Monday, Feb. 29 Agenda

*Bell Ringer: Questions on “Sinners in the Hands of an Angry God”

**Lit Concept: Repetition for Emphasis (when words or images or ideas are repeated to make a point) –re-read (Sinners in the Hands…) and highlight (in a different color) for this

*Overall Questions:

*Provide an example of figurative language used in the sermon that illustrates God’s wrath (metaphor, simile)?

*Why haven’t we (the audience of the sermon) already been destroyed?

*How does Reverend Edwards express the Puritans’ belief in predestination and/or original sin?

*Bring these answers, the annotated text, and your paragraphs from Friday up to me to get checked when done

*Discuss annotations

*With partner, who is audience (specific, not just congregation), what is purpose, what is tone, what is mood (connotative words that show tone and mood), where are specifics that connect to Puritan notes/characteristics

*Intro to Crucible

*Salem Witch Trial notes, Red Scare basic info

*Read Historical note and pg 3-8

Paraphrase (give details in own words) in writing section your section of the intro Miller gives before the play begins

*1: Top of 3 –pg 4 “…more upon prayer.”

*2: pg 4 “Which is not…” – pg 5 “…homage to God.”

*3: pg 5 “For these reasons,…” – pg 6 “…their frustrations.”

*4 pg 6 “The Salem…” – pg 7 “…greater individual freedom.”

*5 pg 7 “When one rises…” – pg 8 “…general revenge.”

Friday, Feb. 26 Agenda

*Bell Ringer: Finish Images and predict

*Take out/print Outline for essay

*“Cultural Encounters and Frontiers” Essay

*If you need more than the 45 minutes, mark where you were at the end of time and then finish your essay

*Remember, this is a test.  Check through for all of the objectives on the screen/on the essay prompt sheet.

*Read book while you wait for all to be done

*Review of Puritan Main Ideas

*Read and annotate “Sinners in the Hands of an Angry God”

*Do this after finishing initial directions: Lit Concept: Repetition for Emphasis (when words or images or ideas are repeated to make a point) –re-read (Sinners in the Hands…) and highlight (in a different color) for this

*On the front stool: Anticipatory Set for Crucible. Rate following your own beliefs and ideas –write in WN your explanations (paragraphs due Monday)

*All annotations, highlights, circling, paragraphs, etc. due Monday

Thursday, Feb. 25 Agenda

*Bell Ringer: ACT Prep

*Outline Example

*Outline Creation

*Outline check (if you don’t have TEXTUAL EVIDENCE, you NEED IT!!! Not just summaries…)

*Analysis vs. Summary handout

*Example of Analysis done well

*Read choice book if you have a complete outline and are prepared for the essay tomorrow

*Next Topic: The Individual and Society

*Preview Discussion: What do you think this topic means? Any ideas of what could be covered from your expert era?

*“Sinners” Preview Images

Wednesday, Feb. 24 Agenda

*Bell Ringer: History vs. Fiction ‘discussion’

*Annotate peer’s writing (making comments and writing questions in the margins, connections, ect.) when you’ve read it all, write your opinion and why underneath it, as well as your initials/name

*Discuss with the person when you hand the paragraphs back what you feel is the message about ‘cultural encounters and frontiers’ that General History and Pocahontas show?

*Discussion of ACT stuff from yesterday

*ACT Writing Discussion: Three perspectives on/messages of Cultural Encounters shown by the texts we read

*Final Topic Essay (ACT essay format) Prep: Essay will be Friday

*Work time on planning essay

Tuesday, Feb. 23 Agenda

*Bell Ringer: Disney’s Pocahontas –sections (while watching, notes)

*Think of these questions and be able to discuss them based on the notes you take while watching

*What is true to Smith’s account (General History)?

*What has been changed, added, modified to suit Disney’s purpose and audience?

*What Native American myth characteristics do you see and how?

*How do you think the relations of Pocahontas’ tribe feel about this version? Why?

*Discuss with partner what you answered for how the tribe feels? Then discuss: Is there a bias in the movie? What? How can you tell?

*Bias- A personal, sometimes unreasoned judgment; prejudice; bent

•Answer two of the History vs. Fiction prompts in writer’s notebook

Write at least a paragraph per question (hopefully more) explaining your thoughts and opinions on at least two of these as well as other related ideas:

1. Is it a good thing that children are learning a sanitized, changed version of history? Why? Explain your thoughts in detail.

2. Do you think that most of what American society knows about history comes from movies? Is this good or bad? Why? Explain your thoughts in detail.

3. According to Chief Roy Crazy Horse, of the Powhatan Nation, “It is unfortunate that this sad story, which Euro-Americans should find embarrassing, Disney makes "entertainment" and perpetuates a dishonest and self-serving myth at the expense of the Powhatan Nation.”  Analyze and evaluate this comment/feeling (break it apart, explain the sections, judge is it right or misguided or wrong, connect to direct evidence from notes)

*Time to read your book if you finish the prompts

*ACT Test Exploration

*Go to: http://www.actstudent.org/sampletest/

*Make a google document and put all of your group members’ names on the top. Make sure to write on the document which section is yours

*Start with the English part: look through your section and make a list of the types of questions being asked (what are things that the questions are asking you to know).

*Reading Section: What type of text is your section? What are the skills that you need to use to answer the questions? What would you say is the level of this text, why?

*Overall, what are some concerns that your group members have about the test in a week?

Monday, Feb. 22 Agenda

*Bell Ringer: ACT Prep

*Discuss John Smith’s General History of Virginia pg 94 Orange

*What changes do you think were made when Smith wrote it, why? (lists of details most likely true and those most likely altered) Is this a true witness account or fiction? Why?(reliable narrator) Why third person narration?

*Look at what he says about self as compared to what he says about others

*What was Smith’s purpose (or purposes) in writing General History… What details are included or possibly taken out that helped accomplish his purpose

*What does Smith’s account say about Pocahontas?

*Notes on Pocahontas

*Writer’s Notebook: At some point, you were Disney Animation Studio’s target audience.  Do you feel that at that point in your life, Disney effectively targeted you? Has their message affected the thoughts you have or had or what you ‘know’? Is Disney effective when it comes to getting their message to their target audience? How?

*Disney’s Pocahontas –sections (while watching, notes)

*Think of these questions and be able to discuss them based on the notes you take while watching

*What is true to Smith’s account (General History)?

*What has been changed, added, modified to suit Disney’s purpose and audience?

*What Native American myth characteristics do you see and how?

*How do you think the relations of Pocahontas’ tribe feel about this version? Why?

Thursday, Feb. 18 Agenda

*Bell Ringer: Messages from de las Casas and Equiano

*Notes on Jamestown and John Smith

*General History of Virginia pg 94 Orange

*What changes do you think were made when Smith wrote it, why? (lists of details most likely true and those most likely altered) Is this a true witness account or fiction? Why?(reliable narrator) Why third person narration?

*Look at what he says about self as compared to what he says about others

*What was Smith’s purpose (or purposes) in writing General History… What details are included or possibly taken out that helped accomplish his purpose

*What does Smith’s account say about Pocahontas?

*In Writer’s Notebook: Is the media (TV, movies, books, internet, etc) responsible for accuracy?  Do they need to be 100% true accounts if they are using a true event for ‘inspiration’?  How accurate do shows/movies/books/sites need to be?  Support your opinions with details/logical arguments.

Wednesday, Feb. 17 Agenda

*Bell Ringer: Refresher on Olaudah Equiano (take out Nat. Am/Colonial notes)

* From The Interesting Narrative… pg 84 orange

*What is his purpose in writing? Who is his audience? Pick specific lines/sections that show purpose and audience.

*Question 8 on page 89

*Bring your answers up to me when done

*Discussion on topic “Frontiers and Cultural Encounters” and ties of Equiano and de las Casas to it: What message about Cultural Encounters and Frontiers do these two selections communicate? Details to show

*Homework: question 2 on the blog post “Cultural Encounters and Frontiers…” (previous post)

Cultural Encounters and Frontiers shown by De las Casas and Equiano

1. With your group you are going to talk about our large topic (Cultural Encounters and Frontiers) and how it can be tied to the two most recent readings we have done.  What MESSAGE ABOUT cultural encounters and frontiers do these two selections communicate? Not just that they show cultures encountering one another, but detail out a specific message about the encounters that they show.  Please use textual evidence in your argument.

Post your group's answer as a reply to this post and make sure all of your names are listed in the text of the reply.

Once your group has discussed the topic "Frontiers and Cultural Encounters" and tied these two authors to it (and written it with textual evidence as a reply to this post), work on your own to answer this question as a second reply to this post:

2. Do you think either of these (de las Casas’ and Equiano’s) accounts changed the audience? How? Why yes or no? If no, what could they have done to more affect their audience?

Aim for around a paragraph, making sure to answer all of the questions and connecting them to each author

Tuesday, February 16 Agenda

*Bell Ringer: ACT Writing Discussion/Assessing (what do you rate yourself in organization? Details to support highlighted in essay)

*Read your book when you finish

*European’s Arrival: From The Very Brief Relation of the Devastation of the Indies pg 97 (read the background info and the text in the handout you are given) –Answer these ‘prompts’ below in class notes section, be prepared to discuss both the selection and the answers you come up with

*What are three specific injustices of the Spanish colonizers

*Mood of “Relation” –what is it and list four details that support that mood (emotion in reader created by work) –direct quotes or specific ideas

*Who is his audience? What makes you say that?

*How does this fit into the topic of “Cultural Encounters and Frontiers”? In depth answer with textual evidence to support (at least one piece). What insights or messages about cultural encounters or frontiers does this text show?

*Discussion on “Relation”

Monday, Feb. 15 Agenda

*Bell Ringer: Library Stuff

*Discuss “I Was Sleeping Where the Black Oaks Move”

*“Hunger In New York City” pg. 950 Blue/handout and questions: answer questions on the poem itself, making sure to identify word choice that supports your answer (you can just identify it directly in the text)

*How does the speaker feel about the city (tone of the author)? What word choice leads you to this answer?

*Where do you think the narrator used to live? Not specific, but what was it like? Specific word choice that shows.

*Poetic Ideas:

*What is personified? How?

*What words are repeated? Why?

*How is there parallelism in the final stanza? Why is it there?

*ACT Writing Evaluation: Read through the packet evaluating the essays you have and compare to what you said about them 

Friday, Feb. 12 Agenda

*Bell Ringer: ACT Prep

*Questions on the story: Completed on own, blank sheet of paper, turn in when done (to the folder in the BLUE crate)

*Writer’s Workshop: Peer Evaluation Discussion and Writing Time –final version (and all steps in between) due Monday

*“Thomas Builds-the-Fire” Discussion: Large Group (on Monday)

*Poetic Terms needed this semester (put note sheet in your notes section)

*Louise Erdrich- “I Was Sleeping Where the Black Oaks Move”

*Poet Info: Minnesotan, Chippewa/German-American Ethnicity, writes with characters showing both sides of her ancestry

*Critics say she “has remained true to her Native ancestors’ mythic and artistic visions while writing fiction that candidly explores the cultural issues facing modern-day Native Americans and mixed heritage Americans.”

*Close Read the poem:

*Literal and metaphoric meanings

*What poetic terms can we see

*Connect to myths (characteristics in general)

*Connect to Sherman Alexie (Thomas Builds-the-Fire)

Final Draft of Myth and Close Read of "I Was Sleeping Where the Black Oaks Move" due Monday

Thursday, Feb. 11 Agenda

*Bell Ringer: Post-Modern and Contemporary Era

*Small Group Discussion: I’ll check the close read and answers from yesterday

*Create list of similarities to other myths we read, how does it show Nat Am myth characteristics?

*Discuss other notes

*Discuss metaphor/metaphors

*Discuss things you are confused about: Work together to answer ALL questions or come up with ideas to help you understand the story.

*Come to a group consensus: What is the author’s purpose of this story? What is the author’s attitude towards Thomas Builds-the-Fire? Towards the gov’t/BIA?

*Your group needs to post as a comment to the most recent post on my blog: your list of characteristics, your answers to the last three questions, and at least three important things you talked about

*Peer Eval of Myth

*Print out paper copy for a peer

*When you get someone else’s story, you need to read it.  You are  looking for Native American Myth Characteristics and Narrative Techniques

*General Myth Characteristics

*Creation Characteristics

*Hero Characteristics

*Trickster Characteristics

*Narrative Techniques

*character development, setting, conflict, plot development (exposition, rising actions, conflict, falling actions, resolution)

*If you want to write ways for your peer to improve their story, do so on the paper copy they have given you

*Give their story an evaluative ranking based on the rubric, adding a quick explanation if needed for each category to help the author understand

*Evaluate each category and then overall

*If you aren’t done at the end of class, finish for homework

"Trial of Thomas Builds-the-Fire" Discussion

After your group has discussed what was on the smart board, post some of your insights as a comment to this post.

The things that you need to post are: *your list of characteristics, your answers to the last three questions, and at least three important/insightful things you talked about

Wednesday, Feb. 10 Agenda

*Bell Ringer: Modernism Presentation

*Writer’s Workshop time

*Print off your story/share it with me

*Highlight each example of a characteristic that you are using and annotate in the margin/as a comment what specific characteristic that is an example of

*Assess your use of characteristics and narrative (story characteristics): have you done as well as you believe you can? If not: revise what you have, add more details, make sure your characteristics flow within the story, use precise language for your readers to ‘see’ what you want them to, etc.

*Discussion on nonfiction readings with partner to check answers to first three questions

*Sherman Alexie- “The Trial of Thomas-Builds-the-Fire”

*While reading, notes on blank sheet or mark up the text:

*How does this share myth characteristics?

*What is the metaphor of the ponies?

*What are you confused about?

*Answer the question about why he told the story of Qualchan

*General understandings about the story

*Read your book (at any point when you are done and we haven’t moved on): remember, you will be doing a one pager, so if you want to mark interesting ideas, quotes, themes, etc, that would be a good idea.

Tuesday, Feb. 9 Agenda

*Bell Ringer: Realism Presentation

*“Rabbit Boy”: questions (next screen) in your reader’s notebook/class notes section: due at 3:00

1.What trickster, hero and/or general myth characteristics were shown and how (list at least five with examples) –can highlight in the packet and label what characteristic seen

2.What is Rabbit Boy’s reoccurring vision and what might it represent?

3.Why does Rabbit Boy allow Iktome to capture him?  Why did Iktome fail at the same task? 

*Writer’s Workshop Time

*Complete story, typed, with MANY different MYTH CHARACTERISTICS worked in

*Due Wednesday (tomorrow)

*If you feel you have a solid story, with MANY characteristics (all types), read your book

*Native American Cultural Representations today (packet, questions on sheet in packet –questions due tomorrow)

*Non-fiction on reservation life

*AIAN stands for American Indian and Alaskan Native

Monday, Feb. 8 Agenda

*Bell Ringer: Romanticism Notes

*Lg. group discussion of first 2 creation myths

*“The Voice, The Flood and The Turtle”

*Read on own, take notes on the sheet, when finished reading, answer these questions: 1.  To what Biblical story does this story relate?  Explain at least two ways the stories are similar. 2. What is the ending prophecy?  How could it be applied and interpreted today?  Please make your explanation of the prophecy and today’s world clear.

*Can work with partner on questions, write answers on back of sheet

*Try your hand at an origin/creation myth, and add in some hero/trickster myth characteristics as well: model it after one of the stories we’ve read, or go your own way.  It needs to have many of the literary characteristics/qualities of myths from our notes

*By Wednesday you need a complete story (typed up) with many different myth characteristics worked in to it.  You will also want to add some hero/trickster characteristics after we talk about those.  You need to be able to identify which characteristics you used and where.

*Review/add to notes on Trickster Myths, Hero Myths and literary terms

Friday, Feb. 5 Agenda

*Bell Ringer: Native American myths

*Creation Myths- Iroquois in packet (did this for HW) and “The World on the Turtle’s Back” page 38 Orange *Take notes on chart while reading or at end of reading. This is what definitely should be noted: what origins are explained, what characteristics shown, similarities and glaring differences (for this you want main plot and character points)

*Myth prompt (only start if finished chart for the first two stories)

*Try your hand at an origin/creation myth: model it after one of the stories we’ve read, or go your own way.  It needs to have some of the literary characteristics/qualities of myths from our notes

*Age of Reason Era

Thursday, Feb. 4 Agenda

*Bell Ringer: Read choice book for a bit (waiting for science folk to return)

*Puritan Notes

*ACT Essay practice evaluation (take out the packet from Tues)

*Native American myths

Creation Myths- Iroquois in packet *Take notes on chart while reading or at end of reading. This is what definitely should be noted: what origins are explained, what characteristics shown

Tuesday, Feb. 2 Agenda

*Bell Ringer:  In writer’s notebook section: What is a frontier? Give as many different types of frontiers and examples as you can.  Why is it important to explore frontiers through literature/writing?

*First Topic: Cultural Encounters and Frontiers

*Brainstorm what groups and/or individuals we could read in this section

*Native American/Colonial Group: While the group presents, make sure to take notes, ask questions and fully understand the era

*ACT Writing Evaluation: Example Essays

*Use the rubric to give each essay a score in each of the four areas as well as an overall score.  Make sure you have marked up the essay with supporting details as to why you gave the number

Monday, Feb. 1 Agenda

*Bell Ringer: Writer’s Workshop Time:

*Write this in ACT Prep section

*ACT writing practice– Information Accessibility (explanation on next slide)

*Collect ACT essay

*Things I’m looking for with this first essay: Intro –thesis (position on paper); Body Paragraphs –topic sentences, supporting details; Conclusion –restate thesis

*Expert group work time –presentations start tomorrow!!

*Make sure you have a note sheet for your classmates for the presentation

*Note Sheet should highlight the most important portions of your presentation: What will people need throughout the semester about your era (literary techniques, literary terms, characteristics of the era, characteristics and beliefs of movements and eras, etc)

*Give me one copy and I will make a class set