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