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!!!!

Monday, Nov. 20 Agenda

*Bell Ringer: Comment Response time: make sure if someone write a comment to you with a question or statement that needs a response, that you reply to what they are saying

*Communication Rubric

*Editing of timed essay (using ‘suggesting’ mode on google drive): need by tomorrow (if 20 min isn’t enough)

*Discussion of WN entry (society values conformity…)

*Thoreau continued

*“Civil Disobedience” 390, read some together

*Questions on same sheet as Walden (whole sheet due tomorrow)

*“Walden”/“Civil Disobedience” Discussion tomorrow

Friday, Nov. 17 Agenda

Women of Tomorrow today, so work time for anyone here on these things:

*Bell Ringer: Time to work on Walden, WN entry, blog posts, comments, reading, etc.

*Walden Reading and Sheet

*In Writer’s Notebook: If society values conformity over individualism, why do nonconformists seem to have the greatest impact on society? Why can nonconformists change society so radically (think of Caesar, Jesus, Martin Luther, MLK Jr., etc)? Who are some nonconformists that are impacting our culture today? Be prepared to share your answer to at least one of the above questions in discussion.

*Nature Journal: (extra credit: send me a picture of you in nature working on your nature journal for me to post on my blog)

*Read, post, or comment (Blogging About Lit)

*Blog Post #2 should be up already and comments on two individual’s blog should be posted by Monday

ALL OF THIS DUE MONDAY!

Thursday, Nov. 16 Agenda

*Bell Ringer: Individual and Society Essay

*40 minutes

*Make sure to prove all ‘I cans’ and analyze to prove your thesis

*The prompt is shared on Google Docs, you are typing yours and sharing it with me

*Emerson Discussion

*Main Ideas of sections (and quick discussion)

*How can we still see echoes of Emerson today? BE SPECIFIC

*In writer’s notebook: What does it mean to be self-reliant? What does it mean to conform? What is a nonconformist? What are the positive and negative connotations of the words conform and nonconformist?

*Thoreau Notes

*Over the weekend (girls)/Time tomorrow for two of the three (boys):

*In Writer’s Notebook: If society values conformity over individualism, why do nonconformists seem to have the greatest impact on society? Why can nonconformists change society so radically (think of Caesar, Jesus, Martin Luther, MLK Jr., etc)? Who are some nonconformists that are impacting our culture today? Be prepared to share your answer to at least one of the above questions in discussion.

*Nature Journal: *Homework: Nature Journaling: Go outside or sit at a window without background noise (TV, music, etc) and write about what you see and think.  A nature journal primarily records your responses to and reflections about the world of nature around you.  This entry should be at least 3/4ths of a page (Writer’s Notebook)

*Extra Credit: Nature Journal Selfie (I will be posting these on the blog…)

*Excerpts from Walden

Wednesday, Nov. 15 Agenda

*Bell Ringer: Outline Reminders: Talk through my example

*Prep for the Essay (45 min): Outline done by tomorrow for test

*American Voices

*Transcendentalist Notes Review:

*Ralph Waldo Emerson notes

*Read Self-Reliance pg 278 (or print out), ?s sheet while you read: Due tomorrow

*Homework: Emerson reading/sheet, BAL reading/posting, outline for test on THURSDAY!!

Tuesday, Nov. 14 Agenda

*Bell Ringer: Answers to these questions written on sheet of paper (I’ll collect/check tomorrow):

*How do these men differ on their beliefs about society (and the country) and the individual, or about equality, or anything else?  Do they share any beliefs, if so, what?

*What was the author’s purpose of each text?

*For each man, how does their background shape their purpose and beliefs? (think about the bios you read)

*In groups discuss:

*Main Point of “Stride Toward Freedom.” How does his main point and purpose connect?

*Main Point of Malcolm X’s interview. How does his main point and purpose connect?

*Discuss their similar and differing views.  Are they more similar or different overall?

*How does their life experience influence their views/beliefs/techniques for fighting racial injustice? Be very specific 

*Introduce Final Essay for Individual and Society: Check Google Drive for documents shared with you

Prompt: What is a common message about the topic of the individual and society that is shown through the texts we read.  You need to use at least two texts from this topic, and prove one message/theme/big idea about “individual and society” that can be seen.  You should have at least one piece of textual evidence/specific detail from each to use as supporting details.  You then need to analyze how that piece of information proves the theme/message.

*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 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

*Outlining Time for Individual and Society essay

*If you finish before we move on, read for BaL

Monday, Nov. 13 Agenda

*Bell Ringer: Ideas from posts on Schoology: “Harrison Bergeron”

*Reminders for BAL:

*Post 2 due by Thursday: make sure it has a media component, put the image/gif/etc. next to where you are talking about what you use it for, caption it as well

*Comments (on two people’s) due today; reply to what people said on your post

*MAKE SURE TO APPROVE COMMENTS!!!!

*Partner discussion and questions on “There Will Come Soft Rains…”

*Quick reminder of Civil Rights era

*Bio of MLK 1202, Bio of X 1218: take notes while you read

*MLK and Malcolm X

*“Stride Toward Freedom” pg 1220/packet

*“Necessary to Protect Ourselves” pg 1224/packet

*Annotate to help you answer these questions:

*How do these men differ on their beliefs about society (and the country) and the individual, or about equality, or anything else?  Do they share any beliefs, if so, what?

*What was the author’s purpose of each text?

*For each man, how does their background shape their purpose and beliefs? (think about the bios you read)

*Answers to questions above will be written tomorrow

Friday, Nov. 10 Agenda

*Bell Ringer: In Reader’s Notebook/Class Notes, other than the fact that “Harrison Bergeron” fits in the dystopian definition, how can we see Post-Modern characteristics?  Give specific pieces of textual evidence to support your answer.

*Work on commenting on blogs when done.  Remember to reply to comments made to yours that require an answer/response.  Also, APPROVE COMMENTS!

*Small Group: take solid notes while discussing

*Schoology Post: Post only one thing satirized (try to make it not a repeat of what others have said, or add more detail to their explanation); everyone posts a message and piece of evidence in the second board

*Detailed, specific answers (with textual evidence) based on your group’s discussion

*“There Will Come Soft Rains” –HOMEWORK

*Annotations: Details showing Dystopia?, Personification, Repetition (specifically of the idea of rain), General annotations for understanding of text, Create some discussion questions/prompts while reading

*****IF YOU DIDN'T GET THE STORY AND QUESTIONS FROM ME, THEY ARE IN THE "THERE WILL COME SOFT RAINS" FOLDER IN SCHOOLOGY!!!**********

*Partner and Large group discussion of “There Will Come Soft Rains” Monday

COMMENTS DUE MONDAY ON THE BLOG POSTS

Thursday, Nov. 9 Agenda

*Bell Ringer: “The Lottery”: Discuss this quote with your partner (make sure to remember something to share with the large group): “Explaining just what I had hoped the story to say is very difficult. I suppose, I hoped, by setting a particularly brutal ancient rite in the present and in my own village, to shock the story's readers with a graphic dramatization of the pointless violence and general inhumanity in their own lives.” –Shirley Jackson

*Discuss Schoology posts

*Commenting on blogs

*Literary Concept: Dystopia

*Somewhere in Notes: paraphrase the definition on the previous slide

*Writer’s Notebook: Why would dystopias be a literary concept often used in the Post-Modern era?

*Was “The Lottery” a dystopia? What examples of dystopia can you think of?

*“Harrison Bergeron”

*Annotations/Close read: dystopian characteristics, Post-Modern characteristics, society and individual

*Questions on “Harrison Bergeron” in to me

*If you finish, reading time (or blogging) for BAL (at any point when you are finished and we haven’t moved on)

Wednesday, Nov. 8 Agenda

*Bell Ringer: WN: Pick one of the words on the board that you believe fits with “The Lottery” and explain how you believe this story shows society’s impact on the individual being the word you chose (again, textual evidence is always a plus). Bring up to me and grab “Biography of the Story” and answer the questions below.

*Questions on the “Biography of the Story”

*Would you have imagined that much of an emotional response from people based on the story? Why yes or no?

*Three specific sections:

*1st bracket, back side: start at “Even my mother…” to end of para: How is this belief an echo of the time her parents and others lived through or their generation?

*Second bracket: start at “…most vehement” to bottom of pg: Why does she think/write this?

*Third bracket: start at “The New Yorker never…” to “…ever published”: Why do you think this received more than others?

*What is your reaction to the end of her ‘biography’ (start at “The general tone…”/ last bracket)?

*Small Group Discussion of “The Lottery”

*Post information on Schoology based on what group thinks (while discussing): each board matches with a point on the half sheet/what you are talking about

Each person posts, but not all at the same time; do one point at a time, then move on to the next point and person

FIRST BLOG POST DUE BY THE START OF CLASS TOMORROW!

Tuesday, Nov. 7 Agenda

*Bell Ringer: In WN, finish this statement and then support yourself in a paragraph: Perkins-Gillman proves that society’s impact on the individual is    because   . Be as thorough as you can be, textual evidence is always a plus. (**put your words on the board…)

*Discuss “The Yellow Wallpaper”

*Small group, discuss comments, discussion questions and then summaries** –what is the story about, how does it show social issues (the role of women) and additional questions

***summary of your interpretation of the story, especially the ending of the story- share with your group after you’ve discussed annotations and questions

*Large group on both Patrick Henry and “Yellow Wallpaper”

*WN: Do you believe that Perkins-Gillman achieved her purpose through this story? (What do you believe her purpose was, why yes or no?)

*Literary Concepts: foreshadowing, satire (defn on next slide)

*“The Lottery”

*Read through, annotating ideas of society and individual, satire, post-modern characteristics, as well as other basic annotations (highlight/underline AND write what you are thinking with it)

*3. (on sheet) Looking back into the story, how do you feel that Tessie Hutchinson was singled out by the author?

Question Change: 4th block: ?1: What did Jackson do to keep the end of the story 'secret'?

*Story annotated and questions due tomorrow

Monday, Nov. 6 Agenda

*Bell Ringer: Small Group on Patrick Henry’s “Speech in Virginia Conv.”

*BAL Calendar check/reading time, (go to my edublogs blog)

*Large group on Patrick Henry

*Reminder of Realism Era: what was life at the time, social issues, etc.

*“The Yellow Wallpaper” 799/packet

*While reading: minimum of five close read notes/annotations (comment/connection/question/etc) plus create two discussion questions about the story and a summary of your interpretation of the story, especially the ending of the story

Friday, Nov. 3 Agenda

*Bell Ringer: Collect paper and Crucible book

*Finish One Pagers

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

*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)“Speech in the Virginia Convention”

*Small and Large Group on Patrick Henry (on Monday)

*Blogging About Lit Intro Continued

*Schedule creation, book requesting if needed

*Reminder, the book needs to be CHALLENGING for you!

*I’ll check your calendar if you have it ready

*Class List and Themes

*First Post: What is your book? Why did you pick it? Who are you reading with (if you are)?

Thursday, Nov. 2 Agenda

*Bell Ringer: YOU NEED A WORKS CITED PAGE: for most, just one entry, so can be on bottom/back of final page

*One Pager Presentations

*Crucible Web: If you were not happy with your score (remember, it is in as an assessment), you can add more connections/more details on the ones you have.  If you are doing that, you need to get the corrections/additions AND the rubric in to me by MONDAY!

Wednesday, Nov. 1 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

*Turning a second draft into a final reminders

*punctuation, capitalization, academic voice, format, other grammar or conventions; fluency, sentence structure (fragment, run-on, comma splice)

*Meet with me to confer on comments

*Paper due Friday!!

*One Pager Presentations start Thursday (except a few today)

*Blogging about Literature intro (@9:20)

*Go to edublogs.org, create a blog, and join my ‘class’…