Thursday, Dec. 21 Agenda

*Bell Ringer: Finish posting to Schoology if needed and read through posts from yesterday; then post/comment on edublogs blog (commenting partners are up on my blog)

Independent book Project planning time

*Read 53-66 together

*Homework: Journal Entry on 53-65 (#4); Read part of Section 4 (66-74 stop at “Candy’s voice answered.”)

Wednesday, Dec. 20 Agenda

*Bell Ringer: Final Product of BAL whole class discussion

*Conflict Notes

*With same small group start with the sheet (and posting on the 1-43 Schoology discussion board) and then talk and write/post about the following: (43-53)

*George says that guys like them, who work on ranches are “the loneliest guys in the world” (Steinbeck 13).  What is his reasoning behind the statement?  Do you agree? Why/why not? How does the idea of “belonging” relate to this statement and Lennie and George’s relationship and their position in life so far?

*Big Idea Discussion: talk about what you have traced for big ideas so far and then as a group, post a specific detail or piece of textual evidence (with page number) to three of the big idea boards on Schoology

*Conflict Types and examples with your group, then post to the boards on Schoology (not just char. Name vs. char. Name, but names with how that specific conflict is playing out)

*Read through everything that has been posted so far on Schoology

*If time, start writing your perspective journal (31-53)

*Homework: Finish perspective journal on 31-53, post 6 due tomorrow 

Tuesday, Dec. 19 Agenda

*Bell Ringer: Final Product from Independent book: work with neighbor to look through standards (shared on drive) and start thinking of creative ideas

*Before you grab the quiz, work on the bullet points on the white board –grab the quiz when you’ve finished (all quizzes need to be started by: ) –When you finish the quiz: two perspective journals should be completed at this point (1-17, 17-31)

*Pgs 1-31 Quiz: Discussion after all are finished

*Personification, Foreshadowing, Symbols –notes for these will be online, so maybe mark (annotate) where you see them and then add to online notes during small group discussions

*Start reading OMM again –stop on page 43 (ain’t doin’ no harm)

*Discussion on pages 1-43

*Homework: Section 3 start on page 43 read to page 53 (“the wall again.”)

*Things to pay attention to when reading: Big idea examples, any examples of symbols, personification, foreshadowing, and conflicts

*journal entry on 30-53

Monday, Dec. 18 Agenda

*Bell Ringer: American Dream Discussion

*Definition of American Dream (In OMM Folder in Schoology)

*Discuss the fourth question, focusing on your prior knowledge of the Great Depression era (as that is when the book is set)

*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

*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”); Journal Entry on section 2 (17-31) –can write this after the quiz tomorrow, can be from same perspective or switch, half page long (summary and character’s reactions to events, first person pov) 

Friday, Dec. 15 Agenda

*Bell Ringer: Southern Gothic: Combo of Gothic (details from Schoology on TTH and collection of comic) and Regionalism

*“A Rose for Emily” pg 1064

*Order in which events revealed (order of things happening IN THE STORY, NOT CHRONOLOGICAL)

*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 time it was written in (an era different from today)?

*Mood- feeling or atmosphere created by the author

*How does the diction (word choice), imagery and figurative language create a mood? What is the overall mood?

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

*“A Rose for Emily” partner discussion –details on my Edublogs blog

*Begin “American Dream…American Conflict”

*What is the American Dream? (shared with you in Drive) also posted on Edublogs

*Answers to questions in your notes/on a copy of the document shared

*Due Monday

Thursday, Dec. 14 Agenda

*Bell Ringer: Poem Collection

*Emulation poem: on rubric, make sure you wrote down what 3-4 devices are you emulating that should be evaluated

*Am Voice Poem: on rubric, make sure you wrote what devices you used that I am looking for to evaluate

*(this helps me see what you were aiming to accomplish, thus being able to grade them better)

*“Raven” question check

*“Tell Tale Heart”

*Read it. While reading, identify 6 most important scenes (or combine main ideas into 6 scenes), and annotate textual evidence of sensory images * Sensory images: sight and sound (3 of each) that contribute to Gothic feel of story

*“Tell Tale Heart” Comic: six cells (illustrated or explained in EXTREME detail), cover whole story (especially what the narrator did, how he reacted after, etc.), -the sensory images you identified should tie in to what you illustrate

*Discuss “Tell Tale Heart” in small group

*Gothic Characteristics (on Schoology)

*Collect comic tomorrow

Wednesday, Dec. 13 Agenda

*Bell Ringer: “Law of Life”

*Discuss with your small group –record your notes on 1-3 and then evidence for characteristics as an assignment submission in Schoology,

*1- Conflict: Man Vs. Nature

*2- Conflict: Man Vs. Self

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

*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

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

—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

*Discuss “The Raven” (with partner)

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

*Gothic characteristics:

*“plot” of poem (specifically the questions the narrator asks and why he gets angry at the Raven’s answer) Your answer to this question and the poetry characteristics notes will be checked on Thursday

Tuesday, Dec. 12 Agenda

*Bell Ringer: Hyperlinks –finish clicking through any you haven’t seen

*American Voice and Regionalism

*Realism, Naturalism notes 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?  And 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 tomorrow, so choose what to work on first (poems, short story, or BAL novel/posts)

*Writer’s Workshop on poems

*Finish conferring, work on revising and polishing, read/post for BAL if poem is complete

*Final, polished pieces due Thursday

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

*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

Monday, Dec. 11 Agenda

*Bell Ringer: Peer Review of poems: If typed, print out two copies of each poem (if hand-written, give it to me and I’ll make copies)

*Part 1: four times (even for your own poems)

*Part 2: Conference, if you want to have someone else look at your poem, so do before going into part 3, or do some revising, then have someone else read

*Part 3: Begin to revise, look at the back of the sheet for polishing info

*Poem rubrics -final drafts of poems due Thursday

*Comments on post 4 need to be up tonight by nine (and responses)

*Presentations (1st): Seth, Kaitlin O., Calvin (Jenna and Leo tomorrow) 

Friday, Dec. 8 Agenda

*Bell Ringer: Luke, Katelyn M., Lane, Elliot, Bryce, Susan, Jada, Antonio, Justin,

*Mackinzie, McKenzie, Wyatt, Katie, Jared, Ellie, Nate

*When done with at least one poem: Peer Review of poems: If typed, print out two copies of each poem (if hand-written, give it to me and I’ll make copies)

*Part 1: four times (even for your own poems)

*Part 2: Conference, if you want to have someone else look at your poem, so do before going into part 3, or do some revising, then have someone else read

*Part 3: Begin to revise, look at the back of the sheet for polishing info

Thursday, Dec. 7 Agenda

*Presentations:

*1st:Joey, Charli, Mikala, Grace, Dawson, Linda, David, Ashley, 4th: Grace, Livy, Luke, Kasey, Macy, Rachel, Alicia, Alethea,

*Poem writing work time

*At least one of the poems first draft due tomorrow!

Wednesday, Dec. 6 Agenda

*Bell Ringer: Introduce American Poetic Voice assessment

*Definition of American Voice: 

1st block: The opinions, beliefs, perspectives, choices, morals, and wishes expressed by those in America.  Influenced and shaped by current and past, large and small events as well as individual experiences.  These ideas expressed are demonstrating the ‘speaker’s’ opinions of the state of society and the individuals within it, covering the beliefs and opinions of the American people.

*4th Block: The American Voice expresses the perspectives, morals, opinions, thoughts, and feelings speakers have toward their country, the people in it and the views of others. Influenced by past and present events that changed America and Americans positively and negatively. The voice attempts to influence, change, and better society.

*Poetry work time

*Who is your poet? –write it on the note on the whiteboard (if you want to wait until learning about all of the poets researched, you can start with the American Voice poem and choose your emulated poet tomorrow)

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

*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.

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

*First draft of both poems due Friday

*Work Time on presentation, blog posts (post 4 up by tomorrow -check edublogs blog for reminders), comments, reading your book, etc. as well

Tuesday, Dec. 5 Agenda

*Bell Ringer: Explication Presentation Explanation

*Multimodal links (more than just the words), digital presentation (images, sounds, videos, etc)

*Tie to images (visual, auditory, tactile, etc.), cultural connections and allusions, meanings, connected biographical points, unfamiliar words

*You are helping your audience fully understand all of the aspects of the poem by linking to images, sounds, video clips, articles, etc that give a better understanding

*American Voice Definition:  1st Block: The opinions, beliefs, perspectives, choices, morals, and wishes expressed by those in America.  Influenced and shaped by current and past, large and small events as well as individual experiences.  These ideas expressed are demonstrating the ‘speaker’s’ opinions of the state of society and the individuals within it, covering the beliefs and opinions of the American people.

4th Block: The American Voice expresses the perspectives, morals, opinions, thoughts and feelings speakers have toward their country, the people in it and the views of others. Influenced by past and present events that changed America and Americans positively and negatively. The voice attempts to influence, change, and better society.

*Explication check and Presentation work time

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

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

*BAL Post 3 and comments should be done by now: if you commented after 11:15 last night, send me an email as to who you commented on so I can check

Monday, Dec. 4 Agenda

*Bell Ringer: Work Time for Explication of Poems

*Rubric

*Discussion of Rubric

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

*Presentations: Thursday/Fri

Friday, Dec. 1 Agenda

*Bell Ringer: QUICKLY finish Modern Poem Teaching (4th block)

*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 on what to do next.

*First Block: The opinions, beliefs, perspectives, choices, morals, and wishes expressed by those in America.  Influenced and shaped by current and past, large and small events as well as individual experiences.  These ideas expressed are demonstrating the ‘speaker’s’ opinions of the state of society and the individuals within it, covering the beliefs and opinions of the American people.

Fourth Block: The American Voice expresses the perspectives, morals, opinions, thoughts and feelings speakers have toward their country, the people in it and the views of others. Influenced by past and present events that changed America and Americans positively and negatively. The voice attempts to influence, change, and better society.

*Dickinson, Bradstreet, Thoreau/Emerson, Whitman, William Carlos Williams, and other modern poets

*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 in the voices so far?

*Write up on Schoology

*Large group on American Voice and Authors so far

*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

*Current Poetry Example

By Monday you need to know your poet and have picked out the three poems

*Explications (on paper) due Tuesday

Thursday, Nov. 30 Agenda

*Bell Ringer: 25 Min Modern Poem work time

*Presentations, take notes 

Blog post up by 11:59 pm!!!

Wednesday, Nov. 29 Agenda

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

*“Song of Myself” packet

—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. 

*Discuss “Song of Myself” and Whitman and Dickinson WN entry- large group

*Modern Era Review –Look through the notes shared with you. As I talk about points, add to notes on Modern Era poetry

*Movements of Modern Era poetry: Notes and group work

*Read all poems together, then:

*With your partner/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

—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? 

*By Monday you should have 3 blog posts and commented on at least 6 other people’s blogs

Tuesday, Nov. 28 Agenda

*Bell Ringer: Anne Bradstreet –Notes

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

*Previous slide

*Discussion of Bradstreet Poems

*With group, discuss all.  Be prepared to share one non-repeated, insightful annotation for each category: poetic devices/structure; meanings; Puritan characteristics

*Walt Whitman

*“Oh Captain! My Captain!” pg 375 (https://www.poetryfoundation.org/poems-and-poets/poems/detail/45474)

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

*Blogging About Literature Mid-Point Monday (3 posts up and comments on at least 6 other blog posts), so use time if you have it

Monday, Nov. 27 Agenda

*Bell Ringer: Emily Dickinson Discussion

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

*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; the same big idea with many small points throughout)  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

*Literal and Figurative Discussion on “Because I could not Stop for Death”

*Anne Bradstreet –Notes

*“The Author to Her Book”

*What does the author say? How do they say it? Overall ?s

*Read through one time.

*Figure meanings of unknown words, think/write questions, comments, thoughts about the poem.

*Read again.

*Is there a rhyme scheme? What is it? Repetition? Figurative language? What poetic devices? Annotate the poem, marking these ideas on your sheet, with line numbers.

*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? Make sure to refer to line numbers.

*Bradstreet-how do you see Puritan Characteristics?

*When done, keep notes, come get “The Author to Her Book” (analyze this poem as well –follow steps above, then answer these/annotate on poem)

*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 an additional child? Is this a good comparison (how are they similar or not)?

Tuesday, Nov. 21 Agenda

*Bell Ringer: Discuss: 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…

*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): Also, poetry analysis/annotation handout.

*Emily Dickinson p546 (take notes on this info in your Realism Era notes)

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

*Read through and do a quick annotation of 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.

Annotation Ideas:

*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)

*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) –due by MONDAY

*On each of the 4, write TWO comments (your IN DEPTH annotations)

*For 3 of the other poems, add one comment each (a maybe less in depth annotation)

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

*At any point when you find yourself done with the list here, READ or BLOG or COMMENT!!!!