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Agenda
1. Read and discuss "How I do Marvel"
2. Fill out worksheet for synthesis paragraph (with counter argument and refutation) on Monday
Agenda
1. Review poems "A Black Man Talks of Reaping," "I, Too" and "We Wear the Mask"
2. Review double consciousness and Double consciousness image- brief journal
3. Class discussion on connections to the previous poems
4. Quick journal on the word "marvel"; Read "Cullens's "Yet I Do Marvel"; first impressions
5. Small group annotatiopn share around
6. Class discussion
HW: Journal- on homework etc. (See googleclassroom)
Agenda
1. Class discussion on "The Weary Blues"
2. Read and annotate "A Black Man Talks of Reaping" : first impressions; use dqs as guidelines
HW Read and annotate "I Too" and "We Wear the Mask"; you will read and annotate each twice. 1st read and annotation: themes and connections to the Harlem Renaissance

2nd read and annotation: use the DQs to add to your annotation (differentiate with a highlighter or #ing the annotations that reflect the DQs
Agenda
5 image connection journal to "The Negro Speaks of Rivers"
1. Review "The Negro Speaks of Rivers"
1.5 Intro Journal to "The Weary Blues"
2. Listen/Read; first impressions
HW: Re-read and annotate and answer discussion questions
Below POSTPONED POSTPONED POSTPONE
HW: Read and annotate "A Black Man Talks of Reaping" and "We Wear the Mask"; you will read and annotate each twice. 1st read and annotation: themes and connections to the Harlem Renaissance
2nd read and annotation: use the DQs to add to your annotation (differentiate with a highlighter or #ing the annotations that reflect the DQs
Agenda
W. Photo connection reflections
1.. Langston Hughes- background facts- class share around
1.5 Into Journal

2.. "The Negro Speaks of Rivers; (audio recording); first impressions; group, class
LINK: https://www.youtube.com/watch?v=8cKDOGhghMU

3. Re-read and annotate- DQs- for annotation guidelines-
4. Class discussion
5. Intro to "The Weary Blues"- journal
6. First impressions
HW: re-read and annotate use dqs

Agenda
W: Quick Review- What did we learn yesterday
1. Finish Harlem Renaissance power point
2. Video reinforcement: HR- basic; Negro spirituals- historical perspective
LINKS: https://www.youtube.com/watch?v=U2p_5XoP1Fg
https://www.youtube.com/watch?v=1JtD_YpyXYU

3. Photo connection reflections
4.. Langston Hughes- background facts- class share around
5.. "The Negro Speaks of Rivers; (audio recording); first impressions; group, class
LINK: https://www.youtube.com/watch?v=8cKDOGhghMU

Agenda
Turn in projects
1. Intro to Harlem Renaissance: KWL, pair share, board and discussion
2. Power point (first half)

HW: 10+ facts on Langston Hughes
Agenda
1. Finish "TYW"
2. Final ?S on "TYW" project
3. "Women Know Your Limits"-(on youtube) satire and argumentation
If time allows start
4.. Intro to the Harlem Renaissance; activity and video; power point
HW: group project due tomorrow
Agenda
1. Finish Socratic Seminar on "The Yellow Wallpaper"
HW: work on project
Agenda
Turn in SP#35
W: Journal #3
1. Socratic Seminar on "TYW"
HW: group project
Agenda
1. Journal #2
2. Group annotation share around
3. "The Yellow Wallpaper" Group Project (Women's Unit folder)- DUE Thursday 3/16
W: Review SP#35 - due Monday
HW: SP#35 Themes (0): $, finances, economy; prep for Socratic seminar
Project due Thursday
Agenda
Warm-up: Journal #1:

Why is it important that the woman narrator has the agency and the voice to tell her own story?

How does this particular choice of narration establish a connection with the reader and elicit certain emotional responses?

1. Annotation share around
2. Read and annotate the rest of the story
HW: finish annotations (use dqs, you will write out ?s
Note: from yesterday :The image does not show up for the second link. Just google the title and print the image. I've created a doc. for the poem. Look for it in the file section.
REVIEW SP#35- DUE MONDAY

Agenda
1. SAT Q of the day
2. Review Gilman and hw.
3. Read sections 1-4 (to break on 455) of the story (read and annotate (look at
dqs/annoation guidelines in folder) You will write out the answers for Section1/2 Questions 4 & 6; and section 3/4 Qs 3 & 5 (not 1 sentence- be thorough and complete)
HW: Finish above
Agenda
1. Trifles Socratic Seminar
HW: Review Charlotte Perkins Gilman; "Why I Wrote "The Yellow Wallpaper"," "The Unconscious Mind
Agenda
WU: SAT Question of the day
WU#2: journal #4
1. Annotation share around
HW:
Journal #5: Why is it important that Mrs. Wright does not have the agency and the voice to tell her own story? Why is it important that Mrs. Hale and Mrs. Peters do?
What effect does Glaspell’s literary decision have on establishing a connection with and eliciting certain emotional responses from audience?
Prep for Socratic seminar

For Wednesday: Research background info (10+ facts) for Charlotte Perkins Gilman; read Gilman's "Why I Wrote "The Yellow Wallpaper" and the brief notes on "the Unconscious Mind (both in file section)
Agenda
W: background info (play, Freytag's plot pyramid ) http://www.ohio.edu/people/hartleyg/ref/fiction/freytag.html
4. Journal: What is the difference between law and justice?
5.Name different types of isolation. Explain. Which is the most destructive? Why?
6. Important vocabulary
7. Let's read and analyze

HW: Read and annotate the play;annotate pages check googleclassroom for guidelines, symbols, etc.
Agenda
1. Finish Stanton presentations
HW: Journal Reflection
  1. 3 points you learned that supported, developed, or changed your understanding of the text.

  2. Evaluate group:
    Your effort and participation (Be Specific!!!!)
    Each member of your group (Be Specific!!!!)

2.Intro to Susan Glaspell and Trifles. Review what we know about Glaspell (15+ facts)

Agenda
1. Continue and finish Stanton analytical paragraph breakdown presentations
HW: Susan Glaspell- 15 facts
Agenda
1. Group power point paragraph analysis workshop
2. Start presentations.
HW:
Agenda
Collect SP#33
1. Review Keynote Address Soapstone
2. Class discussion paragraphs 1-4
3. Group paragraph breakdown activity
4. Start presentations
HW:
Agenda
Collect Video Assessment
W: Review SP#33
1. Pass out and review synthesis essay
2. Group activity: finish first impression and SOAPSTone
3. Stanton Paragraph breakdown activity
HW:SP#33- theme:
Agenda
1. Video and Assessment review
2. Stanton's Keynote Address
3. Group share First impressions; fill out SOAPSTone.
Agenda
W: Review yesterday
2. Anthony and Stanton video; take notes
HW: video assessment due Friday
Agenda
W: Review what we learned Friday
1. Anthony and Stanton video; take notes for video assessment (SEE GOOGLECLASSROOM)
Agenda
W: SAT Question of the day
1. Women's unit- power point
2. Anthony and Stanton video; take notes
HW: Have a great weekend.
Agenda
W: pair share journal
1. Class discussion
2. Intro to women's unit quote journal:

Respond to the following quote.

“She had appeared to violate the rule. She was warned. She was given an explanation. Nevertheless, she persisted.” (February 7, 2017)

To what does it refer?

What was the intent behind it?

What were the unintended consequences?
3. Pair share and class discussion
4. KWL: What do I know of Womnen's History in the US?; pair share and board
5. Begin power point
HW: gather/organize Bierce and Twain activities; staple. You will turn in tomorrow.

Agenda
W: SAT Question of the day
1. Share 1st impressions; class discussion
2. Group DQ activity; discussion/presentation
3. Finish the reading (Twain); add to journal
4. Performance: "Grandfather's Old Ram"
5. Journal
HW:
Agenda

W: Journal: What is the difference between reading a text and watching or listening to a performance?
1. "Grandfather's Old Ram"- first section; add to journal
2. Story; First impresssions; DQs (#1 only- use to annotate)
HW: #2

Agenda
Collect SP#32
W: SAT Question of the day
1. Final Discussion on "Occurrence at Owl Creek Bridge"
2. Review Regionalism/intro Mark Twain
3. Pass out "Grandfather's Old Ram"
Agenda
Collect essay

W: SAT Question of the day
.5 Review SP#32
1. Groups: 1st impression and annotation share around activity
2. Discussion
3. Closing activity
HW: SP#32- theme: Per. 0- travel; 1st per. super heroes
Agenda
W: Last minute Q&A on synthesis essay
1. Review 1st impressions from yesterday; take notes/annotate
2. Read section 2 of "Occurrence at Owl Creek Bridge"
3. 1st impressions amd discussion/notes
4. Read section 3; 1st impression
HW: Synthesis essay due tomorrow
Agenda
Period 0
W: Q&A re: synthesis essay
1.. Review realism
2. Ambrose Bierce: info gathering & power point
3. "Occurrence at Owl Creek Bridge" Read; first impressions; annotate sections 1&2
HW: Synthesis essay due Friday
Agenda
Period 1
W: Q&A re: synthesis essay
1.. Review realism
2. Ambrose Bierce: info gathering & power point
3. "Occurrence at Owl Creek Bridge" Read; first impressions; annotate sections 1&2
HW: Synthesis essay due Friday
Agenda
Collect Van Kleeck annotated bibliographies
W: SAT Question of the day
1. Pass out and review synthesis paragraphs: arguments, transitions, synthesis focus. etc.
2. Review counter arguments: Group activity: read counter arguments; choose one; explain it and the refute it.
3. Synthesis essay: Review prompt and directions- Due Friday
Agenda
W: SAT question of the day
1. Finish Van Kleeck presentations
2. Van Kleeck annotated bib practice
HW: Ven Kleeck annotated bibliography. (see googleclassroom)
Follow format closely. No more than 250 for the annotation.. You will also have to press enter and tab to create the hanging indent in (after article title and volume if possible). You need to play around with the computer to figure it out.
Agenda
1. Finish Group work
2. Van Kleeck presentations
HW:
Agenda
W: SAT Question of the day
1. Annotation share around
2. Group breakdown activity (see googleclassroom)
HW: prep for presentations

Agenda
1. Socratic seminar:
HW: Van Kleeck activity due tomorrow
Agenda
Turn in SP# 30
W: SAT Question of the Day
W#2 Child Labor Quote journal (source 8)
1. Small group annotation share around for Florence Kelley's Child Labor Speech (source 7).
HW: Prep for Socratic seminar tomorrow; Read and annotate Mary Van Cleeck's newspaper article on child tenement works (SOURCE 9)(DUE Wednesday)The text is in googleclassroom (about- realism folder)

Mary van Kleek

Charities and the Commons 18 January 18, 1908 (source 8)

Read and annotate the article, paying attention to the following for each section

1. main idea/ main argument

2. sub-arguments

3. details/information which supports main/sub argument

4. types of connections/implications/concerns/conditions (social, economic, political, humane (mental & physical health), other.

Agenda
1. In class synthesis paragraph
Turn in outline at the end of class.
HW: Print out paragraph and bring it in on Monday;
SP#30: write a compound sentence using a semi colon and a connective. Theme: free
Read and annotate Florence Kelly's Child Labor speech (this text was assigned Tuesday)
Agenda
1. Finish Socratic seminar for "The Rebel".
2. Start organizing worksheet for synthesis paragraph tomorrow (formative assessment #1. )
NOTE: What do you want to argue about child labor? YOU CREATE YOUR OWN ARGUMENT. MAKE SURE THAT YOUR ARGUMENT IS NOT TOO BROAD: YOU WILL ONLY WRITE A PARAGRAPH TOMORROW (MORE THAN 11 sentences).
You will turn in the work sheet tomorrow.
You may come in with a conceptual outline if you feel that that will prepare you to write in class tomorrow. (formative assessment #1.
(Handout in the file section of Googleclassroom.
Agenda

W: SAT question of the day
1. Socratic seminar for "The Rebel".
HW: print of Florence Kelley's speech; you may read and annotate; however, the Socratic seminar is postponed until Monday.
I would not wait until the last minute because you will also have a sentence pattern this Friday.

Agenda
W: The importance of commas- review
1. Socratic seminar on "The Rebel"
HW; read and annotate link (from Friday);
DUE WEDNESDAY: watch and take notes on the Lewis Hine videos (part 1 & 2). Questions to answer:
What details presented in the video substantiat/reinforce points from the story and/or cartoons? Make a clear evaluation.
What details add to your understanding of child labor during this time period?
What arguments can you make about child labor from your understanding of the videos

Part 1 https://www.youtube.com/watch?v=_t-9ORCu6zw
Part 2 https://www.youtube.com/watch?v=sb3yCEQxp1E

DUE Thursday: Read and annotate Florence Kelley's Speech:
Purpose, main argument, sub arguments, rhetorical strategies, counter arguments & refutations, purpose


Agenda
W: SAT Question of the Day
1. Child Labor Cartoon Activity: rhetorically analyze-; in addition, connect to "The Rebel" and yesterday's "Child Laborer's Prayer" I have uploaded the cartoons into the Realism folder = source #3,#4,#5.
2. Finish Small group discussion
HW: prep for Socratic seminar on "The Rebel," prayer, cartoon; use the dqs in the folder to aid your analysis further

Agenda
W: SAT question of the day
W: Journal: How does this revision of young children’s nighttime prayer (typical of the time period to the present) reinforce elements of the story. In addition, discuss the irony present. (The original is in italics to help generate your thoughts.)
"Now I wake me up to work; "Now I lay me down to sleep
I pray the Lord I may not shirk. I pray the Lord my soul to keep
If I should die before the night, If I should die before I wake,
I pray the Lord my work's all right. I pray the Lord my soul to take
Amen." Amen"


1. Small group discussion of "The Rebel" page 8-end . Students are to annotate and take notes. A whole class discussion will follow.
HW: The following link will provide some brief information to help you better understand the story and the text by Florence Kelly that we will also cover. Read and annotate it.
http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html
HW: Sentence pattern for Monday: SP #29: write a compound sentence with a semi colon and a coordinating conjunction. TOPICS: Period 0: weather; Period 1: apocalypse
Agenda
W:
1. Annotation share around
HW: Finish reading and annotating the story
Agenda
W: Review identification activity
1. London/Title Quiz
2. Review background
3. Read pages 4-8: annotate
HW: finish annotating 4-8
Agenda
Collect SP homework
.5 Review what we learned Friday
1. Finish Realism, Naturalism, Regionalism Power points
2. Post Power Point Identification Activity
3. Jack London's "The Rebel"
HW: Finish #2 (in folder); read and annotate London bio (front page before story)- quiz tomorrow
Agenda
W: SAT Question of the Day
1. Finish Group Sentence Pattern Review Assignment- submit (assign 1 person to print out for Tuesday.
2. Introduction to Naturalism, Realism, and Regionalism (brainstorm and first power point.
3. Review Sentence Pattern #27, #28
HW: SP #27, #28 ( 3 each, free topic)
Agenda
Turn in letter to self
1 Continue/Review. SAT Question of the day
2. Sentence Pattern review and group activity-
HW: none
Agenda
Welcome back everyone!
1. Vacation summation
2. Reflection on fall semester and goals for spring semester: power point and letter to self activity
3. SAT Question of the day

HW:Letter to self due tomorrow (typed, MLA format); Review sentence pattern #27& 28 for Friday.
12/14 Agenda
1. Period 0 Final
Have a great winter break!
12/13 Agenda
1. Period 1 final
Have a great winter break!
12/12 Agenda
1. Passage review activity
12/9 Agenda
1. American Literary Genres Group Poster activity (review for final)
HW: study for final
12/8 Agenda
1. American Literary Genres Group Poster activity (review for final)
HW: study for final
12/7 Agenda
W: review "miracle" essay
1. Reflective essay workshop and peer review
HW: polish reflective essay . YOU MUST HAVE A PRINTED COPY WHEN YOU ENTER THE CLASSROOM TOMORROW. You will also turn in your rough draft and your 1st revision; and, the group activity
12/6 Agenda
W: Show vs. Tell activity
1. Student models- group activity
HW: review/revise reflective essay
12/5 Agenda
W: Show vs. Tell activity
1. Student models- group activity
HW: revise/review reflective essay
12/1 Agenda

1. "A Festival of Grimness" class discussion; turn in annotations
HW; Reflective essay rough draft due Monday



12/1 Agenda
W. Vibrant verbs and detailed sentences activity
1. "A Festival of Grimness" annotation share around
HW: start to work on reflective essay rough draft
11/30 Agenda
1. "In and of Ourselves We Trust"- Class discussion
2. Dave Barry's "A Festival of Grimness"; read and annotate
Points to discuss:
5+ descriptive passages :underline; annotate-
What does each passage reveal?
Does it lead to an insight? if so, what? explain.
4+ insights(lessons- why significant?)
3+ uses of humor (reveals? why significant?)
11/29 Agenda
1. "A Tomato Grows in Commerce" annotation share around

2. Class discussion

3. "In and of Ourselves We Trust"; read and start group dqs/annotations (in reflective essay folder)(Googleclassroom)

HW: Finish dqs/annotations

DQs: Meanings and Values #1-3; Expository techniques #1-3; Diction and vocabulary #3; Read to Write #2

11/28 Agenda
W: stamp check journals
1. Intro to observation and reflection (power point)
2. Reflective essay notes & outline (post-poned)
3. Decoding reflective essays:

A.. Read "A Tomato Grows in Commerce." (in reflective essay folder in Googleclassroom)

B. `1st impressions: Journal what you think are the larger ideas of the essay
C: Group: share 1st impressions, analyze the function of each paragraph (annotate in the margins); rhetorical strategies
D.: DQs for "Tomato"; you may answer them completely or use them for annotations (they guide you paragraph by paragraph)(in the reflective essay folder)
HW; Finish "ATGiC""; continue observing and journaling

11/23 Agenda

1. Thoreau/Emerson journal: review each text. Find similar ideas; discuss

HW: 3-5 observation journals (see yesterday)

11/22 Agenda
1. Thoreau discussion: (excerpts from)"Spring" and "Conclusion".

HW: Turn in transcendentalism packets tomorrow; observation journals (3+) due on Monday. Spend at least 20 minutes observing a natural, social, familial environment (the more variety the better). Write down the specific details that you see and hear, (and smell and feel). You may include dialogue. Do not worry about spellings, punctuation ect.- just capture everything about the environment you are observing. Does anything speak to you? Or nudge you in a contemplative directions? What connections can you make to yourself, people in general, society, the world?

11/21 Agenda

1. Discuss Thoreau
2. Annotation share around
HW: observe the world around you, nature or an event (3-5 days worth) journal; take notes
ANNOUNCEMENT: SP Revision window has now opened.
11/18 Agenda
Warm-up:Thoreau Quote Journal )(prompt on googleclassroom). Same directions as yesterday.

1. Read excerpt from "Nature"

2. Thoreau annotation share aroud

HW: Finish reading and annotating Thoreau
Coming up next week: observe nature or any particular interesting 'events" that happen; and take notes; think reflectively- how might what you see teach you something about yourself or society.

11/17 Agenda
Warm-up: Emerson quote journal (GOOGLECLASSROOM- stream page)

1. Class discussion re: warm-up and Emerson texts)

HW for Friday: Thoreau background, "Where I lived..." and "Pond in Winter" (read and annotate, connections to Transcendentalism (guiding DQs in file section below)

For Thankgsgiving weekend: go out for the next several days and for 20 minutes observe the world around you (in nature or any events). Write down details and start thinking how what you observe might be symbolic/reflective of yourself or society.

11/16 Agenda
Warm-up: Review characteristics of Transcendentalism and Aphorisms;
Journal: Student are to choose one of Emerson's aphorisms and (clarify and explain importance)(explain why it it significant and how it connects to Transcendentalism)
1. Annotation share around for "Nature" and "Self-Reliance"
2. Class discussion

HW: Read Thoreau background; highlight connections to Transcendentalism; Read and annotate "Where I Lived and What I Lived For" and "Pond in Winter"; annotate for significant points and connections to Transcendentalism. Use the Dqs in the file section to help guide your annotations.

11/15 Agenda
1. Power point presentations
2. Introduction to Transcendentalism : handout; power point review

4. Power point activity: quote connections to characteristics of Transcendentalism

5. Intro to Emerson:
HW: Emerson Background: read and highlight connections to Transcendentalism
Read and annotate "Nature" and Self Reliance" (connections to transcendentalism - premises & tenants)(SEE Transcendentalism Folder)
I WILL STAMP CHECK TOMORROW

11/14 Agenda
1. Fall Summative assessment
HW: Finish Hawthorne mimic project
11/10 Agenda
1. Hawthorne Mimic Power point workshop
HW: Read and annotate Susan B Anthony's "Woman's Right to the Suffrage." Fill out the organizer on the back. (In file section below)
Hawthorne Mimic Project due Tuesday 11/15
11/9 Agenda
1. Group paragraph presentations; class notes
2. Class wrap up discussion
3. Group mimic activity (uploaded below and on googleclassroom
HW: Create a shared document and choose a subject. As a group come up with a list of words that are associated with your topic. Choose a paragraph to mimic. Come in tomorrow ready to view models and get started.
11/8 Agenda
1. Annotation share around and
2. Group paragraph breakdown activity
3. Start group presentationa; class notes
HW: prep for the rest of the presentations
11/7 Agenda
Collect packets
1. Review Nathaniel Hawthorne background
2. Read "The Haunted Mind"
3. First impressions
4. DQ and annotation assignment: summarize each paragraph (2 sentences); look for elements of dark romanticism, connections to Hawthorne, themes, focus of use of language/phasing and sentence structure etc. Use the critical thinking stems to create 3 questions . You will also answer them. IN DEPTH. TYPED. (I will stamp check tomorrow.)
HW: Finish annotating "The Haunted Mind"; (assignment also in googleclassroom- 2016 HM DQ....
11/4 Agenda
1. Socratic seminar on "The Raven"
2. Post Discussion Journal (8+ sentences)
“The scariest monsters are the ones that lurk within our souls…” –Edgar Allan Poe.
Respond to this quote. Do you think this statement is true? How is this statement Romantic(Dark)? Connections to “The Raven”?


HW: Finish journal; organize Romanticism packets; turn in all activities from intro to Romanticism notes through "The Raven" activities.(Turn in Monday(Keep outline)); 15 facts on Nathaniel Hawthorne
11/3 Agenda
1. Group share around of Poe's "Philosophy of Composition" activity
2. Start Socratic seminar; take notes
HW; Socratic seminar Friday

11/2 Agenda
1. "The Raven" group breakdown activity ("Read Poe's "The Raven""- file name)
HW: Poe "Philosophy of Composition" activity
11/1 Agenda
1. Socratic seminar for "The Bells"
Homework: Read "The Raven"; (use the link to help you read along;
https://www.youtube.com/watch?v=T7zR3IDEHrM
write your first impressions (6+ sentences); choose 3 journal prompts from "The Raven" file (warm-up on conflicts, and 2 from the list that follows.) and respond to them. 1/2 page each.
Organize your Romanticism notes; I will collect after we finished "The Raven."
10/31 Agenda
Happy Halloween!
W: Review "To Helen"
1. Intro to Dark Romanticism
2. Poe bckground
3. "The Bells"; first impression
HW: Outline and Annotate; use and dqs as guidelines for tomorrow's Socratic Seminar (texts in Googleclassroom)
10/28 Agenda
1. Finish discussion on "Thanatopsis"
2. Post discussion journal: How is “Thanatopsis” an effective demonstration of American Romanticism?
3. Poe's "To Helen"
HW: SP#23 (thematic subject: Halloween)
10/27 Agenda
1. Socratic seminar on "Thanatopis"
HW: Find 2-3 points in the poem where the speaker addresses the audience's anxiety and/or answers the audience's unasked questions; review SP#23
10/26 Agenda
W: "Thanatopsis" image connection journal
1. Group work: break down "Thanatopsis parts 2 & 3 and dqs
HW: Discussion Questions (4th file in googleclassroom); answer them. Suggestion: create 3-5 critical thinking questions (comprehensively answered- typed) for tomorrow's Socratic seminar.
10/25 Agenda
W: Review SP#22
1. Finish discussing "To Cole"
2. "Thanatopsis"- review title
3. Read and 1st impression
4. Breakdown activity (Section 1)
HW: Breakdown activity section one (googleclassroom- About page- Romanticism folder) I will stamp check tomorrow
10/24 Agenda
Turn in SP#22
1. Review Bryant background- connections
2. Bryant's "To Cole Upon Departing for Europe'; read and annotate connections to Romanticism (DQs to help)
3. Class discussion

HW: Finish answering the DQs, annotate the poem, using your answers from the dqs
10/21 Agenda
W: SP#22 Restrictive Adjective (clowns)
1. William Cullen Bryant background and "To Cole, Upon Departing for Europe"
HW: SP#22 (Thematic topic: clowns))(helpful notes Sentence Pattern folder); 1st period- read background on Bryant; find 3-4 connections to Romanticism
10/20 Agenda
1. Finish reviewing Red Jacket
2. Romanticism (review hw (reading ))
3. Outline
4. Power point
5. Romantic painting activity
HW: Review sentence pattern #22
10/19 Agenda
Don't forget to read the background info on Romanticsim (highlight what helps you understand.the characteristics and elements of Romanticism. (11x14 paper); remember- you also have 2 small paragraphs on the back. :)
10/18 Agenda
1. Socratic seminar on "Red Jacket Defends Native American Religion, 1805.
HW: SP #15,16 revisions due Thursday
10/17 Agenda
Turn in SP#20
1. Red Jacket activity- read and analyze; 1st impressions; annotation guidelines and DQs in file & googleclassroom (about- Age of Readon); Socratic seminar tomorrow
HW: prep for Socratic seminar
10/14 Agenda
Tom Paine Assessment
HW: SP#20 (theme: your choice); I have uploaded a power point for this pattern since we did not review in class.
10/13 Agenda
1. Finish Patrick Henry presentations
2. T. Paine Socratic seminar
HW: review Paine annotations for assessment Friday
10/11 AGENDA
1. Finish Patrick Henry Presentations
HW: see yesterday; use the Dqs in googleclassroom (2 files, 1 stem questions) to help you review the text.
10/10 AGENDA
1. Patrick Henry Paragraph breakdown power point presentations.
HW: Read and annotate Thom Paine for Thursday (in folder section); SOAPSTones, rhet. triangle, strategies, arguments, assumprions etc.
10/7 Agenda
Collect Plagiarism letter
1. Review sentence pattern #15, 16
2. Patrick Henry annotation share around
3. Paragraph breakdown project

HW: SP#15,16 (3 each) theme: politics (past to today); presentations start Monday
PRINT OUT ANOTHER COPY OF THE SPEECH; YOU NEED TO TAKE NOTES ON MONDAY

National Merit Scholar booklet etc. :
Khan Academy link to your Classroom page:
https://www.khanacademy.org/sat
This is the same link students received in their email last week.

Students can link their Khan Academy account and College Board account. When they do this, Khan Academy will import their previous PSAT and/or SAT scores and generate a tutorial tailored to the student’s area of weakness.

Agenda
W: Finish SOAPSTone outline
1. Read Henry's "Speech at the Virginia Convention"; 1st impressions
2. Group: share impressions and Re- read and annotate: rthetorical strategies, implicit/explicit arguments, etc.
HW: Plagiarism letter due tomorrow; HENRY: individual annotation using guidelines; (in file section and googleclassroom; I have also uploaded another copy of Henry's speech for those students who run out of room)
10/5 Agenda
W: Return and review "Sinners" analytical paragraph
1. Review Canassatego analysis; class discussion
2. Plagiarism lessson (letter/contract due Friday)(power point in file sections)
2. Patrick Henry backgkround
3. SOAPSTone

HW: Plagiarism letter/contract due Friday
Postponed below:
basic individual annotations (yes, the whole speech: appeals (all 3), devices (all kinds)
10/4 Agenda
1. Review Age of Reason- important notes from Friday
2. intro to Canassatego; Native American and colonial Americans; SOAPSTone
3. Read "Offer of Help" (in response to an offer to educate some Native American yourth at the College of William and Mary in Williamsburg, Virginia
4. Annotate for tone, how he addresses assumptions, logic, implicit arguments (2), purpose

9/30 Agenda
Intro to Age of Reason
1. Background handout
2. Power point
HW: Finish Edwards Twitter Sermon assignment
2/29 Agenda
1.Twitter Workshop:
. "Sinners in the Hands of an Angry God" Twitter Sermon Project: Twitter Sermon: review description and instructions (in goggleclassroom- about page- early Am settlers to Puritans folder) (You may work on your own or with a partner; you must provide evidence that each contributed equally to the tweet section and to the the 2 page explanation/justification.
DUE: Tuesday, Oct. 4th.
9/28 Agenda
Turn in Sinners analytical paragraph
W: Review Puritan Timeline Outline
1. "Sinners in the Hands of an Angry God" Twitter Sermon Project: Twitter Sermon: review description and instructions (in goggleclassroom- about page- early Am settlers to Puritans folder) (You may work on your own or with a partner; you must provide evidence that each contributed equally to the tweet section and to the the 2 page explanation/justification.
DUE: Tuesday, Oct. 4th.
9/27 Agenda
1. Finish "Sinners..." Socratic seminar
2. Review Analytical paragraph prompt
HW: Analytical paragraph (typed, MLA format; you must use 3 example- one from the beginning, middle, and end of the sermon. I have uploaded an embedding power point for those who need a refresher (you also have your DJ practice to review))
9/26 Agenda
1. "Sinners..." Socratic seminar
HW: prep for analytical paragraph
9/23 Agenda
1. Crucible Poster and justification Mural Walk; thn, collect
2, Review SP#13 Themes: 0 & 1st: Sports
3. Annotation share around of last night's h.w.
4. Review practice socratic seminar for Monday (check Socratic Seminar file below)(ABSENT students must complete all activities for Sinners practice Socratic seminar- check file)
5. Review in class paragraph prompt. (check early colonists- Puritans file)
HW: sp#13, prep for practice Socratic seminar (PRESENT students: at minimum bring in annotations and 3 critical thinking questions (stems in Soc. sem folder)
For those checking Googleclassroom: gallery sheets, Soc Sem. rubric, and critical thinknig stems in Reading and analysis folder.
Sinners Socratic seminar practice prep activity and Sinners analytical paragraph prompt in Early Colonial lit- Puritans folder.
9/22 agenda
1. Finish first impression pair share
2. Class discussion
3. Cartoon connection (in file section) What argument does the cartoonist make about political correctness?How does tweaking or changing the language of the original title of Edward's sermon impact it?
3. Review rhetorical strategies (appeals and devices)
4. Group activity: sermon breakdown
HW: finish sermon breakdown (annotation guidelines in the file section; also on googleclassroom as an announcement); Crucible poster and justification due tomorrow; review SP#13
9/21 Agenda
W: review time line and fill in Salem witchcraft trials section
1. Jonathan Edwards: review background and fill in SOAPSTones
2. Read the sermon
3. First impressions; pair share
4. Class discussion
HW: work onCrucible poster and justification
9/20 Agenda
Return and review sentence patterns and journals
1. Crucible movie/theater poster workshop
HW: Crucible movie/theater poster and justification due Friday
Agenda
Turn in sentence patterns
1. Annotation share around of notes from The Crucible
2. Review Visual Literacy components
3. Class discussion of 2 movie posters
4. Group movie poster project (with individual justification)
9/16 Agenda
NOTICE: IF YOU DO NOT HAVE A PROPER HEADING FROM THIS POINT ON, I WILL DEDUCT 10-20% FROM YOUR GRADE.
1. Review sentence pattern #11, #12
2. Finish The Crucible
3. Journal #4:
Miller believed that the judges in the witch trials were purely evil, and has stated that if he were to rewrite the play, he would make them less human and more obviously and thoroughly evil. But is evil a function of the will, or a failure of reason? These men did not set out to do evil – they legitimately saw themselves as doing God's work. Is it evil to be wrong? Arguably then, how do we define evil? Where is the true evil in the play?
(350-500 words)
HW: SP# 11, #12 due Monday (3 each) Themes: 0- animals; 1st- Disneyland
Here is a link to help with base adjectives: http://www.grammar-quizzes.com/adj-forms.html
Find 3-5 Quotes from the movie that you think best illustrates an important thematic topic, connection to scapegoating, an understanding of the Puritan community/Puritan timeline. While I have provided a few links to help you start, you may extend your research:
https://quizlet.com/8015759/the-crucible-important-quotations-flash-cards/
https://www.goodreads.com/work/quotes/1426723-the-crucible
http://www.imdb.com/title/tt0115988/quotes

Agenda
1. Review scapegoating handout/worksheet and character chart
2. Film analysis- watch section of The Crucible; write down your impressions about the characters and connnections to scapegoating and these different thematic subjects: envy, greed, power, resentment, guilt, the importance of truth/knowledge. In addition start collecting quotes from the characters, about the characters etc.
HW: Review SP#11, #12. Fill in relevant sections of the character chart and/or scapegoat worksheet. We started at 1:02 of the film.;
Journal #3: Journal #3: How is Mary Warren used by both sides? Does she have an individual identity? Explain? (250-400 words)

9/14 Agenda
1. Review scapegoating handout/worksheet and character chart
2. Film analysis- watch section of The Crucible; write down your impressions about the characters and connnections to scapegoating and these different thematic subjects: envy, greed, power, resentment, guilt, the importance of truth/knowledge. In addition start collecting quotes from the characters, about the characters etc.

HW: Fill in relevant sections of the character chart and/or scapegoat worksheet. We started at 29:16 of the film.and stopped at 1:02 (0 period) 50ish (1st period)
Journal #1: What is the role of gossip in the trials? How does Miller use gossip to implicate the whole town in the events of the witch trials? (250-400 words)
Journal #2 Discuss the shifting elements of power and control that we see from. Is Salem’s hysteria the only factor aiding and abetting this shift? If not, what else is involved? (350-500 words)
9/13 Agenda
1. Review scapegoating handout/worksheet and character chart
2. Film analysis- watch section of The Crucible; write down your impressions about the characters and connnections to scapegoating and these different thematic subjects: envy, greed, power, resentment, guilt, the importance of truth/knowledge. In addition start collecting quotes from the characters, about the characters etc.
HW: Fill in relevant sections of the character chart and/or scapegoat worksheet.
9/12 Agenda
Turn in SP#10
1. Review 15 facts on Salem Witchcraft Trials; brief video
2. Salem Witchcraft Trials (history) video
2.5 Crucible background power point.
3. Connection to 1950's: Joe McCarthy and the Red Scare.
HW: review and print out scapegoat notes and worksheet; review Crucible characters power point; print out character chart worksheet and start to fill in with notes from the power point.
9/9 Agenda
1. Review Taylor: class discussion & SOAPSTone; Puritan timeline
2. Review SP#10
HW; Research and find (print out) 15 facts on the Salem Witchcraft trials; SP#10 (5 sentences; vary parts of speech/syntax for the parallelism)
Subjects: 0: FOOD ; 1st:
9/8 Agenda
W: spinning wheel & loom videos
1. "Huswifery" first impressions
2. Group activity (DQs)
3. Class discussion
4. Taylor Timeline
HW: SP#10 review
9/7 Agenda

1. Journal #2: Bradstreet’s text is considered a “literary confession” poem. How does this framework allow Bradstreet to fully explore her beliefs without directly challenging authority?
2.. Whole class Socratic Seminar on Bradstreet's "Upon the Burning of Our House
3. Bradstreet Timeline
4. Taylor background info; annotation using dqs as guidelines

HW: background
9/6 Agenda
Warm-up: Bradstreet Journal:

Warm-up: You have seen that in “Upon the Burning of Our House,” Bradstreet tells herself not to have too much affection for earthly things. What does the fact that these reminders occur so frequently suggest? Clarify and develop your answer from your understanding of the poem and the information we learned yesterday. (Hint: Connects to a Puritan belief)

1. Group annotation share around
2. Class discussion
3. Fill out timeline
HW: Read and mark background information on Edward Taylor; summarize your thoughts on Taylor. What kind of man was he? Where and when did he embody the Puritan ideals? Where and when are the Puritan ideals missing? What does this absence suggest?
Agenda
Pass in group paragraphs
W: Fill in Bradford timeline
1. Bradstreet background information - discuss important points
2. Read Bradstreet; journal :first impressions- what stood out to you about the poem? 5+ sentences
3. Bradstreet paraphrase activity
HW: finish annotating and answering discussion questions; to absent students (I have uploaded the text and the activity into the proper folder below; it is also in googleclassroom (about page). Robotics student N: I have made corrections to the instructions for this assignment- (please review the uploaded file)
Agenda
1. Finish Bradford Group Activity part 2: (15 minutes)
2. Part 3: analytical paragraph
HW: finish group assignment
Agenda
1. Bradford Group Activity: Each group will be assigned a section of the text. Follow the directions for your assigned section. Your will work on Part 2 and start part 3 today.
HW: work on the group assignment
Agenda

1. Annotation share around of "The Starving Time".
1.5 Class discussion
2. Start Group illustration activity (PART 1 ONLY)- in googleclassroom, "ABOUT" page.
HW; Prep. work for Group activity PART 1 only.
Agenda
Turn in sentence pattern #9
W: Bradford warm-up
1. Group annotation share around of Bradford
HW: Read “The Starving Time”. Highlight references to the BIG Three (Grace, Plainness, Divine Mission). Answer the following questions (in complete sentences) (you will need more than one sentence):
  1. What two problems does Bradford bring up? How are they resolved.
  2. In the last paragraph of “The Starving Time) Bradford illustrates a difference between the Puritans and the sailors. What is the difference? Why would Bradford bring up this difference?
Agenda
1: Review SP#9
2; Puritan background: board and class discussion
3: Start Puritan timeline
4. Read and Discuss Bradford background and preliminary SOAPSTone
HW: Read the first section of Bradford; (pages 1-4- stop at "Starving Time";
annotate (individually)(points to look for: connections to The BIG 3 Ideals; Puritan characteristics(what does Bradford reveal about the Puritans?), the Puritan Psyche at this point in time )(use the discussion questions at the end to help you with this as well) I will stamp check;
SP#9 due Monday (TYPED, MLA format, bring in a hard copy!)PROPER HEADING!! BEWARE THE ZERO!!
0 Period theme: school
1st Period theme: entertainment
Agenda
1. Finish Byrd analysis activity (Public vs. private )
William Byrd modified his writing to give the reader a more favorable impression of himself.
  • Evaluate Byrd’s “History of the Dividing Line” to determine the different methods he used to portray himself in a more favorable light.
  • Discuss how and why he presents a sophisticated and subtle manipulation of the reader?

2. Read and Puritan Background; "Family Feud" quiz to follow


HW: Byrd dialectic journal due Friday

Agenda
Warm-up: Pair share/ peer review of embedding practice

1. Class evaluation of Smith DJ activity
2. Annotation share around of Byrd; class SOAPSTone
3. Byrd's private diary
HW: Re-read Byrd for secondary purpose and annotate accordingly
Individual DJ activity due Friday:

Agenda
Warm-up:

1. Group dialectic journal activity; review group and individual practice; share with class; class discussion

2. Review William Byrd background; start reading and annotating "The History of the Dividing Line." (Homework)

HW: Finish reading William Byrd. Use the 4 Discussion Questions on the back to help you annotate (mark and discuss the text) Use SOAPSTones, rhetorical triangle, appeals, rhetorical devices etc.

Agenda
Collect Sentence Patterns
Warm-up: Finish John Smith "general HIstory" discussion

1. Group dialectic journal activity and individual practice

2.POSTPONED- Review William Byrd background; start reading and annotating "The History of the Dividing Line."

HW: Group and Individual Dialectic Journal due tomorrow. POSTPONED-> Finish reading William Byrd. Use the 4 Discussion Questions on the back to help you annotate (mark and discuss the text) Use SOAPSTones, rhetorical triangle, appeals, rhetorical devices etc.

Agenda
1. Review "How to Prevent Lazy Writing" and sentence patterns 4,5,8 (assignment for Monday.
2. Annotation share around on Smith's General History
3.Class discussion on Smith's General History.
3. John Smith Dialectic Journal Practice
Group activity:
  • Group: Find 2 key quotes that support John Smith’s purpose and effectiveness
  • Thoroughly analyze the quote.
  • Review the dialectic journal model I have provided;
  • Practice the dialectic journal with your chosen quotes and analysis.
HW: SP#4,5,8 (3 each) Theme: Olympics (each sentence must connect to this theme..
Agenda

1. Review background information: informal class quiz (family feud style)

2. Group activity: read and take notes (annotations) on the background information; read and mark background on John Smith ( take information to help you with SOAPSTones, Rhet. triangle, appeals, etc.; class discussion follows
2.5 SOAPSTones

3.Group Activity: Read and annotate the excerpt from the General History by Smith. Use "For Study and Discussion" and "Forms of Discourse:" questions to guide your annotations.

HW: Finish annotating Smith; I will stamp check this tomorrow. I expect your annotations to be insightful and comprehensive. Review sentence patterns 4,5,&8; review how to avoid lazy writing powerpoint (both are in Sentence Pattern folder, here- and in the folder google classroom; click the "about" section

Agenda
Warm-up: cartoon connection on paradoxes
1.Pair share 1st impressions on Steinbeck
2. Class discussion
3. SEE-II group paragraph
HW: Read background info on early settlers "The Beginnings..., "Exploration and Settlement," and "The South: Gentlemen Planters"; reading check quiz tomorrow.
For Friday:review sentence patterns 4,5,&5; review how to avoid lazy writing powerpoint (both are in Sentence Pattern folder, here- and in the folder google classroom; click the "about" section.
Agenda
Discussion Question Warm-up: Thinking about the videos and group activity from Friday, let's review what success strategies and fail strategies are. Talk to your peers (3 minutes); come up with a definition. Review argumentative statements and SEE-II paragraphs)
1. What do we know about the late '50s to the mid '60s? events
2. What do we know about John Steinbeck
3. SOAPSTone outline
4. Read excerpt from "Paradox and Dreams"; initial impressions

HW: For today: finish first impression paragraph; re-read and annotate the text (yes, you can write on it); complete SOAPSTone.
For Friday:review sentence patterns 4,5,&5; review how to avoid lazy writing powerpoint (both are in Sentence Pattern folder, here- and in the folder google classroom; click the "about" section.
Agenda
Warm-up: Review video activity from Friday
1. Fall Diagnostic assessment (finish for homework) Diagnostic assessment in googleclassroom.
HW: Finish diagnostic assessment.
Research socio/political/historical events or conflicts (American) during the late 1950's and early 1960's.
Agenda

0&1: Reminders: sign up for group fusion; digital portfolio in google drive; pick up portfolio from 10th grade teacher
0 Period: 1st day catch-up (impt. intro letter)
1. Finish Course syllabus (0) & Letter of Rec. (0,1)
1.5 Q&A continued; former student letters
2. 3 videos to reinforce teacher/class expectations
3. group activity create: create a SEE-ID(I) paragraph
HW: parent signature; groupfusion sign up; portfolio pick-up; Research John Steinbeck and social/political events of the late 50s to mid 60's.
Agenda
1. Welcome to Honors American Literature
2. Course syllabus
3. Student intro letter
4. Q&A session
HW: student intro letter due tomorrow
Discussion Topics
Homework
No "Homework" exist(s)

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