Friday, September 29, 2017

Friday, Sept. 29 Agenda

*Bell Ringer: ACT Prep (slide 5)
*Collect Myth
*I need: highlighted first draft, final with blank rubric (these two should be on top)
*de las Casas discussion
*Collect de las Casas answers from yesterday
*Refresher on Olaudah Equiano (take out Nat. Am/Colonial notes)
*From The Interesting Narrativepg 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

READ YOUR INDEPENDENT BOOK FOR HOMEWORK OVER THE WEEKEND!!!!!!

Thursday, September 28, 2017

Thursday, Sept. 28 Agenda

*Bell Ringer: Poetry handout #2
*Discussion of “I Was Sleeping Where the Black Oaks Move” and “Hunger in New York City”
*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) –Annotate to help answer these ‘prompts’ below in class notes section or on text, 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?
*Start this if you finish the first three before 3:20: 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?
*Homework if you don’t get to it in class
*Final chunk of time for Native American Myth –final draft due tomorrow

*If done, read your independent book or work on Cult. Enc./Front. Question above

Wednesday, September 27, 2017

Wednesday, Sept. 27 Agenda

With almost everyone at the college fair, those who were here had a work day. 

Here are the important things to make sure you've completed by Thursday:

  • Peer Review in Turnitin
  • "Hunger in New York City" Questions and annotations
  • Comparison paragraph ("I Was Sleeping..." and "Hunger...")
  • Work on your myth final draft (due Friday)
  • Read your independent book (it's almost October... have you made any progress??)


Tuesday, September 26, 2017

Tuesday, Sept. 26 Agenda

*Bell Ringer: Closure on “Trial of Thomas Builds-the-Fire”
*Poetry Brainstorm: Poetic Terms needed this semester
*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)
*Peer Editing of myth in Turnitin –done by THURSDAY beginning of block
*Writer’s Workshop: Peer Evaluation and Writing Time –final version (and all steps in between) due Friday
*HOMEWORK: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)
Simon Ortiz
“one of the nation’s most important Native-American poets,” professor
Focus on language and oral traditions of the Pueblo tribe (southwestern US)

* 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.

Monday, September 25, 2017

Monday, Sept. 25 Agenda

*Bell Ringer: Post Mod and Contemp Presentation (1st) Reading time 4th
*4th block: Peer and Self Eval (form linked on edublogs blog)
*Read through comments online
*Finish small group discussion (post answers to other things in Schoology)
*Lg. Group Discussion
*Questions on “Trial of Thomas Builds-the-Fire”
*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.
*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 into the Non Fiction packet:
***Pick three 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
***How does this information (graphs and data) overall enhance your understandings of “The Trial of Thomas Builds-the-Fire”?  

*Peer Eval of Second Draft (in Turnitin) upload by tomorrow

Thursday, September 21, 2017

Thursday, Sept. 21 Agenda

*Bell Ringer: Modernism (1st) Post-Modernism/Contemp (4th)
*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. DISCUSSION GOAL: ALL 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 discussion board on Schoology: your list of characteristics, your answers to the last three questions, and at least three important things you talked about
*Writer’s Workshop Time
*Take a look at the ets rater info and my comments in Turnitin
*Editing and Revising of myth
*Second Draft due Monday!!

*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.

Wednesday, September 20, 2017

Wednesday, Sept. 20 Agenda

*Bell Ringer: Finish Realism
*Writer’s Workshop time
*Print off your story
*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” –reading and questions are homework
*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 

Tuesday, September 19, 2017

Tuesday, Sept. 19 Agenda

*Bell Ringer: ACT Prep (slide 4)
*5-10 min for “Rabbit Boy” Questions –bring to me when done
*Writer’s Workshop Time
*Complete story, typed, with MANY different MYTH CHARACTERISTICS worked in
*How to upload to Turnitin
*Due by 8am Wednesday
*If you feel you have a solid story, with MANY characteristics, upload it then read your book
*Realism Presentation
*Native American Cultural Representations today (packet, questions on slide –questions due Wed)
*Non-fiction on reservation life

*AIAN stands for American Indian and Alaskan Native
Questions: 
*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)

Monday, September 18, 2017

Monday, Sept. 18 Agenda

*Bell Ringer: Romanticism Notes
*“The Voice, Flood, and the Turtle” –time to check questions with partner
*Discussion of Creation Myths
*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 Wednesday at 8:00AM you need a complete story (typed up, first draft) 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 (posted in Schoology) in your reader’s notebook/class notes section: due after 5-10 minutes tomorrow

Friday, September 15, 2017

Friday, Sept. 15 Agenda

*Bell Ringer: (4th block) Finish Colonial  
Puritan and Age of Reason/Revolution Notes
*Native American myths
*Discussion of “Iroquois Creation” and “World on the Turtle’s Back” on Schoology
*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 many of the literary characteristics/qualities of myths from our notes.  By Wednesday 8am you need a complete first draft


*The Voice, the Flood, and the Turtle” –questions on previous post (posted on the agenda blog, and on Schoology)

"The Voice, the Flood, and the Turtle" assignment/questions

*The Voice, the Flood, and the Turtle –Due Monday
*Read on own (continue looking for/annotating for characteristics), take notes on the sheet (final column), 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.
*Write answers on back of sheet

*Work on your myth ( –typed copy of full myth by Wednesday)

Thursday, September 14, 2017

Thursday, Sept. 14 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
Native American myths
*Creation Myths- Iroquois in packet 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)

Characteristics to make sure are in notes
*General:
*#4
*Balance
*Circle of Life
*Great Mystery (is in all things)
*Set in nature; animals as characters
*Use of Figurative Language:
*Metaphors and Similes
*Personification
*Hyperbole
*Repetition
*Symbolism
*Creation:
*Emerging, two worlds
*Explains origin of man and/or other things, ideas, practices, beliefs, etc.
*Divine char. interacting with man
*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

*4th Block: ACT Rubric and 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
*

Wednesday, September 13, 2017

Wednesday, Sept. 13 Agenda

*Bell Ringer: ACT Prep (slide 3)
*Work time on Expert Group presentation
*Note Sheet explanation
*Final ‘slide’: MLA format works ‘cited’ page
*Choice Book reading time/getting notes sheets to be copied if your notes presentations are done

*4th block: First half of Native American/Colonial Notes

Tuesday, September 12, 2017

Tuesday, Sept. 12 Agenda

*Bell Ringer: ACT Prep (slide 2)
*Writer’s Workshop Time:
*Write this in ACT Prep section
*ACT writing practice– Information Accessibility (explanation on next slide)
ACT WRITING PRACTICE PROMPT: 
*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 Thursday (except we need to present tomorrow in 4th block)!!
*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

Monday, September 11, 2017

Monday, Sept. 11 Agenda

*Bell Ringer: Go to ACT Prep section (slide 1)
*Examples and Note Sheets ‘how-to’
*Expert Groups:
*Rubric
*Continue planning presentation (use power point shared with you to help create)
*Presentations begin Wednesday (end of block) or beginning Thursday
*Chronological Order: The Native American and Colonial Period; The Puritan Era and The Revolutionary Period/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 second to 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 outside of class)!!
*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)

Friday, September 8, 2017

Friday, Sept. 8 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 middle of work time Monday at the latest!!!
*Cross Check notes
*Turnitin.com
*1st: Enrollment key: F2017amlit1 Class Id: 16134085
*4th: Enrollment key: F2017amlit4 Class Id: 16134110
*Schoology.com
*1st Access Code: 28W3X-6XGKM

*4th Access Code: DFHH9-CRX8T

Thursday, September 7, 2017

Thursday, Sept. 7 Agenda

*Bell Ringer: Share blackout poem
*Binder division
*Expert Groups
*Find out Era
*Begin researching
*Choice Book
*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 (4th block)

*Library- if necessary and your group is ok with you leaving

Wednesday, September 6, 2017

Wednesday, Sept. 6 Agenda

*Bell Ringer: find your seat (pick a seat…for now…)
*Expectations
*Blackout “poetry” explanation of yourself, an important idea to you, or just a creative thought
*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)