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

Monday, Nov. 19 Agenda

*Bell Ringer: Emerson Discussion

*Main Ideas of sections (and quick discussion)

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

*Discussion of WN entry (society values conformity…)

*Thoreau continued

*“Civil Disobedience” 390, read some together

*Annotation Directions:

*FOR BOTH: Note details that show any and all Transcendental ideals/beliefs

*Especially simplifying, individuality, and nature related ideas (Walden specific) 

*Note details of Thoreau’s beliefs on government (Civil Dis)

*BOTH: How do we see Thoreau’s personal life contributing to his essays 

*BOTH: Things that Thoreau is against

*Ladies (and those absent Fri): Timed Essay Writing

Remember: Comments are due today!!!  Respond to comments and approve them!!

Friday, 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 Classroom, you are typing yours and sharing it with me

*Thoreau Notes

*Over the weekend:

*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)

*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…)

*Thoreau from Walden pg 382 line 24 – 383 line 91, “The Pond in Winter” and “Conclusion” stop at line 235

*Annotation Directions:

*FOR BOTH: Note details that show any and all Transcendental ideals/beliefs

*Especially simplifying, individuality, and nature related ideas (Walden specific) 

*Note details of Thoreau’s beliefs on government (Civil Dis)

*BOTH: How do we see Thoreau’s personal life contributing to his essays 

*BOTH: Things that Thoreau is against

*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

Thursday, 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: start a section of Reader’s Notebook for new topic

*Defn: Ideas, beliefs, authors, styles, etc that contribute to what it means to be American; things that have influenced society to become what it currently is

*In American Voices section: 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?

*Transcendentalist Notes Review:

*Ralph Waldo Emerson notes (also Thoreau since WoT)

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

*Homework: Emerson, BAL reading/commenting, outline for test on FRIDAY!!

Wednesday, Nov. 14 Agenda

*Bell Ringer: Answer these questions in Google Classroom:

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

*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?

*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 and lives.  Are they more similar or different overall?

*How do they use rhetoric to persuade audience of their views/beliefs/techniques for fighting racial injustice/purpose? Be very specific 

*Introduce Final Essay for Individual and Society: Prompt and Outline template shared with you in Google Classroom

*Outlining Time for Individual and Society essay

*By Thursday you should have AT LEAST your thesis and possible pieces of textual evidence

If you finish before we move on, read for BaL: Post 2 due tomorrow!

Tuesday, Nov. 13 Agenda

*Bell Ringer: 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

*Separate ideas into PARAGRAPHS!!

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

*MAKE SURE TO APPROVE COMMENTS!!!!

*Ideas from posts on “Harrison Bergeron” (next slide, add to notes if any missing)

*Small Group discussion on “There Will Come Soft Rains…”

*TQE: Post one of each on the whiteboards

*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

Monday, Nov. 12 Agenda

*Bell Ringer: In Google Classroom. Write a paragraph answering this prompt: 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

*Google Classroom 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

Friday, Nov. 9 Agenda

*4th block: Bell Ringer: WN: Pick one of the words on the board/my blog 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).

*Large group on “Yellow Wallpaper” pg 814, read with group

*Small Group Discussion of “The Lottery” –Read bio of story with group

*Look through Post-Mod/Contemp Notes: How do we see those characteristics? (post on board)

*Post at least 2 epiphanies on board

*Commenting on blogs due Monday

*Literary Concept: Dystopia

*Notes shared with you in Google Classroom

*Discuss: Why would dystopias be a literary concept often used in the Post-Modern era?

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

*“Harrison Bergeron” add date: 1961

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

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

Thursday, Nov. 8 Agenda

*Bell Ringer: 10 minutes to finish post or read

*How to comment on blogs/commenting collaborators

*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…)

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

*Discuss “The Yellow Wallpaper”

*Small group, discuss annotations –what is the story about, how does it show social issues (the role of women), your interpretation of the story, especially the ending of the story, and additional questions

*Post your Ts Qs and Es on Google Classroom

*Read book/post for BAL while waiting for all to be done (at any point)

*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)

*Be prepared to come up with some FANTASTIC Epiphanies tomorrow!

Wednesday, Nov. 7 Agenda

*Bell Ringer: Collect paper (paperclip rubric to paper and works cited page)

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

*TQE: post one of each on the white board after 15 minutes

*Large group on Patrick Henry

*First blog post (150 words, why you are reading that book, at least one image) due Thursday

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

*“The Yellow Wallpaper” 799/packet

*While reading: annotate (comment/connection/question/etc at least two annotations should be discussion questions) be able to discuss your interpretation of the story, especially the ending of the story tomorrow

Tuesday, Nov. 6 Agenda

*Bell Ringer: Writer’s Workshop

MLA Format

Turnitin 3rd assignment if you want to use it as a tool to make your draft better

*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 (done already)

*First Post: What is your book? Why did you pick it? Who are you reading with (if you are)? What are you looking forward to in this project? What are you apprehensive about? What are you going to do to ensure your success?

*“Speech in Virginia Convention” due tomorrow

Monday, Nov. 5 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 Time –see next slide

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

*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 Wednesday) 

Friday, Nov. 2 Agenda

*Bell Ringer: One Pager Presentations (1st block)

*Writer’s Workshop:

*Work on revising for craft comments, editing

*Issues noticed: Introduction information (fluency through intro, leading to thesis), unity when supporting thesis (topic sentences), depth of analysis (keeping analysis tied to topic sentences and thesis); SYNTHESIS OF THE EXAMPLES

*Synthesis: presenting new ideas based on interpretations of other evidence or arguments; analysis of multiple sources together.

*Editing noticed: academic voice; italicize long works; citation format; general conventions; comma issues; sentence fluency; sentence structure

*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

*YOU NEED A WORKS CITED PAGE

*Paper due Wednesday!!

*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!

Friday, Oct. 26 Agenda

*Bell Ringer: Focus Points Posting: Need to post three examples

*Act 4 Discussion Small Groups (directions on previous slide)

*Read through of Schoology discussion insights

*Analysis Essay Choices

*Crucible Essay Assignment approx. due dates –first draft (body paragraphs typed or hand written) due Tues(end of block); time for editing draft?

*I will need to see your outline at some point over the weekend/Monday (the earlier I see it, the more time you have to work on the body paragraphs themselves)

*Outline requirements reminder

*At least three main points you are making to prove your thesis

*At least four specific pieces of textual evidence with page numbers for Crucible (one for each point, minimum)

*A potential thought for an attention getter

*Necessary Information for Intro

*Crucible Essay Assignment/writer’s workshop time ––first draft due end of Tuesday

*Test MONDAY

*One Pager Presentations begin less than a week! 

Thursday, Nov. 1 Agenda

*Bell Ringer: ONE PAGERS

*Writer’s Workshop:

*Work on revising for craft comments, editing

*Issues noticed: Introduction information (fluency through intro, leading to thesis), unity when supporting thesis (topic sentences), depth of analysis (keeping analysis tied to topic sentences and thesis)

*Editing noticed: academic voice; italicize long works; citation format; general conventions; comma issues; sentence fluency; sentence structure

*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

*YOU NEED A WORKS CITED PAGE

*Paper due Wednesday!!

*Blogging about Literature intro continued

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