Friday, Sept. 30 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 -you must answer #3 and then pick either #1 or #2 (Homework if you don't finish)

*Time to read your book if you finish the prompts

History vs. Fiction Prompts: 

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)

Thursday, Sept. 29 Agenda

*Bell Ringer: 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?

*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

*Discuss both WN Media Entries

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

*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?

Wednesday, Sept. 28 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? (annotate or 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?

*When done, read your book!! HOMEWORK IF YOU AREN'T DONE!

*ACT Packet Discussion

*Finish evaluating essays 2-4 

*Homework: 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.

Tuesday, Sept. 27 Agenda

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

*Collect de las Casas answers from yesterday

* 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…”

Cultural Encounters and Frontiers Discussion (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

Monday, Sept. 26 Agenda

*Bell Ringer: Collect Myth

*I need either printed or shared: first draft with highlighting/comments, peer eval rubric and draft used, final with blank rubric (these two should be on top) :write on your rubric what, if anything, is shared with me

*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?

*While you are working, I’ll be checking “Hunger in NYC” work (while waiting when all the “Relation” work is done, read your independent book)

*Discussion on “Relation”

Friday, Sept. 23 Agenda

*Bell Ringer: 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 (1st read) and metaphoric (2nd read) meanings

*What poetic terms can we see (3rd read through)

*Connect to myths (characteristics in general)

*Connect to Sherman Alexie (Thomas Builds-the-Fire) (connections in 4th read through)

*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) Questions are on the poem itself

*In your writer’s notebook, write a paragraph where you explain the connections you can make between “Hunger in NYC” and “I Was Sleeping…”. They can be poetic connections or possibly cultural connections as both authors are contemporary Native American authors. Bring up to me when completed along with the poem and your answers (or have it ready to be checked on Mon.).

Peer Eval Directions

*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 Build-the-Fire" Questions

*Why was Thomas put in jail (other than the conviction of murder from 1858)?

*What is the purpose of this story? Use textual evidence to support your answer. (Don't ask if this means write a TIQA para, assume if you are using evidence that you are writing one, ALWAYS)

*Re-Read the last full paragraph of the story.  Interpret it and use it to answer this question: How does this story show the ideas of culture and Cultural Encounters and Frontiers? (you can also give more details than just from the last paragraph)

Go back to the Alexie/Spokane Tribe reading from the other day, then do what these two prompts are telling you to do:

***Pick four pieces of textual evidence from the packet (a word, phrase, sentence or a few sentences) and react to it while connecting it to the short story. While connecting, explain how the textual evidence gives you a deeper understanding of something from the story, and be specific as to what it is. (Do this on a separate sheet of paper) 

***How does this information (graphs and data) overall enhance your understandings of “The Trial of Thomas Builds-the-Fire”? 

*When done, turn in to folder in the crate and work on your myth or read your independent reading book. 

We'll talk about the Peer Evaluation process once most are done with these questions.

Wednesday, Sept. 21 Agenda

*Bell Ringer: Post-Modern and Contemporary Era Notes

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

*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

*Writer’s Workshop Time

*Drafting

*Second Draft due TOMORROW!!

"Trial of Thomas Builds-the-Fire" Discussion

Go to this site: http://www.spokanehistorical.org/items/show/370
   What on this connects to story? How does the info help you understand Thomas Builds-the-Fire

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

Tuesday, Sept. 20 Agenda

*Bell Ringer: 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.

*Modernism Presentation

*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.

Friday, Sept. 20 Agenda

*Bell Ringer: 10 min for “Rabbit Boy” Questions –bring to me when done

*Writer’s Workshop Time

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

*Due Tuesday

*If you feel you have a solid story, with MANY characteristics, read your book

*Hero Myth Characteristics:

*Heroes can be divine or just an ordinary human

*Heroic acts will benefit the tribe-sometimes obtaining an important ritual for the tribe

*Hero sometimes goes on a quest

*Trickster Myth Characteristics:

*Characters such as coyote, iktome (spider like creature), rabbit and other animals

*Are troublemakers, but present challenges and learning experiences

*Trickster is often self-centered and mischievous, with much energy

*Use of Figurative Language:

*Metaphors

*Similes

*Personification

*Hyperbole

*Repetition

*Symbolism

*Realism Presentation

*Native American Cultural Representations today (packet, questions on slide –questions due Tuesday)

*Non-fiction on reservation life

          AIAN stands for American Indian and Alaskan Native

Answer these questions on a sheet in your reader’s notebook/class notes section.  They will be checked Tuesday.

1. What do you believe is the importance of the “educational attainment” data from the first two graphs (Educational Attainment of overall population and AIAN) when interpreting the information and graphs that follow?

2. Write a summary of the data/findings given.  Should be 3-5 sentences.

3. Based on the graphs and information you read, write a detailed explanation of life on the reservation. (1-2 paragraphs)

Thursday, Sept. 15 Agenda

*Bell Ringer: Romanticism Notes

*“The Voice, Flood, and the Turtle” 

*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. 

*Continue 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 Tuesday 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.

*“Rabbit Boy”: questions (next screen) in your reader’s notebook/class notes section: due after 10/15 minutes tomorrow

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? 

Wednesday, Sept. 14 Agenda

*Bell Ringer: Native American myths (15 min to finish, add to sheet)

*Discussion of “Iroquois Creation” and “World on the Turtle’s Back”

*Age of Reason Era notes

*Myth prompt

*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/many of the literary characteristics/qualities of myths from our notes

Tuesday, Sept. 13 Agenda

*Bell Ringer: Puritan Notes

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

*Continue going through and discussing packet –done with essay 2 by Wednesday

*Native American myths

*Creation Myths- Iroquois in packet and “The World on the Turtle’s Back” page 38 Orange (or handout) *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)

We will have about 15 minutes on Wednesday to make sure your chart is filled out and the stories are both read before we start our discussion.

Monday, Sept. 12 Agenda

*Bell Ringer: Sit with your expert group members, but don’t move the desks into a group 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

If you didn't finish Essay 1, make sure it is done by tomorrow

Friday, Sept. 9 Agenda

*Bell Ringer: Writer’s Workshop Time:

*Write this in ACT Prep section

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

*Overall Prompt:  At this moment in time, there is more information more readily available to more people than ever before. Smartphones can instantly provide directions to your destination, when even 10 years ago you had to look up directions before you left and/or bring along a map. Researchers from all over the world are able to pool their knowledge to advance their fields more quickly. Many libraries have broadened their collections to include subscriptions to online/electronic databases as well as printed works. Greater access to information is generally seen as a positive advance, but what are the consequences of making so much knowledge available to so many people? Based upon the ever-increasing amount of information in the world and the ever-broader access to it, it is worth examining the implications and meaning of easy access to information in our lives.

Perspective One: With increased ease of access to information, we lose the incentive to gain knowledge ourselves. By outsourcing our memories of facts and other information, we are becoming less intelligent.

Perspective Two: Greater access to information allows us to avoid memorizing facts and, instead, use our brains for higher-level thinking. This efficiency leads to a more prosperous and progressive world for everyone.

Perspective Three: The more people who have access to more information, the greater the chances of collaboration and thus further advances in human knowledge. This is good because it pushes us toward new, unimagined possibilities.

Write a unified, coherent essay in which you evaluate multiple perspectives on the increasing accessibility of information.

*Collect ACT essay

*Things I’m looking for with this first essay: Intro –thesis (position on paper); Body Paragraphs –topic sentences, supporting details, logical flow of ideas (w/in and between paragraphs); Conclusion –restate thesis

*Expert group work time –presentations start Monday!!

*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

Thursday, Sept. 8 Agenda

*Bell Ringer: Examples and Note Sheets ‘how-to’

*Expert Groups:

*Rubric

*Continue planning presentation (use power point shared with you to help create)

*Presentations begin Monday

*Chronological Order: The Native American and Colonial Period; The Puritan Era; The Revolutionary Period and Age of Reason; Romanticism and Transcendentalism; Realism, Regionalism and Naturalism; Modernism and Harlem Renaissance; and the Post Modern and Contemporary Era.

*We will have about 45 minutes tomorrow (which is the last chunk of work time), so make sure you figure out what needs to be done and who will be doing it (if things need to be done over the weekend)!!

*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)

Wednesday, Sept. 7 Agenda

*Bell Ringer: Choice Book: any questions?

*Reminder: First Quarter: Any book from the list, needs to challenge you though (if one you want to read is not on the list, talk to me and you’ll submit a ‘proposal’ to me).

*End result: Creative One Pager: assignment handout and examples

*Expert Groups: Continue Researching –share your notes with me now, let me know when you think you have compiled enough for me to check

*You need to have all of your information on your Google Doc by the end of work time today!

*Cross Check notes

*Presentation ideas

Friday, Sept. 2 Agenda

*Bell Ringer: find your seat (pick a seat…for now…)

*Expectations

*https://s-media-cache-ak0.pinimg.com/originals/58/1f/36/581f36edf2353818db4c9196a22f20ae.jpg

*Blackout “poetry” explanation of yourself, an important idea to you, or just a creative thought

*http://newspaperblackout.com/about (video intro)

*http://www.bitrebels.com/design/newspaper-blackout-poems-a-creative-way-to-write-poetry/ (basic examples)

*http://www.creativity2point0.org/2012/10/tone-and-mood-in-literature-moving.html (example to incorporate tone)

*http://www.logolalia.com/alteredbooks/ (colorful examples)

*Writer’s Notebook/Binder- need one ASAP (some of you have one from last year?)

*What is English 11/American Lit?

*“Survey” course, Eras

*Common Themes (the BIG focus)

*Expert Groups explanation

*ranking for Expert Group preferences by end of block (on a sheet of paper where you list top five)