Monday, Oct. 31 Agenda

*Bell Ringer: The Individual and Society: In writer’s notebook, write a quick list of ways that an individual can interact with society. Think of these ideas: can individuals change society? Can society change individuals? Can you exist without society? Can society exist without individuals? Are there different definitions of society that matter here?

*Writer’s Workshop:

*Work on revising for craft comments, editing

*Issues noticed: Introduction information (fluency through intro, leading to thesis), unity when supporting thesis (topic sentences), depth of analysis (keeping analysis tied to topic sentences and thesis)

*Editing noticed: Pink: agreement (tense and sub/verb); academic voice; italicize long works; citation format; general conventions.  Yellow: comma issues; sentence fluency; sentence structure

*Patrick Henry Speech –I’d highlight in three or four different colors, if possible (HOMEWORK)

*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.

*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)

Friday, Oct. 28 Agenda

*Bell Ringer: Turn on your computer and print out your body paragraphs if you don’t have a paper copy

*Comma and semi colon rules (dependent and independent clauses): ACT Prep Slide 9

*Analysis vs. summary: need to print out a copy of your body paragraphs first

*You need two colors of highlighters or one highlighter and one colored pencil.

*Find the Summary vs. Analysis handout and re-read it (extras in folder if needed)

*Highlight everything that you feel is summary in one color, everything that is analysis in another color

*Meet with me (bring your highlighted copy)

—Work on changing from first draft to second draft, getting your analysis to be at least two times more than your summary (if not 3), adding more analysis, depth of analysis (not just that it proves your thesis, but WHY and HOW)

*Writer’s Workshop: second draft shared with me by end of block (second has the intro and conclusion)

*Intros: Attention getter, Necessary Information (author’s name, title(italics), plot info related to thesis), Thesis

*All need to tie together, need fluency, one idea builds to the other

*Better analysis: tied to topic sentences, fully proving the thesis, take parts of the quote to explain

*Conclusions: restated thesis (new words/order, same idea), re-emphasize arguments (not summarize everything you said), explain ‘so what?’ and possibly tie back to attention getter

Wednesday, Oct. 26 Agenda

*Bell Ringer: Outline requirements reminder

*At least three main points you are making to prove your thesis

*At least four specific pieces of textual evidence with page numbers (one for each point, minimum)

*A potential thought for an attention getter

*Necessary Information for Intro

*Crucible Test: when done, work on outline if not completed, show me when you have all requirements, then work on BODY PARAGRAPHS FIRST!!

*Crucible Essay Assignment/writer’s workshop time ––first draft (typed –google docs would be best) due tomorrow (end of block), editing draft due end Friday

*Writer’s Workshop Time

*How to write a paragraph: write together -analysis practice in Google Drive

*Support of thesis –direct, logical support in each paragraph –unity in paragraphs

*Development of ideas –specific and logical, fully explains the point

*TIQA x2 (Paragraphs will be quite lengthy, that’s ok)

*Meet with me if you have questions on essay

*One Pager Presentations begin in a week! 

Tuesday, Oct. 25 Agenda

*Bell Ringer: Posting Discussion Points on Schoology (if you did already, read the Schoology discussions (including the focus point ones) and work on your web)

*Analysis Essay Choices

*Crucible Essay Assignment approx. due dates –first draft (body paragraphs typed or hand written) due Thursday (end of block), editing draft (2nd body, intro, conc) due Friday (end of block)

*I will need to see your outline at some point today/tomorrow (the earlier I see it, the more time you have to work on the body paragraphs themselves)

*You should be done with your choice book this week and working on your One Pager; we will begin talking about the next independent reading requirement in about five school days…

*You will want to have your book that you have chosen to read finished by Thursday at the absolute latest: One Pager Presentations begin next Wednesday!

Monday, Oct. 24 Agenda

*Bell Ringer: Life Lessons of The Crucible: In your WN, create a list of as many “lessons” as you can think of that can be taken from this play: both specific and general/universal.

*Finish A4

*In your WN: Explain your understanding of John’s actions in Act 4: Why did he decide to confess, then not? Why does Hale say John is willing to hang? What does Elizabeth say?

*Act 4 Discussion Small Groups

*Discuss points from sheet with small group

*Discuss WN entry on John’s actions when discussing similar point on sheet

*Discuss Echoes rather than read it

*How would this story be different if in a different society?

*Topic: The Individual and Society

*Why is The Crucible a fantastic text to place in this topic?

*Focus Points

*Post your group’s main points/best insights on Schoology

*Focus Points ‘Discussion’ –make sure you have a computer!! Add another comment or continue a discussion, make sure you read through them all. -HOMEWORK

*Tangled Web Work Time: Web due Thursday, you need to have details (if applicable) from Act 3 and 4

*HWK: Schoology: One more time, read through what is there (This will help prepare you for the test tomorrow!)

Friday, Oct. 21 Agenda

*Bell Ringer: Act 3 Quiz

*When done, put on stool, then work on your web (remember, it is an assessment (not just a quick homework assignment)

*The Crucible Act 4

*Pg 121-top 144

Use time this weekend to work on Web and Independent Book

Thursday, Oct. 20 Agenda

*Bell Ringer: Act 3 102-118

*In WN: What does Proctor risk by claiming he had an affair with Abigail?  What does he gain?  How did the pros outweigh the cons in this situation and ‘make’ him admit it? –bring to me to check when done

*Post at least one insightful comment on Schoology Discussion board in two of the Focus Points Discussions and comment on one other person’s comment (overall you should have three things posted)

*Finish your motivation explanations (jealousy, fear, love, additional emotion) –I will check them tomorrow during the quiz

*What does John Proctor mean when he says, “God is dead!” (end of act 3)? Why does he say it at this point? What does the rest of his speech to those in the court mean (pg 120)? What do others think he means?  Discuss with partner, jot down notes

*Share your motivation explanations with your group; add to focus points

*Act 3 Quiz tomorrow

*After you finish making sure you are ready for the quiz:

*Post your ‘other emotion’ motivation explanation on Schoology –it is in the focus point folder

*Tangled Web Work Time: Web due Wednesday, you need to have details (if applicable) from Act 3 and 4

*Read through all of the different posts on the Focus Points on Schoology (if you have time)

*Own book –finish it before the end of the quarter, in the next two weeks we’ll be starting a different reading requirement…

Wednesday, Oct. 19 Agenda

*Bell Ringer: Bring the paragraphs that were homework to me (about Act 2 Scene 2)

*While waiting for line to go down, read your book for the one pager

*Discuss answer for A2 S2

*In WN: Explain how these feelings have motivated people in the play The Crucible: Jealousy, Fear, Love, Additional Emotions (you need to pick one emotion that isn’t listed and explain how it motivates). Be detailed and try to look beyond the obvious as well (Shorter paragraph on each).

*Crucible Act 3

*83-102

*Why is Mary so afraid?

*Tangled Web assignment, due in a week (use either “connected mind” on google chrome, bubbl.us or prezi.com to make a map on the computer)

*Work on it throughout the week, either paper or computer

*Own book –finish it soon and work on your one-pager, in the next week and a half or so we’ll be starting a different reading requirement…

Tuesday, Oct. 18 Agenda

*Bell Ringer: Finish A2 74-81

*Focus Points Discussion and more:

*What happened with Abigail and the doll? Did Mary know what Abby was going to do? What makes you say this?

*Discuss John’s comments on pg 77: What does he mean, what does this show about him? Discuss all parts, translate every part (write it down)

*Pontius Pilate? Why?

*Pg 79 Hale’s speech interpretation (write it down)

*What about what Hale said affected John most? Why? What does he think about himself?

*Re-read John’s last lines in A2 (pg 80-81)- Interpret what he means by that.

*Talk about what you’ve seen as examples of different focus points

*Discuss pgs. 77, 79, 81 Interpretations

*Think of Rev. Hale’s change from the beginning (pg 36) to Act 2 (re-read his entrance to A2 (pg 62) and how he acts/what he says at the end).  Why has his manner/appearance changed?  Did he want to find witchcraft in Salem when he arrived? What does he feel about the trials now? What evidence in act 2 backs up your opinions and/or shows a possible change? –Write the evidence at least (direct quotes and pg #)

*Act 2 quiz

*Homework:

*Scene 2 (pg 148) –read on own –done by tomorrow

*in WN: What was the author’s purpose in writing the scene (Act 2 Scene 2)? Why has this scene been cut out of basically all performances of The Crucible? What do readers/viewers gain from the possible addition of the scene, what do they lose/why is it unnecessary? Need min. two full paragraphs.  Give multiple reasons.

Monday, Oct. 17 Agenda

*Bell Ringer: In your writer’s notebook, explain this proverb: “The devil can cite Scripture for his purpose”

*One Pager Reminder

*12ish (counting today) school days until one pager presentations

*Write down some of your thoughts (then share with someone your ideas)

*Read through Proctor Reactions

*Act 2 49-57

* Do you think Mary actually felt the way she explains on pg 57? Does she believe what she is telling the Proctors?

*What information does Mary Warren give? What is going on in Salem/the court? –add to trial section of notes

*John and Elizabeth’s Relationship –write about it in Character Motivation section of Focus Points

*More on John’s character –specifics from his interaction with Elizabeth throughout act 2(look at stage directions)

*57-76

*Focus Points: Trial, Motivations, Hysteria, Empowerment

*Act 2 Quiz Tomorrow/Wednesday! (after we finish A2 and discussion)

You SHOULD be working on your independent book and one pager at home!!!!!!!!!!!!!!!!!!!!

Friday, Oct. 14 Agenda

*Bell Ringer: Finish Acting out Act 1

*Add to character details and relationships; add to focus points

*Motivation –girls and how are those other than the girls motivated? Why do the girls accuse (Abigail, Betty, Tituba)?

*Reputation –who is concerned with rep, how?

*Hysteria –who contributes, who calms?

*All of the rest…

*Character and Relationships Brainstorming (alone or with partner): I’d suggest jotting a few notes (not for the quiz, but for future benefit)

*Read Miller’s explanations on pages 25-36 (specific focus on 33-36) writing questions, important ideas, relationship details, etc. down while reading to talk about with partner at intervals: I will stop the whole class at different points to have time for discussion with partner

*Discuss 33-36 writing questions down while discussing for whole group at end of partner discussion time: make sure you both understand what he is talking about

*Big Ideas to Discuss (and fully understand): Hale’s experience with witchcraft, the use of the devil (especially in politics and connecting his ideas on the Red Scare), the devil before Christianity, witchcraft in Salem (in Miller’s opinion)

*A1 Quiz with Part 2 of Intro Quiz (details from 33-36):Today

*One Pager time:

*Gather materials to work on it, continue reading if you are really far from the end of the book, bounce ideas off of partner (when all are done with quizzes) READING YOUR BOOK AND/OR WORKING ON YOUR ONE PAGER IS HOMEWORK!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Thursday, Oct. 13 Agenda

*Bell Ringer: Intro Quiz Answers

*Crucible Act 1

*Small Group Discussion on 8-21

*Review 18-20-girls’ motivation

*Read 21-48 together

*Add to character details and relationships; add to focus points

*Motivation –girls and how are those other than the girls motivated? Why do the girls accuse (Abigail, Betty, Tituba)?

*Reputation –who is concerned with rep, how?

*Hysteria –who contributes, who calms?

*All of the rest…

*Schoology Discussion: What is John Proctor like so far?  Possible Topics: his character, actions, possible motivations as well as your opinion of him.

*Since everyone will be commenting, only make one observation as well as commenting on your opinion of him.  This way we won’t have too much repetition

*Independent Reading –make sure you’re making progress in your book

Wednesday, Oct. 12 Agenda

*Bell Ringer: Paraphrase explanations:

*First meet with the other holders of your number- make sure that you have all details needed (I’ll be coming around to check that you have done your work): Post your groups’ notes on the Schoology page

*Sign up for Schoology and this course in Schoology: Course Code: C78J3-98QV4

*Each group needs 5 people, one from each section

*Pull up each section’s notes on Schoology and have the person responsible for that explain it if necessary

*Open notes does not mean open computer…so write down the big ideas you feel you may need for the quiz

*Intro Quiz (open notes, not open book): on stool when done, then read book

*Begin reading Act 1: 3-21 (top of 21, before Mary talks to John): start together, finish on own

*You need at least 8 annotations based on the characters, plot, themes, historical details, literary concepts, questions you have, etc. from these pages (aim for more)

*Add examples to focus points as you read too (they count as annotations)

*Schoology Post: -homework (post your ideas and comment on at least one other classmate’s post) Post at least one question and one important piece of information that you have about the beginning of Act 1.  For the comment, either add to their question or give an answer or a part of an answer

Tuesday, Oct. 11 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

*Bring up answers and annotations to get checked

*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

*Focus Points

*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

Paraphrase Sections: 

*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.”

Monday, Oct. 10 Agenda

*Bell Ringer: Finish Preview Images (start at slide 7)

*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?

*Review of Puritan Main Ideas

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

*Due tomorrow

*Grab from the front stool: Anticipatory Set for Crucible. *Rate following your own beliefs and ideas –don’t do the paragraphs, just the ratings –you can use numbers more than once and you don’t have to use all numbers 1-10

Thursday, Oct. 6 Agenda

*Bell Ringer: Discussion of outline issues -ESSAY TEST ON MONDAY, Make sure your outline is done and ready to be used!!

*Example of analysis done well

*Essay will be on Monday (so we have enough time to do it well)

*‘answers’ of ACT essay analysis

*Preview Images and predictions

Cultural Encounters and Frontiers Essay Info

*Prompt:

*Pick one of the texts that we read in this topic, “Cultural Encounters and Frontiers,” that you believe communicates an important, in-depth message about it (the topic).  What is that message and why do you feel it is important? How do they approach that idea and how do their ideas and words (textual evidence) impact the overall meaning and feeling of the piece?   Connect and compare that message to the three perspectives/messages created as a class.

*How do they show the idea, what message do they give about the topic through their words and how is that proof it is the best example?

*Potential Texts: Native American myths, “Trial of Thomas Builds-the-Fire”, Louise Erdrich poem, Simon Ortiz poem (or combine the two poems together), “The Very Brief Relation of the Devastation of the Indes”, “Interesting Narrative of the Life of Olaudah Equiano”, “General History of Virginia…”, Pocahontas along with “General History”(can’t just do Pocahontas on own)

*Three perspectives:

*A “superior” group forces the “inferior” to conform to the ways that they feel are best using violence and dehumanization, forcing the suppression of the ‘inferior’ culture.

*The dominant culture tries to justify their actions against other cultures through religious beliefs.

*The dominant culture tries to make the other culture conform, and while the submissive culture struggles with the culture forced upon them, they never fully lose their culture.

Essay Test Objectives:

*I can analyze how specific word choices build on one another to create a cumulative impact on the overall meaning and tone of a text

*I can analyze how the point of view of an author impacts his/her approach to a theme or topic found in a particular time period

*I can analyze how central ideas develop over the course of a text

*I can choose a topic and id and select the most significant and relevant information to develop and share with my audience

*I can present my information in an objective tone and formal style that includes an introduction statement/section, supporting details, varied transitions and syntax, and a concluding statement/section

*I can connect my specific message to the general messages created by the class

Monday, Oct. 3 Agenda

*Bell Ringer: Discuss with neighbor what you feel is the message about ‘cultural encounters and frontiers’ that General History and Pocahontas show?

*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 Thursday

*Work time on planning essay: need text, message, and options for textual evidence

*Outline Example

*Outline Creation

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