Friday, March 28 Agenda

• Bell Ringer: Harlem Ren. Notes
• One Pager Rubric and reminder to READ out of class
• Crucible 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)
• Each group needs 4 people, one from each section
• Open notes does not mean open book…so write down the big ideas you feel you may need for the quiz
• Intro Quiz (open notes, not open book or computer): in front folder in blue crate when done, then read your independent reading book (or work on your one pager)
• 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)
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Thursday, Feb. 27 Agenda

• Bell Ringer: “Sinners in the Hands of an Angry God” 
• Post on classroom a thought or epiphany and a question
• Then: Lit Concept: Repetition for Emphasis (when words or images or ideas are repeated to make a point) –skim (Sinners in the Hands…) and highlight (in a different color) for this and think of why (what is the point being made/emphasized)
• Discuss annotations: SOAPSTone
• With partner: Speaker; Occasion (when written); Audience (specific, not just congregation); Purpose; Subject; Tone (connotative words that show tone and mood); where are specifics that connect to Puritan notes/characteristics; Questions on screen
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  • Overall Discussion points:
  • Links for Questions: https://www.britannica.com/topic/Puritanism; https://historyofmassachusetts.org/the-great-puritan-migration/
  • Repetition: why were the words you identified repeated?
  • 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?
  • where are other specifics that connect to Puritan notes/characteristics 
  • SOAPSTone
  • Speaker  Occasion   Audience Purpose   Subject Tone
  
  
• The Crucible
• Read Historical note and pg 3-8
• Paraphrase (give details in own words) in Crucible reader’s notes section your section of the intro Miller gives before the play begins
• Paraphrasing: simpler, more direct, own words, slightly shorter than original, can use some quoted phrases
• 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 8 “…general revenge.”
• 1: Matt, Anthony, Tyler, Donovin
  2: Alli, Hailey, Talen, Katie
  3: Kaitlin, Kylie, Bruce, Christian
  4: Jadyn, Gus, Mina, Sterling

Wednesday, Feb. 26 Agenda

• Bell Ringer: Intro to Crucible
• Salem Witch Trial notes 
• Info for those gone tomorrow (need to grab stuff before lunch)
• 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.

Tuesday, Feb. 25 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
• Explain “Sinners…”
• Read and annotated for Thurs.? 
• Analysis vs. Summary handout
• Example of analysis done well
• 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 your book or “Sinners in the Hands of an Angry God” if you’re ready for essay
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Monday, February 24 Agenda

• Bell Ringer: ACT Prep
• Work time on planning essay: need text, message, and options for textual evidence
• Outline Example
• Outline Creation 
• Read choice book if you have a complete outline and are prepared for the essay Wednesday
• Remember, there is a one pager due on that you will present to the class

Friday, Feb. 21 Agenda

• Bell Ringer: Finish the last few minutes of Pocahontas
• 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

• 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)
• Final Topic Essay (ACT essay format) Prep: Essay will be Wednesday
• • Prompt:
  • Pick one of the texts that we read in this topic, “Cultural Encounters and Frontiers,” that you believe communicates an important, in-depth message about it (the topic).  What is that message and why do you feel it is important? How do they approach that idea and how do their ideas and words (textual evidence) impact the overall meaning and feeling of the piece?   Connect and compare that message to the three perspectives/messages created as a class.
  • How do they show the idea, what message do they give about the topic through their words and how is that proof it is the best example?
  • Potential Texts: Native American myths, “Trial of Thomas Builds-the-Fire”, Louise Erdrich poem, Simon Ortiz poem (or combine the two poems together), “The Very Brief Relation of the Devastation of the Indes”, “Interesting Narrative of the Life of Olaudah Equiano”, “General History of Virginia…”, Pocahontas along with “General History”(can’t just do Pocahontas on own)
  • Three perspectives:
  • A dominating culture can try to change a culture they see as inferior, but the traditions and views the submissive culture held can never be completely removed.
  • A lack of understanding between two cultures is often the cause of conflict between them as people are often afraid of the unknown, and act on that fear by trying to destroy what they don’t understand.
  • When two cultures meet, the dominant or more advanced culture will often take over the submissive culture, forcefully pushing their ideals through violence onto a weaker culture, trying to justify it with good intentions.
  
  

Thursday, Feb. 20 Agenda

• Bell Ringer: Discuss General History
• 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?

Wednesday, Feb. 19 Agenda

• Bell Ringer: ACT Prep
• Messages from de las Casas and Equiano- finish with group then read independent book
• Take out 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, read your independent book!!
• Read your independent book
• Discuss John Smith’s General History of Virginia pg 94 Orange
• In Writer’s Notebook: see next slide for prompts (hwk)
• • Media Question: 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.
  • 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?
  
  
• Notes on Pocahontas

  

Tuesday, Feb. 18 Agenda

• Bell Ringer: Modern Era Notes
• De las Casas Discussion
• Refresher on Olaudah Equiano (take out Nat. Am/Colonial notes)
• From The Interesting Narrative… pg 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
• Due in 25 min
• Large group discussion of Equiano after quick pair/share
• 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 (directions on mrsjohnsonenglish11.edublogs.org)
• Independently answer question 2 from the post “Cultural Encounters and Frontiers…”
• Type your answer in Google Classroom

Thursday, Feb. 13 Agenda

• Bell Ringer: “Hunger in NYC” Discussion
• In the Google Classroom assignment, 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.
• Finish Postmodernism/Contemporary Era Notes
• De las Casas/Equiano note reminders–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 
• 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 when 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? -read ind. book when done
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