Monday, Sept. 30 Agenda

• Bell Ringer: 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 Thursday (college fair on Wed?)
• Have a text and message chosen by tomorrow

Friday, Sept. 27 Agenda

• Bell Ringer: 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?

• 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: These prompts are in Google Classroom
• Time to read your book

Thursday, Sept. 27 Agenda

• Bell Ringer: ACT Prep
• In Writer’s Notebook:
• 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?
• Read your independent book
• Discuss John Smith’s General History of Virginia pg 94 Orange
• Notes on Pocahontas
• Discuss Media WN Entries

Disney’s Pocahontas Audience and Purpose

Wednesday, Sept. 25 Agenda

• Bell Ringer: 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
• Messages from de las Casas and Equiano
• 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!!
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Tuesday, Sept. 24 Agenda

• Bell Ringer: 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
• 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 tomorrow
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Monday, Sept. 23 Agenda

• Bell Ringer: Independent Reading Time
• Post-Modern/Contemp Notes
• Paragraph writing time
• Discussion of “I Was Sleeping Where the Black Oaks Move” and “Hunger in New York City”
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Thursday, Sept. 19 Agenda

• Bell Ringer:  Ind. Reading time: I’ll check annotations on “Trial…”
• 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?
• Large Group Discussion on “Trial…”
• Done through Google Classroom (consult this to make sure you truly understand the story)
• Individual Questions on “Trial of Thomas Builds-the-Fire”
• These questions are shared with you through Google Classroom

Wednesday, Sept. 18 Agenda

• Bell Ringer: Finish Regionalism then Modernism
• 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. 17 Agenda

• Bell Ringer: ACT Prep (slide 4)
• Trickster and Hero Reminders
• “Rabbit Boy”: questions (posted in Classroom) in your Cultural Encounters and Frontiers 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? 
  • When done, bring answers to me and then read your independent book
• “Rabbit Boy” Question check/time to read independent book
• Realism
• Native American Cultural Representations today (packet, questions on slide)
• Non-fiction on reservation life
• AIAN stands for American Indian and Alaskan Native
• • 1. What do you believe is the importance of the “educational attainment” data from the first two graphs (Educational Attainment of overall population and AIAN) when interpreting the information and graphs that follow?
  • 2. Write a summary of the data/findings given.  Should be 3-5 sentences. 
  • 3. Based on the graphs and information you read, write a detailed explanation of life on the reservation. (1-2 paragraphs)

Monday, Sept. 16 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/Romanticism Notes

Friday, Sept. 13 Agenda

• Bell Ringer: Finish Colonial and Puritan Notes
• Native American myths 
• Discussion of “World on the Turtle’s Back”
• Compare/Contrast with Iroquois Creation Myth from packet 
• “The Voice, the Flood, and the Turtle” –questions on next slide (posted on the agenda blog, and on Classroom)

Thursday, Sept. 12 Agenda

• Bell Ringer: ACT Prep (slide 1)
• In Reader’s Notes: 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
• Make a section in Reader’s Notes for this: what you have written today (and will write next) will go in this
• Brainstorm what groups and/or individuals we could read in this section
• Independent Reading (10 min)
• Make an Era Notes section in your Reader’s Notes section
• Nat. Am/Colonial/Puritan Notes: 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
• Story read and notes in the first column by Fri.

Wednesday, Sept. 11 Agenda

• Bell Ringer: 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 
• 10 minutes Independent Reading
• 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. 10 Agenda

• Bell Ringer: ACT Prep writing discussion
• 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
• 10 minutes Independent Reading
• 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