Wednesday, Dec. 21 Agenda

*Bell Ringer: 15 Minutes to talk with your Gothic Story reviewer about your story

*American Dream (with BwF partner)

*Go back to the American Dream Definition and take the best ideas from the definitions (take a look at what I added), and what you gathered from the article, to create a revised definition –post that defn

*Begin Of Mice and Men: Basic Intro then Topic/Big idea sheet

*Of Mice and Men Section 1 (1-17)

*Journal Entry from the perspective of George or Lennie on events from Section 1

*HOMEWORK:

*OMM section 2 –read to page 31 (after “…so you won’t forget it”, be prepared for quiz and to discuss after break)

*Journal Entry on section 2 (17-31), can be from same perspective or switch, half page long (summary and character’s reactions to events, first person pov)

*Final Draft Gothic Fiction due after break (Thursday)

Have a great break!!

Monday, Dec. 19 Agenda

*Bell Ringer: Books with Friends Reminders (need paragraphs, a cover that connects to what is said in the journal, due after break, but can turn it in on Wed)

*Begin “American Dream…American Conflict”

*What is the American Dream? Answers to questions in your WN when done work on your story/preview

*Jazz Age, Harlem Renaissance, Great Depression (notes review)

Packet of poems shared on google drive, first comment are the suggested ideas for notes

*Langston Hughes – “Harlem,” “The Negro Speaks of Rivers,” and “I, too, sing America” pg. 880-3/packet

*Paul Laurence Dunbar “We Wear the Mask” pg 621/packet

***There are suggested note questions to have answers to, but also annotate the poem on your own, with your own thoughts

*Gothic Story Writer’s Workshop time (when done with the Harlem Ren. Poetry)

   Gothic rubric handout

Friday, Dec. 16 Agenda

*Bell Ringer: On sheet of notes: Why would what happened happen (what was revealed in the end of the story)?

*What textual evidence from the story supports your idea/answer?

*Chronological Order of “Rose for Emily” on same sheet with WN entry –turn in to stool (read BwF book if done before others)

*work time on Gothic Story/Preview

Thursday, Dec. 15 Agenda

*Bell Ringer: Work time on “Pit and Pendulum” or Gothic Story/Preview

*On your Gothic story: the story map should be done by the start of class tomorrow at the latest

*The first draft will be due on Tuesday, final draft will be due after break

*Discuss “Pit and Pendulum”

*Sensory Details

*Southern Gothic: “A Rose for Emily”

*Order in which events revealed vs. order in which events occur

*After completing the sequencing, why do you think Faulkner chose to manipulate the sequence this way? What would the story lose if it was told traditionally?

*How does this story show the southern region and the era it was written in (an era different from today)?

*Why is “A Rose for Emily” considered ‘Gothic’? (specific examples (textual evidence))

*Answer questions on a separate piece of paper to turn in. Due tomorrow

*

Wednesday, Dec. 14 Agenda

*Bell Ringer: Large Group Discussion “Anabelle Lee” and “The Raven”

*Gothic Story

*“Pit and the Pendulum” pg 230/packet –due end of work time tomorrow

*Read. While reading, identify 6 most important scenes (or combine main ideas into 6 scenes), and annotate textual evidence of sensory images *due at the end of work time tomorrow (40ish minutes)*

*“Pit and Pendulum” comic- six cells (illustrated or explained in EXTREME detail), cover whole story (especially how they attempted to kill him/he escaped death each time), and list one detail (textual evidence) from the story for each of the five senses (on back of sheet)

Tuesday, Dec. 13 Agenda

*Bell Ringer: Poem Collection

*Emulation poem: on rubric, write down what 3-4 devices are you emulating that should be evaluated (if you didn’t already)

*Am Voice Poem: on rubric, write what devices you used that I am looking for to evaluate if you want (this helps me see what you were aiming to accomplish, thus being able to grade it better)

*Poe notes discussion

*“Anabelle Lee”: explicate the poem (meanings (fig and lit), poetic devices, author’s life in poem, Gothic Characteristics,  etc)

*Discuss

*“The Raven”, pg 244 or 436, rhyme structure, alliteration, plot, characteristics of Gothic Lit.

*Discuss “The Raven”, how is his life reflected in his writing? (with partner)

*“Raven” (while listening, check rhymes and alliteration notes)

*Gothic characteristics

*Meanings

*“plot” of poem (specifically the questions the narrator asks and why he gets angry at the Raven’s answer)

Work with small group to discuss "Anabel Lee" and "The Raven" post points on Schoology

Analyzing "Anabelle Lee" and annotating "The Raven"

"Anabelle Lee"

Read through one time

*Figure meanings of unknown words, write down questions on the sheet, write all ideas as you discuss them

*Read again

*Is there a rhyme scheme? What is it? Repetition? Figurative language? What poetic devices?

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

*Read a third time

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

*How do you see Gothic characteristics?

"The Raven"

—Three Internal rhymes

—Pattern (rhyme scheme) of end rhymes in the stanzas

—3 examples of alliteration

—Gothic Characteristics

—

—Make sure you know what happens (literally and figuratively) in the poem

Monday, Dec. 12 Agenda

*Bell Ringer: “Law of Life”

*Discuss with your small group –record your notes on 1-4 as an assignment submission in Schoology, then evidence for characteristics

*1- Conflict: Man Vs. Nature

*2- Conflict: Man Vs. Self

*3- Personification in general and specifically personification of Death: how?

*4- Symbolism in general, and what does the old moose symbolize? Specific connections

*Characteristics of Era (Realism and Naturalism) –you need one specific piece of evidence for Realism and one for Naturalism

*Poem Work Time

*If you are going to perform your poem at the coffeehouse, we need to talk and work on an intro to your poem

*Make sure you have identified what elements should be graded on the rubric

*You should have another person read through and help you make your poem better

*Printed out copies of both poems due tomorrow

*American Gothic- Notes on Gothic Literature: Looks at humanity’s attempt to supersede nature, spiritual and emotional disconnect from nature: “men have become the tools of their tools” and “things are in the saddle and ride mankind”

*Poe

*Background Info p410, take notes, discuss (tomorrow)

*BwF Work Time or work on poems more

*Journals can be collected before Christmas, but are due the week we get back

Friday, Dec. 9 Agenda

*Bell Ringer: Presentations: Teddy, Jase, Chris, Emily, Alaina

*Realism Review

*“The Law of Life” pg 771

*While reading, make sure you understand the story as a whole (plot, characters, etc) but pay close attention to the topics and take notes on your specific number

*1- Conflict: Man Vs. Nature

*2- Conflict: Man Vs. Self

*3- Personification of Death: how?  

*4- What does the old moose symbolize? Specific connections

*ALL: How does the story “The Law of Life” show Realism and the Naturalistic movement’s ideas? 

*The story is due on Monday, so choose what to work on first (poems, short story, or BwF novel)

*Discussion Monday

*Writer’s Workshop on poems

*Finish conferring, work on revising and polishing, read for BwF or read “Law of Life” if poem is complete

*Final, polished pieces due Tuesday

*Two separate pages, typed, follow points on sheet from yesterday (back side), need both rubrics with them to be worth full credit

Wednesday, Dec. 7 Agenda

*Bell Ringer: More Presentations: Tyler, Sven, Cole, Rachel, Jami, Brittanie, Trevor, Katelyn, Ella, Cassidy

*Poem writing or BwF reading work time

*Poem first drafts due tomorrow!

Tuesday, Dec. 6 Agenda

*Bell Ringer: Presentations (as many as we can get through): Joseph, Thorne, Dani, Sven, Blake, Cole, Tyler, Rachel, Alaina, Jami, Brittanie, Trevor, Katelyn, Ella, Chris, Spencer, Cassidy, Belle, Kalvin, Brandon, Theodore, Jase, Emily, Chris

*Poetry work time

*Who is your poet? –write it on the door if not already

*What are some of the structural choices, ideological choices, stylistic choices, theme choices, etc. that you are thinking of emulating

*Use the rubric as you work on your draft to know what needs to be in each poem

*First draft of both poems due Thursday

*Extra Credit- let me/Mr. Gilhoi know of interest in performing by Friday (you can confirm on Monday based on your revisions of the poem)

Monday, Dec. 5 Agenda

*Bell Ringer: Explication check and Presentation work time

*Make sure you have consulted the rubric and have labeled everything for me to understand

*Presentation Order

*Joseph, Thorne, Dani, Sven, Blake, Cole, Tyler, Rachel, Alaina, Jami, Brittanie, Trevor, Katelyn, Ella, Spencer, Cassidy, Belle, Kalvin, Brandon, Theodore, Jase, Emily, Chris

*All three poems (explicated and organized in a way to assist my assessment of them) and presentation should be done by tomorrow

*Introduce American Poetic Voice assessment

*Work Time on poems

*By end of tomorrow at the ABSOLUTE latest, I need to know what potential devices, structural ideas, ideological choices, and theme choices you are going to be emulating.

*You need to have a first draft of both poems by Thursday for peer review

*Extra Credit: Perform one of your poems at the Coffeehouse!!!

*Let me know if you are interested in this in the next few days…

Friday, Dec. 2 Agenda

*Bell Ringer: American Voices Answers

*Explication Presentation

*Multimodal presentation (more than just the words), digital presentation

-Presentations start on Tuesday

*Multi-Modal Presentation Examples

*Work Time for Explication of Poems

*BwF half way check is TODAY: give me what you have (should be 3 initiateds and 3 responses)

3 Explicated Poems due MONDAY!!!!!

Thursday, Dec. 1 Agenda

*Bell Ringer: American Voices groups:

*Dickinson and Bradstreet (Alaina’s), Whitman (Dani’s), Thoreau and Emerson (Joe’s and Jami’s), William Carlos Williams and other modern poets (Brittanie’s and Kalvin’s)

*Overall Question: How does their writing exemplify the (or an) American voice?

*How does their writing show America at their point in time?

*What does their writing say about people and society?

*Thinking of all, what aspect(s) of America are not reflected with the voices so far?

*Write up on Schoology (also write on sheet of paper for self)

*Current Poets Research: Nikki Giovanni, Maya Angelou, Gwendolyn Brooks, Marilyn Hacker, Dana Gioia, Jack Kerouac, Pedro Pietri, Marc Smith, Taylor Mali, Robert Pinsky, Li Young, AND LOTS MORE TO CHOOSE FROM

*Research and Work Time

*Rubric

*Discussion of Rubric

*Reminder of what is needed for each poem, what you will be presenting.

*Explications due Monday

*Presentations: Tuesday?

Explication Examples

Wednesday, Nov. 30 Agenda

*Bell Ringer: Finish pg. 6 Modern Poems

*Current Poets Research Introduction: Nikki Giovanni, Maya Angelou, Gwendolyn Brooks, Marilyn Hacker, Dana Gioia, Jack Kerouac, Pedro Pietri, Marc Smith, Taylor Mali, Robert Pinsky, Li Young, AND LOTS MORE TO CHOOSE FROM

*Go to blog for example

*American Voices groups:

*What is the American voice: your group needs a few different ideas/definitions/aspects to definition –post this on Schoology, then follow the directions about what to do next.

American Voice Definition and Authors We've Read...

Post your group's definition (and associated ideas) of American Voice as a comment in Schoology.  Once every group has posted, read through them and create a working definition of American Voice by compiling the important points from everyone's definitions.  Use that as your definition while working as a group on the next point...

Your group has been assigned an author/authors.  *Dickinson and Bradstreet (Alaina's), Whitman (Dani's), Thoreau and Emerson (Joe's and Jami's), William Carlos Williams and other modern poets (Kalvin's and Thorne's)

You need to find the notes/information you have on that author/authors and answer these questions about their American Voice.  Make sure one of you types up the answers as a comment to the assignment on Schoology, but all of you write it down in your notes.

*Overall Question: How does their writing exemplify the (or an) American voice?

*How does their writing show America at their point in time?

*What does their writing say about people and society?

*Thinking of all, what aspect(s) of America are not reflected with the voices so far? 

Once you have posted these ideas, work on your current poet research. 

Poetry Explication Example

Go to this link: Hamilton

And then this one: My Shot

Tuesday, Nov. 29 Agenda

*Bell Ringer: 40 min time to finalize poem teaching

*Presentations, take notes

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

Monday, Nov. 28 Agenda

*Bell Ringer: Discuss “Because I could not…”, Bradstreet, “O Captain” and “Song of Myself” then Whitman and Dickinson (WN entry)- partner, then large group

*Modern Era Review –add to notes on Modern Era poetry

*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 (after 20 minutes or so):

*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

*—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

"Oh Captain! My Captain!" Literal and Figurative Chart

Tuesday, Nov. 22 Agenda

—*Bell Ringer: Literal and Figurative “Because I could not Stop” -for those gone, get notes from a person who was here 

*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 (on Monday when all are here)

*Walt Whitman

*“Oh Captain! My Captain!” pg 375 (handout)

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

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

*“Song of Myself” pg 368 (handout)

*questions and WN due: MONDAY

Read Sections 6, 31, 32 of "Song of Myself" Annotate in general, as well as these specific points:

Romantics/Transcendentalists –emotion over reason, individual over society, common people over aristocracy, freedom over control, nature over human works.

¡How does Whitman’s poem (sections 6, 31, 32) show this?

¡Why does a child ask about the grass? How can childhood be connected to Romanticism?

—What could grass symbolize? (multiple things, quotes that show)

—What is he saying about death?

—How does Whitman’s work use parallel structure (repetition of grammatical structure)?

—In WN: What do you think are some stylistic (format, structure, conventions) and ideological (beliefs, views, etc) differences and similarities between Dickinson 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.

—All of these (questions and writer’s notebook) due Monday.

Monday, Nov. 21 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 +/- 35 minutes

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

*Anne Bradstreet – (HOMEWORK)

* “Upon the Burning of Our House” pg 118 and “Author to her Book”

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

*Final step, meanings and poetic terms

Friday, Nov. 18 Agenda

*Bell Ringer: 15 min to finish/cross check “Civil Disobedience”

*“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 WHEN YOU FINISH YOUR ESSAY, BEFORE WE MOVE ON, take notes on the poem packet or Romantic era notes on info about her that seems important)

*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.

One More...

And here's Brandon's:

Thursday, Nov. 17 Agenda

*Bell Ringer: Discuss WN entries from homework

*Thoreau –notes

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

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

*WN: Can high schoolers ever truly follow Transcendental ideas? Be specific on which ideas (think Emerson) or acts (think Thoreau) they can or can’t follow and why you think that.  Don’t think of adults, think of you and your peers…

* 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)