Monday, Sept. 24 Agenda

*Bell Ringer: ACT Prep

*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. (Homework if you don’t finish and we move on)

*Discussion of “I Was Sleeping Where the Black Oaks Move” and “Hunger in New York City”

*De las Casas/Equiano/John Smith note additions –in colonial notes

*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 (details within text, not fully written answers)

*

*What are specific injustices of the Spanish colonizers

*Mood of “Relation” –what is it and list 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: 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?

Friday, Sept. 21 Agenda

*Bell Ringer: Post Modern/Contemp

*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)

*“Hunger In New York City” pg. 950 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)

Thursday, Sept. 20 Agenda

*Bell Ringer: Modernism

* Small Group Discussion: I’ll check the annotations and answers from yesterday

*TQE DISCUSSION

*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

*Large Group Discussion on “Trial…”

*Individual Questions on “Trial of Thomas Builds-the-Fire”

Thomas Builds-the-Fire Questions

*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”?  

Wednesday, Sept. 19 Agenda

*Bell Ringer: Realism Notes (1st); Reading time (3rd)

*Discussion on nonfiction readings

*Sherman Alexie- “The Trial of Thomas-Builds-the-Fire” –reading and questions

*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

*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.

Tuesday, Sept. 18 Agenda

*Bell Ringer: ACT Prep (slide 4)

*“Rabbit Boy” Question check/time to read independent book

*Romanticism Notes (both)

*Native American Cultural Representations today (packet, questions on slide)

*Non-fiction on reservation life

*AIAN stands for American Indian and Alaskan Native

*3rd block: Realism presentation

Monday, Sept. 17 Agenda

*Bell Ringer: “The Voice, Flood, and the Turtle” –time to check questions with partner

*Discussion of Creation Myths

*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.  Try to demonstrate many of the literary characteristics/qualities of myths from our notes

*Age of Reason Notes

*Trickster and Hero Reminders

*“Rabbit Boy”: questions (posted in Schoology) in your reader’s notebook/class notes section

1.What trickster, hero and/or general myth characteristics were shown and how (list at least five with examples) –can highlight in the packet and label what characteristic seen

2.What is Rabbit Boy’s reoccurring vision and what might it represent?

3.Why does Rabbit Boy allow Iktome to capture him?  Why did Iktome fail at the same task? 

Friday, Sept. 14 Agenda

*Bell Ringer: Colonial and Puritan Notes (1st); Puritan and Age of Reason notes (3rd)

*ACT Writing Evaluation: Example Essays Continued

*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

*Native American myths

*Discussion of “World on the Turtle’s Back”

“The Voice, the Flood, and the Turtle” –questions on next slide (posted on the agenda blog, and on Schoology)

*The Voice, the Flood, and the Turtle

*Read on own, take notes on the same sheet as other myth (similarities and differences in the plot/character part as well), 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 (prediction of the future)?  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 

Thursday, Sept. 13 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

*Nat. Am (1st); Native American/Colonial Group (3rd): While the group presents, make sure to take notes, ask questions and fully understand the era

*Native American myths

*Creation Myths- “The World on the Turtle’s Back” page 38 Orange *Take notes while reading or at end of reading. This is what definitely should be noted: what origins are explained, what characteristics shown, main plot and character points

Wednesday, Sept. 12 Agenda

*Bell Ringer: ACT Prep (slide 3)

*Work time on Expert Group presentation (50 min)

*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

*ACT Writing Evaluation

*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

Tuesday, Sept. 11 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)

*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 tomorrow!!(?)

*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

ACT Writing Practice

*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.

*Read and carefully consider these perspectives.  Each suggests a particular way of thinking about the prompt:

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 about the effects of the increasing accessibility of information.  In your essay, be sure to:

*Clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective

*Develop and support your ideas with reasoning and examples

*Organize your ideas clearly and logically

*Communicate your ideas effectively in standard written English

*

*Your perspective may be in full agreement with any of those given, in partial agreement, or completely different.

You have 40 minutes to write this essay.  Make sure to take time to read through and fix issues at the end (most likely during the last 5 minutes)

Monday, Sept. 10 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, Sept. 7 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 absolute latest!!!

*Cross Check notes

*Turnitin.com

*1st: Enrollment key: F2018amlit1 Class ID18842458

*3rd: Enrollment key: F2018amlit3 Class ID18842465

*Schoology.com

*1st Access Code: VF48J-BWVV5

*3rd Access Code: W7HVJ-Z7HQ4

Thursday, Sept. 6 Agenda

*Bell Ringer: Share blackout poem

*Binder division

◦ACT Prep

◦Craft Lessons 

◦Editing Lessons

◦Class Notes ~Reader’s Notebook ~

     Era Notes  

◦Writer’s Notebook 

–Journals, Drafts, Free Writes, etc…

*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

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

Wednesday, Sept. 5 Agenda

*Bell Ringer: find your seat (pick a seat…for now…)

*Expectations

*https://s-media-cache-ak0.pinimg.com/originals/58/1f/36/581f36edf2353818db4c9196a22f20ae.jpg

*Blackout “poetry” explanation of yourself, an important idea to you, or just a creative thought

*http://newspaperblackout.com/about (video intro)

*http://www.bitrebels.com/design/newspaper-blackout-poems-a-creative-way-to-write-poetry/ (basic examples)

*http://www.logolalia.com/alteredbooks/ (colorful examples)

*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)