Tuesday, Oct. 31 Agenda

*Bell Ringer: 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 to use as notes (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:

*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: academic voice; italicize long works; citation format; general conventions; comma issues; sentence fluency; sentence structure

*Examples of analysis, intros, conclusions (from google drive)

*One Pager Presentations on Thursday: Use time to work on this only if your paper is coming along well (you are at least done with a second draft of intro, body, and conclusion)

Monday, Oct. 30 Agenda

*Bell Ringer: Writer’s Workshop time to work on body paragraphs, then go into Intro and Conclusion first draft

*Work on Intro and Conclusion when body rough draft is complete

*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

*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

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

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

*Take out unnecessary summary!!!

One Pagers due on Thursday

Friday, Oct. 27 Agenda

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

*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

*I need to see at least one body paragraph uploaded to Turnitin this weekend.  I will have more time this weekend vs. Monday to read, so I will be able to give more in depth assistance…

*One Pager Presentations on Wednesday/Thursday!! If you need a break from your paper, work on reading/creating your one pager

Thursday, Oct. 26 Agenda

*Bell Ringer: Finish A4 Discussion

*Read through of Schoology discussion insights

*Analysis Essay Choices

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

*Outline requirements reminder

*At least two-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 Essay Assignment/writer’s workshop time ––first draft ONLY BODY PARAGRAPHS ‘due’ Friday (end of block/Saturday 8pm to Turnitin), editing draft due end Monday

*Test tomorrow

*One Pager Presentations begin in a week! 

Wednesday, Oct. 25 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 Act 4

*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?

*Read “Echoes Down the Corridor”

*Web due Friday, you need to have details (if applicable) from Act 3 and 4

*Act 4 Discussion Small Groups (directions on previous slide)

*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 Friday/Monday at the absolute latest: One Pager Presentations begin next Wednesday/Thursday!

*Focus Points ‘Discussion’ –Homework: Add another comment or continue a discussion, make sure you read through them all. Also homework: WEB!!!, Studying for test!!!

Tuesday, Oct. 24 Agenda

*Bell Ringer: Finish A3 (1st block)

*In writer’s notebook: 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?

*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

*Act 3 Quiz

*When done, put on stool, post to Schoology (if you didn’t yet), then work on your web (remember, it is an assessment [not just a quick homework assignment])

*Focus Points: Add a fourth point (and fifth [4th])from the second half of Act 3 and comment on one other person’s point by adding to it or connecting it to something else

*Instead of an Act 4 quiz, we will have the web (for plot and character motivations) and a 2 page test on analyzing quotes, understanding big ideas, analyzing the book as a whole

*On Thursday

*The Crucible Act 4

*Pg 121-124

*HWK: Web; Schoology

Monday, Oct. 23 Agenda

*Bell Ringer: Post your ‘other emotion’ paragraph in Schoology

*If needed, finish your motivation explanations (jealousy, fear, love, additional emotion)

*Read ‘Other Motivations’ on Schoology and review A2/what we read of A3

*Focus Points Posting: Need to post three examples (at least one from A3 so far)

*When you have posted, work on your web (it is due on Friday), read your independent book, or work on your one pager

*Act 3 95-120

*Act 3 Quiz tomorrow

*Make sure you posted at least one insightful comment on a Schoology Discussion board in three of the Focus Points Discussions. 4th Block: Now add a fourth  and a fifth point from the second half of Act 3 and comment on one other person’s point by adding to it or connecting it to something else. (1st block, can do, will do tomorrow)

Thursday, Oct. 19 Agenda

*Bell Ringer: Tangled Web Explanation

*Crucible Act 3

*83-94

*Why is Mary so afraid?

*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). –the additional emotion paragraph will be posted on Monday (Schoology)

*Web Work Time

*Tangled Web Work Time: Web due Friday, you need to have details from all acts, including Act 3 and 4

*Own book –finish it before the end of the quarter, in the week and a half we’ll be starting a different reading requirement…

*One Pager time:

*Gather materials to work on it, continue reading if you are really far from the end of the book

Wednesday, Oct. 18 Agenda

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

*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 #)

*Discuss answer for A2 S2

*Finish Discussion (add in details of Hale)

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

*Act 2 Quiz

*Start web while waiting, or read book

*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. 17 Agenda

*Bell Ringer: Finish A2 56/58-81

*Focus Points: Trial, Motivations, Hysteria, Empowerment

*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. (write it)

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

*Act 2 quiz (tomorrow)

*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.

Friday, Oct. 13

*Bell Ringer: Finish Acting out Act 1 (27-48)

*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)?

*Dynamic Character: John will be one we watch, details of him at beginning (Schoology post); also Hale

*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 33-36 writing questions, important ideas, relationship details, etc. down while reading to talk about with partner at intervals: you can pause at different points 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/communism), the devil before Christianity, witchcraft in Salem (in Miller’s opinion)

*Act 1 Quiz Monday

Know These Characters:

*Tituba                        Rev. Hale 

*Rev. Parris                 Mary Warren 

*Martha Corey             Abigail

*Thomas Putnam         Francis Nurse

*Elizabeth Proctor       Ann  Putnam 

*Betty Parris               Mercy Lewis

*John Proctor              Rebecca Nurse

*Giles Corey 

Thursday, Oct. 12 Agenda

*Bell Ringer: Read posts on Schoology (comment if necessary)

*Independent Reading –One Pager presentations start on Nov. 1/2

*Crucible Act 1

*Small Group Discussion on 8-21:

*Review 18-20-girls’ motivation: write this on Focus Points

*Read 21-28(?) 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

Wednesday, Oct. 11 Agenda

*Bell Ringer: Finish notes:

*Red Scare basic info

*Focus Points

*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

*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 or computer): on stool when done, then read your independent reading 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. 10 Agenda

*Bell Ringer: One Pager Rubric and reminder (Presentations in 15 school days –counting today)

*15 minutes to finish essay (first 3 part of the time, after that, turn text a diff color)

*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 and the annotated text up to me to get checked when done

*Read your book while you wait

*Discuss annotations (post to schoology)

*With partner: what is tone, what is mood (connotative words that show tone and mood), where are specifics that connect to Puritan notes/characteristics, what was Puritan life like? sim and diff to today

*Intro to Crucible

*Salem Witch Trial notes

*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. 9 Agenda

*Bell Ringer: 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?

*Preview Images and predictions

*Review of era Main Ideas

*Analysis vs. Summary handout

*Example of analysis done well

*Take out/print Outline for essay

*“Cultural Encounters and Frontiers” Essay

*If you need more than the 40 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 Tuesday

Friday, Oct. 6 Agenda

*Bell Ringer: ACT Essay Packet and answers

*Work Time for Outline if you aren’t done

*Outline check (if you don’t have TEXTUAL EVIDENCE, you NEED IT!!! Not just summaries…) –outline must be shared with me, I will check it again if asked

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

*Remember, there is a one pager due on that you will present to the class

Thursday, Oct. 5 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 (ALL or a majority)

*1st block: group self and peer assessment

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

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

*Outline Example

*Outline Creation

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

Wednesday, Oct. 4 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 think about 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 Question 3 and either 1 or 2 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)

*ACT Packet Discussion

*Start/resume evaluating ACT writing examples

*Time to read your book if you finish the packet

Tuesday, Oct. 3 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 Media WN Entries

*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?

Monday, Oct. 2 Agenda

*Bell Ringer: 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

*Independently answer question 2 on Schoology “Cultural Encounters and Frontiers…”

*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, answer the WN prompt below and then read your independent book!!

*HW: 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.