2013-2014+US+Lit

Quarter 4
7 May, Wednesday / 8 May, Thursday
 * In-class:We went over the symbols from the end of the novel. Students then had to write about one of the symbols in an in-class write.
 * HW: Complete steps 1 and 2. For step 2, everyone must answer questions 9 & 10. Girls will answer odds and boys will answer evens. Please type your answers and don't forget to double-space.
 * media type="custom" key="25836916"

4 April, Friday
 * In-class: We went to see the IB Group 4 presentations in the Parish Hall. We discussed "anyone lived in a pretty how town."
 * HW: Read "The Lovesong of J. Alfred Prufrock" (pp. 930-933) and complete the reading strategy of writing summaries for the stanzas of the poem.

3 April, Thursday
 * In-class:We discussed Eliot's poem, "The Lovesong of J. Alfred Prufrock." Students worked on a response discussing whether Prufrock is similar to or different from most people.
 * HW: Read "A Rose for Emily" (pp. 1020-1028) and complete characterization sheet.

2 April, Wednesday
 * In-class: We read and annotated two poems by Frost: "Acquainted with the Night" and "Mending Wall." We quickly looked at two poems by e.e. cummings.
 * HW: Read "anyone lived in a pretty how town" and answer the first page of questions on the guided reading sheet. Listen to the NPR commentary about walls throughout history and the allusion to Frost's "Mending Wall."

1 April, Tuesday
 * In-class: We reviewed "Mending Wall" and we read the NPR new article, "The Xenophobic School: Misreading Poetry." We read "anyone lived in a pretty how town" and analyzed the poem by answering guided questions about the poem by e.e. cummings. Students started drawing the narrative they deciphered from each stanza of the poem.
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="25523188"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "Lovesong of J. Alfred Prufrock" (pp. 930-933) and complete the reading strategy (boys will write the summaries for the odd stanzas and the girls will write the summaries for the even stanzas).

<span style="font-family: Georgia,serif;">Quarter 3
<span style="color: #ff00ff; font-family: Georgia,serif; font-size: 16px;">Check it out!
 * Here's the link to the Interactive American Dialect map. You need to take the "quiz" first and then it will show you the US map and the dialect which is closest to the American English you speak. Try it out! Think about what this tells us about "local color."

<span style="font-family: 'Times New Roman',Times,serif;">17 March, Monday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We shared the student poetry written in the style of Carl Sandburg's "Chicago." We read the background material on Modernism on pp. 894-895. Students worked in groups to read and annotate/analyze one of the following poems: "Acquainted With The Night," "Mending Wall," or "Out, out." Students should be looking for "modernist" elements in the poems they are reading:
 * <span style="font-family: 'Times New Roman',Times,serif;">non-traditional subjects and themes
 * <span style="font-family: 'Times New Roman',Times,serif;">alienation of the individual
 * <span style="font-family: 'Times New Roman',Times,serif;">use of understatement and irony to convey meaning
 * <span style="font-family: 'Times New Roman',Times,serif;">reliance on imagery and symbolism to convey theme
 * <span style="font-family: 'Times New Roman',Times,serif;">experimental
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Complete annotations and answer questions for your assigned Robert Frost poem. Be prepared to present to the class on Wednesday.

<span style="font-family: 'Times New Roman',Times,serif;">14 March, Friday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students completed their pairs essay on the Harlem Renaissance. Students also answered question # 3 from p. 887.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Complete the reading/guided annotation for "Chicago."

<span style="font-family: 'Times New Roman',Times,serif;">13 March, Thursday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Write a poem about a place using the following poetc devices found in Carl Sandburg's "Chicago":
 * <span style="font-family: 'Times New Roman',Times,serif;">epithets
 * <span style="font-family: 'Times New Roman',Times,serif;">repetition

<span style="font-family: 'Times New Roman',Times,serif;">12 March, Wednesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed Zora Neale Hurston's "How It Feels To Be Colored Me." We discussed her use of metaphors as well as how her views about African-American culture contrasted with those of the other Harlem Renaissance writers. Students worked in pairs to write an essay about how the works they read reflect the beliefs brought about by the Harlem Renaissance.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "Richard Cory" (p. 882) and "Lucinda Matlock" (p. 886).

<span style="font-family: 'Times New Roman',Times,serif;">11 March, Tuesday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We read background material on modernist literature (pp. 827-828) and we discussed the poem "Richard Cory". We completed the chart on elements of characterization as used in the narrative poem. We also listened to the Simon and Garfunkel rendition of "Richard Cory."
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="25334698"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and complete the guided annotation for "Chicago".

<span style="font-family: 'Times New Roman',Times,serif;">10 March, Monday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students presented their poetry cubes and discussed their interpretations and analysis of their chosen Harlem Renaissance poem.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:McKay1.jpg width="818" height="614" caption=""If We Must Die" annotation"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Bontemps1.jpg width="818" height="614" caption="Notes on "A Black man Talks of Reaping""]]
 * [[image:Bontemps2.jpg width="818" height="614" caption=""A Black Man Talks of Reaping" notes continued"]]
 * [[image:Cullen1.jpg width="818" height="614" caption=""Any Human to Another" annotation"]]
 * [[image:Cullen2.jpg width="818" height="614" caption=""Any Human to Another" annotation continued"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "How It Feels to Be Colored Me" in your packet or in your textbook pp. 860-864. Please annotate the work as you read the essay.

<span style="font-family: 'Times New Roman',Times,serif;">7 March, Friday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Mrs. Petra was out on jury duty today---students worked on an in-class write on the following prompt:
 * <span style="color: #000002; font-family: 'Times New Roman',Times,serif;">Think about the new cultural identity that crystallized during the Harlem Renaissance and has carried over into recent times. Choose any two elements about the Harlem Renaissance and explain how any three works reflects these elements. Use textual evidence to prove your point.
 * <span style="color: #000002; font-family: 'Times New Roman',Times,serif;">Elements:
 * <span style="color: #000002; font-family: 'Times New Roman',Times,serif;">the rejection of beastlike or sentimental stereotypes of African Americans
 * <span style="color: #000002; font-family: 'Times New Roman',Times,serif;">the assertion of the right to self-definition and self-defense
 * <span style="color: #000002; font-family: 'Times New Roman',Times,serif;">pride in African Americans and their contributions to American culture
 * <span style="color: #000002; font-family: 'Times New Roman',Times,serif;">an international outlook and consciousness, recognizing kinship among blacks in the United States, West Indies, and Africa
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "Richard Cory" (p. 882) and "Lucinda Matlock" (p. 886) and type a response to #3, p. 887 (Richard Cory and Lucinda Matlock have found widely varying degrees of contentment. In your view, what is the primary reason for each character's happiness or unhappiness Give details to support your answer.

<span style="font-family: 'Times New Roman',Times,serif;">6 March, Thursday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Mrs. Petra was out on jury duty today---students worked on interpreting, annotating their chosen Harlem Renaissance poems. Students also worked on their poetry cubes with members of their group. Be prepared to present tomorrow.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Please finish your poetry cubes and be prepared to present your poem to the class on Monday.

<span style="font-family: 'Times New Roman',Times,serif;">5 March, Wednesday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students presented their analysis and interpretation of their chosen poems from Harlem Renaissance poets. We discussed the themes presented and how the poems expressed African-American cultural identity.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate "How It Feels to be Colored Me" by Zora Neale Hurston. If you'd like to read more about Hurston, turn to p. 858 in your text book. Answer ONE of the following questions as a response to Hurston's essay:
 * <span style="font-family: 'Times New Roman',Times,serif;">What do you think Hurston's cultural identity meant to her? Consider the following :her statement, "I am not tragically colored"; when she was aware of her color and when she forgot it; her views of slavery, discrimination, and the United States; her response to jazz.
 * <span style="font-family: 'Times New Roman',Times,serif;">Which of the ideas expressed in Hurston's essay do you think might be controversial today? Give reasons for your answer.

<span style="font-family: 'Times New Roman',Times,serif;">4 March, Tuesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We annotated "Harlem" by Langston Hughes. Students were assigned groups and chose their poem to annotate, interpret, and present. Students worked in their groups to annotate their chosen poem.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Answer the questions on the first page of your Harlem Renaissance packet. Make sure your poem is completely annotated and all the questions are answered so that you can confer with your partners in class on Thursday.

<span style="font-family: 'Times New Roman',Times,serif;">28 February, Friday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Please complete your poetry boxes. Presentations will begin on Wednesday, 5 March. Students will present their poems to the rest of the class.

<span style="font-family: Georgia,serif;">25 February, Tuesday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class:
 * <span style="font-family: Georgia,serif;">HW: Create a graphic depiction of social themes portrayed in "The Yellow Wallpaper" and "Story of an Hour."

<span style="font-family: Georgia,serif;">12 February, Wednesday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: Students worked in groups to develop a story written in the "local color" realism style.
 * <span style="font-family: Georgia,serif;">HW: Please read "The Story of an Hour" (pp. 760-763). Answer the questions asking for your predictions on the reading skills worksheet.

<span style="font-family: Georgia,serif;">11 February, Tuesday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We discussed the irony in the stories and went over the readings. Students asked questions about the story for clarification. We went over dialect, hyperbole, metaphor, etc. We also discussed irony and the author's use of dialect.
 * <span style="font-family: Georgia,serif;">HW: Read "Story of an Hour".

<span style="font-family: Georgia,serif;">10 February, Monday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We took notes on "cultural influences" (pp. 620-621) and "Regionalism and Local Color Writing" (pp. 623-624). We discussed the irony in the excerpt from The Autobiography of Mark Twain and completed the worksheet on irony. We listened to the audio recording of the Twain story, "The Notorious Jumping Frog of Calaveras County" (pp. 660-666).
 * <span style="font-family: Georgia,serif;">[[image:HaveNots.jpg width="710" height="538"]]
 * <span style="font-family: Georgia,serif;">HW: Complete the side of the worksheet that is highlighted---either literary analysis or reading skills. We will share answers in class on Wednesday, but please make sure you have your work completed.

<span style="font-family: Georgia,serif;">7 February, Friday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: Mrs. Petra was out today, so students worked on the literary analysis of the excerpt from mark Twain's autobiography.
 * <span style="font-family: Georgia,serif;">HW: Read "The Notorious Jumping Frog of Calaveras County." Complete the worksheet that goes along with this reading.

<span style="font-family: Georgia,serif;">6 February, Thursday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We read and took notes on the introductory material about Regionalism: history (618-619).
 * <span style="font-family: Georgia,serif;">HW: Students must read the excerpt from Mark Twain's autobiography (636-645).

<span style="font-family: Georgia,serif;">5 February, Wednesday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We finished the analysis of structure for the short story, "AN Occurrence at Owl Creek Bridge." We discussed how the author was able to capture the audience's attention and keep the audience engaged through the use of an unconventional structure for the story. We started to read the background material for the next unit on Regionalism (pp. 618-619). We took notes on the sections we read.
 * <span style="font-family: Georgia,serif;">HW: Read the excerpt from //The Autobiography of Mark Twain// (pp. 636-645).

<span style="font-family: Georgia,serif;">4 February, Tuesday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: Students read "An Occurrence at Owl Creek Bridge" (pp. 582-291). We discussed the different points of view and the shifting POV throughout the story. As we read, students filled in the worksheet on analyzing the structure of the story and analyzing the shifting points-of-view.
 * <span style="font-family: Georgia,serif;">HW: Using the two charts created in class, respond to ONE of the following questions (typed, double-spaced, 250-300 words) see p. 593. #5, #6.
 * <span style="font-family: Georgia,serif;">Analyze structure: Review the chart you created as you read. How would the story be different if it were told in chronological order?
 * <span style="font-family: Georgia,serif;">Examine POV: Citing at least two examples from the story, explain how the shifts in point-of-view affect the level of suspense. What would be different about the story if it were told entirely from the third-person-omniscient POV?

<span style="font-family: Georgia,serif;">3 February, Monday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We discussed the idea of "in medias res" which means to start in the middle. How does this apply to Ambrose Bierce's short story? What does it add to the audience's engagement with the story? We clarified the positioning of the characters on the bridge. Students then worked in groups to discuss the structure of the story as well as the shifting points of view. What is the effect of these shifts in POV and structure? Students shared their information with the other members of the class.
 * <span style="font-family: Georgia,serif;">media type="custom" key="25016094"
 * media type="custom" key="25016120"
 * [[image:Bierce2.jpg width="650" height="489" caption="Analysis of the Structure of "An Occurrence at Owl Creek Bridge""]]
 * <span style="font-family: Georgia,serif;">HW: none

<span style="font-family: Georgia,serif;">31 January, Friday (Day 1)
 * <span style="font-family: Georgia,serif;">In class: We went over the three quotes about slavery. See the notes below.
 * [[image:Frederick Douglass.jpg width="719" height="545"]]
 * [[image:Frederick Douglass 2.jpg width="694" height="525"]]
 * <span style="font-family: Georgia,serif;">Here's the favorite poem project video clip on "I'm Nobody Who Are You?"
 * <span style="font-family: Georgia,serif;">media type="custom" key="24991246"
 * <span style="font-family: Georgia,serif;">HW: Finish your response to one of the Whitman or Dickinson poems.

<span style="font-family: Georgia,serif;">30 January, Thursday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We watched the video clip from "The Abolitionists" depicting the excerpt we read from Narrative of the Life of Frederick Douglass.
 * <span style="font-family: Georgia,serif;">HW: Read "An Occurrence at Owl Creek Bridge" (pp. 582-591) and complete the reading skills worksheet.

<span style="font-family: Georgia,serif;">29 January, Wednesday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We discussed their annotations to the Dickinson poems. We watched the video clip from "The Abolitionists" depicting the excerpt we read from Narrative of the Life of Frederick Douglass. We discussed the author's purpose and his use of literary devices.
 * <span style="font-family: Georgia,serif;">HW: Type a response (300-500 words) to one of the five poems we read in class by Whitman and Dickinson. In your response, discuss how the poem applies to your life and your experiences. Be specific in your references to the poem and in your examples from your life. As an alternative to writing, some of you have decided to create a video. That's fine, but please make sure to discuss the requirements of the assignment.

<span style="font-family: Georgia,serif;">28 January, Tuesday (Day 2)

<span style="font-family: Georgia,serif;">27 January, Monday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: Mrs. Petra was out on jury duty today, so this is what you should have done---In groups, students shared their annotations of the three Dickinson poems. Each group wrote their annotations on their assigned poem and then wrote an explanation about their interpretation of the poem.
 * <span style="font-family: Georgia,serif;">HW: Read the excerpts from Narrative of the Life of Frederick Douglass (pp. 538-547) and complete the reading skills chart asking you to examine the author's purpose.

<span style="font-family: Georgia,serif;">24 January, Friday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: Students worked together in groups to compare their annotations and interpretations of the three Emily Dickinson poems. Each group presented their Dickinson poem to the class.
 * [[image:Dickinson1.jpg width="418" height="318" caption="Success is Counted Sweetest Annotation"]]
 * [[image:Dickinson2.jpg width="733" height="553" caption="Hope is the thing with feathers annotation"]]
 * [[image:Dickinson3.jpg width="766" height="577" caption="I'm nobody! Who are you? Annotation"]]
 * <span style="font-family: Georgia,serif;">HW: Write a poem copying either Whitman's style or Dickinson's style. Use the "I hear my school singing" chart to create a poem similar to Whitman's "I Hear America Singing" or think of an abstract concept (Love, loss, fear, honor, faith, etc.) and use an extended metaphor (as Dickinson does) to create a concrete image of this abstract idea. Use unconventional punctuation and capitalization ala Emily Dickinson.

<span style="font-family: Georgia,serif;">23 January, Thursday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We finished annotating and discussing the two Walt Whitman poems.
 * <span style="font-family: Georgia,serif;">[[image:W1.jpg width="461" height="347"]]
 * <span style="font-family: Georgia,serif;">[[image:W2.jpg width="561" height="422"]]
 * <span style="font-family: Georgia,serif;">[[image:W3.jpg width="564" height="428"]]
 * <span style="font-family: Georgia,serif;">[[image:W4.jpg width="564" height="427"]]

<span style="font-family: Georgia,serif;">22 January, Wednesday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We finished annotating and discussing the two Whitman poems.
 * <span style="font-family: Georgia,serif;">[[image:Whitman 1.jpg width="533" height="401"]]
 * <span style="font-family: Georgia,serif;">[[image:Whitman 2.jpg width="610" height="459"]]
 * <span style="font-family: Georgia,serif;">[[image:Whitman3.jpg width="540" height="406"]]
 * <span style="font-family: Georgia,serif;">[[image:Whitman4.jpg width="532" height="400"]]
 * <span style="font-family: Georgia,serif;">HW: Please categorize/classify the nouns from "I Sit and Look Out" and mark all the adjectives from the same poem. What do these adjectives suggest about Whitman's view of America? Annotate the Emily Dickinson poem that has been highlighted in your handout. Please mark words you needed to look up (make sure to write the definition on the side), write down your questions or interpretations, look for patterns or shifts in patterns, etc. Your page should be thoroughly marked when you come to class.

<span style="font-family: Georgia,serif;">21 January, Tuesday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We discussed how Poe creates suspense using the following elements: diction, imagery, foreshadowing. Our answers are on the following Google Document: Creating Suspense. We read about the transition from Romanticism to Realism ("Literature of the Times" pp. 498-499) and we annotated the poem, "I Hear America Singing" by Walt Whitman.
 * <span style="font-family: Georgia,serif;">HW: Using any two elements we discussed in class, answer the question: How does Poe create suspense in "The Masque of the Red Death"? Write your answer in a clear, insightful, and organized short essay (2-3 paragraphs). Make sure to cite textual evidence and integrate quotes.

<span style="font-family: Georgia,serif;">17 January, Friday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We discussed how Poe creates suspense using the following elements: diction, imagery, foreshadowing. See our answers on the following Google Document: How does Poe create suspense in "The Masque of the Red Death"? We also read about the transition from Romanticism to Realism (see "Literature of the Times" pp. 498-499) and we started to annotate the Walt Whitman poem, "I Hear America Singing."
 * <span style="font-family: Georgia,serif;">HW: Using any two elements we discussed in class, answer the question: How does Poe create suspense in "The Masque of the Red Death"? Write your answer in a clear, insightful, and organized short essay (2-3 paragraphs). Make sure to cite textual evidence and integrate quotes.

<span style="font-family: Georgia,serif;">15 January, Wednesday (Day 2) and 16 January, Thursday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We discussed the allegory chart and talked about the levels of meaning for the story, "Masque of the Red Death". We read an excerpt from the Stephen King essay, "Danse Macabre" on p. 450. As a class we answered the question, "How does Poe create suspense?" by examining his use of setting.
 * [[image:IMG_20140115_145854.jpg width="739" height="557"]][[image:IMG_20140115_145914.jpg width="572" height="432"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Students chose the literary devices they wanted to examine. Remember that you are answering the question: How does Poe create suspense in "Masque of the Red Death"? Diction (Elina, Mi Yeon, Gen, & Edward; Annika, Matthew, Sowon); Imagery (YooNa, Gabby, Rocco; Aaron, Donna. Thomas); Foreshadowing (EunJae, Sherry, Rachel; Danielle, Michelle, Hayley, Jia Jia). Please incorporate quotes into your answers. For Day 1 students, you can post your answers to the following Google Document: Creating Suspense

<span style="font-family: Georgia,serif;">14 January, Tuesday (Day 1)
 * <span style="font-family: Georgia,serif;">In-class: We read the introductory material about the "dark side" of human nature. We discussed the literary device, allegory. Students followed along as we listened to a reading of Edgar Allan Poe's "Masque of the Red Death" (pp. 428-434). Students started to work on the allegory chart.
 * <span style="font-family: Georgia,serif;">HW: Finish the allegory chart.

<span style="font-family: Georgia,serif;">13 January, Monday (Day 2)
 * <span style="font-family: Georgia,serif;">In-class: We read the introductory material about the "dark side" of human nature. We discussed the literary device, allegory. Students followed along as we listened to a reading of Edgar Allan Poe's "Masque of the Red Death" (pp. 428-434). Students started to work on the allegory chart.
 * <span style="font-family: Georgia,serif;">HW: Finish the allegory chart.

<span style="font-family: Georgia,serif;">Quarter 2
<span style="font-family: 'Times New Roman',Times,serif;">4 December, Wednesday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We looked at pictures of Emerson's home in Concord, Massachusetts. We also discussed Emerson's "Self-Reliance" and talked about the responses to the prompts. We looked at "How to be a Nonconformist" and students created a page of "How To Be A NonConformist, 2013 Edition."
 * <span style="font-family: 'Times New Roman',Times,serif;">Read the following excerpts from Walden: "Where I lived and what I lived for" (pp. 372-375) and "Conclusion" (pp. 377-379). Answer #4 on p. 380: Thoreau rejects many things as inessential or nonimportant. List at least three things that were important to him, citing specific lines from the essay to support your answer.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[file:Excerpts from Walden.docx]]

<span style="font-family: 'Times New Roman',Times,serif;">3 December, Tuesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed and annotated "A Psalm of Life." We talked about the meaning of life and students annotated stanzas of the poem in pairs and presented to the class.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Respond to one of the following prompts:
 * <span style="font-family: 'Times New Roman',Times,serif;">Do you think Americans today share the values expressed in “A Psalm of Life”? Point out lines in the poem that you think contemporary Americans might or might not agree with.
 * <span style="font-family: 'Times New Roman',Times,serif;">According to the speaker of “A Psalm of Life,” what should people do to give their lives value, or purpose? Do you agree or disagree? Cite evidence to support your conclusions.

<span style="font-family: 'Times New Roman',Times,serif;">2 December, Monday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We read and annotated [|"A Psalm of Life"] (p. 336-337)and students responded to one of the following prompts:
 * <span style="font-family: 'Times New Roman',Times,serif;">Do you think Americans today share the values expressed in “A Psalm of Life”? Point out lines in the poem that you think contemporary Americans might or might not agree with.
 * <span style="font-family: 'Times New Roman',Times,serif;">According to the speaker of “A Psalm of Life,” what should people do to give their lives value, or purpose? Do you agree or disagree? Cite evidence to support your conclusions.
 * <span style="font-family: 'Times New Roman',Times,serif;">Annotation of "A Psalm of Life"media type="custom" key="24578910"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "Self-Reliance" (pp. 362-264) and complete the responses by writing in sentences, whether you agree with each of these quotations from “Self-Reliance,” and explain why or why not:
 * <span style="font-family: 'Times New Roman',Times,serif;">“Envy is ignorance…imitation is suicide.”
 * <span style="font-family: 'Times New Roman',Times,serif;">“Nothing is at last sacred but the integrity of your own mind.”
 * <span style="font-family: 'Times New Roman',Times,serif;">“What I must do, is all that concerns me, not what people think.”
 * [[file:From Self-Reliance.docx]]

<span style="font-family: 'Times New Roman',Times,serif;">7 November, Thursday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed research required for the persuasive paper. Please make sure to define terms, address qualifiers, find anecdotes, quotes, statistics, etc. to prove your claim. Make sure to address the arguments against your claim by having counterarguments. Students worked on research and their outlines during class.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Continue to conduct research. Complete your outline and have an introductory draft by Tuesday, 12 November.

<span style="font-family: 'Times New Roman',Times,serif;">6 November, Wednesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed The Crucible papers. We discussed the brainstorming process for the Persuasive Paper (see p. 276 of your textbook). We read through the sample paper on pp. 277-278 and talked about the elements which made the paper effective and persuasive. Students examined the topic sheets and filled out the brainstorming chart to narrow down their topics.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Bring your computers to class on Friday, 8 November. Students will be working on the papers during class.

<span style="font-family: 'Times New Roman',Times,serif;">31 October, Thursday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Go over the traits of the Young Franklin v. the Old Franklin. Complete the vocabulary exercises for The Autobiography of Benjamin Franklin. Students randomly selected a set of aphorisms to explain and gave an example of the aphorism in action. Students also had to place the aphorism under one of the categories of virtue that Franklin had listed.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Focus on several aphorisms. Do you agree with the opinions Franklin expresses in them? Explain and defend your answer.

<span style="font-family: 'Times New Roman',Times,serif;">30 October, Wednesday (Day 2) <span style="font-family: 'Times New Roman',Times,serif;">21 October, Monday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:
 * <span style="font-family: 'Times New Roman',Times,serif;">HW:
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We finished watching the movie version of The Crucible. We discussed the movie elements that were not apparent in the reading of the play. We read the information on Persuasive Rhethoric (pp. 222-223). We started reading Patrick Henry's "Speech in the Virginia Convention."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "Speech in the Virginia Convention" (pp. 226-230). Complete the chart by finding examples of rhethorical devices.

<span style="color: #008080; font-family: 'Times New Roman',Times,serif;">//The Crucible// Essay Topics

 * 1) <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Below are five statements that express themes of the play. Choose ONE theme and explin how Arthur Miller uses characters and their conflicts to develop that theme.
 * <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Unselfish love can redeem people.
 * <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Those who seem outwardly holy may be inwardly evil.
 * <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Placed in the right circumstances, ordinary people can do extraordinary things.
 * <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Jealousy can destroy lives.
 * <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">It is better to die honorably than live dishonorably.
 * 1) <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Explain why //The Crucible// is an appropriate title for the play, referring to specific characters, their relationships and experiences as well as the town of Salem itself.
 * 2) <span style="color: #008080; font-family: 'Times New Roman',Times,serif;">Think about the social and political conditions of the time during which Arthur Miller was writing //The Crucible//. In what ways has looking through this historical lens colored your understanding of the play? In developing your new analysis, support your thesis with information from the articles you have just read and details from the play. (see the steps to answer this question on p. 217 of the textbook)

<span style="font-family: Georgia,serif;">Quarter 1
<span style="font-family: 'Times New Roman',Times,serif;">9 October, Wednesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We read and took notes on "McCarthyism" from the textbook. We discussed the interpretation of the play as portrayed in the movie. How do the different settings around Salem ffect your understanding of the play? the characters?
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and take notes on "The Demons of Salem" (pp. 214-215) and the excerpt from //<span style="font-family: 'Times New Roman',Times,serif;">Timebends //<span style="font-family: 'Times New Roman',Times,serif;"> (p. 216).

<span style="font-family: 'Times New Roman',Times,serif;">8 October, Tuesday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We read "McCarthyism" (p. 213) from the textbook. As a class we took notes on the article. Students will have to do the same for the other two readings for homework. We discussed the interpretation of the play in the movie. (What are the differences? How do the different settings around Salem affect your understanding of the play? the characters?
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and take notes on "The Demons of Salem" (pp. 214-215) and the excerpt from //Timebends// (p. 216).

<span style="font-family: 'Times New Roman',Times,serif;">7 October, Monday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed whether or not Act 2, Scene 2 should be included in performances of //The Crucible//. What does Act 2, Scene 2 add to the story? How does the inclusion of Act 2, Scene 2 do to the rest of the acts? Students worked on their character/crucible representations. We watched a portion of the movie, "The Crucible."

<span style="font-family: 'Times New Roman',Times,serif;">23 September, Monday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:We went over the answers to the Act 2 questions. Students worked in groups on their character spidergrams. We started reading Act 3.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW:Read Act 3 (pp. 77-94) and continue to annotate for conflict, themes, and irony.

<span style="font-family: 'Times New Roman',Times,serif;">20 September, Friday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the answers to the Act 2 questions.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Act 3 (pp. 77-94) and continue to annotate for conflict, themes, irony.

<span style="font-family: 'Times New Roman',Times,serif;">19 September, Thursday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students had mini presentations based on the background info articles. Students worked on the character spidergrams for their assigned character.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Answer Act 2 Questions ---All must answer questions #1 and #6. Boys must answer #2 and #4 as well. Girls must answer #3 and #5. Please type your answers to the questions. Cite quotes to prove your point and make sure to double-space.

<span style="font-family: 'Times New Roman',Times,serif;">18 September, Wednesday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the internal and external conflicts presented in Act 2. Students also worked on the "spidergram" for their assigned character.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:screenshot.jpg width="822" height="618" caption="Internal Conflicts in Act 2"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:screenshot-1.jpg width="838" height="630" caption="External Conflict Part 1"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:screenshot-2.jpg width="787" height="592"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Answer the questions on the sheet given to you in class. All must answer questions #1 and #6. Boys must answer #2 and #4 as well. Girls must answer #3 and #5. Please type your answers to the questions. Cite quotes to prove your point and make sure to double-space.

<span style="font-family: 'Times New Roman',Times,serif;">16 September, Monday (Day 1) and 17 September, Tuesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students completed a writing/vocabulary activity based on The Crucible. Students discussed the background information about The Crucible. We read the rest of Act 2.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Finish reading Act 2 of The Crucible and continue to note the internal and external conflicts presented in the play.

<span style="font-family: 'Times New Roman',Times,serif;">10 September, Tuesday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We went over the problems that are apparent in Salem from the first act of the play. We read the rest of Act 1 and continued to note and annotate.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Answer your assigned (highlighted) question from the Act 1 worksheet. Please use your books and answer the questions in typed, paragraph form with quotes from the text. We will share these answers with the others later. Please keep a digital copy of your answers.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Answer your assigned (highlighted) question from the Act 1 worksheet. Please use your books and answer the questions in typed, paragraph form with quotes from the text. We will share these answers with the others later. Please keep a digital copy of your answers.

<span style="font-family: 'Times New Roman',Times,serif;">6 September, Friday (Day 1) and 9 September, Monday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the differences/similarities between the Modern-Day expectations parents have of their children and the Puritan expectations. We also discussed the writing assignment prompt: Is it better to have easy-going parents or strict parents? Why? We started reading the play.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Students must read pp. 3-30 and take notes of their assigned topic from the Act 1 worksheet. Annotate as you read and mark the passages that you find confusing. If you have a question, please mark it in your copy of the play.

<span style="font-family: 'Times New Roman',Times,serif;">30 August, Friday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed key passages from "Sinners in the Hands of an Angry God." What devices did Edwards employ to persuade his congregation? Are these effective means today?
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Complete vocabulary worksheets for "Sinners..." vocabulary. Analogy assignment---In the last two stanza of "Upon the Burning of our House," Bradstreet compares heaven to a house. Develop an analogy, an extended comparison of two things that have certain similarities, to explain your personal view of one of the following concepts: heaven, love, God, home, loss, fear, success, wealth, friendship, disappointment. Write an explanation of your analogy as well as an illustration of your analogy.

<span style="font-family: 'Times New Roman',Times,serif;">28 August, Wednesday (Day 1) and 29 August, Thursday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We read the introductory material on the Puritans on pp. 20-21 and 24-25. Students took notes on these pages. We went over the literary vocabulary for meter and rhythm. We read and scanned the Bradstreet poem, "To My Dear and Loving Husband." We examined how the structure and rhyme helped to convey the meaning of the poem. We looked at the elements of lyric poetry to determine whether the Bradstreet poem would be considered a lyric poem. We read "Upon The Burning of Our House." We discussed Bradstreet's use of metaphor, allusion and analogy.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Jonathan Edwards's "Sinners in the Hands of an Angry God" (pp. 120-125). Complete your assigned section of the worksheet. If you would like to listen to the audio of the piece as you read along, click on the link: "Sinners in the Hands of an Angry God" This will bring you to the page where you must then click on the "listen now" buttons.

<span style="font-family: 'Times New Roman',Times,serif;">26 August, Monday (Day 1) and 27 August, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We reviewed the vocabulary for "Plymouth Plantation" and "Olaudah Equiano." We completed vocabulary exercises based on the words from these selections. Students read primary sources from the Puritan era. Students had to discuss how their particular primary source illustrated Puritan beliefs and values, how the source reveals attitudes towards women and children, as well as how the source reflects the practice of such beliefs in everyday life.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read the two poems by Anne Bradstreet, "To my dear and loving husband" (p. 112) and "Upon the burning of our house" (pp. 114-115). As you read, note how these poems reveal Puritan beliefs and values. Your notes should include line numbers and evidence as well as your analysis.

<span style="font-family: 'Times New Roman',Times,serif;">22 August, Thursday (Day 1) and 23 August, Friday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We went over the vocabulary for "Plymouth Plantation." We also discussed Equiano's use of imagery to convey a particular feeling. We related the use of imagery to William Bradford's use of diction to reveal cultural beliefs, ideas, etc. We used the imagery chart for our discussion. We talked about primary sources and looked into the idea of the credibility of the author in any primary source. We went over the vocabulary for "The Interesting Narrative of the Life of Olaudah Equiano."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Write a descriptive essay of the worst place you have ever been. Be sure to include imagery and pay attention to word choice! Your imagery should convey a particular feeling---disgust, horror, embarrassment, etc. The imagery should apply to at least three of the senses. Please type your essay---at least 250 words.

<span style="font-family: 'Times New Roman',Times,serif;">20 August, Tuesday (Day 1) and 21 August, Wednesday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the summaries of the sections of the excerpts from "Plymouth Plantation." We then examined passages from the first section and mad cultural inferences based on the author's us of diction (word choice) and imagery.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Image13.jpg width="656" height="493"]][[image:Bradford 124.jpg width="751" height="565"]]
 * [[image:Bradford 119.jpg width="734" height="552"]][[image:Bradford 125.jpg width="702" height="528"]]
 * [[image:Bradford 120.jpg width="799" height="601"]][[image:Bradford 126.jpg width="666" height="501"]]
 * [[image:Bradford 121.jpg width="747" height="562"]]
 * [[image:Bradford 123.jpg width="705" height="530"]][[image:Bradford 127.jpg width="801" height="602"]]
 * [[image:Bradford 118.jpg width="664" height="499"]][[image:Bradford 128.jpg width="648" height="487"]]
 * HW: Read the excerpt from "The Interesting Narrative of the Life of Olaudah Equiano" (pp. 80-84). Complete the first column of the sensory imagery chart.

<span style="font-family: 'Times New Roman',Times,serif;">16 August, Friday (Day 1) and 19 August, Monday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We finished the video about the Northwest Native American Tribes. Students answered questions based on the video. Choose one to answer:We also went over strategies for reading a primary source. We started reading the excerpts from "Plymouth Plantation."
 * <span style="font-family: 'Times New Roman',Times,serif;">Provide an example to show the "complex religious beliefs, sophisticated political systems, and strong social values" of the Native Americans.
 * <span style="font-family: 'Times New Roman',Times,serif;">Why is the oral tradition important to the Native Americans?
 * <span style="font-family: 'Times New Roman',Times,serif;">The arrival of what entity had a tremendous impact on the life of the Wester/Northwestern Native American tribes? Explain how.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Finish reading the excerpts from "Plymouth Plantation" (pp. 100-106) and complete the literary analysis and reading strategy worksheet. You will use the information on these sheets to write a short essay about Puritan values (essay will be completed in class next week). Check out the following link from scholastic to see videos of Plymouth Plantation today. Click on the "virtual fieldtrips" to see the video.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Finish reading the excerpts from "Plymouth Plantation" (pp. 100-106) and complete the literary analysis and reading strategy worksheet. You will use the information on these sheets to write a short essay about Puritan values (essay will be completed in class next week). Check out the following link from scholastic to see videos of Plymouth Plantation today. Click on the "virtual fieldtrips" to see the video.

<span style="font-family: 'Times New Roman',Times,serif;">14 August, Wednesday (Day 1) and 15 August, Thursday (Day 2)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students will finish the in-class writing assignment from the previous class. We will discuss trickster tales and the elements of a trickster tale. Students will work in groups to find examples of trickster tale elements from the "Coyote and Buffalo". We will discuss their answers to the questions on p. 49 (#s 5/6). We watched a portion of "Native American Tribes of the Northwest" and take notes to answer the questions.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and note "Historical Narratives" (pp.66-67).

<span style="font-family: 'Times New Roman',Times,serif;">12 August, Monday (Day 1) and 13 August, Tuesday (Day 2) <span style="font-family: 'Times New Roman',Times,serif;">8 August, Thursday (Day 1)
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the elements of Folk Literature and Creation myths as it applied to the Iroquois tale, "The World on the Turtle's Back." Students wrote a response to the following question from p. 41: "How would you relate the Iroquois reverence for both the right-handed and left-handed twins to your own concept of good and evil? Explain your response, citing details and description from the text."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "Coyote and Buffalo" (pp. 44-48) and choose to respond to either question #5 OR #6 on p. 49. Please type your response.
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Fill in the following form
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23591074" width="70" height="70"
 * <span style="font-family: 'Times New Roman',Times,serif;">We discussed the Dense Question Strategy and came up with examples of the different types of questions. We read the introductory material for Native American literature ("Meeting of Two Worlds" pp. 19-20 and "Early American Literature pp. 22-24; Timeline)
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read "The World on the Turtle's Back" (pp. 32-40) and complete dense question strategy sheet.