Chapter 6

http://www.huffenglish.com/gatsby/gatsbyhunt.html
Wednesday
Read Chapter 1/Journal Response
Thursday
Characterization- Class Work (Nick/Daisy/Jordan/Tom/Gatsby
HW- Reread chapter 1
Friday
Connotation/simile/personification/imagery in chapter 1
Homework - Read Chapter 2/Journal Response

Defining the American Dream: http://www.nytimes.com/video/2009/05/07/us/1194840031120/defining-the-american-dream.html
http://www.pbs.org/wnet/americannovel/video/ANamericandream.html
Trailer/Songs for the new movie: http://www.theatlantic.com/entertainment/archive/2013/04/track-of-the-day-florence-and-the-machines-new-great-gatsby-song/275141/
The Big Readhttp://www.neabigread.org/books/greatgatsby/radioshow.php
Prohibition http://www.neabigread.org/books/greatgatsby/teachers/gatsbyhandout01.pdf
"Ain't We Got Fun" http://www.classjump.com/d/dabrowski/documents/PeggyLee-AintWeGotFun.mpg?


Responding to Gatsby
1. Come to class each day having selected one passage from that day’s reading you find particularly meaningful, intriguing, or confusing—in any case, a passage that draws you in, attracts your intellect, emotions, senses, or all of the above. In doing so, think about the various modes or reasons for which we read:
for pleasure
to learn about the world
to learn about ourselves, etc.
2. As you read the novel, use Post-it™ notes or other tabs to mark interesting phrases, vivid description, exciting events, or other parts of the story that evoke an emotional, intellectual, or some other response from you. This practice, along with choosing and responding verbally to a passage of your choice will demonstrate a close, thorough reading on your part.
3. For each day we spend on the novel, there will be a few of you assigned to share and discuss your passage selections and responses. Even though certain people will be designated to lead a discussion each day, EVERYONE should come prepared, having read and selected at least 1 excerpt that caught your attention. Please see below the schedule assigned chapters.
Guidelines for doing a passage analysis/response:

1. Date and provide the number for each entry.
2. Cite a passage from your novel:
Quote that passage on the top of the page of your passage response. Copy the passage exactly using quotation marks. Be sure to include the page number.
3. Provide your entry/response—a minimum of 250 words.
Ways to respond to show active reading include:

- Question: Ask about anything that puzzles you. For example: Could this really happen? Are people really this… polite/mean/romantic/religious/violent, etc? What does this word mean the way it is used here? Why did the author choose this way to describe the voice/character/action, etc?
- Predict: Answer these questions: What will happen next? Where do you think this is leading? Who is the killer? Will these characters fall in love/end up together? [this are sample questions; they don’t necessarily apply to The Great Gatsby.]
- Clarify: What do you understand now that you did not get previously? Have your questions been answered? Were your predictions accurate? Do you understand something you didn’t before?
- Connect: Text-to-Text, Text-to-Self, Text-to-World.
- Evaluate: Give your opinion of the character/event/word/sentence/message. What makes this passage effective? What do you like or dislike about it? You may also include sketches, your own photography, or other artifacts that help you to connect the passage to yourself, the world, or another part of the text, but such images cannot take the place of your written response.
Of course, you can and should “mix and match” any of the above approaches in terms of how you respond to each passage.
http://www.huffenglish.com/gatsby/gatsbyhunt.html

4/22	http://www.huffenglish.com/gatsby/gatsbyhunt.html
4/23	Questions: 1. In the opening lines of the novel, Nick, the narrator, recalls advice that his father gave him. What was this advice? 2. Describe West Egg, where Nick lives. How does West Egg differ from East Egg? Which of the book’s characters live in each?
4/24
4/25
4/26

F. Scott Fitzgerald: The Great American Dreamer
Background Video
Part 1
Part 2
Part 3
Part 4
Part 5

April 8th - April 19th
OUTSIDE READING PERMISSION SLIP DUE!!!!!

4/15	ACT Reading Strategies/Review/Practice	Complete practice exercises p 141- 155
4/16	ACT Reading Strategies/Review/Practice Question Types http://www.youtube.com/watch?v=g7ZcvIuECW4	OUTSIDE READING
4/17	ACT READING STRATEGIES/REVIEW/PRACTICE -POE	OUTSIDE READING
4/18	ACT READING PRACTICE TEST	OUTSIDE READING
4/19	ACT READING TEST/REVIEW	OUTSIDE READING
4/9	Vocabulary - Unit 13 exercises
4/10	ACT English Strategies/Review/Practice
4/11	ACT English Strategies/Review/Practice
4/12	Unit 13 Vocabulary Quiz ACT English Strategies/Review/Practice
4/13	ACT Full -length practice test	Outside reading permission slip

Tuesday, March 26th
Subject/verb agreement
Pronoun/Antecedent Agreement

Wednesday, March 27th
Outside Reading
Agreement Review and assessment

Thursday, March 28th
Misplaced/Dangling Modifiers
http://www.youtube.com/watch?v=RHWyN1xGFdc
March 18th - 23rd
PRONOUN CASE http://www.grammaruntied.com/blog/?p=402


MARCH 11 - 15, 2013
OUTSIDE READING SHOULD BE COMPLETED BY MARCH 27TH!!

JOB SHADOW REQUIREMENTS

DUE Monday
Speech and Reflection Paper

MONDAY, MARCH 11TH

1) APOSTROPHES – Read the apostrophe lesson at the following site:

http://www.towson.edu/ows/moduleAPOS.htm

Complete the 4 exercises below on apostrophes.

Punctuation

· Apostrophes

· Apostrophes - exercise 2

· Apostrophes - exercise 3

· Apostrophes - exercise 4

2) Commonly Confused Words – Read the lesson at the following site:

http://wwwnew.towson.edu/ows/indexCCW.htm

• accept / except
• accept / except - exercise 2

• affect / effect
• affect / effect - exercise 2
• affect / effect - exercise 3
• affect / effect - exercise 4

· farther / further

· farther / further - exercise 2

TUESDAY, MARCH 12TH

ANSWER KEY -

3) Commonly Confused Words – Read the lesson at the following site:

http://wwwnew.towson.edu/ows/indexCCW.htm

· fewer / less

· fewer / less - exercise 2

· fewer / less - exercise 3

· fewer / less - exercise 4

· lie / lay

· lie / lay - exercise 2

· lie / lay - exercise 3

· lie / lay - exercise 4

its / it's

· its / it's - exercise 2

· its / it's - exercise 3

· its / it's - exercise 4

· its / it's - exercise 5

ANSWER KEY

·

WEDNESDAY, March 13th – JUNIOR JOB SHADOW

THURSDAY, MARCH 14TH

· than / then

· than / then - exercise 2

· than / then - exercise 3

· then / than - exercise 4

· then / than - exercise 5

· there / their / they're

· there / their / they're - exercise 2

· there / their / they're - exercise 3

· there / their / they're - exercise 4

· there / their / they're - exercise 5

· two / too / to

· two / too / to - exercise 2

· two / too / to - exercise 3

· two / too / to - exercise 4

· two / too / to - exercise 5

S

FRIDAY, MARCH 15TH

ASSESSMENT




















March 4 - March 8, 2013

Transition words

http://www.smart-words.org/transition-words.html

RESEARCH PAPERS DUE FRIDAY, MARCH 8TH!!!!

3/4/13	Complete exercises from Holt Handbook Semicolons (P. 324 - Ex. 1- Even ) Colons (P. 326 - Oral Practice-Even) Parentheses/Dashes/Brackets (P. 329 - Ex. 2 - all) Italics (P. 333 - Ex. 3 - even ) Quotation Marks (P. 337 - Ex. 4 - all)
3/5/13	Peer Review
3/6/13
3/7/13
3/8/13	RESEARCH PAPER DUE - NO EXCEPTIONS!!!!! MUST BE SUBMITTED TO TURNITIN.COM

February 25 - March 1
Vocabulary Unit 11 Quizlet
http://quizlet.com/963/sadlier-oxford-vocab-f-unit-11-flash-cards/

Students should be working on their argumentative research papers every night! I will cover how to write the conclusion and work cited page on Tuesday. A rough draft is due this Friday!


Students will also cover Unit 11 vocabulary and take quiz this Friday.
Finally, students will continue to complete ACT mini-grammar units. They will review punctuation packet and take mini-quiz.

2/19/February 19th - 22nd

2/19	Collected introduction, opposing argument/concession Discussed argumentative paragraphs, parenthetical citations, and lead-ins. See documents below. Emphasized the importance of following the research schedule below. The rough draft is due next Friday!	Research Paper
2/20	Returned assignment collected yesterday. Some students have to revise. These revisions are due Friday for a grade. Discussed common sentence errors - run-on (fused)sentences, comma splices, and fragments. Students are working on identifying errors and correcting these mistakes.	Research Paper
2/21	We will review sentence exercises as a class	Research Paper
2/22	We will review sentence exercises and take quick quiz.	Research Paper

http://www.independence.k12.oh.us/sandbox/users/sribovich/weblog/fcf98/attachments/bb5d6/SampleColorOutlineNotes.pdf?sessionID=277439b089efe9b4f4819f38630a33be93dbf8b7




Look at the following sample incorporating research:
http://www.independence.k12.oh.us/sandbox/users/sribovich/weblog/fcf98/attachments/ed6d3/SAMPLE%20Research_paper.pdf?sessionID=277439b089efe9b4f4819f38630a33be93dbf8b7

Sample argumentative paragraph incorporating research



February /March Due Dates

On Tuesday, February 19th, I will collect the introduction paragraph followed by the opposing argument and concession paragraphs. Remember to follow the examples below. Your paragraphs must be typed (double-spaced) and include two (2) research notes in the opposing argument section.

Writing the Research Paper Time-line:





PPT - Persuasive Research Paper Structure

OUTLINE – PERSUASIVE RESEARCH PAPER

I. Introduction of issue researched. The final sentence will be the thesis statement.

II. Brief and fair summary of opposing argument. Research needed.

III. Concession of at least one point the opposing side makes.

IV. Argument #1

V. Argument #2

VI. Argument #3

VII. Conclusion

SAMPLE PAPER

ANOTHER EXAMPLE

WHAT MAKES A GOOD PERSUASIVE PAPER?

Persuasive writing is writing that tries to convince other people to agree with you about an issue or to take a particular course of action. It answers questions like these:

· What information can I give the reader to make his/her current position uncomfortable?

· What facts, statistics, examples, or illustrations will help the reader see the importance of changing his/her position?

· What information can I include that will negate the reader’s counter arguments?

· What personal appeal will most likely cause the reader to take action?

Title

This is often the last part of the paper that you'll write. Be sure it communicates precisely the topic of the essay and/or inspires your audience to read on.

Opening Paragraph: Introduction

Many writers begin with a general remark about their subject, and then zero in on the specific topic and their thesis.

• A clear identification of your topic, the subject you wish to discuss in the essay,
• A clear statement of your thesis, the principal idea or opinion you wish to defend regarding the subject you have chosen to discuss, and
• A clear summary or indication of the approach you will adopt to defend your thesis, or the sources to which you will refer in defending your thesis.

Hints for the body:

· Put each reason in a separate paragraph.

· Support your points with facts and observations

· Unify by using transitions, such as first of all, second, next, also, most important, or finally.

· Mention the points that those who disagree will raise.

· Maintain a confident and appropriate tone.

· Check your paper for grammar, spelling, and punctuation.

Closing Paragraph:

· The final paragraph should be very strong and may include a call to action.

· Sum up your earlier arguments.

February 11th - 15th

2/11	Vocabulary
2/12	Mac Lab - Citing articles in Diigo; paraphrasing highlighted notes	Paraphrase highlighted notes/cite
2/13	Mac Lab - paraphrasing highlighted notes/organizing notes	Paraphrase highlighted notes/cite
2/14	ACT English Practice Test
2/15	Vocabulary Quiz - Unit 10 Organizing NOTES- save to flashdrive Let's begin to write	Writing the introduction/opposition/concession

ALL RESEARCH ARTICLES MUST BE READ AND HIGHLIGHTED BY TUESDAY, FEBRUARY 11TH AT THE BEGINNING OF CLASS !!! LOTS OF READING TO DO THIS WEEKEND AND MONDAY NIGHT!!!!!!!!!!!!!!!!!

February 4 - 8 2013

2/4/13	Unit 9 Vocabulary Quiz LMC- Diigo Instruction - Bookmarking/highlighting articles	Bookmark a minamum of two (SIRS) articles and highlight appropriate notes in your Diigo account
2/5/13	More databases to use in the paper	Bookmark and highlight relevant information
2/6/13	Reading articles/bookmarking/highlighting	Bookmark and highlight relevant information
2/7/13	Reading articles/bookmarking/highlighting	Bookmark/highlight relevant information
2/8/13	Taking notes- handout

JANUARY 28 - February 1, 2013
JOB SHADOWING PERMISSION SLIP DUE FEBRUARY 8th!!! NO EXCEPTIONS!!!



January 21 - 25, 2013
Monday - No School
Tuesday - Resume in LMC
Wednesday - Resume/References in LMC
Thursday - Research Survey; Exploring SIRS; Selection of 3rd Quarter AR Book
Friday - Unit 9 Vocabulary


SAMPLE RESUME





READ "The Masque of the Red Death"
http://www.online-literature.com/poe/36/

January 14, 2013	Tell-Tale Heart Activity	Read "The Masque of the Red Death" - see link above
January 15, 2013	Masque of the Red Death
January 16, 2013	Outside Reading Quiz - meet in the LMC

HAPPY NEW YEAR!!!

JANUARY 7-11



"THE BLACK CAT"
http://www.online-literature.com/poe/24/

"THE CASK OF AMONTILLADO"
http://www.online-literature.com/poe/25/



The Mystery of Edgar Allan Poe
http://www.youtube.com/watch?v=BdIlhsOFvmM

JAN. 7th	Unit 8 Vocabulary	HOMEWORK
JAN. 8th	The Mystery of Edgar Allan Poe	Read "The Black Cat"- see link above
JAN 9th	Black Cat Video Perverse	Read "The Cask of Amontillado"- see link above
JAN. 10th	Read Criticism of "The Cask of Amontillado" and complete activity
JAN. 11th	Unit 8 Vocabulary "The Cask of Amontillado" videos Similar motifs

VIDEO
BLACK CAT
http://www.youtube.com/watch?v=rqB4R0Vtx3c
CASK OF AMONTILLADO
http://www.youtube.com/watch?v=tDdxpxb3l-Y
http://www.youtube.com/watch?v=LBC7Rown13Q
"The Masque of the Red Death"
http://www.online-literature.com/poe/36/

SEMESTER EXAM REVIEW

Week 16 December 10th - 14th

We will study our last unit of vocabulary before the semester exam scheduled for next week. We will also wrap up our unit on Romanticism focusing on Emerson's "Nature" and "Self-Reliance." We also will review the poem "To A Waterfowl" and read/analyze the poem "Old Ironsides."

STUDY TOOLS FOR TEST:

Emerson
http://quizlet.com/3679485/sg-16-19-flash-cards/

Week 15 December 3rd-7th

!

Transcendentalism

Week 14 November 26th-30th

Qualities of Romanticism

1. Love of Nature
2. Idealization of Rural Living
3. Faith in Common People
4. Emphasis on Freedom and Individualism
5. Spontaneity, intuition, feeling, imagination, wonder
6. Passionate individual religiosity
7. Life after death
8. Organic view of the world
Below is a copy of the class handout. Make sure you are very familiar with this information.

Romanticism in America

The term Romanticism designates a literary and philosophical theory that tends to see the individual at the center of all life, and it places the individual, therefore, at the center of art, making literature valuable as an expression of unique feelings and particular attitudes. Although Romanticism tends at times to regard nature as alien, it more often sees in nature a revelation of Truth, the "living garment of God," and a more suitable subject for art than those aspects of the world sullied by artifice. Romanticism seeks to find the Absolute, the Ideal, by transcending the actual, whereas realism finds its values in the actual and naturalism in the scientific laws (C. Hugh Holman and William Harmon). This movement manifests itself in America through the continual westward movement, inventions by individuals that would transform the American community through technology and agriculture (Samuel B. Morse’s telegraph, John Deere’s steel plow, and Cyrus McCormick’s reaper), a women’s rights movement (Lucretia Mott, Elizabeth Cady Stanton and Susan B. Anthony the 1848 Seneca Falls Convention), crusades to protect the mentally ill (Dorothea Dix) and movement to crush the institution of slavery (Lucy Stone and Sojourner Truth). This idealism was put into practice through utopian communities (Brook Farm, Hopedale, Fruitlands, Northhampton and the Amana Church Society- all failed except for the latter, which remains today).

Transcendentalism

Most, if not all of the writers, in America were influenced by the Transcendentalist movement then flourishing prior to the Civil War. Emerson and Thoreau were the best known. Thoreau is the best known Transcendentalist, but the ferment of Transcendentalist ideas affected many other writers, some of whom hovered on the fringes of the movement, some of whom opposed it.

Transcendentalism has many facets, many sources and encompasses a range or beliefs whose specific principles depend on the individual writer or thinker. The term itself and some of the ideas came from the German philosopher Immanuel Kant. In his Critique of Practical Reason, published in 1768, Kant refers to the “transcendental,” which to him meant the knowledge or understanding a person gins intuitively, although it lies beyond direct human experience. New England Transcendentalism drew on other philosophical theories besides Kant’s, including those of Pascal, the French mathematician and moralist and Swedenborg, the Swedish scientist and mystic. In addition, it drew on Buddhist thought and German idealism.

Philosophy, religion and literature all merged in New England Transcendentalism, producing a native blend that was romantic, intuitive, mystical, and considerably easier to recognize than explain. They recognized few absolutes beyond an all-encompassing belief in the unity of God and the world. Even self-contradiction might be necessary, as Emerson stated in his much-quoted sentence: “A foolish consistency is the hobgoblin of little minds.”

For Transcendentalists, the point was that the real truths, the fundamental truths, lay outside the experience of the senses, residing instead in the “Over-Soul…a universal and benign omnipresence…a God known to men only in moments of mystic enthusiasm, whose visitations leave them altered, self-reliant and purified of petty aims.”

To some, however, the Transcendentalist’s view of the world was too rosy. Herman Melville and Nathaniel Hawthorne are paired as anti-Transcendentalists, who explored man’s “dusky” nature.



http://www.angelfire.com/ga3/english/Notesfolder/11TH_GRADE_NOTES/american_romanticism.htm

http://www.pbs.org/wnet/americannovel/timeline/romanticism.html

Date	In Class	Homework
11/26/12	Read historical background information on Romanticism	Read "Where I Lived, and What I Lived For" (pages 254-256) and write a summary of main ideas. The summary must be one paragraph. Finish Unit 6 Vocabulary Exercises
11/27/12	Collect homework PPT- American Romanticism Finish Unit 6 Vocabulary Crucible Essays Returned- Revisions due Dec. 17th!	Read "Solitude" and write a summary this section.
11/28/12	Review Unit 6 vocabulary exercises "The Tide Rises, The Tide Falls"	Read "Brute Neighbors" and write a summary of this section.
11/29/12	"The Cross of Snow"	Read "The Conclusion" and write a summary of this section.
11/30/12	Units 1-6 Vocabulary Quiz "Old Ironsides"

http://www.youtube.com/user/rswartsWeek 12-13 November 12th - 16th

11/12	Vocabulary Unit 5 FLASHCARDS: http://quizlet.com/15984513/sad-ox-level-f-unit-5-flash-cards/ Weekly Edit Rhetorical Devices	Read Patrick Henry's Speech to the Virginia Convention; finish front side of worksheet
11/13	Patrick Henry PPT Analysis	Find and explain rhetorical devices in Henry's "Speech to the VA Convention" Complete Unit 5 vocabulary
11/14	Read and analyze Paine's The Crisis Entertaining Video: http://www.youtube.com/watch?v=ezU8UhZ2RSo	Finish Paine Worksheet
11/15	QUIZZES - Henry / Paine Review
11/16	Vocabulary Quiz Weekly Edit Quiz Review	STUDY FOR TEST
11/19	Revolutionary Test
11/20	http://www.youtube.com/watch?v=ZfkBy4HV0lM

WEEK 11 November 5, 2012 - November 9, 2012
The Crucible Essay is due this Friday!!!! Check out the rubric below:




UNIT 4 VOCABULARY
http://quizlet.com/15535003/sadlier-oxford-level-f-unit-4-flash-cards/

Unit 3 Vocabulary

http://quizlet.com/14931934/sadlier-oxford-level-f-unit-3-flash-cards/
UNIT 2 VOCABULARY
http://quizlet.com/15568498/sadlier-oxford-level-f-unit-2-flash-cards/
UNIT ! VOCABULARY

Unit:Rationalism

Read the following background information and answer worksheet question


Worksheet Questions:

Age of Reason PPT:

Review of Puritan Beliefs

The Puritans believed humans were sinful and dependent on God for salvation. We have read poetry, sermons, and drama from the Puritans that reflect this belief. Puritan homes and villages were established according to a strict series of rules designed to keep them from sinning.

The Age of Reason

Beginning in Europe near the end of the seventeenth century, a group of philosophers and scientists began calling themselves rationalists. This marked the start of the Age of Reason, which soon had a growing influence in America. These rationalists believed that people can discover truth by using their own reason rather than relying on only religious faith or intuition. Along with a homegrown American sense of practicality, the ideas of these European thinkers inspired many of the triumphs of eighteenth-century American life. The great by-product of rationalism in America was the mind-set that resulted in the Declaration of Independence and the American Revolution.

Differences between The Puritan Age and the Age of Reason – or the Enlightenment

Unlike the Puritans, who believed that God mysteriously orchestrated the universe, the rationalists began to explore the workings of the universe through reason. They believed that human reason was a gift from God, designed to help humans discover truth in science and spirituality.

While the Puritans believed that nature revealed God directly, the rationalist believed that nature could be understood through human scientific understanding. Many of the rationalists were deists. They believed that God created the universe but left the running of it to humans, who were basically good. They also believed that the most important goals for humans were to “do good” and improve the lives of others. This is a major difference from the Puritan belief that humans are basically sinners. The church set the rules for humans to live by in Puritan society. Humans set the rules in Rationalism.

Deism: Are People Basically Good?

Like the Puritans, the Rationalists discovered God through the natural world, but in a different way. Rationalists thought it unlikely that God would choose to reveal himself only at particular times to particular people. It seemed much more reasonable to believe that God had made it possible for all people at all times to discover natural laws through the God-given power of reason. This outlook, called deism, stressed man’s goodness. God’s objective, in the deist view, was the happiness of his creatures. Therefore, the best form of worship was to do good for others. The Puritan’s did want to improve people’s lives, but Deism raised this desire to one of the nation’s highest goals. It is basically the foundation for social welfare in our country.

Summary

The Puritans believed that the world was fallen and that people were sinners who could be redeemed only through the grace of God. The Rationalists believed that the universe was basically good and that doing good for others was the best way to worship God.

QUARTER TWO
Week 10: October 29, 2012 - November 2, 2012
CRUCIBLE ESSAY- TYPED ROUGH DRAFT DUE TUESDAY, NOVEMBER 6TH!!!
SAMPLE ESSAY ATTACHMENT:


Monday: Today, I distributed "The Crucible" essay packet. Do not lose it. I discussed the three topics students can choose from. We brainstormed as a class. Students had to choose a topic and discuss the topic with a group. We looked at sample thesis statements. Students are to brainstorm on chosen topic and write a thesis statement for homework.


Tuesday: Today, I reviewed the organization of the essay - introduction, body paragraphs, and conclusion. We discussed sample scenarios for each topic and reviewed topic sentences. Students are to write the topic sentence for body paragraph 1 and find three quotations to support it. Students are to write body paragraph 1 for homework.
Wednesday: We will review lead ins and transitions. Homework: Students will write 2nd body paragraph.
Thursday: Students are to read background on next literature unit - revolutionary literature. Homework: Write body paragraph 3.
Friday: Essay concerns/conferences. Write introduction/conclusion. Review criteria.

This is the final week of 1st quarter!

Arthur Miller’s The Crucible

http://www.sparknotes.com/lit/crucible/quiz.html

http://www.funtrivia.com/trivia-quiz/Literature/The-Crucible-169460.html

http://www.cliffsnotes.com/WileyCDA/LitNote/The-Crucible.id-68,pageNum-62.html

http://www.gradesaver.com/classicnotes/quiz/crucible/1/

http://www.district196.org/district/departments/specialeducation/inclusion/LA-midhigh/The%20Crucible%20Exam%20A%20mid-term.pdf

http://msanders.wikispaces.com/file/view/The+Crucible+Test.pdf

Date	In Class	Homework
10/22/12	Read together ACT IV	Finish Act IV and complete worksheet
10/23/12	Lecture- The Crucible	Study The Crucible Outside Reading
10/24/12	LMC- AR Test/Selection for next book?? Crucible Film	Study for Crucible Test
10/25/12	The Crucible Test (100 points)
10/26/12	Film	Read Ben Franklin's Autobiography

PSAT IS WEDNESDAY, OCTOBER 17th!!!

OUTSIDE READING QUIZ WILL BE TAKEN ON OCTOBER 24TH!!!!!

Week 8 - October 15th - October 19th

Date	In Class	Homework
10/15/12	View film Weekly Edits	Finish Act II Worksheet
10/16/12	Act II Quiz Act III- The Crucible
10/17/12	PSAT in AM SSR - AR Books
10/18/12	Act III Irony/Worksheet Act III- Partner Quiz
10/19/12	Weekly Edit Quiz Film-

Week 7 - October 8th - October 12th

WEEK 6- October 1st - October 5th

http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/





http://phuhs.org/teachers/bradleysc/files/Download/RSC%20Crucible%20packet.pdf

10/1/12	Weekly Edits #21-#30 Unit 3 Vocabulary Poetry Project- Revisions discussed	Complete all Unit 3 Vocabulary Exercises - pages 38-41 Read pages 3-8 "The Crucible" - take notes
10/2/12	PPT- The Crucible	Background research - The Crucible
10/3/12	Act I	Units 1-3 Vocabulary Review
10/4/12	Poetry Project Revision DUE (50 points) History Channel: Salem Witch Trials	Study for weekly edit quiz
10/5/12	Weekly Edit Quiz Act I	Background research - The Crucible Final revisions on poetry project are also due for a higher grade on Monday - NO EXCEPTIONS!! (Below 80% can earn up to 80%; above 80% can earn full credit)

Week 5: Sept. 24th - Sept. 28th
MLA FORMAT LINK: http://jerz.setonhill.edu/writing/academic1/mla-style-papers/

To Create Header:
Before you begin typing a paper, set the margins at 1" all around and the font to 12, Times New Roman, To correctly number your paper, go to "VIEW" and click on "HEADER and FOOTER." Then click on the right align tab. Type in your last name and hit the space bar. Then click on the piece of paper with the number sign in the middle. Print preview if you want to see your paper thus far.
Week 5 - Sept. 24th - 28th

9/24/12	Review writing guidelines; works cited; submission Distribute review for test	STUDY
9/25/12	Collect Poetry Project (50 Points) Review for test; writing prep	STUDY
9/26/12	PURITAN TEST - 100 POINTS
9/27/12	Writing Day
9/28/12	Background Crucible

WEEK 4 - Sept. 17th - 21st
HOMECOMING WEEK
"Upon the Burning of Our House, 1666" Project








OUTSIDE READING NON-FICTION LIST

DATE	In Class	Homework
9/10/12	Weekly Edit #2 Unit 2 Vocabulary	Define the following terms: simile, metaphor, conceit, paradox, overstatement, understatement, irony, allusion, stanza, quatrain, couplet, setting, theme, tone, diction, imagery, symbol, rhyme rhyme scheme, apostrophe, alliteration, consonance, assonance Finish "Completing the Sentences" exercise for Unit 2
9/11/12	Equiano Diction Taylor Background Group Activity - "Upon A Spider"	Written Response: How does Equiano's diction contribute to the tone? Complete synonym/antonym exercises for Unit 2
9/12/12	PPT - Taylor's poem "Upon A Spider"	Read "Huswifery" and try to decipher the content of stanza 2 & 3 Complete ""Choosing the Right Word" exercise for Unit 2
9/13/12	"Huswifery" notes Review The Great Awakening	Define logos, ethos, pathos - project for extra-credit. Find the commercial. Bring information to class. Study for vocabulary and weekly edit quizzes.
9/14/12	Units 1- 2 Vocabulary Quiz Weekly Edit #2 Quiz	DECIDE ON AN OUTSIDE READING BOOK THIS WEEKEND- YOU MUST CHOOSE FROM THE NON-FICTION LIST OR READ THE SCARLET LETTER

WEEK 2-Sept. 4 - Sept 7

Tuesday's Lecture (9/4/12)


AP HISTORY STUDENTS: Visit this site: http://public.wsu.edu/~campbelld/amlit/purdef.htm

Friday (9/7/2012)

http://www.mayflowerfamilies.com/enquirer/king_philip.htm
Equiano: The Middle Passage
http://videos.howstuffworks.com/discovery/30011-assignment-discovery-the-middle-passage-video.htm