Friday, Dec. 21 Agenda

*Bell Ringer: Work time for commenting on post 7, planning final product, reading (make sure you are at middle of 53 OMM)

*Read some of OMM together (get to 66??)

*Short discussion on 38-where ever we get after I read

*Big Idea Discussion

*With small group, talk about **and POST specific examples of big ideas (3), literary devices (2), and the four types of conflicts in the book so far.  Then go through the big idea sheet and discuss where the other big ideas have been seen (start with Am. Dream, be specific, page numbers/textual evidence always helpful **ADD TO ONES EVEN IF YOU AREN’T TRACING).

*Assessment on OMM coming after break

*This will focus on the Big Ideas tied to THEMES and Textual Evidence

*Homework: Read part of Section 4 (66-74 stop at “Candy’s voice answered.”), read for Post 8 (final post) due on Wed 1/2

Thursday, Dec. 20 Agenda

*Bell Ringer: Conflict, Personification, Foreshadowing, Symbols (literary craft ideas)- mark (annotate) where you see them and then discuss during small group discussions

*TQE Discussion pg 1-37 (sections 1 and 2)

*Things to discuss: big idea examples (esp Am Dream and the plans of the pair), literary devices (esp symbols), character details (who is everyone? How are the characters used/going to be used), conflict types, plot points, Modern Era characteristics

*Plan your points for posting

*Post on the whiteboard your ideas AFTER you’ve discussed for 15-20 (NOT before)

*Read through other group’s posts, add more ideas/questions/etc. to their ideas

*Prepare for large group by reading through all boards

*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 individuals needing a place to belong relate to this statement and Lennie and George’s relationship and their position in life so far? –submit to Google Classroom assignment

*Section 3: Things to pay attention to when reading: Big idea examples, any examples of symbols, personification, foreshadowing, and conflicts

*Homework: Post 7 due before the day turns to Friday, pg 38-53 (stop after “turned back to the wall again.”) OMM

Wednesday, Dec. 19 Agenda

With the choir kids gone, we used our time for reading:

*Bell Ringer:

*Work time

*Reading OMM and annotating

*Reading your independent book

*Post 7

*Working on your final product –remember, you want to meet all standards, so you might have multiple pieces that you combine together into a presentation

*This is a presentation where I will be assessing your “presenting” skills (eye contact, voice, etc.)

Tuesday, Dec. 18 Agenda

*Bell Ringer: Final Product from Independent book: work with small group to look through standards (shared on drive) and start thinking of creative ideas

*Blogging About Lit Presentation:

*Needs to fulfill the standards on the document shared with you

*Can be done independently, with a person who also read your book, or with someone else (but then you will need to talk about both books)

*If you are working with someone, talk with them now to come up with ideas

*There is a Product Ideas sheet shared with you (it also has links that may come in handy).  If you are struggling with coming up with ideas, take a look here.

*Today you need to start planning or at least brainstorming for this. 

*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 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 I’ll read for about 10 min, then you all read independently

*Homework: Read OMM sections 1 and 2 (1-37): Annotate while reading to have a discussion on Thursday (things to annotate: big ideas (AM DREAM esp), character details, plot details, questions, details of Modern era, writer’s craft ideas)

Friday, Dec. 14 Agenda

*Bell Ringer:  Poem Collection –make sure you also have your explanations to each poem for me (What did you mean/say? How did you say it? (devices, structure, etc))

*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)

*Discuss TTH with group (post on Classroom)

*Tell Tale Heart Comic/Graphic Time: “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

*Southern Gothic: Combo of Gothic (details from TTH) and Regionalism

*“A Rose for Emily” pg 1064/packet

*Annotate for: Order in which events revealed (order of things happening IN THE STORY, NOT CHRONOLOGICAL) –plot details; details to create mood and Southern Gothic characteristics 

Thursday, Dec. 13 Agenda

*Bell Ringer: Final Presentations: Austin A., Rhiannan, Amy, Ally, Amanda, Ellie

*“Raven” question check/discussion

*“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

*TOMORROW: “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 

Wednesday, Dec. 12 Agenda

*Bell Ringer: “Law of Life”

*Discuss with your small group –add any additional notes from the small group in a different color:

*Conflict: Man Vs. Nature

*Conflict: Man Vs. Self

*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

*TQE on the board in 15

*TIQA para on an E or Q your group DIDN’T write

*American Gothic- Refresher 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”; “things are in the saddle and ride mankind”

*Poe

*Background Info p410, take notes

*“The Raven”, listen first, then annotate; specifically: structure, rhyme (mult. types), alliteration; plot (literal) and metaphoric meanings, characteristics of Gothic Lit., influence of Poe’s life

*“plot” of poem (specifically the questions the narrator asks and why he gets angry at the Raven’s answer)

*All this will be checked Thursday

REMINDER: *Week 6 blog post needs to have:

*At least one LINK (like we’ve worked on) as well as the images

*Discussion of at least one theme (hopefully more) you see emerging in your book

*Discussion of some craft idea of the writing (look at the link on my edublogs for guiding questions to help with this)

Tuesday, Dec. 11 Agenda

*Bell Ringer: 1st Block Presentations: Austin W., Dane, Brooke, Gabe, Grace,

*American Voice and Regionalism

*Realism, Naturalism notes review (in Google Classroom)

*“The Law of Life” pg 771 (or packet)

*While reading, make sure you understand the story as a whole (plot, characters, etc) but pay close attention to the topics below

* Conflict: Man Vs. Nature

* Conflict: Man Vs. Self

* Personification of Death: how?  And What does the old moose symbolize? Specific connections

*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/checking comments from yesterday)

*Writer’s Workshop on poems

*Finish conferring, work on revising and polishing, read/post for BAL if poem is complete

*Final, polished pieces due Friday

*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 and in your explanation paragraphs

*You should have another person read through and help you make your poem better

Monday, Dec. 10 Agenda

*Bell Ringer: Poem rubrics

*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) -EVERYONE should have reviewed (at least) 2 poems of a peer

*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

*Comments on post 5 need to be up tonight by nine (and responses)

*Week 6 blog post needs to have:

*At least one LINK (like we’ve worked on) as well as the images

*Discussion of at least one theme (hopefully more) you see emerging in your book

*Discussion of some craft idea of the writing (look at the link on my edublogs for guiding questions to help with this)

*Presentations (1st): Shilo, Lauren, Caley,

*

Friday, Dec. 7 Agenda

*Bell Ringer: Emulation Poem:

*Who is your poet? –write it on the note on the back of the door

*Presentations and Hyperlinked Poems: Kate, Lexi, Garrett, Jared, Michael, Austin L.

*Savanna, Thor, Michael, Seth, Abby, Anthony, Jillian, Sheldon

*Poetry work time

*Who is your poet? –write it on the note on the back of the door

*What are some of the structural choices, ideological choices, stylistic choices, theme choices, etc. that you are thinking of emulating

*By end of today you need to know what potential devices, structural ideas, ideological choices, and theme choices you are going to be emulating.

Thursday, Dec. 6 Agenda

*Bell Ringer: MAKE SURE YOU HAVE HEADPHONES!

*Look at hyperlinked poems of first 4 presenters (we will do this each 4)

*1st: Faith, Belle, Olivia, Connor, Reed, Mikayla, 

*4th: Raisa, Autumn, Jacob, Clayton, Hannah, Savanna, Emma

First Draft of BOTH POEMS due MONDAY!!!  You should know your emulated poet by tomorrow!

Wednesday, Dec. 5 Agenda

*Bell Ringer: Work time on Presentation and links

Make sure to consult the rubric!!!! Both sides!

*Introduce American Poetic Voice assessment

*Definition of American Voice: The American Voice freely expresses the perspectives, morals, opinions, thoughts and feelings diverse speakers have of American culture.  These ideas reflect the time period and are shaped by current and past, large and small, positive and negative events, as well as individual experience.  It is speaking or writing to influence the public and society.

*Poetry work time

*First draft of both poems due Monday

*Work Time on presentation, blog posts, comments, reading your book, etc. as well

Tuesday, Dec. 4 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:  The American Voice freely expresses the perspectives, morals, opinions, thoughts and feelings diverse speakers have of American culture.  These ideas reflect the time period and are shaped by current and past, large and small, positive and negative events, as well as individual experience.  It is speaking or writing to influence the public and 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 Thursday, as well as the presentation

*BAL Post 4 and comments should be done by now

Monday, Dec. 3 Agenda

*Bell Ringer: American Voice and authors we’ve read (linked in Google Classroom)

*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 with the voices so far?

*Write up on Schoology

*Large group on American Voice and Authors so far

*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, Nov. 30 Agenda

*Bell Ringer: Finish Teaching Modern Poems

*Current Poets Research Introduction: Look at the assignment sheet (also shared with you through Classroom)

*Go to blog for example

*Current Poetry Example

*Need poet and 3 poems (at the minimum) by Monday

*Explications (on paper) due Tuesday

Thursday, Nov. 29 Agenda

*Bell Ringer: Blogging Stuff

*Modern Era Reminders (look at your notes and the highlighted parts especially of the slides shared through Classroom)

*Modern Poetry:

*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 in 30 –You need a marked up poem that you will display using the document cam OR an online marked up copy (and make sure each person can explain different aspects)

*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

*Presentations, take notes

*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 about what to do next.

Wednesday, Nov. 28 Agenda

*Bell Ringer: In WN: What do you think are some stylistic (format, structure, conventions) and ideological (beliefs, views, etc) similarities and differences between Dickinson (talked about her Monday) 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.

*Whitman: Note check of “Oh Captain! My Captain” and “Song of Myself” pg 368

*Discuss “O Captain”, “Song of Myself”, and Whitman and Dickinson WN entry- large group

Discussion of meanings, devices of section 6

*Modern Era Review –Look through the notes shared with you in Classroom. 

Movements of Modern Era poetry: read the whole packet, annotate your page like crazy

*By Monday you should have 4 blog posts and commented on at least 8 other people’s blogs

Tuesday, Nov. 27 Agenda

*Bell Ringer: Because I could not stop discussion

*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: meanings; Puritan characteristics; poetic devices/structure

*Walt Whitman

*“Oh Captain! My Captain!” 

*Analysis of what is the literal level, what is the figurative level (like with “Because I could…”)

*Note check of “Oh Captain! My Captain”

*“Song of Myself” Read section 6, 31, 32

*How see Romantic/Transcend characteristics? Meanings (Literal/figurative)? Examples of his style? Poetic Devices/Structure?

*Blogging About Literature Mid-Point Monday (4 posts up and comments on at least 8 other blog posts), so use time if you have it

Monday, Nov. 26 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 (shared with you in Classroom)

*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 due in +/- 35 minutes

*Literal and Figurative Discussion on “Because I could not Stop for Death”

*Anne Bradstreet –Notes

"Upon the Burning of Our House"

*“The Author to Her Book”

*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 a ninth child? Is this a good comparison (how are they similar or not)?

*Analyze the poems (also, how do you see Puritan characteristics)

*Final step, meanings and poetic terms

Tuesday, Nov. 20 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 (How are Thoreau’s beliefs echoed today? Can society actually function by following Transcendentalism?)

*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.

When Annotating: 

*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)

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

*Post 3 due by Monday, Nov. 26