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Final Week: May 24-29; Due to Canvas May 29

  • Use the theme statement you wrote for this week and any feedback I provided about it to create a thesis statement. Then write an essay that proves the theme statement is both accurate AND important for readers of Much Ado About Nothing.

  • Your introduction only needs to be one sentence, your thesis. If you’re stuck, you can use this simplistic thesis: One important theme in Much Ado About Nothing is _______________. [My sample “shell” of an essay is here, too].

  • Each body paragraph should contain a topic sentence/claim, evidence, and reasoning--and should focus on proving that the theme you chose really IS a theme in the play..

  • Each body paragraph should use evidence. You can choose from any of these types of evidence (and mix/match too):
    • Specific quotes from the play
    • Specific scenes from the film
    • Specific scenes from other productions, clips, or plays you’ve seen.

  • The conclusion paragraph should focus on explaining why the theme you’ve defended is so important to the play.

  • Remember to use your best paragraphing, grammar, and punctuation. Also, please remember that in this type of academic writing, you should not use personal pronouns (I/me/my or you/your/you’re or we/our/us).

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.

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Required Learning Week 4: May 17-23

  • Read the rest of the play.

  • Once you’ve done that, head on over to our Canvas Discussion Board. Similar to our first week of the play, I want you to make one post and at least three replies.

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Required Learning Week 3: May 11-16

  • Once you’ve read the scenes, head on over to our Canvas Discussion Board.
    • Go back to your original post from last time. Read the comments others have added to your post.
    • Then screenshot OR copy/paste your original post and all of the comments on that post into a Google doc.
    • At the very tippy tippy TOP OF THAT DOC,

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.

    • Turn the doc into Canvas here. Due May 16; I will grade on May 17.

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.

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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:

  • "Courtly love," or the idea of a man loving a woman suddenly and passionately and purely was the "ideal" for wealthy/privileged men of leisure. He was expected to write her poems and send her flowers and put himself at her service with grand gestures (like challenging her enemies to a duel, for example).
  • Most other marriages were made for pragmatic reasons like "I'm back from war, it's time to settle down with the girl I admired before I left" or "Her dad's rich, she's pretty, and she's his only heir."

These were not IMMATURE reasons for marriage, but rather the EXPECTED reasons for marriage.

Knowing this, it becomes pertinent to note:

  • Don Pedro HAS thought about marrying Beatrice. But like the others, he suspects that her "merry war" with Benedick is a cover for her feelings--and vice versa. Him asking her to marry him in that moment, when she's been revealed to be worthy and vulnerable is a courtesy, rather than a whim.
  • Beatrice and Benedick have had a thing for each other and everyone knows it; they've used their wits and their "disgust" toward love to prevent themselves from becoming vulnerable. The fact that neither is yet married at their age is actually an embarrassing *problem* (likely stemming from their bold personalities).
  • Claudio does know Hero and vice versa. He himself describes the time that he and Hero have spent "off stage" getting to know each other--how he acted, and how she acted, and what they each thought it meant.

Plus, of course, there wasn't anything else to be done but to marry--people didn't date!

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Required Learning Week 2: May 4-May 10

  • Once you’ve read the scenes, head on over to our Canvas Discussion Board. For your assessment this week, please post one original post (of your own) and then respond to THREE other posts.

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.

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Summary: Pro Tips for Reading Shakespeare

  • Read a quick scene overview before each scene. This helps you know what to expect/look for.

  • Read aloud. Get on Zoom or Google Meet with a couple of friends, everyone take parts and just READ through it.

  • Stick with the original language, but use the notes or translations for help.

  • Can’t read aloud? Read silently along with a full-text version recording (video or audio). Here’s a video one.

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...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.

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Required Learning Week 1: April 27-May 3

  • Intro to methods of interpretation for Shakespeare
    • Read this opening scene from one of Shakespeare’s plays. Use the footnotes to help you make sense of it.

    • Use this flipgrid (you may have to join here first) to record yourself + someone else in your house acting out the scene AS IF it was mean to be in the genre you chose. You could try to play both roles, but it might be less fun...unless you’re REALLY creative about it.

  • OPTIONAL Class Movie Watch for Kenneth Branagh’s version of MUCH ADO ABOUT NOTHING. Wednesday night at 7:00 p.m. via ZOOM (link & password here)

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.

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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:

  • Watch some more short clips of Smith performing his work and one short clip of a tribute video to “Playground Elegy”.

  • Read and annotate “Playground Elegy”

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

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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

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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:

  • Watch some more short clips of Smith performing his work.

  • Read around in the collection to get a feel for Smith’s work. Just read whatever you fancy; feel free to skip around (if you don’t have it at home, there is a .pdf of several poems from the collection linked on the slide show).

  • Read/annotate 1-2 poems for discussion (from specific choices linked on the slide or in the .pdf)

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:

  • Watch several VERY short clips
  • Read a poem & short article that Clint Smith wrote about poetry
  • Read two poems and annotate them

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:

  • Watch two short (less than 10 minutes) videos
  • Read a list of titles from the table of contents and notice what you observe/see about the titles and/or the common trends
  • Read one poem and annotate it

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

  • In your group, talk about your book--what you liked, what you didn’t like, what struck you, what you think is going on, etc.
  • Then, begin working on these three lab book entries (at least a page for each; you’ll have today and the Thurs after break to work together). Likely you have to wait for #2. But #1 and #3 can start today.

    • Choice Dystopia Entry #1: (a) Choose one or two of these concepts: happiness, technology, education/child rearing, government, individuals, society, love, friendship, ignorance, or knowledge. Reflect on and then write about what the author is trying to communicate about the subject you chose, based on the evidence you collect.
    • Choice Dystopia Entry #2: What message does the end of the book offer? How do you know? Given that dystopia is social critique, is there a promise or a warning implied by how the novel ends? Do you think that the author’s critique is effective? Why or why not? Note that I am not interested in your feelings about the critique, rather, how effectively the author accomplishes the critique.
    • Choice Dystopia Entry #3: Use the Dystopia Characteristics Sheet (p154 in course pack) to determine which elements of the dystopia pattern were NOT met by the novel? Why do you think that is?

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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

  • to “try” a thought – means to test it out, to think it all the way through, see/decide if it’s worth sharing

  • conscripts – another word for “drafts,” as in the military draft

  • tongue of flame – at Pentecost in the Christian New Testament, God’s spirit was given to every person, represented by a tiny flame above their heads. Then they could understand each other, even though they a spoke different languages and were from completely different cultures.

  • Robert McNamara - Secretary of Defense under Presidents John F. Kennedy and Lyndon B. Johnson. He played a major role in escalating the United States' involvement in the Vietnam War, and is sometimes considered the “architect” of the war.

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

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March 10

  • Quaker – a Christian religious tradition (or “sect”) that emphasizes equality, social justice, and holds mostly quiet or “silent” meetings, where people reflect deeply before speaking or sharing

  • to “try” a thought – means to test it out, to think it all the way through, see/decide if it’s worth sharing

  • conscripts – another word for “drafts,” as in the military draft

  • tongue of flame – at Pentecost in the Christian New Testament, God’s spirit was given to every person, represented by a tiny flame above their heads. Then they could understand each other, even though they a spoke different languages and were from completely different cultures.

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 →

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What does this have to do with Frost’s Essay?

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March 9

  • Quaker – a Christian religious tradition (or “sect”) that emphasizes equality, social justice, and holds mostly quiet or “silent” meetings, where people reflect deeply before speaking or sharing. They are also pacifists who do not participate in or contribute to any war for any reason.

  • to “try” a thought – means to test it out, to think it all the way through, see/decide if it’s worth sharing

  • conscripts – another word for “drafts,” as in the military draft

  • tongue of flame – at Pentecost in the Christian New Testament, God’s spirit was given to every person, represented by a tiny flame above their heads. Then they could understand each other, even though they a spoke different languages and were from completely different cultures.

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 →

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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).

  • Individual time
  • Observation & Question Collection
  • Interpretation

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!

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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:

  • Revising and commenting on your revisions on the Literature Review Section.

  • Writing and revising parts 2 and 3. The feedback I gave you on your lit review is JUST AS HELPFUL on the rest of the paper.

I will be available for conferencing.

WEDNESDAY

  • We’ll add in the context for the opening paragraph together.

  • We’ll do some light peer review (for grammar, clarity, etc.)

  • We’ll turn in the papers...and then your first-ever multi-part research paper will be DONE! (TWO turn-ins; one on GDocs & one on Turnitin.com)

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!

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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

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February 27 - 28

THURSDAY

  • 10 minute study sesh for the vocabulary quiz.

  • Essay Ambulance for Part 1:
    • Adding reasoning to body paragraphs by not simply listing evidence and making your explanations better

  • Writing Time.

FRIDAY

  • Vocabulary Test over Words 1-100.

  • Write Paper

Paper Due Wed March 4.

That day we will write the opening context section of the introduction together & then hand this sucker in!

Paper slide show still here.

  • Because I expect you to use this feedback to revise. Each time you make a significant revision, add a Google comment to it explaining what you changed and why.

  • Because students tend to make the SAME errors in parts 2 and 3 of the paper. This feedback is designed to help you PREVENT those future mistakes.

Why’d Mrs. B spend so much time explaining, making examples, & giving us feedback?

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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

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February 24-28

(but not 26)

Reading, due Wednesday 2/26:

We’ll begin organizing our notes today, sorting them into Noodle Tools outlines.

  • Strengths/Benefits
  • Problems/Solutions
  • Subversions/Evaluation

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.

Paper Pattern Slides Here; Supplementary Sources Here.

Vocab Test

Words 1-100 on Fri, 2/28

Teddy Bear updated samples for Parts 2 and 3!

Look!

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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:

  • If you haven’t finished putting your secondary sources into the Bibliography, you must do that first in order for the note taking to work correctly)
  • The rest of this paper will be your first grade in third trimester.

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.

Paper Pattern Slides Here; Supplementary Sources Here.

Vocab Test

Words 1-100 on Fri, 2/28

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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

  • Aloud: Mrs. B. will read the exciting conclusion of “The Unlikely Likelihood of Falling in Love.”

  • Silently: We will spend the rest of our day reading Part III of F451. Please also read the Afterword and the Coda. It is due on Wednesday.

  • For your lab book: Trace a new motif. Find at least FIVE specific examples WITH PAGE NUMBERS of the motif and then write two paragraphs in which you analyze what the motif points to and why it’s meaningful - due on Wednesday

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February 11

SSR

Then for the rest of today…

  • We’ll add your secondary sources to your Noodle Tools bibliography. Then, you’ll need to paste those into the Canvas Assignment by 11:59 p.m. tonight.

  • If time permits, we’ll begin looking at how to do note taking together (slides 28-51 here). Your Notes will be due Friday 2/14 or Monday 2/17, depending on how things go today and Wednesday. I’ll keep you posted.

Part 2 of F451 and your Lab Book entries are due TOMORROW, 2/12.

Paper Pattern Slides Here; Supplementary Sources Here.

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February 10

SSR

Then for the rest of today…

  • We’ll finish searching. By tomorrow, you need a MINIMUM of 3 sources, but you’ll do better with 4-5 sources. I strongly suggest returning to the WEB for this work.

  • I’ll also provide access to some supplementary sources that may be useful if you’re struggling to find sources that may help with your genre. You can make a copy of any sources you find in that folder.

Part 2 of F451 and your Lab Book entries are due Wed 2/12.

Paper Pattern Slides Here

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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?

  • Articles that discuss, analyze, or criticize your genre.

  • Articles that address specific parts of your pattern (characters, plot elements, or other conventions).

  • Articles that discuss, analyze, or criticize some PART of your genre.

Part 2 of F451 and your Lab Book entry due Wed 2/12.

Paper Pattern Slides Here

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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:

  • Montag’s candle memory p 7
  • Mirrors/faces p 11
  • Conversation with technicians p 21
  • “Are you happy?” p 21
  • What’s behind the ventilator grille?
  • Critique of schooling/education p 29-30
  • Books as bodies, as fish, as birds. Why?
  • Motag separate from his hand p 38 & hands ravenous p41
  • The “two different Millies” p 52
  • Beatty’s LOOOOOOOOONG monologue, p 54-62
  • Front porches p 63

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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).

  • In your literature review, you proved that your pattern IS a pattern. Now you are going to work on figuring out why that pattern matters (or doesn’t).

  • On these days, we’ll be looking for secondary sources. Mrs. Foreman, our teacher-librarian, will be in with us, showing us how to use some specific tools/sources.

  • Your goal is to find a solid handful of resources (5-6) that address your genre, parts of your genre, or even your specific pattern elements.

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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).

  • In your literature review, you proved that your pattern IS a pattern. Now you are going to work on figuring out why that pattern matters (or doesn’t).

  • On these days, we’ll be looking for secondary sources. Mrs. Foreman, our teacher-librarian, will be in with us, showing us how to use some specific tools/sources.

  • Your goal is to find a solid handful of resources (5-6) that address your genre, parts of your genre, or even your specific pattern elements.

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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).

  • Note that I’ve put together a slideshow JUST for the pattern paper instructions here.

  • Plus, I’ve written a sample literature review, which we’ll look at together. Note that it took me 63 minutes total to write this. Even if it takes you 2x as long, that’s not much.

  • 🔥HOT TIP: I wrote my introduction last by collecting and revising the topic sentences from my body paragraph. That made it VERY easy. :)

Your Literature Review is due SUNDAY NIGHT by 11:59 p.m.

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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

  • 1-2 character paragraphs
  • 1 plot paragraph
  • 1 conventions paragraph

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

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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.

  • Initial paragraph
  • Proving PLOT, CHARACTER (including protagonist) and CONVENTIONS with samples from
  • Your Template

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This is the part we’re working on for now.

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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:

  • Given the four articles/clips about “Antigone in Ferguson,” discuss your impressions using of Antigone to address the unrest in Ferguson, MO. Was it appropriate? Was it effective? Why or why not? Think about the intentions of the director and the responses from the community.
  • What do the “Antigone in Ferguson” articles/clips demonstrate about using classical/ancient texts to address contemporary problems or issues?
  • Looking at Dr. King’s letter, what does it have to do with ANTIGONE? Be as specific as possible.

Homework: Read “Good Readers, Good Writers” in your course pack. Lab book entry. Quiz & discussion tomorrow.

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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.

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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

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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

  • Paraphrase Ode III - remember that a sample paraphrase is on yesterday’s slide, if you need it for reference →).
  • Explain which of the “roles of the chorus” Ode III fulfills--and how.

REVIEW of the various roles of the chorus:

  • Give the audience background information
  • Comment on the themes of the play
  • Show how the ideal audience would react
  • Stand-in for the ordinary citizens in the world of the play
  • Explain things the characters can’t (like feelings and offstage violence)

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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.

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January 7

  • SSR - next bibliography due January 22

  • Story Telling - Tiresias the Blind Prophet: An Origin Story. Or Two.

  • Mini Lesson - Foster notes, on blindness

  • Reading - We’ll read Antigone, up to the end of Creon’s first big speech.

    • Our copy of the play is in the blue textbook and we keep it in the classroom. If you need to read outside of class, there is an electronic version available here.

    • Lab book Entry for today:

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.

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ANTIGONE Cast of Characters & Pronunciation

  • Oedipus: EH-di-pus

  • Antigone: An-TI-go-nee

  • Ismene: Is-MEH-nee

  • Creon: CREE-on

  • Haemon: HEE-mahn

  • Tiresias: Ti-REE-see-us

  • Eurydice: YUR-ri-dee-chee

  • Polynices: Poly-NEE-sees

  • Etocles: Eh-TOH-clees

  • Jocasta: Jo-CAST-uh

(or Yo-CAST-uh)

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January 6

  • SSR - next bibliography due January 22

  • Sharing - Tragedy & Hero’s Journey kids stories
    • In genre groups + Vote
    • Story voted “Best Of Genre” = Share with whole class

  • Mini Lesson - We’re going read a classical tragedy called Antigone.

But it’s ancient. So it needs a little context:

    • It’s the third in a trilogy, even though it was the first to be written.

    • The first in the trilogy is an important backstory (but this is a comic retelling. With a potato!)

    • There is a key character named TIRESIAS
      • His scandalous back story reflects some of the themes of this play.
      • Plus, he’s BLIND and Foster has lots to say about that.

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Family Tree for ANTIGONE

Polynices = brought six foreign princes to battle Thebes

Eteocles = refused to step down after his year

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Burial Laws pertinent to ANTIGONE

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December 16-20

  • Monday - LECTURE - Introduction to Hero’s Journey (pattern 1) + some of Everything’s a Remix (why study pattern?)

  • Tuesday - some more of Everything’s a Remix (why study pattern?)

  • Wednesday - LECTURE - Introduction to Aristotelian Tragedy (pattern #2)

  • Thursday & Friday - crafting “kids stories” using one of the new patterns (as assigned to pairs/trios/individuals)

The How-To Guide for Lab Book Interviews is here: gg.gg/LabBookInterviews

& the schedule is here.

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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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The How-To Guide for Lab Book Interviews is here: gg.gg/LabBookInterviews

& the schedule is here.

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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

WWFN?

What would Foster Notice?

It works like Scattergories:

  • When you see a specific, identifiable moment in the movie that you think Foster would read as “symbolic,” you write it down.
  • When the movie’s over we’ll compare lists.
    • If anyone else listed the same item as you, you cross it off.
    • If you listed a unique moment, it “counts” toward your score.
    • The person with the highest score gets a $5 gift card to Subway

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.

The How-To Guide for Lab Book Interviews is here: gg.gg/LabBookInterviews

& the schedule is here.

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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.

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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)

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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

  • We will do structured peer revision on the essay

December 12.

  • Final essay due in class on December 13.
  • Reminder that your updated bibliography is due on December 8.
  • Lab Book interviews Dec 9-18.

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!

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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.

  • MONDAY: Topic selection & analytical thesis statements

  • TUESDAY: Proposal form done by midnight tonight.

    • You don’t need to turn it in; I own it already.

    • NEVER FEAR: The proposal will tell me if you are on the right track for writing your essay on Wed/Thurs. If not, I’ll help you get there.

Reminder that your updated bibliography including your November annotation is due MONDAY December 8.

ASP E-text to copy and paste quotes!

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How to See Feedback on Canvas

From Home Page

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Click on that link to see close-up of the feedback

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Discussion November 26

Chapters 8-9

  • Finny’s return and its relationship to winter/snow
  • Finny’s war denial - why does he deny it? Why does his denial matter? Make sure to talk about his outburst “because I’ve suffered!” (p 116)
  • The last paragraph on the bottom of p 109
  • Leper and the snow slope soldiers (p124) and why the boys start crediting him with everything in WWII (p126).
  • Language about winter on p 128 and the Winter carnival symbolism (pp 130-137)
  • Title mention on page 137

Chapters 10-13

  • The description of his walk with Leper (pp 146-147)
  • Leper’s sobbing episode (p 148)
  • Leper’s analysis of war, p 150-151 - why does Gene run away?

  • The snowball fight on 155 and their discussion of Finny’s broken bone (symbol?)
  • Finny and war p 164
  • The “trial” of Gene in the academic building
  • Leper’s change of personality shown on p174
  • Page 177!!!
  • Finny’s accusation on bottom of p184
  • The last conversation, page 190-191
  • The marrow of the bone going up to Finny’s heart (symbol?)
  • Brinker v. his dad - vision of war pp 199-201
  • Gene’s reflection on what Finny’s life meant (p202)
  • The last page: never killed his “enemy” — who is he talking about? Hint: it’s not Finny. What’s a Maginot line? Why is that metaphor significant?

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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.

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Trimester 1

Vocabulary Test

Today. It’s On Canvas.

The Rules

  • Spell it right or it’s wrong.
  • No capital letters
  • No spaces BEFORE words or AFTER words (but okay in the middle like “active voice”)
  • No phones, other tabs, other windows, or talking while ANY TESTS are out.
  • If you finish early, you get to work on your Ch 4&5 reading/lab book (assignment on the next slide. →)

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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:

Lab Book Interviews

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November 12

SSR - 10 Minutes

Discussion: What Would Foster Notice?

Lab Book:

  • Remove your stickies and tape them into the RIGHT side of your lab book as your “Chapter 1” Entry.
  • Then add a paragraph reflecting on the symbolism of the BELL (p 11, 18, 20). This ISN’T a “Foster Symbol,” it’s a symbol unique to the book.

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Friday

November 15: Tri 1 Vocabulary Quiz (Words 1-50)

December 9-20: Lab Book Interviews

Don’t forget!

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November 11

SSR - 10 Minutes & Turn in Lab books

Introduction to A Separate Peace & Book Check out

  • Set in a New England boys boarding school (spoiler: it’s this one, thinly disguised). Except for the first four pages and the last three paragraphs, the entire novel is told as a flashback to a time shortly after the US had entered World War II.

  • Characters to know:
    • Gene - the narrator and main character. Brainy. Roomates with Finny.
    • Phineas (Finny) - Gene’s roommate. Charismatic and athletic.
    • Elwin (Leper, pronounced LEH-per, like the disease) - another boy

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. 💚

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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 →

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Pasting a page into your Lab Book

If you do it this way, you can still read both sides later!

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November 7-8

THURSDAY:

  • SSR (10 minutes)
  • Finishing Symbols (10 Minutes)
  • Discussion/competition for symbols

in pop culture

Reminder that your lab book check is tomorrow.

FRIDAY:

  • SSR (10 minutes)
  • Vocabulary Routine (Here’s a quick reminder that your trimester 1 vocabulary test over words 1-50 is one week from today)
  • Lab Book Preparation/Turn-In
    • 6th hour: print your symbol sheets and fold/tape them in to your lab book.
    • Add sticky notes for best and worst entries.
    • Write some initial left side notes (reflection on what you did well, what you missed, why you missed it)

November 8: Lab Book check-in

November 15: Tri 1 Vocabulary Quiz (Words 1-50)

December 9-20: Lab Book Interviews

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November 4-6

SSR (10 minutes)

Highlight your Raisin/Clybourne essay

  • Pink/Orange for claims/topic sentences.
  • Blue/Green for evidence.
  • Yellow for reasoning.

Some new symbols to watch out for

  • Weather & Season
  • Geography
  • Sex/Not Sex
  • Water
  • Flight
  • Christ figures
  • Illness/Heart Disease

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

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October 31-

November 1

SSR (10 minutes)

In Class Essay Instructions

  • Check your Canvas feedback before you start writing.

  • Join my Google Classroom (code gc7brj0)

  • Write your essay on the assignment provided there.

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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

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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?

  • What are the central ideas?
  • What are the themes?
  • How does Norris treat the themes similarly to or differently from Hansberry?

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.

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October 28-29

We’ll finish reading the play today (I hope) and watch some highlight reels (from Act I and Act II).

  • Mashup of 1959 and 2009 scenes
  • Annotated Scene from Act I
  • Annotated Scene from 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.

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A Peek Ahead

Tuesday: Discuss Clybourne Park

Wednesday:

  • Intro to Lab Book Interviews (December) and the Lab Book check-in (November)
  • Write Proposal for in-class essay on Raisin/Clybourne

Thursday & Friday: Write in-class essay on Raisin/Clybourne.

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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)

  • Discuss the MAJOR Symbolism in RAISIN
    • Vampires ✅ (already did this one)
    • Beneatha’s hair — use your lab book entry to jump start this conversation
    • Mama’s plant — use your lab book entry to jump start this conversation, too
    • the character’s names including their last names

  • Discuss MINOR Symbolism in RAISIN
    • the Nigerian robes/music
    • alcohol/cigarettes
    • George’s white shoes
    • the gift of gardening tools/hat
    • sunlight/sunshine
    • the shared bathroom
    • the insurance money

  • Discuss these questions
    • How does Asagai’s question about dreams that depend on the death of a man intersect with other symbolism in the play?
    • Prompts we did NOT write about on page 38 in your course pack (#10a, 10b, 12a, 13a, 13b, 13c).
    • View/re-view the redlining video. How does this video interact with the events of the play?

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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

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October 18

  • SSR (Genre project reading)

  • Friday Vocabulary Routine + a.very.serious.letter.from.my.💚.

(see next slide)

  • Read the rest of the play. Keep l👀king for vampires.

  • Lab book entry: Write about the significance of Mama’s plant. Note: she makes a big deal about going back for it at the end of the play--and in fact, the plant has been pretty consistently mentioned in the stage notes. Why? What’s the symbolism there?

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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

  • Some of you view vocabulary as an INDIVIDUAL sport that you win at someone else’s expense. You spend the time when we are sharing our scores not-so-silently judging each other and thinking about your own greatness. That’s gross, man. It can hurt people’s feelings. Cut it out.

  • Some of you spend your time worrying about other people who might get hurt feelings from these stupid comparisons. Please stop. If your OWN feelings are at risk, then come talk to me individually and we’ll find a solution.

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.

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October 17

  • SSR + pass back papers (see REVISION notes on next slide)

  • Mini-lecture → Vampires as a Symbol

  • Read Raisin in the Sun Act 2, Scene 3

  • In your lab book on page 91, write about these two prompts (all on one page):

→ 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

  • I do not use “science” scoring on these, I use holistic scoring: some categories are more valuable than others and I went easy on “initiating revision” this time around (I wont’ always do that).

  • You CAN revise again if you want, but you CANNOT just turn it in another time. This time
    • Re-do/revise
    • Set up an advisory meeting with me to show me your work.
    • Need to bring the WHOLE STACK with you, not just your most recent version.

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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

  • Sees assimilation as good but also impossible because of race & class/lack of money.
  • Interest in his “African Heritage” is shallow and only shows up when he’s drunk.
  • He complains that everyone around him is small minded, but cannot see his own naivete and ignorance about class.
  • Sees race & poverty as conflated and rightly blames white society.
  • Anti-assimilation and anti north American “black culture,” searching for her “roots” in African cultures.
  • She has a LOT of knowledge about and pride in West African culture and accomplishments
  • She sees her people as oppressed by poverty and doing the best they can; she wants to prove her value through her own education and becoming a doctor.
  • Assimilation has been pretty sweet for him and his family, actually.
  • He’s sort of “over it” in terms of his African roots; he knows it all, but just doesn’t care or see it as particularly meaningful for his life.
  • He sees his own success in rising out of poverty as proof that race/class are independent of one another.

Racial Identity Development Theories

IN A RAISIN IN THE SUN; Left side notes

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Tuesday October 15

  • Watch the film version of Act 2, Scene 1

  • Revisit the conflicts in racial identity work in light of this scene (large group discussion). For the main characters in the scene, please identify
    • Their attitude toward assimilation
    • Their attitude toward their African heritage
    • Their attitude toward economic opportunity for black folks
    • Their beliefs about the relationship between poverty and black culture.

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.

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Monday October 14

  • SSR

  • Read Raisin in the Sun Act 2, Scene 1 [p76-95 aloud, in small groups. If you don’t finish in class, finish at home]

  • Lab book: Write about the significance of Beneatha’s hair. Look at her hair symbolically, but also consider how Beneatha’s decisions and thoughts about it impact her relationships and the other characters... and why.

  • TOMORROW: pulling it all together so far...

Beneatha’s hair before

Beneatha’s hair after

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Friday October 11

SSR & Vocabulary

Reading quiz over supplemental texts

Discussion

  • Questions & Clarifications on supplementals?
  • Defining the term UFP & its limits; examining tropes in critique as well as in fiction
  • Which identity formation pathway to these characters seem to be on? (see notes on supplemental slide)
  • Which one are you on?

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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.

  • Two short articles about Unlikeable Female Protagonists. Scroll down for the second one. Note that the first one is a fairly straightforward article, but the second one is a satire (Satire means using of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or failures).

  • This excerpt (page 1 AND page 2) from Michelle Obama’s memoir, Becoming. Note that the first page is mostly context; the second page is the “meat” of Dandy’s story. If you’ve already read this on your webquest, you’re free to skip or reread.

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?

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Wednesday October 9

  • Finish Act I; Quiz tomorrow

  • Lab book: Write about the tensions and conflicts that emerge in Act I. Think about moral conflicts AND interpersonal conflicts. [homework if necessary]

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

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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.

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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:

  • Read aloud (loudly)
  • Read like a human (not a robot)
  • Use your face

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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:

  • Printed autobiographies due 4:15pm today; stapled on top of old one (turn in to Inbox).

  • Annotated Bibliography due 11:59pm (turn in to Canvas).

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

  • In your groups (see next slide), divide the four topics - one per person.
  • Read/watch everything on your assigned topic ONLY.
  • Gather with your “same topic” folks to discuss what you learned and generate a list of “takeaways” (key points) that will help your group-mates understand your topic.
  • TOMORROW: You “teach” your topic to your group mates.

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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.

  • Day 1 (TUESDAY): You’ll start reading/watching a little about each topic→ONLY the “for everyone” links in the webquest, nothing else.

  • Day 2 (WEDNESDAY): Then you’ll choose one topic to become an expert on.

  • Day 3 (THURSDAY): Finally, you’ll share what you’ve learned with the other folks in your group.

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:

  • Identify revisions you made; explain why you made the revision and why the revised version is an improvement (use a highlighter on the printed version of the paper to point out these revisions visually)
  • Which revision are you most proud of and why?
  • What is your objective correlative? What emotional content does it stand for? How does it change over time?
  • Anything you're still worried about on this essay?

When you FINISH revising, type out answers to each of these four questions. Be specific and thorough.

  • Then PRINT your paper.
  • Staple it ON TOP of the previous one with my comments.
  • Turn it in. — Use the INBOX.

Annotated bibliographies are not due until midnight, as you will be turning them in electronically.

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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

  • Objective Correlative

(+ 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.

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On the process of writing in 10H...

  • We often spend at least a few days working on any writing project in class.

  • You write the absolute best draft you are capable of without help and turn it in. This is 60% of your grade on the project.

  • Mrs. B reads the work gives you written and oral feedback, tutorials, and essay ambulances--both individually and as a group.

  • Then we spend a few days revising in class, too. You REVISE until you’ve addressed the specific feedback you got, initiated changes of your own, and responded to group instruction in the draft.

  • You also polish the work by EDITING it.

  • You hand in both the new, revised version AND the first version with feedback from Mrs. B. This is the final 40% of your grade.

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WAIT! What’s the difference between revision and editing?

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September 25

Today we’ll discuss the end of the novel. Bring your questions! I’d also be interested in talking about...

  • Your lab book entries, obviously. 😊
  • The weird hallucination scene - what does it show us about Lennie?
  • Why does George do what he does?
  • What’s Steinbeck’s message and why does that message matter?

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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.

  • DEATH OF A DREAM: George, Lennie, and Candy are dreaming of their little place, but that dream dies in these chapters. How so? Analyze the death of the dream for one of the men, using specific quotes.
  • FINAL WORDS: How does the last paragraph of the novel relate to Steinbeck’s message? As the closing image of the novel, what does it communicate? Does it work as an ending to this book? Note I don’t care if you LIKED it or not; I want to know if it’s effective in communicating Steinbeck’s message.

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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)

  • What barriers get broken down in this chapter and what barriers get rebuilt? How? Who is the barrier breaker and what does that tell us?
  • I think of this chapter as “four marked characters in a room.” How are they similar and different? How would you characterize their interactions?
  • Do a close reading of the description of Crook’s rooms at the outset of the chapter (the first long paragraph that spills on to page 67). What does this description help us to infer about Crooks and how?
  • What acts of emotional violence are done in this chapter? To whom? By whom? Why?
  • What is the significance of Candy’s cry on page 76?

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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%)

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September 20

TODAY —no SSR. Sorry.

  • Vocab Quiz/Routine
  • Chapter 3 quiz over OMM
  • Discussion of chapter 3.
  • Homework: Read Chapter 4 for MONDAY.

PEEKING AHEAD into next week...

  • Monday: Discuss chapter 4
  • Tuesday: Read chapters 5-6
  • Wednesday: Discuss chapters 5-6
  • Thursday & Friday: Writing time; revising Autobiographies based on feedback and writing your first in-depth annotation on your bibliography.

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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:

  • Who is marked and why? What does this tell us about life on the ranch?
  • Why does Curley take such a dislike to Lennie?
  • Significance of Curley’s glove?
  • Significance of description of Slim? (from p 33 starting with “a tall man stood” through p 34 “understanding beyond thought.”)
  • Significance of the description of Curley’s wife?

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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

  • Tell me about George and Lennie. What are they like?
  • What was your favorite moment from Ch 1? Why?
  • What were the bits of foreshadowing you noticed?
  • What allusions and meals did you see? What do those things tell us about the book?

Tomorrow: Reading day for Ch 2

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Missing SSR reading points? Make ‘em up before/after school or during advisory.

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September 13

  • SSR & Vocab Routine

  • Mini-lesson: Intro to Foster (p89 in course pack)

  • Lab Book Prompt: Re-visit lab book. New entry on Chapter 1: What allusions and meals do you see and what do you think they mean?

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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.)

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September 11

  • SSR: 10 minutes (6th hour add notes to inside cover of course pack)

  • Finish paraphrase of “To a Mouse” (see previous for example) & Discuss poem

  • Check out copies of Of Mice and Men (OMM)

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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.

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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?

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September 6

SSR

Vocabulary

  • Join the Quizlet Class. You need to be logged into Quizlet in order to join.
  • Spend ½ hour doing “learn” before next Friday, please.

That’s all she wrote, I think--time-wise because of the assembly. Happy weekend! Dominoes on MONDAY for sure. Bring ‘em with you.

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Reminder that your Autobiography of a Reader is due on MONDAY by 4 p.m.

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September 5

SSR - 10 Minutes

Work time for your Autobiography of a Reader (sample linked on bottom of assignment page)

  • Length: Once you’ve addressed all the questions, if you’re still wondering about length: Minimum 500 words/Maximum 2-pages single-spaced with a blank line between paragraphs.
  • Font: Times New Roman or Garamond font, size 12.
  • How to begin? Think of a story that shows what kind of reader you are and write that story. Then build the essay from there.
  • DO NOT HAND IN A Q&A where you simply answer the questions. This should read like an essay, full of anecdotes and thoughful transitions or discoveries.
  • DO NOT USE THE SAMPLE WHILE WRITING: I don’t want 60 copies of my essay with different fill-in-the-blank details. I want to hear YOUR writing voice, see YOU on the 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.”

  • The autobiography is due on Monday 9/9 by 4:00 p.m. (end of the school day).
  • You will have some time to work on it in class tomorrow, but other than that you’re writing this one on your own.

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September 3

  • SSR - 10 Minutes

  • Finish making Noodle Tools genre bibliography, add annotations, export and add MLA info. Then turn it in to Canvas (using these instructions). This bibliography should include any/all books you’ve ALREADY ready in the genre as well as the book you’re CURRENTLY reading.

  • Read: Read “The Bad Habits of Good Readers,” “Straight Through the Heart,” and “Reading Like a Writer.” (pp 6-9 in coursepack)

  • In your lab book, answer this prompt: Which parts of these articles best and least describe you as a reader? Also answer these questions (but you don’t need to copy them down):
    • Which qualities stand out to you as positive ones? Negative ones?
    • Which of these approaches is new to you? What do you think about it as an approach?

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August 30

SSR

Intro to Friday Vocabulary routine

  • 155 Words for the year; most from ACT/SAT “most common words” lists. Please add yourself to my Quizlet Class by clicking on this link.
  • Charted (ungraded) quizzes on a random selection of words most Fridays
  • Graded tests once per trimester (
    • 1-50 Tri 1
    • 1-100 Tri 2
    • 1-155 Tri 3

Finish “Hills Like White Elephants” discussion

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← Also; join my REMIND class please.

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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:

  • YA about Childhood abduction (add Vanishing Acts by Jodi Piccoult)

  • YA about Police Brutality/BLM: Tyler Johnson Was Here, American Street, The Hate U GIve, Dear Martin, I Am Alfonson Jones, PIecing Me Together, How it Went Down, Ghost Boys, All American Boys, Between the World and Me, Anger is a Gift, How to Talk to Black People, Genesis Begins Again, A Good Kind of Trouble, Hush (J. Woodson), Monster (W.D. Meyers)

  • World Issues for teens

  • Mental Health YA List (50 books!)

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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.

  • How do we sub-divide our lists? For example, “science fiction” might be divided into
    • Space opera
    • Dystopia
    • Apocalyptic
    • Steampunk
    • Afrofuturism (...& etc.)

  • What genre or subgenre might you be interested in reading and researching this year? It should be one you’ve already read at least a little bit of, okay? Come with ideas for tomorrow’s class.

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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

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August 26

The DOMINO Activity delayed until next week. My apologies!

  • Sorting book lists into genres and looking for your preferred genres.

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!

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August 23

Welcome slides & orientation to room 1310

  • Pick up a new lab book & a coursepack, choose a domino.
  • YOU BELONG HERE: Imposter Phenomenon video & discussion.

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:

  • Naming imposter phenomenon
  • Talking to respected adults and mentors who have experienced it, too
  • The power pose
  • Gratitude
  • Anchors - I will give you an anchor (a domino) to remember that it’s okay to feel and to talk about the imposter phenomenon when it happens. Bring the domino back on Monday for another connection.

Homework: bring a list of books you’ve read in the last 3-5 years.

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English 10H

2019-20

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Webquest Groups Period 6

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Webquest Groups Period 7

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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