: a point by point presentation of one thing as though it were another)  List three specific comparisons you can find in the poem.

*How do the three images (visual images seen during the ride) reflect stages of life? What parts of life is she saying goodbye to?

*How would you describe the overall mood of the poem?  Does this mood reflect the speaker’s attitude toward death? Be specific

*“Because I could not stop for Death” stuff and comments on documents due in +/- 25 minutes

*Discuss Emily Dickinson’s poetry (packet and individual)

*Extended Metaphor Discussion

*Anne Bradstreet –Notes (HOMEWORK)

* “Upon the Burning of Our House” pg 118

*Analyze the poem (also, how do you see Puritan characteristics)

*Final step, meanings and poetic terms

Wednesday, Nov. 18 Agenda

*Bell Ringer: Walden/Civil Disobedience Discussion

*Find your poetry terms sheet, read through to remind yourself of all of the ideas we look for in poetry (we will be looking at poetry for a few days, so if you aren’t sure on definitions, check different resources as well)

*Editing of timed essay (using ‘suggesting’ mode on google drive): need by end of block

*Emily Dickinson p546 (READ THIS IF YOU FINISH YOUR ESSAY BEFORE WE MOVE ON)

*Read ‘author’s style’ pg 547 (add any definitions to poetry terms sheet, if necessary)

*Read through and annotate all of the poems in the packet.  Once you’ve read and quickly annotated them all, pick four. For those four, make sure your annotations are very detailed and you have a solid understanding of different ideas within the poem.

*What does the author say? How does he/she say it?

*Read through one time

*Figure meanings of unknown words, think/write questions, comments, thoughts about the poem (what the author says)

*Read again

*What are some possible meanings? What happens in it? What parts of the poem make you think what you do about it?

*How can we see influence of Dickinson’s life in the poem? Is the author the same as the speaker?

*Read a third time

*Is there a rhyme scheme? What is it? Repetition? Figurative language? What poetic devices? (how the author says it)

Walden and Civil Disobedience

Once your group has discussed your ideas, and each of you has written notes down on your worksheet, one of you needs to post your information/answers as a comment to this post.

*3 Aphorisms (short saying or pointed statement {Direct Quote}) and 3 Main Ideas of the selection assigned (2 groups, one for each selection) (1=Walden, 2=Civil Disobedience)

*Pros and Cons that Thoreau would have about today’s society/America (3) (6)

*Thoreau’s guide (steps) to living the ‘simple life’ (4)

*Thoreau’s guide to politics/life in an American Society (5)

For pros/cons, aim for about 4 each side.

For the guide, aim for 7 or so 

Tuesday, Nov. 17 Agenda

*Bell Ringer: Discuss WN entries from homework

*Thoreau

*Walden pg 382, only read sections on top of sheet

*Questions connected to Walden: full sheet will be collected tomorrow

*Thoreau continued

*“Civil Disobedience” 390, read some together

*Questions on same sheet as Walden (whole sheet due tomorrow)

*Read or journal for BwF if you finish before the class moves on (at any point)

Nature Journal Pictures

Monday, Nov. 16 Agenda

*Bell Ringer: Individual and Society Essay

*45 minutes

*Make sure to prove all ‘I cans’ and analyze to prove your thesis

*The prompt is shared on Google Docs, you are typing yours and sharing it with me

*Emerson Discussion

*Main Ideas of sections (and quick small group discussion)

*How can we still see echoes of Emerson today? BE SPECIFIC

*In writer’s notebook: What does it mean to be self-reliant? What does it mean to conform? What is a nonconformist? What are the positive and negative connotations of the words conform and nonconformist?

*In Writer’s Notebook: If society values conformity over individualism, why do nonconformists seem to have the greatest impact on society? Why can nonconformists change society so radically (think of Caesar, Jesus, Martin Luther, MLK Jr., etc)? Who are some nonconformists that are impacting our culture today? Be prepared to share your answer to at least one of the above questions in discussion.

*Homework: Nature Journal: (extra credit: send me a picture of you in nature working on your nature journal for me to post on my blog)

*Homework: Nature Journaling: Go outside or sit at a window without background noise (TV, music, etc) and write about what you see and think.  A nature journal primarily records your responses to and reflections about the world of nature around you.  This entry should be at least 3/4ths of a page (Writer’s Notebook)

Friday, Nov. 13 Agenda

*Bell Ringer: American Voices

*Transcendentalist Notes Review: Emerson and Thoreau notes

*Final Prep for the Essay (20-30 min): Outline done by Monday for test

*Ralph Waldo Emerson and then Thoreau notes

*Read Self-Reliance pg 278 (or print out), ?s sheet while you read

*Homework: BwF reading/journal, "Self-Reliance" read and questions, outline for test on MONDAY!!

Thursday, Nov. 12 Agenda

*Bell Ringer: Answers to these questions checked:

*How do these men differ on their beliefs about society (and the country) and the individual, or about equality, or anything else?  Do they share any beliefs, if so, what?

*What was the author’s purpose of each text?

*For each man, how does their background shape their purpose and beliefs? (think about the bios you read for homework)

* In groups discuss:

*Main Point of “Stride Toward Freedom.” How does his main point and purpose connect?

*Main Point of Malcolm X’s interview. How does his main point and purpose connect?

*Discuss their similar and differing views.  Are they more similar or different overall?

*How does their life experience influence their views/beliefs/techniques for fighting racial injustice? Be very specific 

*Introduce Final Essay for Individual and Society

*Outlining Time for Individual and Society essay

*If you finish before we move on, read for BwF

Wednesday, Nov. 11 Agenda

*Bell Ringer: “…Soft Rains” Large Group discussion

*MLK and Malcolm X

*“Stride Toward Freedom” pg 1220/packet

*“Necessary to Protect Ourselves” pg 1224/packet

*Annotate to help you answer these questions:

*How do these men differ on their beliefs about society (and the country) and the individual, or about equality, or anything else?  Do they share any beliefs, if so, what?

*What was the author’s purpose of each text?

*For each man, how does their background shape their purpose and beliefs? (think about the bios you read for homework)

*When done, bring questions up to check, then read or journal for BwF

Tuesday, Nov. 10 Agenda

*Bell Ringer: Small Group and then Large group discussion (messages and textual evidence on board) on “Harrison Bergeron”

*“There Will Come Soft Rains”

*Annotations: Dystopia?, Personification, Repetition (specifically of the idea of rain), Create some discussion questions/prompts while reading

*“There Will Come Soft Rains” partner discussion and questions (questions due tomorrow)

     *Is it a dystopia? Evidence to prove/support answer

    *What is personified in the story? Why?

    *What other than rain did you see repeated? Why do you think he did that?

    *Where do you see ideas that demonstrate the topic of society and the individual?

    *What were your points/prompts/questions to discuss? Discuss them…

*Large group discussion of “There Will Come Soft Rains” (tomorrow)

*Quick reminder of Civil Rights era (read bios by tomorrow)

*Bio of MLK 1202, Bio of X 1218

Monday, Nov. 9 Agenda

*Bell Ringer: Post-Modern Review (look at your notes, add if necessary)

*Literary Concept: Dystopia

*Somewhere in Notes: paraphrase the definition on the previous slide

*Look at your Dystopia notes, then write in your Writer’s Notebook: Why would dystopias be a literary concept often used in the Post-Modern era?

*Was “The Lottery” a dystopia? What examples of dystopia can you think of?

*“Harrison Bergeron”

*Annotations/Close read: dystopian characteristics, Post-Modern characteristics, society and individual

*Questions on “Harrison Bergeron” in to me (if finished, if not, due tomorrow)

***In WN, other than the fact that “Harrison Bergeron” fits in the dystopian definition, how can we see Post-Modern characteristics?  Give specific pieces of textual evidence to support your answer. THIS IS HOMEWORK IF YOU DON’T GET IT DONE IN CLASS

*If you finish, reading time (or journaling) for BwF (at any point when you are finished and we haven’t moved on)

Friday, Nov. 6 Agenda

*Bell Ringer: WN: Pick one of the words on the board that you believe fits with “The Lottery” and explain how you believe this story shows society’s impact on the individual being the word you chose (again, textual evidence is always a plus). Bring up to me and grab a “Biography of the Story” from the stool, then read it and answer the questions below.

*Questions on the “Biography of the Story”

*Would you have imagined that much of an emotional response from people based on the story? Why yes or no?

*On the back, you see three brackets with ‘questions’ in the margin, answer those.

*What is your reaction to the end of her ‘biography’?

*Small Group Discussion of “The Lottery”

*“The Lottery” continued: Respond to this quote in your writer’s notebook, after discussing it with your group: “Explaining just what I had hoped the story to say is very difficult. I suppose, I hoped, by setting a particularly brutal ancient rite in the present and in my own village to shock the story's readers with a graphic dramatization of the pointless violence and general inhumanity in their own lives.” –Shirley Jackson

*Post information on the blog based on what group thinks

*Read book for BwF while waiting for all to be done (at any point)

"The Lottery"

Post as a comment to this post, these things that your group discussed:

What are some of the things that you think she is satirizing? -try for a list, throw things out there, even if you aren't sure

How do you think the story can specifically connect to today?

Why do you think people were so upset about this story?

What was Shirley Jackson most bothered about when it comes to the letters the magazine received?

Discuss this quote with your group, then add your group's response to it in your comment: *“Explaining just what I had hoped the story to say is very difficult. I suppose, I hoped, by setting a particularly brutal ancient rite in the present and in my own village to shock the story's readers with a graphic dramatization of the pointless violence and general inhumanity in their own lives.” –Shirley Jackson

What are some of the things you still have questions about with this story or the biography?

What are some of the best points overall that your group came up with in this discussion?

Thursday, Nov. 5 Agenda

*Bell Ringer: Grab lit book to discuss “Yellow Wallpaper” (if you didn’t read pg 814, do it)

*In WN, finish this statement and then support yourself in a paragraph: Perkins-Gillman proves that society’s impact on the individual is    because   . Be as thorough as you can be, textual evidence is always a plus. (**words on the board…)

*Large Group on “Yellow Wallpaper”

*Do you believe that Perkins-Gillman achieved her purpose through this story? (What do you believe her purpose was, why yes or no?)

*Literary Concepts: foreshadowing, satire

*Satire: a technique where foolish customs/traditions/ideas are ridiculed for the purpose of improving society, it is often accomplished through humor or wit, but isn’t always (it can be abrasive or bitterly critical)

*“The Lottery”

*Read through, annotating ideas of society and individual, satire, as well as other basic annotations (highlight/underline AND write what you are thinking with it)

*3. Looking back into the story, how do you feel that Tessie Hutchinson was singled out by the author?

*When done, grab the questions and when someone else is also done, work with them as your partner.

Wednesday, Nov. 4 Agenda

*Bell Ringer: Handing back “Speech in Virginia Convention”

*“The Yellow Wallpaper” 799/packet

*While reading: minimum of five close read notes/annotations (comment/connection/question/etc) plus create two discussion questions about the story and a summary of your interpretation of the story, especially the ending of the story

*BwF Reading

*Discuss “The Yellow Wallpaper”

*Small group, discuss comments, discussion questions and then summaries** –what is the story about, how does it show social issues (the role of women) and additional questions

***summary of your interpretation of the story, especially the ending of the story- share with your group after you’ve discussed annotations and questions

Yellow Wallpaper Discussion:

*“Yellow Wallpaper”

*First: discuss comments, discussion questions and then summaries

*Questions to make sure you cover:

*Was the room a nursery or something else?

*What was her job?

*What does the wallpaper symbolize?

*What is she doing at the end? How do you know this isn’t the first time she has done that?

*Second: –what is the story about, how does it show social issues (the role of women)

*Read her (the author’s) explanation on 814: What added insight does this give readers? Is it important to know this to fully understand the story, or does the story work without this knowledge?

Speech in the Virginia Convention Discussion

Discuss all of your annotations on this reading.  This is what you were told to read for:

*Three rhetorical questions and the assumed answers from the speech.  Why include these questions? “Is this the part of wise men…” he wants listeners to think that, no, wise men search for freedom with open eyes, seeing truth.

Look at these specific places and discuss:What is the implied answer and why does he ask it?

*Line 17-20, 24-27, 30-32, 41-45, 63-68, 83-84

*Allusion: find another mention of a literary/historical/biblical event.  Any thoughts as to why it would be included? Take a guess…

*How does this fit in the topic (the individual and society)?

*How do you see themes of independence or freedom in this speech? (Themes of the era)

Once you have talked through all of these, post as a comment to this post your groups answers to this:

*Pick an allusion your group understands and explain why you feel Patrick Henry included it

*Post your Best pieces of Textual Evidence on:

*Freedom/Independence

*Individual and Society

*What is the implied answer and why does he ask it?

*Line 17-20 (1s group), 24-27 (2s group), 30-32 (3s group), 41-45 (4s group), 63-68 (5s group), 83-84 (6s group)

Tuesday, Nov. 3 Agenda

*Bell Ringer: Collect paper and Crucible book

*Finish Books with Friends intro and calendar set up

*Journal explanation

*“Speech in the Virginia Convention” Discussion: see blog for directions

Background info for "Yellow Wallpaper"

Monday, Nov. 2 Agenda

*Bell Ringer: One Pager Presentations

*Books with Friends Intro

*Book picking and schedule creation