English 11
4,5 Grading Update as of May 1:
I am revising the way grading will work in this class. Though you can receive no lower than the grade you had on March 13, your grade will not be higher than the March 13th grade without consistent hard work and commitment to completing all assignments. Thus, you will receive a zero for ALL incomplete work. If this means that your grade appears to go down on schoology, please be advised that your final grade will be adjusted so that it is NO LOWER than the grade you earned on March 13th. Yet, though your final grade cannot be lower than that of March 13, it will not necessarily be higher if you do not continue to complete all classwork at a level that demonstrates mastery of the material.
Feel free to submit any late work.
Please contact me by email with ANY questions.
CLASS UPDATE
Hi all, the new district policy states that no student will receive a final grade of “F” for spring semester. Additionally, no student will receive a final grade lower than the grade they had earned as of March 13. For us, this will mean that all assignments completed by students will essentially be in an effort to raise their grade from the grade they had as of March 13 (or, at lowest, a “D”).
Please think of a couple of things before you come to any conclusions about this grading policy:
1.There are skills you are developing through our lessons right now that will be necessary for your next English class. It makes sense that you attempt to continue learning to best prepare yourself for next year and not feel behind.
2.Colleges still do not accept D’s in any course. If you don’t earn a C or higher in this class, you will have to retake the course if you plan to apply to college. (Also, of course, an A in the course is preferable, and attainable, at this point.)
3.Make sure that you focus on the quality of the work you submit in order to demonstrate your mastery of the skill or material. I will still grade the assignments that you turn in—you want the work you submit to help actually raise your grade.
4.You have a unique opportunity to raise your grade! All work is almost like extra credit as your grade cannot be lower than it was on March 13. Take advantage!
5.You all have personal integrity and a drive to learn. Our work together should not just be based on a grade at the end but on the process and what you gain from learning and thinking about academic ideas. Also, we are the teachers you have a relationship with and will be asking for letters of recommendation and such. We want to think the best of you!
6.Consider possible district policy changes or adjustments. Make sure you are always doing your best in all of your classes.
All work for this semester is due by the hard deadline of Tuesday, June 9 so I have time to assess and submit grades.
Monday, June 8, 2020
1. Read Epilogue
Friday, June 5, 2020
1. Read The Rope
Wednesday, June 3, 2020
1. Read Chapters 8, 9, 10, 11, 12 of The Storm
2. The Storm ends very dramatically. Write a new ending to this section in the same tone. Your ending should be at least 1 full page.
Monday, June 1, 2020
1. Read Chapters 3, 4, 5, 6, 7 of The Storm
2. Discuss at least 3 central ways that Dana and Kevin's relationship has been impacted by her time travel and her experiences. Use evidence from the text to support your answer. Be specific!
Friday, May 29, 2020
1. Read Chapter 16 of The Fight and Chapters 1 and 2 of The Storm.
2. Write a paragraph explaining why you think that Butler called this section of the novel, The Fight.
Refer to specific details from the text to support your answer.
Wednesday, May 27, 2020
1. Read chapters 11, 12, 13, 14, and 15 of The Fight.
2. Write a paragraph that best describes Dana's attitude at this point in the novel.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Friday, May 22, 2020
1. Read my comments on your first body paragraph. Write the next body paragraph with my comments in mind.
Wednesday, May 20, 2020
1. Read and take notes on Chapters 7, 8, 9, 10 of The Fight.
Monday, May 18, 2020
1. Read and take notes on Chapters 4, 5, and 6 of The Fight.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Friday, May 15, 2020
1. Write the first body paragraph for the essay you began last Friday. Be sure to include and cite evidence from the text.
Wednesday, May 13, 2020
1. Read and take notes on Chapters 1, 2, and 3 of The Fight.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Monday, May 11, 2020
Keep working on submitting all late work.
Friday, May 8, 2020
1. Write the 2 questions and Introduction (with thesis) for the following essay prompt:
Write an essay in which you discuss the way Butler uses literary devices to develop her tone on page 74.
Wednesday, May 6, 2020
1. Using your questions from last Friday, post at least 3 times in a discussion about The Fall in which you ask a question and respond. Please use and cite evidence to support your responses in this discussion.
Monday, May 4, 2020
1. Make sure that you read the updated grading policy I posted in red at the top of this page. Spend time this week making up any work you need to.
Friday, May 1, 2020
1. Read and take notes on Chapters 7 and 8 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Write 10 High Level Questions about the entire section The Fall
Wednesday, April 29, 2020
1. Read and take notes on Chapters 5 and 6 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Submit your notes on schoology
Monday, April 27, 2020
Let's check in--let me know how you are doing. Also, find someone else to respond to, someone you haven't really talked to since we have all been at school.
Friday, April 24, 2020
1. Read and take notes on Chapters 3 and 4 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Submit your notes on schoology
Wednesday, April 22, 2020
1. Read and take notes on Chapters 1 and 2 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Submit your notes on schoology
Friday, April 17, 2020
1. Read Chapter 6 of The Fire in Kindred
2. Think about the entire section The Fire that we have read so far in this novel. Compose 10 high level questions (open-ended, "how" or "why" questions) about this section and submit the questions on schoology.
3. Then, post at least 3 times in a discussion about The Fire in which you ask a question and respond. Please use and cite evidence to support your responses in this discussion.
Wednesday, April 15, 2020
1. Read Chapters 3, 4, and 5 of The Fire in Kindred
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Monday, April 13, 2020
1. Can we please have another check-in discussion? I would like you to post thoughts about being in quarantine, how you are doing, how you feel about your coursework, what you are thinking about, etc. Just let me know what's on your mind. Please write at least 5 sentences.
Wednesday, April 1, 2020
1. Read Chapters 1 and 2 of The Fire in Kindred
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Kindred Questions 2: Write a five-sentence summary of the chapters. Please bold the ONE sentence in your summary that you feel captures the main idea in these chapters.
Monday, March 30, 2020
A couple of things:
Just to let you know, my "office hours" are Monday-Friday 8:30am-3pm during which time I will be answering email within the hour. If you need to talk about anything at all, don't hesitate to reach out to me.
Also, remember to do your best to submit all of your assignments on time and demonstrating your best effort and ability. If you need internet, a device, or other help, please let me know! Our expectation is that you will use this time to work and learn, though remotely, and complete your 11th grade year well!
Make sure you submit all the Kindred Questions 1 from Friday.
Friday, March 27, 2020
Kindred Questions 1
Prologue: The purpose of a prologue is to provide necessary backstory for the novel which cannot be told in any other way. Often, it serves to provide a general background or to set the stage for the drama to come.
En Medias Res: In medias res is Latin for "into the middle of things." It usually describes a narrative that begins, not at the beginning of a story, but somewhere in the middle—usually at some crucial point in the action.
Given the above literary terms and their definitions answer the following questions. Please make sure that each answer is one full paragraph.
1. What is the purpose of this prologue, be specific?
2. What effect does the use of en medias res have on the audience, as the story begins?
Subtexting is written from the 1st person point of view.
The following should come through in your writing:
"Before me was a wide tranquil river, and near the middle of that river was a child splashing, screaming…"(13).
Try to capture what you think is going on in Dana's mind based on how Butler has characterized her thus far. Subtext what she could be thinking and feeling that Butler has not given us? If you're stuck, go through the list above regarding what should come through in your subtexting.
4. Subtext #2: Unknown man
"'What the devil's going on here?' A man's voice, angry and demanding"(14).
Who is this man? What is he doing here? What do you think the man is feeling? Thinking? How will he deal with the given situation? How might he react to the other characters in the scene?
5. Subtext #3: Kevin
"He spun around to face me. 'What the hell…how did you get over there?' he whispered" (14).
What could be going on in Kevin's mind and what might he be feeling? How would he deal with the given situation? How would the circumstances affect his actions? What might motivate his actions/decisions? How would he react to Dana in the scene?
Wednesday, March 25, 2020
1. Please begin reading at page 34 of the PDF on the chapter entitled Prologue. Read Prologue and The River.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Monday, March 23, 2020
Today we begin reading our next novel! It is related to Douglass in that it is a fictional slave narrative in the science fiction genre. We will be reading Kindred by Octavia Butler.
1. Please look up the word "kindred" in the dictionary. Based on the definitions you find and my introduction above, write a paragraph predicting what the novel might be about.
Friday, March 20, 2020
1. On this discussion thread, we will discuss Chapter 11 using the questions you wrote for the previous assignment. Please either ask a question or post a response. Make sure you use evidence from the text to support your response. Please make sure to post at least 3 different times on this thread. Thanks!
Wednesday, March 18, 2020: I WILL SUBMIT GRADES AFTER THIS ASSIGNMENT. REMEMBER, THIS IS ONLY A PROGRESS REPORT.
1. Read Chapter 11 and type 5 high level questions about the chapter.
Monday, March 16, 2020
I hope you are all doing well and taking this time to sleep a little extra and be healthy. Over the next few weeks, you can expect 1-2 assignments per week to be posted on the weebly and submitted on schoology. All discussions will be assignments on schoology. We will be reading and discussing literature that I will post as a pdf. I will provide feedback on your work on schoology. Please do not hesitate to reach out to me about [email protected].
Note: I will post assignments for Monday, Wednesday, Friday for all classes.
1. Please check in with me on this discussion thread. Let me know how you are doing/feeling about our current COVID-19 situation. Please either post a thought and/or respond to someone else's post.
Thursday, March 12, 2020
SI 5
Tuesday, March 10, 2020
1. Read Chapter 10 Part 2 to page 59 (popcorn)
2. Questions
1. Change Seats
2. Read Chapter 10 Part 1 to page 42 (popcorn)
3. Questions: 1. Give specific reasons why Douglass hates Covey. Use details from the text to support your answer. 2. Why does Douglass tell the specific story about what happens with Covey. Use a quote to prove your answer. 3. What is your reaction to the fight between Covey and Douglass?
Thursday, March 5, 2020
SI 4
Tuesday, March 3, 2020
1. Group Essay
Group 1: https://docs.google.com/document/d/1zedWYO4BRa6HOnKI9ZBJOsfJyceZsjFqNg0ETdiUsvQ/edit?usp=sharing
Group 2: https://docs.google.com/document/d/1jobkrs3EMGePRieSU1guhdQS6RsgzlqDhqjp-5CyUFo/edit?usp=sharing
Group 3: https://docs.google.com/document/d/11CoSXDtC8rJkphdKoo7T6JqE2JY7Vd1QtaoymtMu024/edit?usp=sharing
Group 4: https://docs.google.com/document/d/1bpGcirMERL-YBVJcsM5zDjAmmJACqLXVqsRkEbRBtrk/edit?usp=sharing
Group 5: https://docs.google.com/document/d/1ThhXeD-n5AAh0HB0BEHG-soMQF2L8epnFctJYOyxkYc/edit?usp=sharing
Monday, March 2, 2020
1. Team Seminar: Discuss with group, begin discussion on your questions, comment on 3 others after discussing with your group. Respond to 2 comments on your own questions.
https://docs.google.com/document/d/1PIfOirpgZTG873GP7D5gyqju8H5tBNkCiktrl2fLKio/edit?usp=sharing
Thursday, February 27, 2020
SI 3
Tuesday, February 25, 2020
1. Counselors
2. Read Chapter 9
3. Write 5 High Level Questions about the chapter. Please make sure they are "how" or "why" questions that cannot be answered with facts from the book. In other words, the answer should not be right or wrong.
Monday, February 24, 2020
1. Read Chapter 8 (Popcorn)
2. Writing
1. Find 5 words you don't know. Define them in your own words using context clues.
2. Why was the division of property between Mistress Lucretia and Master Andrew so horrifying to the slaves? Use and cite details from text to support your answer.
3. How was the value of the master’s property determined? How were the slaves valued?
4. What do you think Douglass means when he says that slavery has effects "upon both slave and slaveholder" (Douglass 27).
5. Compose a paragraph from the "grandmother's" perspective that would follow after the last full paragraph on page 29. Make sure you continue in the same TONE in which Douglass writes the earlier paragraphs.
Thursday, February 20, 2020
SI 2
Tuesday, February 18, 2020
1. Read Chapter 7
2. Writing (submit on schoology by 12:45)
1. Sophia Auld receives in “irresponsible power,” changing her naturally kind disposition. What does "irresponsible power" mean in this context?
2. What moral or lesson does Douglass learn from reading about the conversation between the slave and his master in the book The Columbian Orator? What does he learn from Sheridan’s speech?
3. At this point in his life, why does Douglass find himself “regretting” his own existence? Explain the term "regretting" using your own words.
4. What conclusion can you come to about Douglass's confusion about the abolitionists? Use and cite details from the text to support your answer.
5. What inference can you make about Douglass learning to write? Use and cite details from the text to support your answer.Why does Douglass learn how to write?
3. Rewrites
Thursday, February 13, 2020
SI 1
Tuesday, February 11, 2020
1. Essay
2. Change Seats
3. Intro to SI and reading
Monday, February 10, 2020
1. Essay Review
2. Seminar
3. Based on the discussion notes, state the key arguments, or central arguments addressed in the discussion.
Thursday, February 6, 2020
Read Chapter 5: Characterization and Conclusions
1. What is revealed about Mr. Lloyd's character in the beginning of Chapter 5? Evidence?
2. What type of person is Mrs. Auld? Evidence?
3. What conclusions can you make about Douglass's transfer from Mr. Lloyd to Mr. Auld? Quote and cite at least 2 pieces of evidence.
Read Chapter 6: Characterization and Conclusions
1. How does Chapter 6 impact Douglass's characterization of Mrs. Auld? Evidence?
2. What type of person is Mr. Auld? Evidence?
3. What conclusions can you make about Douglass's attitude toward reading? Quote and cite at least 2 pieces of evidence.
Write 5 High Level Questions about Chapters 1-6 and submit on schoology. Please do this by yourself.
Tuesday, February 4, 2020
1. Read Chapter 3
2. Writing: Inferences (submit on schoology)
An inference is a conclusion you can make based on information. An educated guess.
4. Writing: Use of evidence (submit on schoology)
Monday, February 3, 2020
1. Read 2 and Questions
Read Chapter 2:
Tuesday, January 28, 2020
1. ICA
Monday, January 27, 2020
1. ICA
Thursday, January 23, 2020
1. Read Letter: 1. What is the Phillips' purpose in writing this letter? Evidence. 2. What is the purpose of including this letter in the beginning of the narrative?
1. Read Chapter 1:
Tuesday, January 21, 2020
1. HL Questions (jigsawed)
2. Seminar
3. Writing:
1. Based on our discussion and your notes, identify 3 new ideas that you have after the discussion.
2. Would you say that racism still exists in today's society? Defend your answer with reasons.
3. Why do you think that we read slave narratives in this class? What is the purpose?
Friday, January 17, 2020
Unit Docs #3
https://www.nytimes.com/2018/02/22/opinion/frederick-douglasss-scientific-racism.html Group 5
1. What is polygenism?
2. What is Douglass's central argument about polygenism? Use evidence and explain how it proves what you state.
3. What is the author's central argument in the article? Use evidence and explain how it proves what you state.
Thursday, January 16, 2020
1. Unit Docs #4
https://www.ted.com/talks/paul_rucker_the_symbols_of_systemic_racism_and_how_to_take_away_their_power/transcript?referrer=playlist-10_great_talks_to_celebrate_bl#t-401244 Group 4
What does he argue is the power of these artifacts he discusses?
What is the purpose or meaning of his works of art?
What is his central argument?
2. Unit Docs #2
https://assets.aspeninstitute.org/content/uploads/files/content/docs/rcc/RCC-Structural-Racism-Glossary.pdf Group 6
Define each term in your own words in no more than one sentence.
Wednesday, January 15, 2020
1. Discuss your notes and use them to develop a thesis statement with your group. Please write the 2 questions and the thesis. I will only grade groups who have discussed and worked together to do this work. Examine the key features of slave narratives and how they are used to create the overall purpose. Due at 2:30
2. Begin Unit Docs #1
https://www.heritage.org/political-process/report/frederick-douglasss-america-race-justice-and-the-promise-the-founding (only read the first section--stop at "A Life and Times of Frederick Douglass") Group 2
3. Take notes and find the author's Central Argument
Tuesday, January 14, 2020
1. Finish yesterday's reading
Monday, January 13, 2020
1. Change Seats
2. Review Syllabus and Class Expectations
3. Intro to Douglass on IPAD (Winter Stuff) and notes
https://docsouth.unc.edu/neh/intro.html Group 1
http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/slavenarrative.htm
(Read up until "Different Perspectives on Life in the North from Three Slave Narratives") Group 3
_______________________________________________________________________________________________________
Friday, December 20, 2019
1. Finals (SBA) Finish
2. Review and Redo
Tuesday, December 17, 2019
1. Final (SBA) Listening/Research
2. Review and Redo
Thursday, December 12, 2019
1. Essay
2. Review and Redo
Tuesday, December 10, 2019
1. Vocab again
2. Read pages 123-135
3. Write
4. Reflect on prediction
Monday, December 9, 2019
1. Advice on the SBAC Essay
2. New Plan for Final
3. Score Vocabulary
4. Do New Vocabulary
5. Score New Vocabulary
Thursday, December 5, 2019
1. Complete questions on 112-123
2. Predict
3. STAR Reading Test
Tuesday, December 3, 2019
1. Group dialogues and present
2. Finish classwork from Monday
3. Vocabulary Sheet
4. Read pages 112-123
5. Why does Elizabeth not want to speak with Proctor?
Monday, December 2, 2019
1. Review the play
2. pages 99-111
3. Write
Thursday, November 21, 2019
1. Assessment: Essay
2. Finish Questions for 87-99
Tuesday, November 19, 2019
1. Assessment: Essay
Monday, November 18, 2019
1. Assessment: Essay
Thursday, November 14, 2019
1. Write about 77-81
2. Read The Crucible pages 81-87 and take notes to turn in
3. Discussion about these questions:
5. Write with Elbow Partner
Tuesday, November 12, 2019
1. Finish Essay Sheet
2. Read The Crucible pages 139-143 and take notes to turn in
3. Write:
Thursday, November 7, 2019
1. Read The Crucible pages 59-76
2. Write
3. Begin Essay Sheet
Tuesday, November 5, 2019
1. Read The Crucible pages 47-59
2. Write
3. Work on Essay Sheet
Crucible pages 47-59
Monday, November 4, 2019
1. Change Seats
2. Read The Crucible Finish Act 1
3. Write
Crucible pages 34-46
Thursday, October 31, 2019
1. Essay portions
Tuesday, October 29, 2019
1. Literary Texts Assessment
2. Redo/Finish Analysis of The Crucible
Monday, October 28, 2019
1. Read The Crucible
2. Write
Thursday, October 24, 2019
1. Read The Crucible
2. Write
Tuesday, October 22, 2019
1. McCarthyism and The Crucible (cont.)
2. Read Political Context and discuss author's attitude and key vocabulary
https://millercenter.org/the-presidency/educational-resources/age-of-eisenhower/mcarthyism-red-scare
3. Watch Murrow's denunciation of McCarthy and evaluate rhetorical strategies.
https://www.youtube.com/watch?v=8wMiPkaofjw
4. Listen to NPR broadcast about Trump and Media as scapegoat.
https://www.npr.org/2018/09/02/643761979/president-trumps-description-of-whats-fake-is-expanding
5. Write central arguments to tie all texts together.
Write a thesis statement in which you take a position about the relevance of studying "The Crucible" in today's society?
1. 2 questions
2. Thesis statement
3. 6 pieces of evidence (quotes or paraphrase)
Monday, October 21, 2019
1. Discuss Brief Writes Assessment: strengths and weaknesses
2. Word Bank and Arthur Miller and Style and Structure
3. Read Article on McCarthyism and Red Scare
4. Define words with context clues only:
Para. 1: 1. lurking, 2. alleged, 3. denunciations, 4. fear-mongering
Para. 3: 5. agonized
Para. 4: 6. stymie
Para. 7: 7. subversion
Para. 8: 8. clemency
Para. 10: 9. discredit
Para. 11: 10. plum
Wednesday, October 16, 2019
1. Essay
Tuesday, October 15, 2019
1. Finish Brief Writes Assessment
2. Complete any work on Salem Docs that you didn't finish
Friday, October 11, 2019
1. Brief Writes Assessment
Tuesday, October 8, 2019
1. Salem Docs
2. SBA Writing
Thursday, October 3, 2019
1. Change Seats
2. Discuss SBA
3. Salem Docs: Examination of Sarah Good and Testimony against Bridget Bishop
4. SBA Writing
Testimony: Write an introduction to the testimony that establishes and introduces a clear claim about the credibility of the evidence presented against Bridget Bishop in this text.
Examination: Write an introduction to this interview that introduces Sarah Good and establishes the tone of the text.
Tuesday, October 1, 2019
1. Essay
2. Essay Scoring
Thursday, September 26, 2019
1. Discuss Test and Prep
2. Work with Hawthorne story--Symbolism, Tone, Theme, Dialogue
2. Seminar
Tuesday, September 24, 2019
1. Continue reading Hawthorne story
2. Symbolism
Monday, September 23, 2019
1. Reading Test
2. Continue story
Thursday, September 19, 2019
1. Hawthorne
2. Review Rubric
3. Essay Rewrite
Tuesday, September 17, 2019
1. Essay
Monday, September 16, 2019
1. Diction, Tone, and Figurative Language in Sinners
Thursday, September 12, 2019
1. Logos, Pathos, Ethos
2. Sinners
3. Discuss Essay
4. Essay Rewrite
Tuesday, September 10, 2019
In-class Essay
Monday, September 9, 2019
1. Seminar on Puritan texts
Thursday, September 5, 2019
1. Fix High Level Questions
2. Writing an Essay: Body Paragraphs
3. Read Puritan texts and Questions
Tuesday, September 3, 2019
1. Read Puritan texts
2. Writing an Essay: Prompt, Intro, and Thesis
Thursday, August 29, 2019
1. Literary Devices (10)
2. Read Puritan texts
Tuesday, August 27, 2019
1. Socratic Seminar
2. Literary Devices
Monday, August 26, 2019
1. Pictures
2. HL Questions in Groups
3. HL Questions on board
Friday, August 23, 2019
1. Purpose of "Funeral Oration" and "Calendar Fragments"
2. Read and annotate "Deer" poems and "Sun, My Relative"
3. Questions
Thursday, August 22, 2019
1. Read and annotate "Song of the Sky Loom" and "Calendar Fragments"
2. Questions
Wednesday, August 21, 2019
1. Get Textbooks
2. Finish reading and annotating History text
3. Central Ideas (3), Inferences (2), Purpose
Tuesday, August 20, 2019
1. Syllabus
2. Weebly
3. Writing: 1. What do you hope to learn in this class this year? 2. What are some of your strengths and weaknesses as a student? 3. Tell me something about your outside of school interests.
4. Annotations
5. Read and annotate intro to Puritans
I am revising the way grading will work in this class. Though you can receive no lower than the grade you had on March 13, your grade will not be higher than the March 13th grade without consistent hard work and commitment to completing all assignments. Thus, you will receive a zero for ALL incomplete work. If this means that your grade appears to go down on schoology, please be advised that your final grade will be adjusted so that it is NO LOWER than the grade you earned on March 13th. Yet, though your final grade cannot be lower than that of March 13, it will not necessarily be higher if you do not continue to complete all classwork at a level that demonstrates mastery of the material.
Feel free to submit any late work.
Please contact me by email with ANY questions.
CLASS UPDATE
Hi all, the new district policy states that no student will receive a final grade of “F” for spring semester. Additionally, no student will receive a final grade lower than the grade they had earned as of March 13. For us, this will mean that all assignments completed by students will essentially be in an effort to raise their grade from the grade they had as of March 13 (or, at lowest, a “D”).
Please think of a couple of things before you come to any conclusions about this grading policy:
1.There are skills you are developing through our lessons right now that will be necessary for your next English class. It makes sense that you attempt to continue learning to best prepare yourself for next year and not feel behind.
2.Colleges still do not accept D’s in any course. If you don’t earn a C or higher in this class, you will have to retake the course if you plan to apply to college. (Also, of course, an A in the course is preferable, and attainable, at this point.)
3.Make sure that you focus on the quality of the work you submit in order to demonstrate your mastery of the skill or material. I will still grade the assignments that you turn in—you want the work you submit to help actually raise your grade.
4.You have a unique opportunity to raise your grade! All work is almost like extra credit as your grade cannot be lower than it was on March 13. Take advantage!
5.You all have personal integrity and a drive to learn. Our work together should not just be based on a grade at the end but on the process and what you gain from learning and thinking about academic ideas. Also, we are the teachers you have a relationship with and will be asking for letters of recommendation and such. We want to think the best of you!
6.Consider possible district policy changes or adjustments. Make sure you are always doing your best in all of your classes.
All work for this semester is due by the hard deadline of Tuesday, June 9 so I have time to assess and submit grades.
Monday, June 8, 2020
1. Read Epilogue
Friday, June 5, 2020
1. Read The Rope
Wednesday, June 3, 2020
1. Read Chapters 8, 9, 10, 11, 12 of The Storm
2. The Storm ends very dramatically. Write a new ending to this section in the same tone. Your ending should be at least 1 full page.
Monday, June 1, 2020
1. Read Chapters 3, 4, 5, 6, 7 of The Storm
2. Discuss at least 3 central ways that Dana and Kevin's relationship has been impacted by her time travel and her experiences. Use evidence from the text to support your answer. Be specific!
Friday, May 29, 2020
1. Read Chapter 16 of The Fight and Chapters 1 and 2 of The Storm.
2. Write a paragraph explaining why you think that Butler called this section of the novel, The Fight.
Refer to specific details from the text to support your answer.
Wednesday, May 27, 2020
1. Read chapters 11, 12, 13, 14, and 15 of The Fight.
2. Write a paragraph that best describes Dana's attitude at this point in the novel.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Friday, May 22, 2020
1. Read my comments on your first body paragraph. Write the next body paragraph with my comments in mind.
Wednesday, May 20, 2020
1. Read and take notes on Chapters 7, 8, 9, 10 of The Fight.
Monday, May 18, 2020
1. Read and take notes on Chapters 4, 5, and 6 of The Fight.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Friday, May 15, 2020
1. Write the first body paragraph for the essay you began last Friday. Be sure to include and cite evidence from the text.
Wednesday, May 13, 2020
1. Read and take notes on Chapters 1, 2, and 3 of The Fight.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Monday, May 11, 2020
Keep working on submitting all late work.
Friday, May 8, 2020
1. Write the 2 questions and Introduction (with thesis) for the following essay prompt:
Write an essay in which you discuss the way Butler uses literary devices to develop her tone on page 74.
Wednesday, May 6, 2020
1. Using your questions from last Friday, post at least 3 times in a discussion about The Fall in which you ask a question and respond. Please use and cite evidence to support your responses in this discussion.
Monday, May 4, 2020
1. Make sure that you read the updated grading policy I posted in red at the top of this page. Spend time this week making up any work you need to.
Friday, May 1, 2020
1. Read and take notes on Chapters 7 and 8 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Write 10 High Level Questions about the entire section The Fall
Wednesday, April 29, 2020
1. Read and take notes on Chapters 5 and 6 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Submit your notes on schoology
Monday, April 27, 2020
Let's check in--let me know how you are doing. Also, find someone else to respond to, someone you haven't really talked to since we have all been at school.
Friday, April 24, 2020
1. Read and take notes on Chapters 3 and 4 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Submit your notes on schoology
Wednesday, April 22, 2020
1. Read and take notes on Chapters 1 and 2 of The Fall
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Submit your notes on schoology
Friday, April 17, 2020
1. Read Chapter 6 of The Fire in Kindred
2. Think about the entire section The Fire that we have read so far in this novel. Compose 10 high level questions (open-ended, "how" or "why" questions) about this section and submit the questions on schoology.
3. Then, post at least 3 times in a discussion about The Fire in which you ask a question and respond. Please use and cite evidence to support your responses in this discussion.
Wednesday, April 15, 2020
1. Read Chapters 3, 4, and 5 of The Fire in Kindred
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Monday, April 13, 2020
1. Can we please have another check-in discussion? I would like you to post thoughts about being in quarantine, how you are doing, how you feel about your coursework, what you are thinking about, etc. Just let me know what's on your mind. Please write at least 5 sentences.
Wednesday, April 1, 2020
1. Read Chapters 1 and 2 of The Fire in Kindred
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
2. Kindred Questions 2: Write a five-sentence summary of the chapters. Please bold the ONE sentence in your summary that you feel captures the main idea in these chapters.
Monday, March 30, 2020
A couple of things:
Just to let you know, my "office hours" are Monday-Friday 8:30am-3pm during which time I will be answering email within the hour. If you need to talk about anything at all, don't hesitate to reach out to me.
Also, remember to do your best to submit all of your assignments on time and demonstrating your best effort and ability. If you need internet, a device, or other help, please let me know! Our expectation is that you will use this time to work and learn, though remotely, and complete your 11th grade year well!
Make sure you submit all the Kindred Questions 1 from Friday.
Friday, March 27, 2020
Kindred Questions 1
Prologue: The purpose of a prologue is to provide necessary backstory for the novel which cannot be told in any other way. Often, it serves to provide a general background or to set the stage for the drama to come.
En Medias Res: In medias res is Latin for "into the middle of things." It usually describes a narrative that begins, not at the beginning of a story, but somewhere in the middle—usually at some crucial point in the action.
Given the above literary terms and their definitions answer the following questions. Please make sure that each answer is one full paragraph.
1. What is the purpose of this prologue, be specific?
2. What effect does the use of en medias res have on the audience, as the story begins?
Subtexting is written from the 1st person point of view.
The following should come through in your writing:
- how you think the character is feeling
- the qualities or personality traits the character is displaying that make her/him deal with the given situation in a particular way
- the circumstances that are affecting her or his actions
- what seems to be motivating this character
- how the character reacts to other characters and the key conflicts in the scene
"Before me was a wide tranquil river, and near the middle of that river was a child splashing, screaming…"(13).
Try to capture what you think is going on in Dana's mind based on how Butler has characterized her thus far. Subtext what she could be thinking and feeling that Butler has not given us? If you're stuck, go through the list above regarding what should come through in your subtexting.
4. Subtext #2: Unknown man
"'What the devil's going on here?' A man's voice, angry and demanding"(14).
Who is this man? What is he doing here? What do you think the man is feeling? Thinking? How will he deal with the given situation? How might he react to the other characters in the scene?
5. Subtext #3: Kevin
"He spun around to face me. 'What the hell…how did you get over there?' he whispered" (14).
What could be going on in Kevin's mind and what might he be feeling? How would he deal with the given situation? How would the circumstances affect his actions? What might motivate his actions/decisions? How would he react to Dana in the scene?
Wednesday, March 25, 2020
1. Please begin reading at page 34 of the PDF on the chapter entitled Prologue. Read Prologue and The River.
Here is the PDF of Kindred:
https://archive.org/details/kindred01butl/page/n33/mode/2up
Monday, March 23, 2020
Today we begin reading our next novel! It is related to Douglass in that it is a fictional slave narrative in the science fiction genre. We will be reading Kindred by Octavia Butler.
1. Please look up the word "kindred" in the dictionary. Based on the definitions you find and my introduction above, write a paragraph predicting what the novel might be about.
Friday, March 20, 2020
1. On this discussion thread, we will discuss Chapter 11 using the questions you wrote for the previous assignment. Please either ask a question or post a response. Make sure you use evidence from the text to support your response. Please make sure to post at least 3 different times on this thread. Thanks!
Wednesday, March 18, 2020: I WILL SUBMIT GRADES AFTER THIS ASSIGNMENT. REMEMBER, THIS IS ONLY A PROGRESS REPORT.
1. Read Chapter 11 and type 5 high level questions about the chapter.
Monday, March 16, 2020
I hope you are all doing well and taking this time to sleep a little extra and be healthy. Over the next few weeks, you can expect 1-2 assignments per week to be posted on the weebly and submitted on schoology. All discussions will be assignments on schoology. We will be reading and discussing literature that I will post as a pdf. I will provide feedback on your work on schoology. Please do not hesitate to reach out to me about [email protected].
Note: I will post assignments for Monday, Wednesday, Friday for all classes.
1. Please check in with me on this discussion thread. Let me know how you are doing/feeling about our current COVID-19 situation. Please either post a thought and/or respond to someone else's post.
Thursday, March 12, 2020
SI 5
Tuesday, March 10, 2020
1. Read Chapter 10 Part 2 to page 59 (popcorn)
2. Questions
- What conclusion can you come to about the fact that Mr. Covey "never laid the weight of his finger upon [Douglass] in anger" (Douglass 43)?
- What is Douglass attitude toward holidays? Why? Use specific details from the text to support your answer.
- Write a brief dialogue between Covey and Freeland in which they discuss their different attitudes towards slaves and slavery. (About half a page at least).
- What can you conclude about the following statement: "I can say, I never loved any or confided in any people more than my fellow-slaves, and especially those with whom I lived at Mr. Freeland's. I believe we would have died for each other" (Douglass 49).
- What is the Douglass's purpose in narrating all of his fears about running away? (page 50)
- Write a paragraph that expresses Douglass's attitude toward the situation in which he and his fellow-slaves find themselves. Make sure that you use the same tone that Douglass uses in this section of the text. This paragraph should be inserted after the first paragraph on page 55.
- Choose a quote from the text that best supports Master Hugh's main motivation for helping Douglass.
- Explain the quote "The right of the grim-visaged pirate upon the high seas is exactly the same" (Douglass 59). What is the impact on the reader of this comparison?
1. Change Seats
2. Read Chapter 10 Part 1 to page 42 (popcorn)
3. Questions: 1. Give specific reasons why Douglass hates Covey. Use details from the text to support your answer. 2. Why does Douglass tell the specific story about what happens with Covey. Use a quote to prove your answer. 3. What is your reaction to the fight between Covey and Douglass?
Thursday, March 5, 2020
SI 4
Tuesday, March 3, 2020
1. Group Essay
Group 1: https://docs.google.com/document/d/1zedWYO4BRa6HOnKI9ZBJOsfJyceZsjFqNg0ETdiUsvQ/edit?usp=sharing
Group 2: https://docs.google.com/document/d/1jobkrs3EMGePRieSU1guhdQS6RsgzlqDhqjp-5CyUFo/edit?usp=sharing
Group 3: https://docs.google.com/document/d/11CoSXDtC8rJkphdKoo7T6JqE2JY7Vd1QtaoymtMu024/edit?usp=sharing
Group 4: https://docs.google.com/document/d/1bpGcirMERL-YBVJcsM5zDjAmmJACqLXVqsRkEbRBtrk/edit?usp=sharing
Group 5: https://docs.google.com/document/d/1ThhXeD-n5AAh0HB0BEHG-soMQF2L8epnFctJYOyxkYc/edit?usp=sharing
Monday, March 2, 2020
1. Team Seminar: Discuss with group, begin discussion on your questions, comment on 3 others after discussing with your group. Respond to 2 comments on your own questions.
https://docs.google.com/document/d/1PIfOirpgZTG873GP7D5gyqju8H5tBNkCiktrl2fLKio/edit?usp=sharing
Thursday, February 27, 2020
SI 3
Tuesday, February 25, 2020
1. Counselors
2. Read Chapter 9
3. Write 5 High Level Questions about the chapter. Please make sure they are "how" or "why" questions that cannot be answered with facts from the book. In other words, the answer should not be right or wrong.
Monday, February 24, 2020
1. Read Chapter 8 (Popcorn)
2. Writing
1. Find 5 words you don't know. Define them in your own words using context clues.
2. Why was the division of property between Mistress Lucretia and Master Andrew so horrifying to the slaves? Use and cite details from text to support your answer.
3. How was the value of the master’s property determined? How were the slaves valued?
4. What do you think Douglass means when he says that slavery has effects "upon both slave and slaveholder" (Douglass 27).
5. Compose a paragraph from the "grandmother's" perspective that would follow after the last full paragraph on page 29. Make sure you continue in the same TONE in which Douglass writes the earlier paragraphs.
Thursday, February 20, 2020
SI 2
Tuesday, February 18, 2020
1. Read Chapter 7
2. Writing (submit on schoology by 12:45)
1. Sophia Auld receives in “irresponsible power,” changing her naturally kind disposition. What does "irresponsible power" mean in this context?
2. What moral or lesson does Douglass learn from reading about the conversation between the slave and his master in the book The Columbian Orator? What does he learn from Sheridan’s speech?
3. At this point in his life, why does Douglass find himself “regretting” his own existence? Explain the term "regretting" using your own words.
4. What conclusion can you come to about Douglass's confusion about the abolitionists? Use and cite details from the text to support your answer.
5. What inference can you make about Douglass learning to write? Use and cite details from the text to support your answer.Why does Douglass learn how to write?
3. Rewrites
Thursday, February 13, 2020
SI 1
Tuesday, February 11, 2020
1. Essay
2. Change Seats
3. Intro to SI and reading
Monday, February 10, 2020
1. Essay Review
2. Seminar
3. Based on the discussion notes, state the key arguments, or central arguments addressed in the discussion.
Thursday, February 6, 2020
Read Chapter 5: Characterization and Conclusions
1. What is revealed about Mr. Lloyd's character in the beginning of Chapter 5? Evidence?
2. What type of person is Mrs. Auld? Evidence?
3. What conclusions can you make about Douglass's transfer from Mr. Lloyd to Mr. Auld? Quote and cite at least 2 pieces of evidence.
Read Chapter 6: Characterization and Conclusions
1. How does Chapter 6 impact Douglass's characterization of Mrs. Auld? Evidence?
2. What type of person is Mr. Auld? Evidence?
3. What conclusions can you make about Douglass's attitude toward reading? Quote and cite at least 2 pieces of evidence.
Write 5 High Level Questions about Chapters 1-6 and submit on schoology. Please do this by yourself.
Tuesday, February 4, 2020
1. Read Chapter 3
2. Writing: Inferences (submit on schoology)
An inference is a conclusion you can make based on information. An educated guess.
- What inference can you make about the fact that the Colonel prevents slaves from stealing fruit from his garden?
- What can you infer about the Colonel's cruelty to Old Barney and Young Barney?
- What can you infer about Douglass's comparison of the Colonel's wealth to Job from the Bible?
- What inferences can be made about the slaves saying either nothing about their masters or praising them?
4. Writing: Use of evidence (submit on schoology)
- Find and cite 2 quotes that prove that Mr. Gore is terrible.
- How does Mr. Gore benefit from killing Demby? Find and explain evidence that proves your response.
- Cite 3 events from the chapter (other than Demby's murder) which prove the common belief at the time among white children that the slaves' lives were not valuable.
Monday, February 3, 2020
1. Read 2 and Questions
Read Chapter 2:
- What is the purpose of the sloop Captain Auld commands? Evidence?
2. What is the monthly food and clothing allowance for an adult slave? What do the children receive?
3. Why do the slaves consider Mr. Hopkins to be a good overseer?
4. Why do the slaves consider it a great honor to be asked to run an errand to the Great House Farm?
5. What mistaken conclusion do many white people make when they hear slaves sing?
6. Find 2 examples of pathos--appeal to the reader's emotions--in this chapter. Quote and cite each and explain what emotion response Douglass hopes his readers will have - hursday, January 30, 2020
Tuesday, January 28, 2020
1. ICA
Monday, January 27, 2020
1. ICA
Thursday, January 23, 2020
1. Read Letter: 1. What is the Phillips' purpose in writing this letter? Evidence. 2. What is the purpose of including this letter in the beginning of the narrative?
1. Read Chapter 1:
- Why does Frederick Douglass not know his true age or date of birth?
- What is Douglass’ relationship with his mother? Who is his father? Who raises Douglass?
- Why do the slaves who are also the illegitimate children of the slaveholder suffer more than other slaves?
- What kind of overseer is Mr. Plummer? In what way does Mr. Plummer show Douglass “the blood-stained gate, the entrance to the hell of slavery”? What offense does Aunt Hester commit?
- Write a page of dialogue between Douglass and his mother. Insert it after the 5th paragraph of Chapter 1.
Tuesday, January 21, 2020
1. HL Questions (jigsawed)
2. Seminar
3. Writing:
1. Based on our discussion and your notes, identify 3 new ideas that you have after the discussion.
2. Would you say that racism still exists in today's society? Defend your answer with reasons.
3. Why do you think that we read slave narratives in this class? What is the purpose?
Friday, January 17, 2020
Unit Docs #3
https://www.nytimes.com/2018/02/22/opinion/frederick-douglasss-scientific-racism.html Group 5
1. What is polygenism?
2. What is Douglass's central argument about polygenism? Use evidence and explain how it proves what you state.
3. What is the author's central argument in the article? Use evidence and explain how it proves what you state.
Thursday, January 16, 2020
1. Unit Docs #4
https://www.ted.com/talks/paul_rucker_the_symbols_of_systemic_racism_and_how_to_take_away_their_power/transcript?referrer=playlist-10_great_talks_to_celebrate_bl#t-401244 Group 4
What does he argue is the power of these artifacts he discusses?
What is the purpose or meaning of his works of art?
What is his central argument?
2. Unit Docs #2
https://assets.aspeninstitute.org/content/uploads/files/content/docs/rcc/RCC-Structural-Racism-Glossary.pdf Group 6
Define each term in your own words in no more than one sentence.
Wednesday, January 15, 2020
1. Discuss your notes and use them to develop a thesis statement with your group. Please write the 2 questions and the thesis. I will only grade groups who have discussed and worked together to do this work. Examine the key features of slave narratives and how they are used to create the overall purpose. Due at 2:30
2. Begin Unit Docs #1
https://www.heritage.org/political-process/report/frederick-douglasss-america-race-justice-and-the-promise-the-founding (only read the first section--stop at "A Life and Times of Frederick Douglass") Group 2
3. Take notes and find the author's Central Argument
Tuesday, January 14, 2020
1. Finish yesterday's reading
Monday, January 13, 2020
1. Change Seats
2. Review Syllabus and Class Expectations
3. Intro to Douglass on IPAD (Winter Stuff) and notes
https://docsouth.unc.edu/neh/intro.html Group 1
http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/slavenarrative.htm
(Read up until "Different Perspectives on Life in the North from Three Slave Narratives") Group 3
_______________________________________________________________________________________________________
Friday, December 20, 2019
1. Finals (SBA) Finish
2. Review and Redo
Tuesday, December 17, 2019
1. Final (SBA) Listening/Research
2. Review and Redo
Thursday, December 12, 2019
1. Essay
2. Review and Redo
Tuesday, December 10, 2019
1. Vocab again
2. Read pages 123-135
3. Write
4. Reflect on prediction
Monday, December 9, 2019
1. Advice on the SBAC Essay
2. New Plan for Final
3. Score Vocabulary
4. Do New Vocabulary
5. Score New Vocabulary
Thursday, December 5, 2019
1. Complete questions on 112-123
2. Predict
3. STAR Reading Test
Tuesday, December 3, 2019
1. Group dialogues and present
2. Finish classwork from Monday
3. Vocabulary Sheet
4. Read pages 112-123
5. Why does Elizabeth not want to speak with Proctor?
Monday, December 2, 2019
1. Review the play
2. pages 99-111
3. Write
Thursday, November 21, 2019
1. Assessment: Essay
2. Finish Questions for 87-99
Tuesday, November 19, 2019
1. Assessment: Essay
Monday, November 18, 2019
1. Assessment: Essay
Thursday, November 14, 2019
1. Write about 77-81
2. Read The Crucible pages 81-87 and take notes to turn in
3. Discussion about these questions:
- Why does the court not want to hear Giles's evidence to defend his wife?
- What can you infer about Danforth's refusal to accept Mary Warren's statements?
- What is Danforth's goal in questioning Proctor? What is he trying to prove?
- Explain the statement: "a person is either with this court or he must be counted against it, there be no road between" (Miller 87). What conclusions can you draw?
- What is Danforth's tone? Evidence?
5. Write with Elbow Partner
- Why does Giles refuse to give any name? Evidence?
- Is Danforth biased? What side is he on?
- Why does Danforth repeat "Has he ever threatened you?"?
- Why does the court believe Abigail over Mary Warren?
- What is Proctor's attitude toward Abigail now? Evidence?
- Why does Parris lie? Evidence of his lies?
- Why is Mary Warren conflicted?
Tuesday, November 12, 2019
1. Finish Essay Sheet
2. Read The Crucible pages 139-143 and take notes to turn in
3. Write:
- Why does John go to see Abigail? Cite 2 pieces of evidence to prove your claim. Explain how each supports your claim.
- Why does Abigail refuse to do what John wants? Cite 2 pieces of evidence to prove your claim. Explain how each supports your claim.
- What conclusion can you come to about why this scene was cut from the play?
Thursday, November 7, 2019
1. Read The Crucible pages 59-76
2. Write
3. Begin Essay Sheet
Tuesday, November 5, 2019
1. Read The Crucible pages 47-59
2. Write
3. Work on Essay Sheet
Crucible pages 47-59
- What conclusion can you come to about the relationship between John and Elizabeth Proctor? Evidence?
- What is Mary Warren’s evidence that Goody Good is a witch? That Goody Osburn is a witch? Is the evidence credible?
- Why does Abigail want to accuse Elizabeth of witchcraft? Evidence?
- What is Proctor’s attitude toward Abigail? Evidence?
Monday, November 4, 2019
1. Change Seats
2. Read The Crucible Finish Act 1
3. Write
Crucible pages 34-46
- What proof does Giles have for his wife being a witch? Is it credible? Why or why not?
- Is Tituba telling the truth to Hale? Why or why not?
- Find and cite 2 quotes that prove that Hale’s questions are biased.
- What is the tone of the end of Act 1? Evidence?
Thursday, October 31, 2019
1. Essay portions
Tuesday, October 29, 2019
1. Literary Texts Assessment
2. Redo/Finish Analysis of The Crucible
Monday, October 28, 2019
1. Read The Crucible
2. Write
Thursday, October 24, 2019
1. Read The Crucible
2. Write
Tuesday, October 22, 2019
1. McCarthyism and The Crucible (cont.)
2. Read Political Context and discuss author's attitude and key vocabulary
https://millercenter.org/the-presidency/educational-resources/age-of-eisenhower/mcarthyism-red-scare
3. Watch Murrow's denunciation of McCarthy and evaluate rhetorical strategies.
https://www.youtube.com/watch?v=8wMiPkaofjw
4. Listen to NPR broadcast about Trump and Media as scapegoat.
https://www.npr.org/2018/09/02/643761979/president-trumps-description-of-whats-fake-is-expanding
5. Write central arguments to tie all texts together.
Write a thesis statement in which you take a position about the relevance of studying "The Crucible" in today's society?
1. 2 questions
2. Thesis statement
3. 6 pieces of evidence (quotes or paraphrase)
Monday, October 21, 2019
1. Discuss Brief Writes Assessment: strengths and weaknesses
2. Word Bank and Arthur Miller and Style and Structure
3. Read Article on McCarthyism and Red Scare
4. Define words with context clues only:
Para. 1: 1. lurking, 2. alleged, 3. denunciations, 4. fear-mongering
Para. 3: 5. agonized
Para. 4: 6. stymie
Para. 7: 7. subversion
Para. 8: 8. clemency
Para. 10: 9. discredit
Para. 11: 10. plum
Wednesday, October 16, 2019
1. Essay
Tuesday, October 15, 2019
1. Finish Brief Writes Assessment
2. Complete any work on Salem Docs that you didn't finish
Friday, October 11, 2019
1. Brief Writes Assessment
Tuesday, October 8, 2019
1. Salem Docs
2. SBA Writing
Thursday, October 3, 2019
1. Change Seats
2. Discuss SBA
3. Salem Docs: Examination of Sarah Good and Testimony against Bridget Bishop
4. SBA Writing
Testimony: Write an introduction to the testimony that establishes and introduces a clear claim about the credibility of the evidence presented against Bridget Bishop in this text.
Examination: Write an introduction to this interview that introduces Sarah Good and establishes the tone of the text.
Tuesday, October 1, 2019
1. Essay
2. Essay Scoring
Thursday, September 26, 2019
1. Discuss Test and Prep
2. Work with Hawthorne story--Symbolism, Tone, Theme, Dialogue
2. Seminar
Tuesday, September 24, 2019
1. Continue reading Hawthorne story
2. Symbolism
Monday, September 23, 2019
1. Reading Test
2. Continue story
Thursday, September 19, 2019
1. Hawthorne
2. Review Rubric
3. Essay Rewrite
Tuesday, September 17, 2019
1. Essay
Monday, September 16, 2019
1. Diction, Tone, and Figurative Language in Sinners
Thursday, September 12, 2019
1. Logos, Pathos, Ethos
2. Sinners
3. Discuss Essay
4. Essay Rewrite
Tuesday, September 10, 2019
In-class Essay
Monday, September 9, 2019
1. Seminar on Puritan texts
Thursday, September 5, 2019
1. Fix High Level Questions
2. Writing an Essay: Body Paragraphs
3. Read Puritan texts and Questions
Tuesday, September 3, 2019
1. Read Puritan texts
2. Writing an Essay: Prompt, Intro, and Thesis
Thursday, August 29, 2019
1. Literary Devices (10)
2. Read Puritan texts
Tuesday, August 27, 2019
1. Socratic Seminar
2. Literary Devices
Monday, August 26, 2019
1. Pictures
2. HL Questions in Groups
3. HL Questions on board
Friday, August 23, 2019
1. Purpose of "Funeral Oration" and "Calendar Fragments"
2. Read and annotate "Deer" poems and "Sun, My Relative"
3. Questions
Thursday, August 22, 2019
1. Read and annotate "Song of the Sky Loom" and "Calendar Fragments"
2. Questions
Wednesday, August 21, 2019
1. Get Textbooks
2. Finish reading and annotating History text
3. Central Ideas (3), Inferences (2), Purpose
Tuesday, August 20, 2019
1. Syllabus
2. Weebly
3. Writing: 1. What do you hope to learn in this class this year? 2. What are some of your strengths and weaknesses as a student? 3. Tell me something about your outside of school interests.
4. Annotations
5. Read and annotate intro to Puritans