May 20th - 25th
TEST IS WEDNESDAY!!! 100 POINTS
Some Final NOTES:
An extensive review of the novel:
Monday- The Great Gatsby Field Trip
Tuesday - 1 page analysis due; MLA format (25 points); Must be submitted to turnitin.com
“And as I sat there brooding on the old, unknown world, I thought of Gatsby’s wonder when he first picked out the green light at the end of Daisy’s dock. He had come a long way to this blue lawn, and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night.
Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no matter—to-morrow we will run faster, stretch out our arms farther. . . . And one fine morning——
So we beat on, boats against the current, borne back ceaselessly into the past.”
Wednesday- Gastby Test - 100 points
Thursday/Friday - Critical Analysis - Gatsby
May 13- 17
FINAL VOCABULARY QUIZ TOMORROW!!!
Units 8-15 will be tested on the final exam!
|5/13||Unit 15 Vocabulary||Read Chapter 8|
|5/14||Chapter 7-8 Discussion||Read Chapter 9|
FILED TRIP PERMISSION SLIP DUE
JOURNAL ENTRIES DUE
|5/17||Vocabulary Quiz - Unit 15|
|5/6/13||Complete chapter 4-5 Worksheet
Read Chapter 6
|5/7/13||Seminar- Chapters 4-5||Begin reading chapter 7|
|5/8/13||Graphing Gatsby's emotions||Finish reading chapter 7|
|5/9/13||Thinking about important passages/determining meaning|
SONGSAin't We Got Fun
The Love Nesthttp://www.youtube.com/watch?v=kgm6xrdLiqg
Colossal Vitality of Gatsby's Dream
Students are to read Chapter 5 and complete journal entry this weekend!
Chapter 5 PPT
Chapter 5 Comic Strip
Black Sox Scandalhttp://www.youtube.com/watch?v=AK4LJ6ZThts
Essay on Daisy
APRIL 29 - MAY 3rd
The novel on-line: http://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/contents.html
|4/29||Finish Friday's activity (connotation/simile/personification/imagery -chapter 1
Chapter 1-2 Responses
|Reread Chapter 2|
|4/30||Compare/Contrast Chapters 1/2
|Read Chapter 3 Journal/Response
Complete Chapter 3 Questions:
• The Facts
1. Describe the two ways in which Nick differs from the other guests at Gatsby’s party.
2. What does Nick think of Gatsby when he first meets him?
3. Describe the events and atmosphere of the party.
4. What new rumors does the reader learn about Gatsby in this chapter?
5. What does the owl-eyed man in the library find extraordinary about Gatsby’s library?
6. What does Nick learn about Jordan Baker after he has spent some time with her?
• Interpreting Meanings
1. Why does Fitzgerald describe the party (in the passage beginning “By seven o’clock the orchestra has arrived”) in the present tense?
2. How does Nick characterize the guests at Gatsby’s party? What do his characterizations tell us about how Nick feels about most of these people? What sense of life in the Jazz Age do we get from the description of this party?
3. Describe the ambiguity in Gatsby’s character that strikes Nick.
4. Describe two incidents involving automobiles in this chapter. What role do automobiles seem to play in the novel so far?
|5/1||Chapter 1-3 Quiz
Who is Jay Gatsby?
|Read Chapter 4 Journal/Response|
|5/2||Chapter 4 Activity|
The novel on-line: http://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/contents.html
ANTICIPATION GUIDE- Complete Monday night for homework!
Read Chapter 1/Journal Response
Characterization- Class Work (Nick/Daisy/Jordan/Tom/Gatsby
HW- Reread chapter 1
Connotation/simile/personification/imagery in chapter 1
Homework - Read Chapter 2/Journal Response
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
"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:
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.
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?
F. Scott Fitzgerald: The Great American Dreamer
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
|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
Wednesday, March 27th
Agreement Review and assessment
Thursday, March 28th
March 18th - 23rd
PRONOUN CASE http://www.grammaruntied.com/blog/?p=402
|3/18/13||Pronoun Case Review
Unit 12 Completing the Sentences
Collect and mail thank you letters
Pronoun Case Worksheet
Review Pronoun Case/ Vocabulary Exercises
|Job Shadow Reflection|
|3/20/13||Job Shadow Reflection Due
Pronoun Case - exercise 2
Pronoun Case - exercise 3
|Vocabulary and grammar|
|Outside reading due on Wed. March 27th|
MARCH 11 - 15, 2013
OUTSIDE READING SHOULD BE COMPLETED BY MARCH 27TH!!
JOB SHADOW REQUIREMENTS
Speech and Reflection Paper
MONDAY, MARCH 11TH
1) APOSTROPHES – Read the apostrophe lesson at the following site:
Complete the 4 exercises below on apostrophes.
2) Commonly Confused Words – Read the lesson at the following site:
- affect / effect
- affect / effect - exercise 2
- affect / effect - exercise 3
- affect / effect - exercise 4
TUESDAY, MARCH 12TH
ANSWER KEY -
3) Commonly Confused Words – Read the lesson at the following site:
WEDNESDAY, March 13th – JUNIOR JOB SHADOW
THURSDAY, MARCH 14TH
FRIDAY, MARCH 15THASSESSMENT
March 4 - March 8, 2013
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)
|3/8/13||RESEARCH PAPER DUE - NO EXCEPTIONS!!!!!
MUST BE SUBMITTED TO TURNITIN.COM
February 25 - March 1
Vocabulary Unit 11 Quizlet
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!
|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|
Look at the following sample incorporating research:
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:
|RESEARCH COMPONENTS||DUE DATE|
|Report #1 (must be turned in at the beginning of class)||Friday||2/15/13|
Must include two research notes
|ROUGH DRAFT/Peer Edit||Friday||3/1/13|
|FINAL PAPER- MUST BE SUBMITTED TO TURNITIN.COM||Friday||3/8/13|
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
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?
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.
· The final paragraph should be very strong and may include a call to action.
· Sum up your earlier arguments.
February 11th - 15th
|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!!!
|1/28/13||Review Unit 9 Exercises;
Research Survey Results; Research Paper Criteria
|Decide on topic- explore SIRS
I will collect SIRS article and five paraphrased notes on article. This is a 25 point assignment.
I will also collect the handout distributed in class today.
|1/29/13||Databases - LMC
Gathering Knowledge on Topic Worksheet due at the end of class today!
|Continue to read articles (minimum of one article/night, including weekends)|
|1/30/13||Research time- reading articles - taking notes||Read articles|
|1/31/13||Research paper -outline; requirements||Read articles; study for vocabulary|
|2/1/13||Unit 8-9 Vocabulary Quiz
Outside reading permission slip due!!!
|Read articles for research paper|
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
READ "The Masque of the Red Death"
|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!!!
"THE BLACK CAT"
"THE CASK OF AMONTILLADO"
The Mystery of Edgar Allan Poe
|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
|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
CASK OF AMONTILLADO
"The Masque of the Red Death"
SEMESTER EXAM REVIEW
Week 16 December 10th - 14thWe 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
Week 15 December 3rd-7th!
|12/3||Vocabulary Review - Units 4-6
|12/4||Vocabulary Quiz Units 1-6
|12/5||Walden- (In-class essay)||READ From "Nature"|
|12/6||Field Trip - Lincoln|
|12/7||Walden- Great Books|
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).
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.
|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
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
http://www.youtube.com/user/rswartsWeek 12-13 November 12th - 16th
|11/12||Vocabulary Unit 5
|Read Patrick Henry's Speech to the Virginia Convention; finish front side of worksheet|
|11/13||Patrick Henry PPT
|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
|11/15||QUIZZES - Henry / Paine
Weekly Edit Quiz
|STUDY FOR TEST|
WEEK 11 November 5, 2012 - November 9, 2012
The Crucible Essay is due this Friday!!!! Check out the rubric below:
|Monday||Rationalism PPT; guided worksheet;+ Unit 4 vocabulary;+ complete synonyms/antonyms||Typed Rough Draft|
|Tuesday||Typed Rough Draft Due; Complete Rationalism worksheet and Unit 4 vocabulary exercises||Essay & Vocabulary|
|Wednesday||Peer Edit; BenFranklin's Autobiography||Essay & Vocabulary|
||Self Edit; Ben Franklin's Aphorisms||Essay & Vocabulary
Submit essay to turnitin.com
|Friday||Crucible Essay Due
Units 1-4 Vocabulary Quiz
UNIT 4 VOCABULARY
Unit 3 Vocabularyhttp://quizlet.com/14931934/sadlier-oxford-level-f-unit-3-flash-cards/
UNIT 2 VOCABULARY
UNIT ! VOCABULARY
Read the following background information and answer worksheet question
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.
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.
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
|10/22/12||Read together ACT IV||Finish Act IV and complete worksheet|
|10/23/12||Lecture- The Crucible||Study The Crucible
|10/24/12||LMC- AR Test/Selection for next book??
|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
|Finish Act II Worksheet|
|10/16/12||Act II Quiz
Act III- The Crucible
|10/17/12||PSAT in AM
SSR - AR Books
Irony/Worksheet Act III- Partner Quiz
|10/19/12||Weekly Edit Quiz
Week 7 - October 8th - October 12th
|10/8/12||Collect Background Questions- The Crucible
Collect Poetry Revisions
Finish Act I- The Crucible
Vocab Review - Units 1-3
|Act I worksheet; pages 42-45 vocabulary|
|10/9/12||QUIZ - Act I
|Finish reading Act II- Pages 60-81; complete Act II worksheet|
|10/11/12||Vocabulary Quiz - Units 1-3
WEEK 6- October 1st - October 5thhttp://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/
|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|
Weekly Edit Quiz
|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
|9/25/12||Collect Poetry Project (50 Points)
Review for test; writing prep
|9/26/12||PURITAN TEST - 100 POINTS|
WEEK 4 - Sept. 17th - 21st
"Upon the Burning of Our House, 1666" Project
|9/17||Read "Sinners in the Hands of an Angry God"
|Paraphrase Anne Bradstreet's poem on pages 96-97 on a sheet of loose-leaf|
|9/18||Ethos/logos/pathos - Edwards
|REVIEW UNITS 1-2 Vocabulary units|
|9/19||LMC- Research Project|
|9/20||LMC- Research Project|
|9/21||LMC - Research Project|
OUTSIDE READING NON-FICTION LIST
|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
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
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 7Tuesday's Lecture (9/4/12)
AP HISTORY STUDENTS: Visit this site: http://public.wsu.edu/~campbelld/amlit/purdef.htm
Equiano: The Middle Passage
|9/4||PPT/Video||Read Bradford's from "Of Plymouth Plantation" - pages 52-59|
Answer PPT questions
|Read Rowlandson's Captivity Narrative - pages 62-69|
|9/6||PPT- After Plymouth
King Philip's War - Rowlandson Activity
|Read Olauda Equano's Slave Narrative pages 82-89
EXTRA INFO: http://school.discoveryeducation.com/schooladventures/slavery/equiano.html
Discovery: The Middle Passage
WEEK ONE _ AUG. 27 - Aug. 31
Mrs. Ribovich Writing Guidelines
Identifying Effective Paraphrases
Visit this website for additional practice:
Steps to Paraphrase
Read the passage.
Look up new words.
List keywords that you can replace with a synonym.
List the main ideas.
Make note of special words that you will use in the original form.
Create the paraphrase without looking at the original paragraph.
Check that you have not plagiarized and redo step 6 if needed.
Cite your source.
Narrative Tradition PPT
Weekly Edits #1- Quiz Friday
Read pages 43-48 in textbook. Take notes on page 43. DUE THURSDAY!!!
Unit 1 Vocabulary Exercises; revisit "Self-Reliance"
Narrative Tradition PPT; activity
Weekly Edit Quiz #1
FRIDAY, AUGUST 24, 2012
What is self-reliance according to Emerson?
Did you like this essay? Why or why not?
With what did you agree and/or disagree?
COMMENTS FROM STUDENTS - VERY INSIGHTFUL!!!!!!
So often, we do not believe nor trust in ourselves. Why?
What does it mean to trust in oneself?
How is it okay or great to be misunderstood?
Why does he discuss great leaders of the past? Doesn’t he tell us not to look to the past?
Does too much trust in oneself blind an individual from realizing the truth (right/wrong)? Is he saying our thoughts are always right?
Is conformity bad? “We should never conform.” Is this what Emerson writes?
How do we absolve ourselves and how will this lead to suffrage of the world?
Is he telling us to take a different path than everyone else?
Is he saying we are all alike?
What is consistency? Why do people value consistency?
Could this essay be dangerous to study? Doesn’t it lead some to justify any action or behavior under one’s own moral code?
Isn’t Emerson contradicting himself?
Imitating others makes you waste the uniqueness of yourself.
Is Emerson saying “If you want something, you have to take every opportunity to get it and make an effort to get what you want”?
Emerson tells us not to concern ourselves with what other people think? Why do we?
Does he tell us to be different? To stick out in the crowd?
Do you believe Emerson sends a hypocritical message about changing words in the last paragraph? Can a person change his/her beliefs?
Is Emerson basically saying “You can do anything you put your mind to?” Support this. Is this essay about “achievement?”
Never conform. Is this an accurate interpretation?
This essay would not comply to today’s standards. It is not relevant in today’s society.
THURSDAY, AUGUST 23, 2012