Final Week: May 24-29; Due to Canvas May 29
Note: If you’re tempted to write something like “I think” or “I noticed” or “In my opinion” — just try writing the exact same sentence but skip those two words. Everyone knows that an essay is what you thought, noticed, or have an opinion about. You don’t have to say it.
Required Learning Week 4: May 17-23
Required Learning Week 3: May 11-16
write 1-2 paragraphs that (1) synthesize the information and perspectives from that part of the discussion, (2)ADD IN what you see, learn, or understand differently now that you’ve read Act III.
Fans of Joss Whedon Rejoice. He AlSO made a movie version of MUCH ADO ABOUT NOTHING; it’s contemporary, but still uses the original text. Have fun. :)
The TOP = Do NOT make me scroll to find your paragraphs.
Many readers assume that these folks DON'T know each other or DON'T have “real” romantic feelings. Remember they all spent time together before the war, and Don Pedro & his men are RETURNING to this home, not arriving for the first time. This is love-interrupted-by-war-and-reunited, not love-at-first-sight. I think that's part of the trick of the play to make us forget that. We need to remember it.
I also see lots of folks responding about the "maturity" or "immaturity" of their love. We live in a culture where we have different expectations of marriage. We expect people take time and pleasure in getting to know one another, to think about their emotional compatibility and long-term goals, etc.
But in Shakespeare's time, marriage was a social convention with different expectations:
These were not IMMATURE reasons for marriage, but rather the EXPECTED reasons for marriage.
Knowing this, it becomes pertinent to note:
Plus, of course, there wasn't anything else to be done but to marry--people didn't date!
Required Learning Week 2: May 4-May 10
Some potential discussion topics: motifs you notice & what they mean, the role of honor (here, at the beginning), the power of words/tongue, the meaning of love or marriage (or assumptions about it), perception vs. reality, who is the protagonist in the play, the role of tricks or deceit, or whatever YOU think of!
NOTE: The text links to the No-Fear Shakespeare & translation. If you want an ad-free version +NO translation, you can get it here, from the Folger Library (both fully online AND downloadable).
You’ve read the synopsis. You’ve learned some of the themes. You’ve seen the movie
Now read the play that’s captivated millions...
MUCH ADO ABOUT NOTHING.
[PS: the movie’s free to watch here (with ads) if you missed the Zoom watch party. I highly recommend it!]
A reminder that responding
means more than “Yeah, I agree”
or “I said the same thing!” —
Try using the specific approaches to discussion that you can see in this graphic.
We won’t need much summary in an online discussion, but the rest of it is golden!
DUE BY MAY 9: I will grade on May 10.
Summary: Pro Tips for Reading Shakespeare
...some SUPER pro tips for managing discussion, especially an online one (though we won’t need summary the way we might in a face-to-face discussion, since we can always go back and check what someone wrote.
Required Learning Week 1: April 27-May 3
FOR EXAMPLE:
If I chose “soap opera/telenovela,” I might use really big gestures and over-acting with lots of sighs and dramatic pauses. I might throw myself into Barnardo's arms and tremble.
On the flip side, if I chose "slapstick comedy," I'd find ways to turn the dialogue into silly gags (visual actions, pauses, burps/farts). I'd have one of us be the "comic" and one be "clueless" and the comic would break the fourth wall to get the audience in on the joke.
(and yes, I have removed those options from the list because I want YOUR ideas, not mine)
I hope you’ll be there....
Your families are invited to watch-along, too!
It will make a BIG difference in understanding + it will be fun. It’s a hilarious movie.
Pandemic Week 5: April 20-27
Students who would like to do so are participating in some optional poetry work during these few weeks of voluntary learning.
This week’s slide show asks you to do three things:
I’ll send out the Zoom link and password in email.
NOTE: “Required” Learning starts Monday April 27
This slide is the last slide for VOLUNTARY Learning
Student Choices For Required Learning
Students Who Are Currently Passing
Students Who Are Currently Failing
Begin Required Work
Decline Required Work
Begin Required Work
Decline Required Work
Do JUST Missing Work
Earn Grade in GPA
+ Course Credit
Earn “P” not in GPA, +Course Credit
Earn “P” not in GPA, +Course Credit
Earn Grade in GPA
+ Course Credit
Withdraw
+No Course Credit
Choose
Choose One
Choose One
Pandemic Week 4: April 13-April 20
Students who would like to do so are participating in some optional poetry work during these few weeks:
This week’s slide show asks you to do three things:
I’ll send out the Zoom link and password in email.
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Pandemic Week 3: April 6-April 13
Students who would like to do so are participating in some optional poetry work during these few weeks:
This week’s slide show asks you to do three things:
All the materials required are linked or loaded directly into the slide show, so it’s a one-stop-shop.
Our Zoom Meeting Link for Mon 4/13 will appear here on the day of the meeting...stay tuned!
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Pandemic Week 2: March 30-April 6
Students who would like to do so are participating in some optional poetry work during these few weeks:
Each week, I am giving you a short slide show to work through and then we’ll discuss it in a Zoom Meeting on the next Monday.
This week’s slide show asks you to do three things:
All the materials required are loaded directly into the slide show, so it’s a one-stop-shop! Our Zoom Meeting Link for Mon 4/6 is here.
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Pandemic Week 1: March 23-30
This week you will all receive an email from me (cc’ing your folks), just to check in.
I’ll also give you some optional work to do during our time apart to keep your brains fresh.
But please remember, there’s a pandemic. Treat yourself kindly with NO pressure!
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March 12
SSR & Choice Dystopia Quiz over the 1st half
Choice Dystopia Discussion & Lab Books
March 13
SSR/Vocab
Read “Rink Keeper’s Sestina” and “Sestina” in Course Pack. Figure out the “rules” of a sestina.
Begin manuscript study on “Sestina” — to be continued after break.
2nd Half of your Dystopia due Thurs 3/26 (after break) (hopefully).
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March 11
SSR OR FINISH INDIVIDUAL TIME!
Manuscript study of Norman Morrison #2
References/allusions from the NM poems are here for you →
Read & discuss NM #3 and the “article” from Time Magazine
March 10
SSR
Finish manuscript study of Norman Morrison #1
Discuss Frost/Agassiz.
Individual time on NM#2
References/allusions from the NM poems are here for you →
What does this have to do with Frost’s Essay?
March 9
SSR/Finish individual time on “Norman Morrison” by Adrian Mitchell (#1)
Finish manuscript study
Discuss Frost/Agassiz if time permits. If not, postpone for tomorrow.
References/allusions from the poems here for you →
March 6
SSR/Vocab - Reading Choice Dystopias. The first HALF due 3/19.
Intro to Manuscript Study - We’ll talk about how manuscript study works and theorize about what critical reading skill it might help us practice.
If time permits, try It on “Norman Morrison” by Adrian Mitchell (page 77 in your course pack).
HOMEWORK: Do/Finish individual time on “Norman Morrison #1. Then, in your Course Pack, read “Education By Poetry” by Robert Frost and answer the questions that follow (pp 23-31). Then Read “The Student, The Fish, and Agassiz” and answer the question that follows (pp 32-35).
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DO NOT READ ANYTHING ELSE ABOUT NORMAN MORRISON UNTIL NEXT WEEK. �
Not even the other stuff in your course pack!
Don’t ruin the surprise for yourself!
March 5
Today is a reading day for your Choice Dystopias.
You need to have the first half read by next week on Thursday.
No lab book yet. It’s coming on Thursday.
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March 3-4
TUESDAY
Today is your last day to work on your Genre Project/Pattern Paper. You have two jobs:
I will be available for conferencing.
WEDNESDAY
If you didn’t already, Choose your dystopias! Slides Slides 4-13 for summaries of each option.
New 3rd Tri grading info on next slide!
Third Trimester
CHANGE IN GRADING
35% Class Experience
Now 7/10 for non participation in discussion instead of 8/10
35% Writing
20% Lab Book Interview
10% Professionalism
Your professionalism grade starts at 100 points.
-5 for minor late assignments (>40 points)
-10 for late papers/projects
-25 for missing papers at mid-term
Remember a zero is just a placeholder; you still get full credit on the ACTUAL late work
February 27 - 28
THURSDAY
FRIDAY
Paper Due Wed March 4.
That day we will write the opening context section of the introduction together & then hand this sucker in!
Why’d Mrs. B spend so much time explaining, making examples, & giving us feedback?
February 26
Intro to new SSR stuff
Reading Quiz [password provided in class]
Lab Book: What do these articles have to do with F451? What are they critiquing? What is F451 critiquing?
Discussion of articles
If time permits? 10 Min Study Sesh for Vocab Test
Vocab Test
Words 1-100 on Fri, 2/28
February 24-28
(but not 26)
Reading, due Wednesday 2/26:
We’ll begin organizing our notes today, sorting them into Noodle Tools outlines.
Then we’ll talk about building subtopics based on your notes and writing your paragraphs using a blend of secondary sources and your primary sources.
Vocab Test
Words 1-100 on Fri, 2/28
Teddy Bear updated samples for Parts 2 and 3!
Look!
↓
February 18-21
(but not 19)
Reading, due Wednesday 2/26:
...and then it’s back to work on your research paper!
Today you’ll choose your writing path (red blue or yellow on slides 14 & 16) & then I’ll introduce note taking on Noodle Tools and we’ll get started.
NOTES:
PEEK AHEAD:
Next week, you’ll get your feedback on your Lit Review, make revisions, and then write the rest of your paper, which will be due on March 3.
Vocab Test
Words 1-100 on Fri, 2/28
February 12-17
Wednesday 2/12: Discussion of part II of F451.
Thursday 2/13: School Cancelled
Friday 2/14: Happy Valentine’s Day. Mrs. B read “The Unlikely Likelihood of Falling in Love” by Jocelyn Davies from Meet Cute, an anthology from Houghton Mifflin Harcourt.
Monday February 17
February 11
SSR
Then for the rest of today…
Part 2 of F451 and your Lab Book entries are due TOMORROW, 2/12.
February 10
SSR
Then for the rest of today…
Part 2 of F451 and your Lab Book entries are due Wed 2/12.
Paper Pattern Slides Here
February 6 & 7
Mrs. Foreman will be with us once more on Thursday to introduce ONE more resource: JSTOR.
Then we’ll have the rest of the period and all of Friday to continue searching.
But what am I searching FOR?
Part 2 of F451 and your Lab Book entry due Wed 2/12.
Paper Pattern Slides Here
February 5
Quick Reading Quiz & SSR - Mrs. B will check lab book entries during this time (15 minutes)
Discussion of F451 Part 1 - Large Group - Possible topics to use after discussing student-generated quotes, questions, & reactions:
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February 3, 4, 6, 7 (not February 5)
SSR - Part 1 of F451 and your Lab Book entry is due Wed 2/5.
Paper work
(Note that I’ve put together a slideshow JUST for the pattern paper instructions here. We’ll be using slides #10, 11, and 12 for these four days).
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February 3, 4, 6, 7 (not February 5)
SSR - Part 1 of F451 and your Lab Book entry is due Wed 2/5.
Paper work
(Note that I’ve put together a slideshow JUST for the pattern paper instructions here. We’ll be using slides #10, 11, and 12 for these four days).
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January 30-31
SSR - Part 1 of F451 and your Lab Book entry is due Wed 2/5.
Paper work (rest of period).
Your Literature Review is due SUNDAY NIGHT by 11:59 p.m.
January 29
NO SSR
Today is Academic Planning Day. We’ll talk about your English options and we’ll also get you registered for your English class(es) for next year.
Writing
We’ll spend the rest of our day working on the literature review part of your paper.
In the literature review, you’re writing to prove that your pattern is actually a PATTERN, something you’ve seen in multiple texts in a variety of ways.
At a minimum, in this section you will have
Each paragraph should contain 2-3 examples, and at least one of those examples should be a little bit different.
For example: if you say “someone usually gets hurt early in the story,” and one person gets shot, another person gets stabbed, but the third person is left at the altar--well, they still got hurt, but the third was an emotional hurt.
A From yesterday
January 28
SSR
F451 Check out & Intro. Read and ”Tweet” Part I by February 5.
Pattern Paper work; We’ll begin by writing what we already know.
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This is the part we’re working on for now.
January 27
SSR
Review Nabokov Skills -6th hour make sure to add “motif”+definition; it’s an important type of detail we’ll be using a lot this trimester and next.
View 2081, a film based on “Harrison Bergeron”
Lab book entry: Compare and contrast “Harrison Bergeron” with 2081. Think in terms of the qualities of a dystopia that you discussed (how are they similar or different), but also in terms of details, motifs, characterization, etc.
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January 23
10 minutes: In lieu of SSR today, read Kurt Vonnegut’s short story “Harrison Bergeron.”
Quick Talk: Spend just a few minutes discussing the story..
Rest of the period: Use this Dystopia Definition & Worksheet to go back through the story and identify the elements of Dystopia.
If you don’t finish the work, it’s homework for tomorrow.
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January 22
SSR & Submit Annotated Bibliography
Nabokov Reading Quiz & Lab Book Entry: According to Nabokov, what makes a “good reader?” What makes a “good writer?”
Discussion: Nabokov’s “Good Readers, Good Writers”
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January 21
Survey, SSR, and/or Papers: Look at the feedback on your papers (from Thursday) and your papers themselves. If you’d like to rewrite for a higher grade, you may. Provide me a paper copy of the original essay, my feedback sheet, and the revised essay, including typewritten comments on what you’ve revised, how you revised it, and why.
Discussion:
Homework: Read “Good Readers, Good Writers” in your course pack. Lab book entry. Quiz & discussion tomorrow.
Final Analysis Essay Scoring
Score “Minus”
100% = 0-5
95% = 6-7
93% = 8
90% = 9-10
85% = 11-12
80% = 13-15
70% = 16+
Save your feedback sheets for next week; we’ll work with them.
THREE DAYS: 13-15 January
ANTIGONE Tragedy Analysis: You OR you-and-one-other-person will spend some time analyzing ANTIGONE in light of the tragic pattern, using this form. To save your work on the form, click SUBMIT. I changed the settings so that it will let you edit and continue to see your answers even after you hit submit.
Re-Envisoning ANTIGONE WITHOUT the tragedy pattern: Please read/listen/watch to these FIVE resources. Please be aware that Dr. King’s letter is VERY complicated to read and will require at least one full class day of your three.
—> Lab Book On “Antigone in Ferguson” resources: Discuss your impressions of Bryan Doerries’s use of Antigone to address the unrest in Ferguson, MO. Was it appropriate? Was it effective? Why or why not? What does “Antigone in Ferguson” demonstrate about using Classical texts to address contemporary problems or issues?
—> Lab Book for MLK Jr’s Letter: the Reading Guide
January 10
We’ll finish reading the play. Then, in your lab book, please write this lab book entry:
What is the role of Tiresias? How is is blindness a symbol? For whom? How does his back story connect him to the story of ANTIGONE?
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January 9
SSR - next bibliography due January 22
Reading Antigone - Read Scenes 2 & 3 (Creon & Antigone, Creon & Haimon)
A TWO-PART Lab Book Entry
REVIEW of the various roles of the chorus:
January 8
SSR - next bibliography due January 22
Ode I & II paraphrase pairs - example below:
Reading Antigone - Finish Scene 1 (Creon & the Sentry)
Original | Paraphrase |
Numberless are the world’s wonders, but none more wonderful than man: the storm gray sea yields to his prows, the huge crests bear him high, earth, holy and inexhaustible is graven with shining furrows where his plows have gone year after year, the timeless labor of stallions | No one can even count the wonders of the world, but humans are the most wonderful of all. Humans are masters of the sea in their boats, and even the beloved earth is carved by their farming year after year. |
January 7
Last name starts with A-M? Do #24 on page 41 in your course pack.
Last name starts with N-Z? Do #25 on page 41 in your course pack.
ANTIGONE Cast of Characters & Pronunciation
(or Yo-CAST-uh)
January 6
But it’s ancient. So it needs a little context:
Family Tree for ANTIGONE
Polynices = brought six foreign princes to battle Thebes
Eteocles = refused to step down after his year
Burial Laws pertinent to ANTIGONE
December 16-20
December 12 & 13
Thursday December 12
It took the whole period to finish our Scattergories game. Congrats to winners Anna G and Patrick S, who will receive gift cards to Panchero’s on Monday.
Friday December 13
Peer review of essays, now due Sunday December 15 at 11:59 p.m.
Next week, sneak peek:
We’ll start looking more in-depth at pattern. You’ll need your course packs.
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December 6, 9, 10 and 11
SSR, then —> On each of the first three days, we are playing a game as you watch called
�It works like Scattergories:
Each night, choose ONE of the items on your list and write a lab book entry explaining what you saw, what you think it means and how it’s significant.
Welcome to Harry Potter!
HARRY lives in the MUGGLE (non magical) world with the DURSLEYS for 11 years until he discovers he’s a wizard and goes off to a Wizarding school called HOGWARTS. There, he starts learning magic and he also discovers that when he was a baby he defeated the worst dark wizard of all time, VOLDEMORT. But no one knows how--except maybe DUMBLEDORE, the headmaster. Most people like Harry--except for DRACO MALFOY, a snotty blond boy and PROFESSOR SNAPE, the potions teacher.
Harry’s best friends are RON WEASLEY, who’s a bit dense even though he grew up in a wizarding family and HERMIONE GRANGER, who grew up in a muggle family--but is simply brilliant at magic.
In Books 1 and 2, Harry has close encounters with people who are trying to resurrect Voldemort. In Book 3, Harry connects with PROFESSOR LUPIN, who knew his parents very well, and he rediscovers his godfather, SIRIUS
BLACK, who is the first wizard family member Harry has ever known. Sirius has been locked up in Azkaban (a wizard prison guarded by the DEMENTORS, aka happiness vampires) for murdering someone he didn’t murder, and Harry helps him escape.
In Book 4, Harry competes in a tournament. Just at the moment he wins, he comes face to face with Voldemort being resurrected with a little bit of Harry’s blood. Harry also sees Voldemort kill his fellow competitor, CEDRIC. When he gets back to Hogwarts, he’s carrying his friend’s body and tells everyone that Voldemort is “back,” but only Dumbledore believes him.
CHARACTERS IN THIS MOVIE...
HARRY, RON, and HERMIONE
SIRIUS and LUPIN
VOLDEMORT
DUDLEY DURSLEY - Harry’s Muggle cousin (son of AUNT PETUNIA and UNCLE VERNON)
MRS. FIGG - a squib who lives near Harry (grew up in Wizard family but has no magic)
MR. WEASLEY & MRS. WEASLEY - Ron’s parents
MAD-EYE MOODY - a famous anti-dark wizard agent with one eye
TONKS - a mentee of Mad-Eye’s
NEVILLE - an inept boy, who’s also in Harry’s house and loves herbology
(magical plants)
LUNA - an eccentric girl who believes weird things t
GINNY - Ron’s sister (and Harry’s future love interest!)
CHO CHANG - Harry’s current love interest
DOLORES UMBRIDGE - a new professor at Hogwarts
HAGRID - a giant who teaches Care of Magical Creatures & takes care of Hogwarts
PROF. McGONAGALL - the head of Harry’s house at Hogwarts
SYBIL TRELAWNEY - a professor of fortune telling at Hogwarts
CORNELIUS FUDGE - The Minister of Magic (like the President, but for the magical world)
December 4-5
SSR - 10 minutes each day
Wednesday & Thursday - Writing essay in class, conferencing with Mrs. B available all period. Some helpful tools linked/displayed on this analysis essay (slideshow)
Due Dates
December 12.
MOVIE: We’re going to watch a “boarding school story” together. You get to pick which one by popular vote. (On WEDNESDAY we’ll watch the trailers: HP & DPS)
ASP E-text to copy and paste quotes!
December 2-3
SSR - 10 minutes each day
Monday & Tuesday - Sign up for lab book interviews (and review requirements), write out your “genre” as a paragraph on Canvas.
Essay Writing: Write an essay in which you use close reading of specific passages to analyze a character, symbol, concept, or theme in A Separate Peace.
Reminder that your updated bibliography including your November annotation is due MONDAY December 8.
ASP E-text to copy and paste quotes!
How to See Feedback on Canvas
From Home Page
Click on that link to see close-up of the feedback
Discussion November 26
Chapters 8-9
Chapters 10-13
November 20-26
Period 6
Thurs - READ 8 & 9
Fri - Discuss 8 & 9
Mon - READ 10-13 (rest of book)
Tues - Discuss 10-13 (rest of book)
Period 7
Thurs - Discuss 6 & 7
Fri - Read 8 & 9 AND 10-13 (rest of book) This will likely spill into the weekend
Mon - Discuss 8 & 9
Tues - Discuss 10-13 (rest of book)
Lab Books
Ch 6 & 7 - Consider water, disease/injury, and Christ symbolism OR do a close reading of the scene b/t Gene and Quackenbush & the description of the two rivers OR do a close reading of the scene in the butt room.
Ch 8 & 9 - Consider season, injury, and weather symbolism OR analyze the role of the war and why Finny denies it OR make an argument about Finny’s claim that “winter loves me”
Ch 10-13 - Why does the book end the way it does? Note that Finny is NOT the “enemy” described on the last page, so who or what is? OR How would Foster make sense of the trial? The Fall? The loss? OR Choose your own topic.
Trimester 1
Vocabulary Test
Today. It’s On Canvas.
The Rules
November 13-26
Schedule
Nov 13 - Reading Day Ch 2 & 3
Nov 14 - Discussion Ch 2 & 3
Nov 15 - Last day for late work, Tri 1 Vocabulary Test; read Ch 4 & 5 (due Monday, no additional reading day)
Nov 18 - Discussion Ch 4 & 5
Nov 20 - Reading Day Ch 6 & 7
Nov 21 - Discussion Ch 6 & 7
Nov 22 - Reading Day Ch 8 & 9, 10-13
Nov 25 - Discussion Ch 8 & 9
Nov 26 - Discussion Ch 10 - 13
Lab Books
Ch 2 & 3 - Consider flight, sex, and water symbolism OR do a close reading of the scene in the pool vs. the scene on the beach OR analyze blitzball.
Ch 4 & 5 - Consider sex, marks, violence symbolism OR do a close reading of the opening scene walking across campus OR investigate the reliability of Gene’s narrative & increasingly dark perceptions of Finny.
Ch 6 & 7 - Consider water, disease/injury, and Christ symbolism OR do a close reading of the scene b/t Gene and Quackenbush & the description of the two rivers OR do a close reading of the scene in the butt room.
Ch 8 & 9 - Consider season, injury, and weather symbolism OR analyze the role of the war and why Finny denies it OR make an argument about Finny’s claim that “winter loves me”
December 9-20:
November 12
SSR - 10 Minutes
Discussion: What Would Foster Notice?
Lab Book:
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Don’t forget!
November 11
SSR - 10 Minutes & Turn in Lab books
Introduction to A Separate Peace & Book Check out
Chapter 1 - You pick; I’ll read it aloud to you if you prefer, or you can read silently
INSTEAD OF A LAB BOOK ENTRY: Use sticky notes to mark things you think FOSTER would notice and on the note, explain why/what it means. Find at least three of them, but shoot for 4-5.
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True story: As a student, I found this book dry & stilted…
but I came back to it as a teacher & have learned to love it
because of my 10H students.
I think you’ll see why. 💚
Lab Book Prep
(Turn-In for the Tri 1 lab book check on Monday)
6th hour: Make sure to print and tape your symbolism sheet into your notebook. A How-to video is on the next slide →
Pasting a page into your Lab Book
If you do it this way, you can still read both sides later!
November 7-8
THURSDAY:
in pop culture
Reminder that your lab book check is tomorrow.
FRIDAY:
November 8: Lab Book check-in
November 15: Tri 1 Vocabulary Quiz (Words 1-50)
December 9-20: Lab Book Interviews
November 4-6
SSR (10 minutes)
Highlight your Raisin/Clybourne essay
Some new symbols to watch out for
Then fill out this chart with a partner OR on your own. Either way, you’ll want to print it out and keep it in your lab book.
On Tuesday, I’ll ask you to read Foster’s Introduction and his chapter “Does he MEAN that?” It’s a relatively painless way to actually READ him, and it answers some important questions about author intentions.
November 8: Lab Book check-in
November 15: Tri 1 Vocabulary Quiz (Words 1-50)
December 9-20: Lab Book Interviews
October 31-
November 1
SSR (10 minutes)
In Class Essay Instructions
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November 1: Updated Bibliography for October due
November 8: Lab Book check-in
November 15: Tri 1 Vocabulary Quiz (Words 1-50)
December 9-20: Lab Book Interviews
October 28-29
SSR (10 minutes)
Intro to Lab Book Interviews (December) and the Lab Book check-in (November)
Prep for in-class essay: How does a shared central idea develop over the two different plays?
WRITE YOUR PROPOSAL: Specific Details on the canvas assignment.
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↑ ↑ ↑
Reminder that your updated Bibliography for October is due Nov 1; specific how-to instructions located on the Canvas assignment.
October 28-29
We’ll finish reading the play today (I hope) and watch some highlight reels (from Act I and Act II).
Lab book Q&A (I’ll give you a tiny sheet to paste into your lab book).
You may want to consult this guide for helpful tips and highlights from the play.
You can peek ahead at the rest of the week on the next slide. →
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↑ ↑ ↑
Reminder that your updated Bibliography for October is due Nov 1; specific how-to instructions located on the Canvas assignment.
A Peek Ahead
Tuesday: Discuss Clybourne Park
�Wednesday:
Thursday & Friday: Write in-class essay on Raisin/Clybourne.
October 23-25 & 28
We’ll start on Wednesday in the classroom, talking through your annotations and preparing for the next ones (due Nov 1).
Then we’re moving up to the Little Theatre for the next several days. We’re going to read — at top speed—a “sequel” to RAISIN IN THE SUN together. It’s called Clybourne Park.
Our focus will be on Act I, which focuses on the white family that is moving OUT of Clybourne Park for the Youngers to move in. I highly suggest reading through this side-by-side guide (summary on the left, analysis/explanation on the right).
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October 22
Ms. Osterheld taught today on the epigraph of the play, a poem called “Harlem” by Langston Hughes. It intersects with the American Dream and with the dreams of the Younger family quite a bit, as you saw in discussion.
Lab Book Prompt: Choose one of the similes that Hughes uses in the poem. Identify your chosen simile and discuss the meaning behind it in regards to the play. Compare the simile to the result of one of the main character’s dreams at the end of the text. How do they relate to each other?
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October 21
Raisin in the Sun Wrap-Up Day 1 - Discussion (combination SG & LG)
NOT a garden; smaller, stunted version of Mama’s Dream
B says it “Wouldn’t look right” in the new house. Mama says it will.
Tended with tools not meant for plants
Struggling to live, wilting, not in good shape
No access to sun or light
Confined, stunted, limited (in a pot/planter)
Mama loves it, it “expresses” herself
THE YOUNGER FAMILY
October 18
(see next slide)
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Dear Scholars
A very important letter to your 💚 from my 💚
Vocab and class score charting is supposed to be fun.
We get to see how the class improves over time. That’s not something we get to see in many other contexts, so there if there is a little competitive spirit between 6th and 7th hours—cool, cool.
But it seems that
Either way, please understand that your individual scores on a random quiz don’t matter to me at ALL. They are NOT an indicator of your future performance. What the scores do indicate is progress over time. If our class improves our averages over the course of the year from 0-4 to 8-12, then that is something to brag about for all of us.
BOTTOM LINE: The data I get from your CLASS vocab scores is really important, and this is the quickest and easiest way to get it. Your INDIVIDUAL score doesn’t matter (or say) much on a random quiz. If you’re worried about yourself, come talk to me. If you’re not worried about yourself, then do your work and be done with it.
October 17
→ The “vampiric” characters you’ve encountered in scenes 2 and 3. Who are they? Which vampiric qualities are they demonstrating? Why is that symbolism meaningful here?
→ What else in the world of the play--besides specific characters--acts as a “vampire” for the Younger family? How do you know? Why is that meaningful?
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On Revising a Revision
October 16
SSR + Follow up from yesterday (for 6th period)
Read Raisin in the Sun Act 2 Scene 2 as a class (pp 96-109). Whatever we don’t finish, you’ll need to finish at home tonight.
Lab Book Entry: Write about the scene with Mrs. Johnson. How are her views different than the Youngers? What does Beneatha mean when she says that the two things black folks need to overcome are “the KKK and Mrs. Johnson?”
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Walter | Beneatha | George |
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Racial Identity Development Theories
IN A RAISIN IN THE SUN; Left side notes
Tuesday October 15
Notes from our discussion
on the previous slide.
Assimilationist - a person who believes the best path for racial harmony is for the minority group to adopt the cultural values & norms of the majority group, even at their own expense.
Monday October 14
Beneatha’s hair before
Beneatha’s hair after
Friday October 11
SSR & Vocabulary
Reading quiz over supplemental texts
Discussion
Thursday October 10
SSR & Act I Quiz (20 minutes)
Discussion & quick “Lecture” on Theories of Identity formation
Read three things. Reading Quiz tomorrow. This is homework if not finished in class.
Lab book Prompt: How do you see the “unlikeable female protagonists” and Dandy’s story reflected in the characters in Act I Of RAISIN IN THE SUN?
Wednesday October 9
Assimilationist - a person who believes the best path for racial harmony is for the minority group to adopt the cultural values & norms of the majority group, even at their own expense.
$10,000 in 1950
= $106,495.60 today
Tuesday October 8 (with the sub)
Reading Raisin in the Sun, in TABLE groups today.
Your mission is to read as much of Act I as possible in the time you have available. The play starts on page 23 of the e-text (and YES you need to read all those stage directions).
Act 1 ends on page 75.
More specific instructions on the next slide →
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$10,000 in 1950
= $106,495.60 today
Assimilationist - a person who believes the best path for racial harmony is for the minority group to adopt the cultural values & norms of the majority group, even at their own expense.
How it Works
The Details
Don’t “assign” long term characters. Just start. Whoever reads Ruth first reads Ruth for the rest of that class period; you can change things the next day.
If you need to double up, go right ahead and do it.
Choose a person to read the stage directions. Yes, out loud. Hansberry is famous for “overstaging” her plays, and the stage directions contain a lot of the symbolism and meat of the text.
Remember: It’s a PLAY
A play is a performance.
For this unit you are VOICE ACTORS:
Thursday October 3 (with Mrs. B.)
SSR +10 minutes to read more webquest materials (maybe not finish; but get through a good chunk).
THEN you’ll get back into your groups and explain the key points of your topic to your group.
They will take notes on their webquest slides.
GOAL: We all know “enough” to get started on reading the play when we get back from break.
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2 October
REMINDERS:
SSR - 10 Minutes
Return to the webquest; sorry for the confusion with the sub. Today we’ll simplify to make sure we get this all done.
SIMPLIFIED WEBQUEST PROCESS
October 1-3
We’ll turn our attention to our next book, a play called A Raisin in the Sun by Lorraine Hansberry, one of the premiere American playwrights of the 20th century.
To start off, there is a lot of cultural & historical background that many of us need to engage with this play in an authentic way. So we’re going to do a webquest together over the next several days. This is NOT HOMEWORK.
Click here to make yourself a copy of the webquest (do not click this link more than once, it will make you a new copy every single time you click on it--and you don’t need more than one copy!)
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Autobiography of a Reader
DUE TO THE INBOX BY 4 PM WEDNESDAY OCTOBER 2
At the bottom of your revised Autobiography of a reader, copy and paste these prompts:
When you FINISH revising, type out answers to each of these four questions. Be specific and thorough.
Annotated bibliographies are not due until midnight, as you will be turning them in electronically.
WRITING DAYS: September 25-26 & 30
We’ll be working on revisions for your autobiographies, and I’ll be introducing your annotations for your Pattern Paper Books so you can work on those as well.
Links to the tutorials from the letter
(+ here’s the mini-lesson)
Here is a sample set of annotated bibliography entries for your reference, too. Remember: the first sentence MUST say “I read this book for my [Month you read it for] book.”
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Autobiography Revision
& the Annotated Bibliography
Due October 2.
We’ll skip our vocabulary routine on Friday to make lots of space for work.
On the process of writing in 10H...
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WAIT! What’s the difference between revision and editing?
September 25
Today we’ll discuss the end of the novel. Bring your questions! I’d also be interested in talking about...
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September 24
SSR/Reading Day for Chapters 5 & 6 (the rest of the book).
�TWO separate prompts for your lab book. Do both.
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September 23
SSR
�Lab Book Prompt: Describe the power dynamics on the ranch? Think: race, class, gender. How do those dynamics interact with meals, marks, and violence in this chapter?
Discussion points (small group discussion grading on next slide)
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Small Group Discussions
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Mrs. B hears at least three thoughtful contributions. | 15/15 points (100%) |
Mrs. B hears at least two thoughtful contributions | 12/15 points (80%) |
Mrs. B hears at least one thoughtful contribution or sees active listening | 10/15 points (66%) |
Mrs. B hears lazy, show-offy, or BS contributions, OR hears no contribution and sees no signs of active listening | 9/15 points (60%) |
September 20
TODAY —no SSR. Sorry.
PEEKING AHEAD into next week...
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September 19
SSR (if needed/wanted)
Reading day: Chapter 3, due tomorrow
Lab book prompt: Identify the different types of violence you see in Chapter 3 and what you think each one symbolizes.
SHARE YOUR NOTES with people who
were absent, please!
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September 18
SSR & Chapter 2 Lab Book Check
Discussion of Chapter 2, possibly looking at:
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September 17
Mini-lecture on “marks” in course pack
Reading time for Chapter 2 of OMM
Lab book prompt Who is “marked” in this chapter and how? What do those marks mean?
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September 16
SSR
Discuss OMM Ch 1
Tomorrow: Reading day for Ch 2
108
Missing SSR reading points? Make ‘em up before/after school or during advisory.
September 13
109
September 12
SSR - 10 Minutes
Read Chapter 1 of OMM.
Lab Book What does the beginning of this book foreshadow about the ending? How do you know?
(Hint → If there are any allusions in Chapter 1 that you recognize— including the title of the book—they might help. If you don’t know what allusions are yet, or even if you do know, but don’t find any, please don’t worry. You’re not alone.)
September 11
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September 10
SSR: 10 minutes
On Perrine: Quiz & Discussion; add Skills sheet to Course Pack
In Pairs: Read “To a Mouse” and construct a paraphrase (sentence-by-sentence translation into modern, common sense, no-frills English). It is NOT a summary. For example:
ORIGINAL
Small, sleek, cowering, timorous beast,
O, what a panic is in your breast!
You need not start away so hasty
With hurrying scamper!
I would be loath to run and chase you,
With murdering plough-staff.
PARAPHRASE
Hey, little glossy-fur creature. You’re trembling and feeling afraid—
Oh, your heart is full of sudden anxiety.
You don’t need to get startled and run away so quickly
with your speedy little feet!
I’m not the kind of person who is going to run and chase you
with a garden tool in the hopes of killing you.
SUMMARY
Trembling little creature, full of panic, don’t run away. I’m not going to kill you.
September 9
In lieu of SSR, we’ll watch Luvie Ajayi’s TED Talk video. What is she advising us to do? Why is it called “get comfortable with being uncomfortable?” Why might it be important that we hear this message from a woman of color?
Discuss Emily Dickinson’s poem and attempt to figure out the main distinction between the Whitman and Melville poems.
Read Perrine’s Essay “The Nature of Proof In the Interpretation of Poetry” (pp 10-16 in Course Pack).
Write in your lab book with this prompt: According to Perrine, what makes something a “good” interpretation of a text? If that doesn’t take you far enough to fill a page, consider and write about any of these questions →
What do you think about his approach? How do you interact with his tone— what IS his tone? How do you know? What’s your reaction to the essay? Is it personal or logical? Why? How does he ORGANIZE the essay, and what kinds of examples does he offer? Do you buy those examples? Are they compelling? Why or why not?
September 6
SSR
Vocabulary
That’s all she wrote, I think--time-wise because of the assembly. Happy weekend! Dominoes on MONDAY for sure. Bring ‘em with you.
114
Reminder that your Autobiography of a Reader is due on MONDAY by 4 p.m.
September 5
SSR - 10 Minutes
Work time for your Autobiography of a Reader (sample linked on bottom of assignment page)
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September 4
Surprise! We’re going to see Caleb Rainey,
poet and spoken word artist, perform in
Opstad for the first 20 minutes of class..
Discuss “Reading Like a Writer,” “The Bad
Habits of Good Readers,” and “Straight
Through the Heart.”
Intro to the Autobiography of a Reader; read sample together “like writers” instead of “like copiers.”
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September 3
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August 30
SSR
Intro to Friday Vocabulary routine
Finish “Hills Like White Elephants” discussion
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← Also; join my REMIND class please.
August 29
Intro SSR + SSR.
Remainder of the class: large group discussion of “Hills Like White Elephants”
HOMEWORK DUE TONIGHT: Please type your subgenre into the textbox on Canvas.
Delivery on Requested topics:
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August 28
Genre Work - choosing books, making bibliography
Reading & Lab Book Prompt Read “Hills Like White Elephants” (pp 59-62 in Course Pack). Then answer this prompt: What is the couple ACTUALLY discussing? How do you know?
Just like with the Radiohead Video, do NOT consult outside sources--this is a thought experiment. Stick with it. Let yourself get frustrated and keep trying and rereading.
*AS AN ABSOLUTELY LAST RESORT AFTER YOU’VE TRIED A LONG TIME AND PUT IN HARD WORK and you’re truly stuck, try clue set one. If that doesn’t help, try clue set two. If that doesn’t help and you’re totally miserable, try clue set three.
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August 27
Let’s TALK: What did you make of the Radiohead video? (large group discussion scoring criteria on next slide → )
Thinking about genres, if time permits.
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Large Group Discussions
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At least one thoughtful contribution. | 10/10 points |
A contribution that repeats someone else, or doesn’t really move discussion forward, but is still brave. | 9/10 points |
Signs of active listening, but no verbal contributions. | 8/10 points |
Lazy, show-offy, or BS contribution? OR no contribution and no signs of active listening | 6/10 points |
August 26
The DOMINO Activity delayed until next week. My apologies!
Homework Write the lab book entry I gave you today:
Why does the man lie down and why does everyone else join him? What do you think he says at the end of the video? How do you know? Use visual and verbal evidence to support your theory.
ALLOWED: Use the script, the lyrics, the video itself.
Talk to the adults you live with.
But DO NOT consult each other, former 10H-ers or the internet.
...because I want to know what YOU think!
August 23
Welcome slides & orientation to room 1310
On the front page of your lab book, we’re going to write 10 gratefuls that can help us combat feelings of worry or anxiety, like Imposter Phenomenon. I encourage you to write down the strategies we learned, too:
Homework: bring a list of books you’ve read in the last 3-5 years.
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English 10H
2019-20
Webquest Groups Period 6
Webquest Groups Period 7
Raisin/Clybourne Paper
For this paper, I’m going to ask you to choose a concept or idea that’s examined in both Clybourne Park and Raisin in the Sun.
�Then construct an essay that examines that concept using specific scenes or images