2018-2019 English 3 - Plans
*** Dates in the past are what we did those days. Dates in the future are what we have planned, and the plans may change. ***
FIRST SEMESTER
August 22 (half day)
Slide show about me so students know who they're dealing with.
Assignment: Sign up for Remind 101 and Google Classroom.
August 23
We took a brief tour of my website.
August 24
Guidelines and suggestions for AR books
Go to the library to find AR books.
We'll lock in our AR books in about two weeks.
FIRST SEMESTER
August 22 (half day)
Slide show about me so students know who they're dealing with.
Assignment: Sign up for Remind 101 and Google Classroom.
August 23
We took a brief tour of my website.
- I encourage students and parents to bookmark it for easy access.
August 24
Guidelines and suggestions for AR books
Go to the library to find AR books.
- Make sure your book is an AR book by checking here.
- You can find books our library doesn't have using MEL.
- Jackson District Library is another option for books our library doesn't have. I use this site to get good books all the time.
We'll lock in our AR books in about two weeks.
- Get far enough so you know you chose a book you'll like or so you have time to change if you don't like it.
August 27
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Pre-tests
August 28
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- a. the earlly British settlers the Celts were a people influenced by thier magical Religion
- b. the mythology of the Celts have influenced English and Irish Writer’s for centuries
- a. despite the growth of Christainity the anglo saxon religion remained strong
- b. the anglo saxon religion remains evident in are readings.
- SIP #1 - Article (just read it today; we'll write the SIP later)
- SIP #1 - Scaffolding (use these questions to make sure you understand the article)
- Compare their life expectancy to ours.
August 29
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SIP #1:
Write a basic, brief outline first (due by August 30).
- Use this sample as a guide for your outline.
- the speed of life
- the importance of forests
- diet
- politics and defense
- housing and sleeping arrangements
- life expectancy
- illness/disease
- childhood
- population (and population control)
- thoughts about the future
- Use this checklist as well as your outline to make sure you're including the most common parts of an essay.
August 30
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Continue work on SIP #1 outline and essay.
August 31 (no school)
September 03 (no school)
September 04
Learning Target: L.6.2a:
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
a. three norse chess piece which were carved of walrus ivory was found on a Scottish island
b. there arent vary many of the ancient relics left
Daily Sentences 04
a. the epic Beowulf is to England what Homers Iliad and Odyssey are to Greece
b. Beowulfs name may mean bear but we dont know for sure
Start notes on oral culture, epics, Beowulf and the Anglo-Saxons with the PowerPoint (slides 01-10)
Assignment: (handout) Origins of the Days of the Week (my advice is to look it up using a website like this one)
September 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Continue notes on oral culture, epics, Beowulf and the Anglo-Saxons with the PowerPoint (slides 11-22)
September 06
Learning Target: L.4.1g.
- Correctly use frequently confused words (e.g., to/too/two; there/their/they're).
- I talked about how the words there and where contain the word here. These location words are related.
a. Nancy have you read about the villian Humbaba Ms Jones asked
b. yes he is in the story in which gilgamesh is the hero replied Nancy
Daily Sentences 06
a. chris might of went with them boys but I cant say for sure
b. are you gonna call over their to see if hes with them
Finish notes on oral culture, epics, Beowulf and the Anglo-Saxons with the PowerPoint (covered slides 16-end).
- If time, we looked up first names to see where they came from. Most students' names we looked up were from the UK (Anglo-Saxon, Welsh, Scottish, Irish), which helps reinforce how much of our culture has come to us from there.
September 07
Learning Target: CCSS.ELA-LITERACY.CCRA.R.7
- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
I did an example reading minute with the prologue to Dan Brown's book Deception Point.
Article about Viking ring fortress found in Denmark
- We're still learning things about the ancient Anglo-Saxons
- 1000 years ago, invading England
- That fits into what we've seen on maps about the Anglo-Saxon migration to (invasion of) England.
- The size of this fortress, and how its gates faced the four compass directions -- quite sophisticated
Assignment: Understanding Kennings
September 10
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
Purple lit. books: p.49 (alliteration, kennings).
Beowulf:
Quick review: alliteration, kennings, different religious beliefs, importance of fame, etc.
Read and take notes on sections 1-2 (lines 001-058):
We examined word choice and story elements:
September 11
Learning Target: L.4.1g.
a. a example of a elegy is The Seafarer
b. could you have wrote a elegy like that
Daily Sentences 08
a. were trying to guess the answer’s to them riddles
b. there to hard to figure out
Beowulf: Finished sections 2-4.
Quick review: Wer-gild: what it is and what it does.
New stuff:
September 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
Beowulf:
Quick review: Beowulf's motivations: adventure, his fate, earn fame, earn $, help others (good vs. evil)
September 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
a. did you see them two player’s who scored so many points in last weeks game
b. him and Mike play good cause they practice alot
Daily Sentences 10
a. weve come along way since anglo saxon times
b. however much of our basic vocabulary has came to us from the anglo saxon language which we call old English
Beowulf:
Read and take notes on section 8 through section 10:
September 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
Beowulf:
Read and take notes on section 11, looking for figurative language:
The Anglo-Saxons (at least the adults) probably didn't believe in these monsters. So why tell these stories?
They couldn't read/didn't have books, so how best to pass on their values to the next generation?
What better way than telling stories in which characters who
Assignment (in class): part 1 questions #6, 9 (complete sentences; can work in small group)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Purple lit. books: p.49 (alliteration, kennings).
Beowulf:
Quick review: alliteration, kennings, different religious beliefs, importance of fame, etc.
Read and take notes on sections 1-2 (lines 001-058):
We examined word choice and story elements:
- Christian religious beliefs here in the beginning -- this sounds like God creating the Garden of Eden (lines 06-13)
- Cain is Grendel's ancestor -- why mention that? (lines 20-21)
- alliteration (e.g. W and D sounds in lines 30-32)
- how (and why) we know little about Grendel, but we are told of his ferocity and his strength (lines 37-40)
- how and why the monster attacks at night (lines 30, 49-50, etc.)
- "lust for evil" (52-3)
September 11
Learning Target: L.4.1g.
- Correctly use frequently confused words (e.g., to/too/two; there/their).
- We talked about how the words were and we're, there and they're.
a. a example of a elegy is The Seafarer
b. could you have wrote a elegy like that
Daily Sentences 08
a. were trying to guess the answer’s to them riddles
b. there to hard to figure out
Beowulf: Finished sections 2-4.
Quick review: Wer-gild: what it is and what it does.
New stuff:
- "twelve winters," as opposed to just saying "twelve years" or "twelve summers" (62)
- it seems the Danes were expecting some kind of wer-gild -- either from Grendel or for Grendel -- to stop the killing (68-73)
- "mankind's enemy," a kenning for Grendel, but why use it in that line? (79)
- Hrothgar's throne protected by God (84) but the Danes praying to "old stone gods" and looking for "the Devil's guidance" (84-93)
- Omens (118)
- God deciding who would win (174-5), or is it up to Fate? (189)
- Beowulf seems to think he has a "duty" to help (150)
- And his request sure is strange -- like nothing we would ask for (165-6). But it'd be a good way to become famous, and remember why he wants fame so much...
- And he takes it a step further... (172-4) Again, I can't think of a better way to get fame.
September 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Beowulf's many motivations.
Beowulf:
Quick review: Beowulf's motivations: adventure, his fate, earn fame, earn $, help others (good vs. evil)
- but why did he say yesterday it was his "duty" to help the Danes (line 150)?
- Hrothgar tells the truth about why Beowulf is here (he bailed out Beowulf's dad; wer-gild)
- Unferth challenges Beowulf (jealousy; and this is a reaction we would find normal today)
- Beowulf tells the truth about his swimming match with Brecca.
- By the way, who doesn't swim in freezing waters for a week at a time, carrying a sword to fight whales or needlefish, and wearing chain mail...?
- Beowulf tells us more about Unferth -- and why what he did is so bad.
- This is probably the worst crime in their society.
- Beowulf and his focus on fame.
- He's willing to die trying to get famous.
- Hrothgar as a "ring-giver" to Beowulf, even though he's a Geat
- Beowulf is here to help for many reasons, one of which is to get paid.
September 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- We talked about many possible interpretations of the details (why the Geats sleep through all the noise, why Beowulf allows one of his men to die) and how they would depend on what we thought of Grendel's powers and Beowulf's character, respectively.
a. did you see them two player’s who scored so many points in last weeks game
b. him and Mike play good cause they practice alot
Daily Sentences 10
a. weve come along way since anglo saxon times
b. however much of our basic vocabulary has came to us from the anglo saxon language which we call old English
Beowulf:
Read and take notes on section 8 through section 10:
- Section 8:
- Foreshadowing (lines 398-402)
- The fight with Grendel: How could the Geats be sleeping through all that noise? (403-407)
- Grendel eats one Geat. Did Beowulf let that happen?
- Was he trying to maintain the element of surprise?
- Was he watching to see how he should fight such a monster?
- Was he scared of Grendel?
- Kennings: (432, 467) // alliteration (444, 450-454) // references to religions (393, 416, 467)
- Section 9:
- Grendel has at least some magic -- "stone skin" (481-485); does he have other magic that makes the other Geats sleep?
- Isn't it an interesting coincidence that Grendel cannot be harmed by weapons and Beowulf promised to fight without weapons...?
- Why Grendel yanks his own arm off (compare to animal caught in trap).
- Boasting is acceptable, as long as you can do what you say (509-510)
- What Beowulf does with Grendel's arm and why (514-517) -- compare to hanging antlers or a stuffed head/animal as a trophy
- Section 10:
- Grendel's immense powers (evident upon his death, as the swamp churns due to his blood/magic)
- Beowulf is already famous (they're already telling his story, and we're still telling it well over 1,000 years later)
September 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Beowulf:
Read and take notes on section 11, looking for figurative language:
- The great word choice that paints a picture of Grendel's lair (dark, black, cold, mist, snake-like tree roots, lake of fire, deep, etc.)
- And notice how a deer chased by hunting dogs would rather die on the land than attempt to escape by running into the swamp
- There must be such an obvious presence of evil there that the animal won't even take that chance.
The Anglo-Saxons (at least the adults) probably didn't believe in these monsters. So why tell these stories?
They couldn't read/didn't have books, so how best to pass on their values to the next generation?
What better way than telling stories in which characters who
- kill indiscriminately
- don't care about God/gods
- don't care about fame
- don't care about money
- and even live with the mother, rather than caring about the father's side of the family, as the Anglo-Saxons did
Assignment (in class): part 1 questions #6, 9 (complete sentences; can work in small group)
September 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- We talked about Beowulf's victory followed immediately by the bright light, despite how deep he is.
Handout: Permission Form for The Thirteenth Warrior.
Beowulf:
Read and take notes on section 12-13:
- naming a sword?
- swimming for hours?
- metaphors - hostess/guest (as a joke for their battle); sword "singing" Beowulf's strength
- It takes a giant-made magic sword to kill Grendel's mother
- (this one is an essay question on the test): the bright light that shines when she is killed -- what that symbolizes (good triumphing over evil, and God's approval)
- also chopping off Grendel's head, even though he's already dead
- Grendel's blood eats away the blade of this giant, magic sword
- Beowulf brings Grendel's head back as a trophy to replace Grendel's arm. (It takes four normal men to carry it...)
September 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.6
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- Who is the real audience for Wiglaf's speech?
a. feudalism a social system based on loyallty and land tenure replaced the social structure described in beowulf
b. a women in medieval society was always subservient to a man; weather she was married or not
Daily Sentences 12
a. ballads sung in the Applachian mountains were discovered by researchers to be markedly simular to many British ballads
b. for example the Appalachian Ballad John Randolph is very much like the Scottish ballad Lord Randall
Beowulf: read and take notes on section 14-15:
- Beowulf "going it alone" all the time, even putting his life on the line when he's king, because he's fame hungry -- as a result, his men don't know how to do things for themselves
- Why would he yell that battle cry to let the dragon know he's coming? Why not sneak attack?
- Anglo-Saxon religious beliefs are evident in lines 736-741, and it doesn't sound very nice. It makes sense that he'd care about beating death by gaining fame rather than look forward to an afterlife like that.
- Only Wiglaf stays to help when all the other men run away, scared.
- Why does he stay? He owes Beowulf for all the land, equipment, and wealth given to him and his family.
- Why did everyone else leave? They don't know how to do anything challenging for themselves because Beowulf always did things (by himself) for them.
- His need for fame makes him a great warrior, but not a very good king.
- Wiglaf's speech to the sissies: more for the audience than it is for the guys running away (how should they think when they're afraid?), because as far as the "story" goes, he should have run in to help Beowulf immediately and yelled at them later.
- It's lines 2694-2715 in Burton Raffel's translation.
September 19
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Beowulf: read and take notes on section 16-17 [end]:
- Beowulf's dying wish for a tower and why (and why there).
- He wants his story to be remembered and also spread around the world, so a tower by the sea would be seen by sailors who would then take the story with them back to their homelands.
- Why the Geats don't keep the treasure as Beowulf wanted -- feeling of guilt for not helping him?
- Is Beowulf a great warrior? No question.
- But is he a good king? We have much less evidence, but it sure doesn't seem so.
- For one thing, it seems the Geats don't survive as a people much after his death (lines 821-824).
- We've all heard of Danes and Denmark and Swedes and Sweden, but who has heard of the Geats before?
1. Fully explain why Beowulf comes to fight Grendel.
- Why is it culturally appropriate? Why does he say he’s here? Why else is he really here?
- Include what happened as a result immediately after their fight. Then fully explain the significance/symbolism of this event that happened after the battle.)
- Include details about what Beowulf wanted after the fight was over and whether he got exactly what he asked for.
- Also, provide at least one example of a pagan element and one example of a Christian element from the story.
September 20
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
September 21 (Homecoming -- some classes disrupted by running the ball, assembly, etc., plus it was a half day due to the heat index)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
September 24
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Worked on solving some Anglo-Saxon riddles.
Assignment: create an original riddle of your own.
September 25
all classes gone on college visits to Baker College, Jackson College, and Spring Arbor University
September 26
vocabulary words: abhor, counterfeit, hamper
read student riddles
Movie: The Thirteenth Warrior (about 00:31:30 in)
SEP 27
vocabulary words: noxious, remuneration, bigot
read student riddles
Movie: The Thirteenth Warrior (about 01:10:00 in)
SEP 28
Movie: The Thirteenth Warrior
Then independent reading for the rest of the hour: at least 10 min.
October 01
Learning Target: L.3.3a
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Grammar: Ch. 15: The Parts of a Sentence:
October 02
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Geoffrey Chaucer often called the founder of english poetry wrote The Canterbury Tales
b. Chaucer was a goverment official who served under 3 king’s
Daily Sentences 14
a. the greatness of The Canterbury Tales lays partly in Chaucers skilful use of language
b. however the sheer strength of Chaucers spirit and personality are also a contributing factor
We spent some time filling out the paperwork for tomorrow's ACT writing field test
Grammar: Ch. 15: The Parts of a Sentence: In class: WS 70 (1st course) and 48 (3rd course)
October 03 (6th hour did tomorrow's plans due to a fire drill -- they will do the field test tomorrow)
ACT writing field test #1
October 04
Learning Target: L.9-10.1a.
- Use parallel structure.
a. come a long Sarah, Mrs Evertons daugter said
b. you shoud enter a triathlon, you like running, biking, and to swim.
Daily Sentences 16
a. do you think that people with the Pardoners ethics and tricks still exist today queried Cheryl
b. of coarse they do Ive met some responded Alex
Grammar: Ch. 15: The Parts of a Sentence:In class: WS 71 (1st course) and 49 (3rd course)
October 05
Learning Target: L.7.1c.
- Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
- We experimented with converting indirect objects into prepositional phrases (and vice versa).
Making the Most of College: Students Speak their Minds: p.39-40: "getting the requirements out of the way"
Grammar: Ch. 15: The Parts of a Sentence:Assignment: WS 41-42
October 08
ACT writing field test
October 09
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. an out spoken women from the city of bath is won of Chaucers most memorable character’s
b. much of her opinions seems quiet bold for the middel ages
Daily Sentences 18
a. like the Canterbury tales by Geoffrey Chaucer other works of World lit. uses a framing device
b. as a result of one of his trip’s to Italy Chaucer may of been influenced by Giovanni Boccaccio’s writing
Grammar: Ch. 15: The Parts of a Sentence: In class: WS 75 (1st course) and 45 (3rd course)
October 10 (class disrupted by PSAT testing - over half of students were testing)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
October 11
Learning Target: CCSS.ELA-LITERACY.L.11-12.2.A
- Observe hyphenation conventions.
a. in twelth century France, their was a actual court that judged questions of romantic behavior and issues of love
b. The Art of Courtly Love a book written in the 12th century set down rules’ of love
Daily Sentences 20
a. the authur of Sir Gawain and the Green Knight wrote in an old fashioned style
b. as the story opens the knights of king arthur is feasting
Grammar: Ch. 15: The Parts of a Sentence:In class: WS 76 (1st course) and 46 (3rd course)
October 12
Independent reading: 10 min. +
Grammar: Ch. 15: The Parts of a Sentence:Practice Test: Grammar: Ch. 15: The Parts of a Sentence
- Discuss any questions the students had.
October 15 (no school)
October 16
Learning Target: L.6.2a
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
a. the english had been performing plays for several centurys before the renaissance
b. medieval drama as a matter of fact evolved from such religious ceremonys as the dialogue songs performed at easter
Daily Sentences 22
a. the first public theater in England was built in 1576 it was built by James Burbage
b. the globe the most fameous of the public theaters was owned by Shakespeares theaticral company
Grammar: Ch. 15: The Parts of a Sentence:
In class: WS 45/47 (6th course)
October 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Grammar: Ch. 15: The Parts of a Sentence:
In class: WS 38/45 (5th course)
October 18
Learning Target: CCSS.ELA-LITERACY.L.11-12.3
- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
October 19 (end of 9 weeks)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
In library for AR tests and to find your next AR book.
- When you find your book, or if you already have it, you can use the rest of the hour to read.
October 22 (first day of the second quarter)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
We watched a video about having a growth mindset (11 min.).
The Middle Ages: Take notes on these slides (got through slide 05)
October 23
Learning Target: L.5.2a
- Use punctuation to separate items in a series
a. the scenery in renaissance plays was kept to a minimum although the costumes was rich elaborate and expencive
b. in addition to the costumes many props were used beds tents thrones and dragons
Daily Sentences 24
a. Shakespeare who was born in Stratford-on-Avon in 1564 wrote over 36 plays
b. after a number of years in london Shakespeare was earning money as a playright a actor and a shareholder in a theater
We spent time going over the 10 most-missed questions on the previous grammar test.
The Middle Ages: Take notes on these slides (got through slide 11)
October 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
The Middle Ages: Take notes on these slides (got through slide 18-19)
October 25
Learning Target: L.6.2a.
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
a. by 1600, 6 of Shakespeares plays had been given as command performances at the court of queen Elizabeth
b. fortunatly for Shakespeare, he prospered even more under Elizabeths successor King James I
Daily Sentences 26
a. for tomorrow, read Act I of “The Tragedy of Macbeth” said Ms. Harden
b. in the play Macbeth witch carachter is told that he will be King
Continue with The Middle Ages notes and Slides (got through slide 27)
- Here's more information about Thomas à Becket and his assassination since most students know nothing about him.
October 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.Independent reading: 10 min.
Finish The Middle Ages: Finish notes and Slides (Geoffrey Chaucer, iambic pentameter, frame tales, pilgrimages, etc.)
Story: I told a story from one of Chaucer's influences, Giovanni Boccaccio's The Decameron. I told the story of Calandrino and the heliotrope.
October 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Literature: The Canterbury Tales:
Handouts: introductions and questions to "The Pardoner's Tale" (handout)
- Radix malorum est cupiditas -- not money is the root of all evil, but the LOVE OF money is the root of all evil.
- We had a quick discussion about greed and how money is neither good nor bad. (It can be used for good, for example.)
- Irony: a contrast or a discrepancy between expectations and reality.
- We talked about verbal irony (such as sarcasm or ironic nicknames, e.g. Tiny) as well as situational irony.
- Then we talked about Pardoners and how the church was quite corrupt during the Middle Ages.
- We talked about the belief in Purgatory and how such a belief could be used by a greedy priest to scare people into paying money for indulgences.
- We talked about relics and how the belief in relics was used by some corrupt leaders who used fake relics to scam people.
- I showed some pictures of relics I've seen in person.
- Note to self: 2013.06.12 pix #150, 153, 159 / 2013.06.14 pix # 45, 51-53, 57
October 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- How the narrator (the pardoner) is a hypocrite.
a. blank verse or unrhymed iambic pentameter a form of poetry that comes close to imitating the natural rhythm’s of english speech
b. many of Shakespeares plays are written in blank verse
Daily Sentences 28
a. soliloquies and asides is 2 useful devices for revealing to a audience a characters’ innermost thoughts and fealings
b. Macbeths changeing state’s of mind is expressed in soliloquies
Literature:
- The Canterbury Tales: "The Pardoner's Tale" (handout)
We read through the introduction together and started the story
- Here's a copy of "The Pardoner's Tale."
- We got to line 199; we'll finish it tomorrow.
October 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.6
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Finish "The Pardoner's Tale."
- Assignment (small groups): p. 154: #4, 11, 12 (green book)
November 01
The Canterbury Tales:
- Review the basics of Geoffrey Chaucer and The Canterbury Tales and also introduce the concepts of characterization and satire using these slides.
- Chaucer provides a "cross section" of his society -- his story includes examples of everybody -- male, female; rich, poor; educated, simple; liars, trustworthy; etc.
- I couldn't resist showing this picture of a humorous cross section of a kiwi.
- In the same way, we have TV shows that show cross-sections of our society, perhaps in an attempt to appeal to a broader audience: Saved by the Bell, The Amazing Race, etc.
- In the same way, we have TV shows that show cross-sections of our society, perhaps in an attempt to appeal to a broader audience: Saved by the Bell, The Amazing Race, etc.
- We also talked about characterization in our own lives (the clothes I'm wearing, the way I talk to students, the way students or other teachers react to me, etc.) as well as some pictures of famous people and how they're characterized: Snooki, Lady Gaga, Rocky, Shaggy & Fred, the cast of The Walking Dead (season 1).
November 02 (half day)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- This is much easier with the handout rather than using the books.
- Read and take notes on the introduction, the knight and the squire (lines 001-102) (we'll skip the yeoman).
November 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1, CCSS.ELA-LITERACY.RL.11-12.6
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
The Canterbury Tales:
- Read and take notes on the nun, the monk, the friar (lines 122-279. 295-318)
- Terms and concepts to talk about before each section:
- Nun: prioress, how nuns weren't allowed to keep pets or jewelry
- Monk: abbot, prior, how monks were supposed to study books all day (or even copy books by hand) -- do a search for middle ages monk and notice how more than half of the pictures have books in them -- or else to hard labor (e.g. farming)
- Friar: limiter (he's allowed to preach and beg in a defined area, and he's supposed to give the $ to the poor), confession, absolution, penance, shrift/shriven
- Friars and monks were supposed to wear clothes like this, but I picture this friar's clothes to look more like this.
November 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Read and take notes on the skipper, the doctor, and the wife of Bath (lines 398-486)
- Vintage here means "wine."
- Medical "experts" for much of human history have believed in the four humors.
- Why would someone like the Wife of Bath (or someone today) wear a hat like this?
- Read and take notes on the parson, the plowman, and the miller (lines 487-584)
- We talked about how the word pastor comes from the French word for shepherd, and why that makes sense.
- There's a saying about honest millers having golden thumbs.
- Perhaps it means there are no honest millers, since no one has a thumb of gold.
- The part about the miller's scale (how he charges people three times what he's owed) reminds me of this.
November 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Read and take notes on the summoner, the pardoner, and the host (more specifically, the terms of the storytelling contest) (lines 641-856)
November 08 (had a sub)
Time to finish and turn in the assignment from yesterday.
Time for independent reading (the remainder of the hour).
November 09 (had a sub)
Time for independent reading (the entire class period).
Reminders:
- AR #2 due by November 30
- AR #3 due by December 14
November 12 (had a sub)
Work on SIP #2 using Chromebooks.
November 13 (had a sub)
Work on SIP #2 using Chromebooks.
November 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- We talked about what women today want the most.
- Typical responses include money, attention, flattery, true love, honesty, faithfulness, a good time, happiness.
- Narrator: the person who tells a story -- often has a different viewpoint than the author.
- Read "The Wife of Bath's Tale."
- We read lines 001-248. We'll finish it during class tomorrow.
November 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
a. Dante Alighieri decided to write his long poem The Divine Comedy in Italian rather than in Latin thus, he became the father of Italian lit.
b. in this complex symbolic poem relates a imaginary journey thru Hell, Purgatory, and Heaven.
Daily Sentences 30
a. a allegory has 2 meanings, a literal meaning and a symbolick one
b. John Bunyans allegorical book the Pilgrim’s Progress is one of the most widely read of all english books
The Canterbury Tales: "The Wife of Bath's Tale."
- Yesterday, we stopped at line 248.
- Today we read from 248-284, then we skipped to line 389 and read to the end.
- We discussed the reading check questions (a, b, c, d) and also question #9.
- In-class assignment: choose two questions from the following options: #5, 6, 7, 8.
- Be sure to use complete sentences and to explain your thinking.
November 16
I read a couple stories from The Canterbury Tales ("The Miller's Tale" and "The Reeve's Tale")
- I read these stories to prove a point that I try to make through teaching The Canterbury Tales, and that is that people are the same, even if we're talking about different cultures and different times.
- These stories were written before the year 1400, and they're still very funny today.
35 multiple choice
- Middle Ages notes; The Middle Ages review
- The Canterbury Tales: The General Prologue, "The Pardoner's Tale," "The Wife of Bath's Tale"
- Sir Gawain and the Green Knight
- Gender-neutral quotes (e.g. this one about the cleric: "his/her horse was thinner than a rake, / And (s)he was not too fat, I undertake."
- the knight (lines 43-80)
- the wife of Bath (lines 455-486)
- the plowman (lines 539-555)
- the miller (lines 561-584)
- the summoner (lines 641-688)
- the host (lines 767-856)
- a. Explain how Chaucer satirizes the church of his time by analyzing his characterization of two church officials. Provide at least two details per person and explain what they show us about his or her character.
b. Provide at least two details about one “good” church official that Chaucer includes to balance his satire, and explain what they show us about his or her character. - a. Explain how Chaucer satirizes the average person of his time by analyzing his characterization of two people who are not church officials. Provide at least two details per person and explain what they show us about his or her character.
b. Provide at least two details about one “good” person who is not a church official that Chaucer includes to balance his satire, and explain what they show us about his or her character.
November 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
Literature: Sir Gawain and the Green Knight:
November 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
a. the period from 1660 to 1800 in England has been given several lables; the Augustan age, the Enlightenment, and the Age Of Reason
b. british men and woman produced many brilliant works of Philosophy, Art, and Literature during this time
Daily Sentences 32
a. many types of litrature was produced during the enlightenment
b. novels a new type of literature became very popular during the mid eighteenth century
Literature: Sir Gawain and the Green Knight:
Read Part 2 (p.166-172 in the purple book):
November 21-23 Thanksgiving Break
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Literature: Sir Gawain and the Green Knight:
- Green was a color that symbolized magic (think about the magic of Spring after everything died over the winter...)
- That's one reason no one else wanted to agree to the Green Knight's terms.
- Another: it's just suspicious and scary to have a guy ask for a volunteer to cut his head off and then allow the guy to cut off your head...
- This guy's ax is called a gisarme. Yeah, that's a nasty lookin' weapon.
- Gawain keeps his word, travels to find this Green Knight even though it means he'll die from getting his head chopped off because he's a knight
- He gave his word, and he has to keep his promise. Chivalry.
- This could be the origin for the story "The Legend of Sleepy Hollow" (The Headless Horesman)
- This is another odd game, although this time it's with a guy (Lord Bertilak) who lets Gawain stay in his castle when he's looking for the Green Knight
- Bertilak will go hunting and give Gawain whatever he wins.
- Gawain will stay in his house and give the host whatever he wins during the day...
- Gawain gives the host the kisses he got from the host's wife, but he is a good enough knight/person not to sleep with her.
- The wife is really looking beautiful on this third day, so it's very difficult for Gawain to avoid her advances.
- Metaphorical language: her words begging him to sleep with her are called "lunges," which is a term from sword fighting.
- Gawain deflects these words with laughs, as if to seem like he doesn't believe she means them.
- By laughing them away, he "parried" (a defensive technique from sword fighting) her lunges.
- Why write about this as if it's sword fighting?
- He's in a deadly game here, and it could kill his reputation as a knight (if not end up in his being killed by the host).
- Why he won't leave her a gift.
- Why he won't take the ring she offers him.
- He does, however, decide to keep the green sash, which he thinks will save his life, thus breaking his word by not giving it to her husband.
November 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
a. the period from 1660 to 1800 in England has been given several lables; the Augustan age, the Enlightenment, and the Age Of Reason
b. british men and woman produced many brilliant works of Philosophy, Art, and Literature during this time
Daily Sentences 32
a. many types of litrature was produced during the enlightenment
b. novels a new type of literature became very popular during the mid eighteenth century
Literature: Sir Gawain and the Green Knight:
Read Part 2 (p.166-172 in the purple book):
- Gawain shows up at what must be the Green Chapel, a barrow (grave mound). Here are some pictures of barrows: pic1, pic2, pic3.
- We talked about the mood set by some of the details around here (a pool of boiling water, and a gnarled and ancient tree - lines 185-188).
- Gawain wonders of this Green Knight is actually -- or at least similar to -- the Devil.
- We talked about what it suggests when the Green Knight is sharpening his ax, but how it sounds like a scythe.
- Why the Green Knight makes Gawain wait.
- The two swings that the Green Knight stops (Gawain flinched, then a test to make sure he will remain still).
- Then the third that just nicks Gawain.
- Why Gawain jumps up the way he does after the stroke.
- The Green Knight explains what it all means and how it was all a test of Gawain's honor.
- How Gawain feels terrible for not living up to the standard of chivalry. He throws the sash back at the Green Knight.
- But how the Green Knight believes Gawain is "the finest man that ever walked this earth" and gives him the sash back.
- Gawain ends up keeping the sash, and he uses it as a reminder of his failure.
- Do we do this often? Or do we just keep reminders of our successes? What does this tell us about Gawain?
- And what do you make of the fact that this happens when it does, on New Year's Day?
- The other knights of the Round Table also start wearing green sashes, partly to honor Gawain, partly as their own reminders.
- Will they be as affected by their sashes as Gawain is by his?
November 21-23 Thanksgiving Break
November 26 (snow day)
November 27
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. other literary development’s, of the Age of Reason, included the appearence of the periodical essay
b. writer’s, Joseph Addison and Sir Richard Steele, were essayists who saw theirselves as reformers
Daily Sentences 34
a. to speak out against what they saw as morale corruption in society the writers Alexander Pope and Jonathan Swift turned to satire
b. satire is a kind of writing, that riducules human weakness vice or folly in order to bring about social reform
Discuss essay questions for Thursday's test over the Middle Ages as well as the other components of the test
- See November 16 above for details.
Grammar ch. 19: Using Pronouns Correctly (nominative, objective and possessive case forms) Assignment: finish WS 135-136
November 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Grammar ch. 19: Using Pronouns Correctly
- Go over yesterday's assignment.
- Notes using this handout and these slides (objective case)
- Guided practice on WS 137-138
November 29
TEST: The Middle Ages
November 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
In library for AR tests and to find your next AR book.
- When you find your book, or if you already have it, you can use the rest of the hour to read.
December 03
Learning Target: CCSS.ELA-LITERACY.L.11-12.4.A
- Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Grammar ch. 19: Using Pronouns Correctly
- Go over yesterday's worksheet.
- Notes using this handout and these slides (possessive case, gerunds, present participles)
- Practice using WS 140 on the projector.
- Start WS 141-142 (we did about half together)
December 04
Learning Target: L.6.2a
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
a. jonathan swift like many satirists uses irony to sharpen the sting of his’ satire
b. their are 3 types of irony verbal, situational, and dramatic
Daily Sentences 36
a. swift urges reform of Politics and Religion in his satiric novel “Gulliver’s Travels”
b. swifts’ 1st, important book A Tale of a Tub scandilized many respectable readers.
Grammar ch. 19: Using Pronouns Correctly
- Go over yesterday's worksheet.
- Notes using this handout and these slides (appositives and elliptical constructions)
- Guided practice on WS 143-144 (we did about half together)
December 05
Learning Target: L.4.1g
- Correctly use frequently confused words (e.g., to/too/two; there/their; who/whom).
We spent time going over the most-missed questions on the Middle-Ages test from last week.
Grammar ch. 19: Using Pronouns Correctly
- Go over yesterday's worksheet.
- Notes using this handout and these slides (reflexive and intensive pronouns)
- (no time for this due to assembly) Start WS 145-146 (5th and 6th courses, both about reflexive and intensive pronouns)
December 06
Learning Target: L.6.2a
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
a. popular fiction written by woman were filling the bookstalls by the late 18th century
b. ann radcliffe one of the most famous writer of eighteenth century Gothic novels
Daily Sentences 38
a. Alexander Pope an important poet of the early eighteenth-century was a child prodigy
b. he began his poetic career writting pastorals which is poems describeing the countryside
Grammar ch. 19: Using Pronouns Correctly
- Go over previous practice sheet (WS 143-144).
- Go over the WS intended for yesterday (WS 145-146 - 5th and 6th courses, both about reflexive and intensive pronouns).
December 07
Learning Target: L.4.1g
- Correctly use frequently confused words (e.g., who/whom).
Grammar ch. 19: Using Pronouns Correctly (nominative, objective and possessive case forms)
- Go over yesterday's worksheet if needed.
- Notes using this handout and these slides (who vs. whom)
- Guided practice on WS 145-146 (5th and 6th courses, both about who/whom)
December 10
Learning Target: L.6.1e
- Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
Grammar ch. 19: Using Pronouns Correctly (nominative, objective and possessive case forms)
- Start assignment WS 148-149 (on the front, we did the 5 from the each section together; students were to finish both sides on their own)
- Go over the answers and answer any questions.
- ch. 15 (teacher note: p.11-18, 20-22, 31-37 of 6th course)
- ch. 19 (teacher note: p. 9-14, 19, 29-32 of 4th course ch. 17)
December 11
Learning Target: L.6.1e
- Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
a. pope used parallell structures for a balanced contrast a technic called antithesis
b. a well known example of antithesis is Patrick Henrys famous statement: “Give me liberty, or give me death
Daily Sentences 40
a. popes mock epic The Rape of the Lock uses epic devises in a comic way
b. pope trivializes a incident that actually took place a lock of hair was cut w/out the owners permission
Grammar Ch. 19 post-test
When done, start assignment WS 150-151
December 12
Learning Target: L.6.1e
- Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
Grammar ch. 19: Using Pronouns Correctly (nominative, objective and possessive case forms)
- Continue WS 150-151 from yesterday.
- Go over the answers and answer any questions.
December 13
Learning Target: L.6.1e
- Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
a. jane austen published all her novels anonymous because being known as a female novelist was more a stigma than a honor
b. austen saterized the social, and educational status of women by means of a clever wit
Daily Sentences 44
a. mary wollstonecraft godwin eloped with the poet Percy Bysshe Shelley they later had 4 children
b. mary shelley is the author of the novel Frankenstein which she began when she was just nine-teen years old
Grammar ch. 19: Using Pronouns Correctly (nominative, objective and possessive case forms)
- Go over yesterday's assignment and answer any questions.
- WS 149-150
December 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
In library for AR tests and to find your next AR book.
- The next AR due date, AR #4, is at the end of the third quarter, but many students read a book over Christmas break in order to take that AR test early.
- When you find your book, or if you already have one, you can use the rest of the hour to read.
December 17
Learning Target: L.6.1e
- Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
Grammar ch. 19: Using Pronouns Correctly (nominative, objective and possessive case forms)
- last-minute review/practice before tomorrow's test
- WS 143-144, 145-146 (all 6th course)
December 18
TEST: Grammar Chapter 19: Using Pronouns Correctly
December 19-21
EXAMS
SECOND SEMESTER
January 07
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
Grammar: Ch. 18 - Agreement - Slides
January 08
Learning Target: L.3.3a.
a. the term apostrophe has two meanings a apostrophe is not only a punctuation mark but also a literary device
b. when a writter addresses a person (usually one that is absent) or a abstract idea he or she is using literary apostrophe
Daily Sentences 46
a. shelley uses a extended apostrophe, in his poem ode to the west wind
b. that everything human is transitory, is a theme of Shelleys sonnet Ozymandias
Grammar: Ch. 18 - Agreement - Slides
January 09
Learning Target: L.3.1f.
Grammar: Ch. 18 - Agreement - Slides
Don't forget about the resolution writing assignment (due by Tuesday, January 15)
January 10
Learning Target: L.3.1f.
a. keats poem “On First Looking into Chapman’s Homer” was wrote after Keats had read George Chapman’s translation of Homers Iliad
b. when i have fears is one of my favorite sonnets said Ms. Thompson
Daily Sentences 48
a. the title of the poem La Belle Dame sans Merci is French
b. translated the title mean’s “the beautiful woman w/out pity”
Grammar: Ch. 18 - Agreement - Slides
January 11
Learning Target: L.3.1f.
January 07
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Grammar: Ch. 18 - Agreement - Slides
- Notes: Agreement of subject and verb - intervening phrases don't change, gerunds & infinitives are singular
- Start practice worksheet
January 08
Learning Target: L.3.3a.
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
a. the term apostrophe has two meanings a apostrophe is not only a punctuation mark but also a literary device
b. when a writter addresses a person (usually one that is absent) or a abstract idea he or she is using literary apostrophe
Daily Sentences 46
a. shelley uses a extended apostrophe, in his poem ode to the west wind
b. that everything human is transitory, is a theme of Shelleys sonnet Ozymandias
Grammar: Ch. 18 - Agreement - Slides
- Go over yesterday's worksheet.
- Notes: Agreement of subject and verb - indefinite pronouns
- Start WS 108-109
- Do enough to know whether you're getting it or not.
January 09
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Grammar: Ch. 18 - Agreement - Slides
- Go over yesterday's worksheet.
- Notes: Agreement of subject and verb - compound subjects
- Start practice worksheet together
Don't forget about the resolution writing assignment (due by Tuesday, January 15)
January 10
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
a. keats poem “On First Looking into Chapman’s Homer” was wrote after Keats had read George Chapman’s translation of Homers Iliad
b. when i have fears is one of my favorite sonnets said Ms. Thompson
Daily Sentences 48
a. the title of the poem La Belle Dame sans Merci is French
b. translated the title mean’s “the beautiful woman w/out pity”
Grammar: Ch. 18 - Agreement - Slides
- Go over yesterday's worksheet.
- Notes: Agreement of subject and verb - contractions, collective nouns, "the number of" vs. "a number of"
- Start practice WS 112-113: Do enough to know whether you're getting it or not.
January 11
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
- Go over previous worksheet.
- Notes: Agreement of subject and verb - expressions of amount, nouns that are plural in form
- Start practice WS 114-115
January 14
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Grammar: Ch. 18 - Agreement - Slides
- Practice with WS 114-115 (I did first half with the class, and they did a bunch on their own to see if they were getting it or not; went over answers).
- Notes: Agreement of subject and verb - PN that doesn't agree; every and many a; relative clauses
- WS 116-117: due tomorrow
January 15
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
a. some modern american poets have experimented with poetic form.
b. richard wilburs poem the beautiful changes praise’s nature’s mystery
Daily Sentences 50
a. dialects variations of a language is shaped by several facters
b. their are regional, ethnic, class, gender, educational, and age group dialect’s
Grammar: Ch. 18 - Agreement - Slides
- Go over yesterday's worksheet.
- Notes: Agreement of pronoun and antecedent - pronoun/antecedent, indefinite pronouns
- Start practice worksheet; do enough to know whether you're getting it or not.
January 16 (two-hour delay)
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Grammar: Ch. 18 - Agreement - Slides
- Go over yesterday's worksheet.
- Notes: Agreement of pronoun and antecedent - compound antecedents (and, or, nor); collective nouns as antecedents
- start WS 120-121: due tomorrow
January 17
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
a. matthew arnold a major Victorian Writer acheived fame both as a poet and a critic
b. essays in criticism arnolds 1st book on literary topics were published in 1865
Daily Sentences 52
a. have you read any of the poem’s of Thomas Hardy yet Mrs McQuiston asked John and Micah
b. yes him and me had read them poems said John
Grammar: Ch. 18 - Agreement - Slides
- Go over previous worksheet's answers.
- Notes: Agreement of pronoun and antecedent - plural forms, relative clauses, expressions of amount (end).
- WS 122 in class on the board
- WS 123-124: Do enough to know whether you're getting it or not.
January 18
Post-Test / Practice Test: Ch. 18: Agreement
The actual test will be Friday, January. 25
January 21 (no school)
January 22
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
a. thomas hardy begun and ended his literary career as a poet but he was also a major novelist
b. the bleakness pessimism and irony of Hardys novels was upsetting to many of his readers
Daily Sentences 54
a. even though notable poetry was produced during queen Victorias reign the period is best known for it’s novels
b. novels published in 3 volume editions were called 3-deckers
I spent a little time talking about the book I'm currently reading, which is called Maus.
- It was the first graphic novel to win the Pulitzer Prize.
- I told students there are two books, and each one has an Accelerated Reader test. I am fine with students using this for AR requirements.
- Assignment: WS 125-126 (in class) - treat this like another practice quiz; it's some of the best practice we have available.
January 23 (snow day)
January 24 (snow day)
January 25
* grammar test moved to second day of school next week*
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Handout: Reading schedule for Lord of the Flies (keep up with the reading -- no excuses)
Handout: Lord of the Flies
Lord of the Flies: on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
Grammar: Ch. 18 - Agreement
- Practice with WS 127-128
January 28 (snow day)
January 29
Learning Target: L.3.1f.
Grammar: Ch. 18 - Agreement
January 30 (snow day)
January 31 (snow day)
February 01
TEST: Grammar: ch. 18 - Agreement
January 29
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Grammar: Ch. 18 - Agreement
- Review using WS 124-125, 126-127 (6th course)
- Optional practice available, including the answers (teacher note: 4th course, ch. 16, p.3-24, 29-38)
January 30 (snow day)
January 31 (snow day)
February 01
TEST: Grammar: ch. 18 - Agreement
February 04
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing ( ; )
Grammar ch. 27: Other Marks of Punctuation -- handout -- Slides
- ;) semi-colons
February 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
a. novels became a medium for instruction, they was considered a legitimate way to learn history, and etiquette
b. in his novel’s charles dickens addressed social problems
Daily Sentences 56
a. a e housmans collection of poems titled A Shropshire Lad were quiet popular
b. soldiers during world war I saw theirselfs in the homesick lad from Shropshire
Reminders:
- Reading schedule for Lord of the Flies (as of right now, we'll use this schedule but be on a one-week delay)
- Lord of the Flies: on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- We went through the first few slides as an introduction:
- Main focus: What would life be like without rules?
February 06 (snow day)
February 07
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing ( : )
- I also recommended an article I recently came across concerning marijuana, mental illness, and violence.
February 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
a. rudyard kipling born in Bombay India to English parents was the first British writer to win the nobel prize in literature
b. the title of the short story The Mark of the Beast is a illusion to the Book of Revelation in the new testament
Daily Sentences 58
a. leo tolstoy russian writer who wrote the novel War and Peace
b. that novel as well as another of Tolstoy’s called Anna Karenina were a masterpeace of realistic fiction
Lord of the Flies: on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- Practice quiz for chapter 01.
- This show students the types of questions that will be on upcoming quizzes.
- Chapter 01 Slides.
- Bible imagery -- the island described as the Garden of Eden
- why the boys choose Ralph as a leader (and not Piggy)
- and how that compares to our own elections
- why Ralph doesn't really apologize
- why Jack makes an excuse for not killing the pig
- compared to my story of the first time I show a raccoon
February 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Go over the most-missed questions on the previous grammar test.
- Students have until Feb. 22 to retake this test for partial credit.
- Go over previous handout (colons, WS303-304)
- Review ; and : using WS 302/305
February 12 (snow day)
February 13 (snow day)
February 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
a. english became a World Language durring the victorian age
b. the establishment of the british empire helped english become either the 1st or 2nd language in many countrys
Daily Sentences 60
a. did you no that english is used more widely and for more purposes as a second language then any other language is
b. for example english the langauge of international aviation
Lord of the Flies: Chapter 02 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- Consequences for their actions (death by fire)
- Foreshadowing (Jack's treatment of Piggy, Jack vs. Ralph, etc.)
- Characterization of the boys as children
- Symbolism (conch especially, but also glasses)
- Every class will have a quiz -- some over ch. 03, some over ch. 04.
February 15 (no school)
February 18 (no school)
February 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, evaluating how each version interprets the source text (Simon as Christ figure)
a. whom do you think wrote the poem The Second Coming asked Mr. San Miguel
b. i don’t know, but Jesse and me liked it replied Paul
Daily Sentences 62
a. no mans land is the few hundred yards separating one armys lines from anothers
b. the poets Siegfried Sassoon and Wilfred Owen thought that war itself was a kind of dehumanizing zone
Lord of the Flies: Chapter 03 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- Simon as a Christ figure (one of the essay questions on the test deals with this topic)
- priorities: wants vs. needs
- how priorities affect how we see things
- rules ("carrot and stick") and their relationship to order
- more about Simon as a Christ figure (in this case, restoring sight to the blind...)
- an increase in savagery (Jack hitting Piggy, the pig dance, chanting, etc.)
- savagery as a natural tendency (the littlun to tiny creatures / Jack to pig / Jack hits Piggy / what next?)
- masks allowing a different side of you to emerge (there are things people would never do without a mask that they would do with one)
February 20
Learning Target: L.6.2a:
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Grammar ch. 27: Other Marks of Punctuation -- handout -- Slides
- go over previous handout
- parentheses, dashes, and brackets
- practice using WS 306-307
February 21
Learning Target: L.6.2a:
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Grammar ch. 27: Other Marks of Punctuation -- handout -- Slides
- go over previous handout (WS 306-307)
- extra practice with WS 308-309 (due by the end of the hour)
- Italics
- start WS 311-312 (due tomorrow)
February 22
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
a. a oxymoron is, a figure of speech that combine’s contradictory idea’s
b. the word bittersweet is a example of oxymoron
Daily Sentences 64
a. t s eliot who was born in St Louis Missouri had a vast influence as a poet
b. he dominated english lit. in a way not seen sence the days of Dr Johnson
Lord of the Flies: Chapter 05 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- What would you be willing to die for? (Why Ralph says they should die before letting the fire go out.)
- More savage behavior ("taken short" and not following the rules)
- How soon we forget (Percival's forgetting his phone number -- and what else?)
- More about Simon as a Christ figure.
February 25
Learning Target: L.6.2a
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
a. elie wiesel a romanian jew survived german concentration camps during w w ii
b. his parent’s and a sister, however died in the camps
Daily Sentences 66
a. certain black and white american movies of the 1940s and 1950s known as film noir
b. film noir, is french for “black film a referrence to the movies dark subject matter
Mr. Bulgrien spent some time discussing the four classes he teaches as electives (slides 67 or so to the end):
- AP English
- Historical Fiction
- Mythology/Folklore
- One vs. Society
Tomorrow, Mr. Bulgrien will be gone, so students will have the majority of the hour to read (AR book, Lord of the Flies, etc.)
- They should be through ch. 7 in Lord of the Flies for Thursday, Feb. 28.
February 26 (had a sub)
Students had time to read AR books and/or Lord of the Flies.
- They should be through ch. 7 in Lord of the Flies for Thursday, Feb. 28.
February 27
We were in the computer labs so students could fill out EDPs and next year's schedules.
February 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. ted hughes poem Hawk Roosting, uses personification which is the giveing of human characteristics to some thing nonhuman
b. many of Hughes pomes deal w/ natures violance
Daily Sentences 68
a. siegfried sassoon a twentieth century british poet with a highly priveledged upbringing distinguished himself in battle
b. he was awarded a metal for bravary under fire
Lord of the Flies: Chapter 06 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- How the sign could be good, could be bad, depending on how they interpreted it.
- Why the kids think it's a beast instead of what it really is.
- More about political approaches: Ralph/democracy vs. Jack/dictatorship
- Jack is not alone in feeling mutinous...
- About the book's title:
- "Lord of the Flies" is a translation of the name Beelzebub.
- Here is another decent explanation of it.
- Simon's prediction about Ralph -- Simon as a prophet?
- Uncivilized appearance & uncivilized behavior
- Looking at the same thing from a different perspective -- in this case, the ocean from the other side of the island
- The draw toward savagery -- Ralph pulled into Jack's obsession with hunting
- "Use a littlun!" instead of a pig. Would it shock you...?
- Climbing a mountain as a symbol for seeking knowledge.
- Preview for the next chapter: Simon will have a face-to-face encounter with the Lord of the Flies...
March 01 (half day)
We started our work on SIP writing assignment #3.
Today we read over the article and discussed the author's goals and techniques.
- We'll have the Chromebooks in class on Thursday, March 7.
- SIP #3 is due by midnight the night of Tuesday, March 12.
Consider that Stephen King is recommending that we read Lord of the Flies.
- Look for what he repeats in his essay.
- Look for examples from his own life, his own experience.
- Whom does King quote, and why?
- Use the checklist as a guide
- Write in third person (avoid I, me, my, you, your, you're).
- Include transitions that connect your ideas, especially at the beginnings of paragraphs.
- Proofread it out loud to look for errors before you turn it in.
March 04
Learning Target: L.4.3b. Choose punctuation for effect.
Independent reading: 10 min.
Grammar ch. 27: Other Marks of Punctuation Assignment: Finish WS 315-316
- Reminder: Chromebooks in here this Thursday; SIP #3 due on Tuesday, March 12.
March 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
a. aleksandr solzhenitsyns novel The Gulag Archipelago is a factual account of soviet labor camps
b. as a result of writing that novel solzhenitsyn was arrested and exiled
Daily Sentences 70
a. ben okri grew up in nigeria but he latter moved to london
b. he wrote about the nigerian civil war (1967–1970) which is often called the biafran war
Lord of the Flies: Chapter 08 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- "The Lord of the Flies" makes an appearance: real or not?
- Jack's clothes (lack thereof, really) and his savage behavior
- splitting of the party
- Jack becoming a dictator -- even telling the others exactly what to say, and forcing them to say it
March 06
Learning Target: L.4.3b. Choose punctuation for effect.
Independent reading: 10 min.
Grammar ch. 27: Other Marks of Punctuation
- Go over previous handout if needed
- Ellipsis points -- handout -- Slides
- Apostrophes (first four items in the notes) -- handout -- Slides
- WS 319-320 due by end of the hour tomorrow
March 07
Work on SIP #3 using Chromebooks.
- SIP #3 is due by midnight the night of March 12.
March 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story: escalation of crime.
a. whose going to read the poem The Lake Isle of Innisfree asked Mrs. Torres
b. is it one of Yeat’s poems queried Cindy
Daily Sentences 72
a. Yeats’ used alliteration to try and imitate sounds
b. in one of Yeats poems The Lake Isle of Innisfree, alliteration echos the sound of lake water
Lord of the Flies: Chapter 09 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- More about Simon's many similarities to Jesus
- Nature as a metaphor for what's going on between people (thunderstorm during argument)
- Dictator vs. Democracy (perhaps even more than dictator, as Jack is described and treated as an idol)
- The attack on Simon -- not planned out (not 1st-degree murder); manslaughter
- SIP #3 is due by midnight the night of March 12.
March 11 (no school)
March 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story: escalation of crime.
a. the short story Araby is told from a 1st person pt. of view
b. the story describes a young boy who’s dreams collide w/ reality
Daily Sentences 74
a. james joyces novel Ulysses published in 1922 caused a stir among critics
b. Joyce use’s a technique called, stream of consciousness
Lord of the Flies: Chapter 10 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- Jack as total dictator by this point
- Responses to history: Ralph's, Piggy's, Jack's
- Essay question on the test: explain the escalation of crime on the island. So far, we've seen
- manslaughter (Simon's death)
- torture (Wilfred tied up, beaten later)
March 13
Learning Target: L.4.3b. Choose punctuation for effect.
Independent reading: 10 min.
Grammar ch. 27: Other Marks of Punctuation
- Go over previous handouts WS 317, WS 319-320
- Apostrophes (for possessives, #5-7) -- handout -- Slides
March 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
a. did you know that the word scuba is a acronym
b. that mean’s it is a word formed from the 1st letter or letters of the word’s in a name or phrase
Daily Sentences 76
a. their are some basic diffrences among written language and the visual language of film
b. because of the nature of visaul language a abstract concept like loyalty or dishonor are often easier to specify in words
Lord of the Flies: Chapter 11 - Notes. on-line book 1 (larger pages) // on-line book 2 (smaller pages) // audiobook
- We listened to the chapter during class.
- the relationship between appearance and behavior (paint or no paint when going to confront Jack?)
- reasoning with the enemy -- is it possible to reason with people who are unreasonable?
- why Ralph would claim that Jack isn't "playing the game"
- How is this like a game?
- escalation of crime on the island: 2nd degree murder
March 15 (end of third quarter)
AR #4 deadline.
March 18
Learning Target: L.4.3b.
- Choose punctuation for effect.
Grammar ch. 27: Other Marks of Punctuation
- Go over previous worksheet (WS 321-322)
- Apostrophes (contractions and [rare] plurals), hyphens -- handout -- Slides
- Practice with WS 325-326
March 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., how the action is ordered, how the characters are developed).
- read chapter 12 during class and listen to the audio book (it was shorter on Youtube -- 31:30)
- if time, start discussing essay questions
- Lord of the Flies test this Friday, March 22
March 20
Learning Target: CCSS.ELA-LITERACY.L.11-12.2.A
- Observe hyphenation conventions.
Grammar Ch. 27
- WS 327-328 (quick review)
- Post-test: Students should consider this a practice test, as it is a good predictor of how well prepared they are for the actual test.
- Grammar test on Wednesday, March 27.
- Explain in detail how we have seen characters commit (or intend to commit) torture, involuntary manslaughter, voluntary manslaughter, 2nd-degree murder, and 1st-degree murder.
- Describe in detail at least five significant details that show how Simon is a Christ-figure in the story. Explain in detail how these are Christ-like.
- Briefly describe the boys’ change in appearance throughout the book and how it signifies the change in their behavior. Also describe in detail Roger’s progression from a boy controlled by the boundaries of civility at the beginning of the book into someone who is entirely under the beast’s control at the end.
March 21
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. while reading one in the short story The Demon Lover one is not all together sure if the events is real
b. I think the character Mrs. Drover has to much imagination said gina
Daily Sentences 78
a. us students really liked reading Dylan Thomas poetry
b. Cheryl and me liked the poem Fern Hill, because of it’s exuberance
Finish discussing the three essay questions for Friday's test:
- Explain in detail how we have seen characters commit (or intend to commit) torture, involuntary manslaughter, voluntary manslaughter, 2nd-degree murder, and 1st-degree murder.
- Describe in detail at least five significant details that show how Simon is a Christ-figure in the story. Explain in detail how these are Christ-like.
- Briefly describe the boys’ change in appearance throughout the book and how it signifies the change in their behavior. Also describe in detail Roger’s progression from a boy controlled by the boundaries of civility at the beginning of the book into someone who is entirely under the beast’s control at the end.
- We also looked through feedback from former students who took the test. Common comments included the following:
- Review math from Algebra and Geometry, especially if you took those classes years ago.
- It would help to practice comparing two selections for the reading test.
- We looked through the math portions of the test to how much time there is per question and to see what kind of content it covers:
- algebra, algebra 2, geometry, trigonometry
- We talked about using Khan Academy as a resource.
March 22
TEST: Lord of the Flies
March 25
SAT Prep - timed practice: released test #4: reading selection 3-4 with 26 minutes to complete them
- 13 minutes on average per reading selection and 10-11 questions
- Selection 4 gives students practice with a segment where they are to compare two related passages.
Grammar review: WS 330-331 to help prepare for the test on Wednesday
March 26
SAT Prep - timed practice: released test #4: grammar selection 2-4 with 26 minutes to complete them
- 8:45 on average to complete each one = 26:15
Grammar review:
- go over answers to WS 330-331
- WS 329-330 (6th course) to help prepare for test tomorrow
March 27
TEST: Grammar Ch. 27 (Punctuation)
March 28 (half day)
SAT Prep (essay)
March 29 (no school -- spring break)
April 01 - 05 Spring Break
April 08
SAT further advice:
- Writing and Language test:
- Handout: SAT Grammar Rules on front (tips on grammatical principles most commonly found on the SAT writing and language test)
- We talked a bit about parallel structure.
- Here are more examples and more explanation of parallel structure.
- I've noticed problems with this in students' writing, and it is well represented on the SAT.
- You'll have 50 minutes to work on the essay.
- Think of that as an entire class period. It's a long time.
- I recommend reading the article at least 2x if not 3x and writing an outline first.
- That should still leave you at least 25-30 minutes to write, and your essay is more likely to be better planned and better supported that way.
- Close-reading symbols handout.
- Suggested outline handout (on back)
- We also talked a little about ways to conclude an essay instead of summarizing all of the main points.
- Care about doing well on the essay.
- If you want to retake the SAT in the future, you could decide not to redo the essay portion if you're happy with your score on that part of the SAT.
- Check on your timing using approximate times.
- First test: 65 minutes for 5 sections = 13 minutes each.
- If you're not done with the first section in 15 minutes, speed up.
- Second section should be around 25 minutes.
- Second test: 35 minutes for 4 sections = 8:45 each.
- If you're not done with the first section in 10 minutes, speed up.
- First test: 65 minutes for 5 sections = 13 minutes each.
- Math timing
- Don't sit on questions you're not getting.
- Move on and do what you can first.
- Go back for the ones you skipped during the remaining time.
- If you haven't yet, check on sample questions so you're aware of what will be asked of you.
- With this little time left, this is perhaps most important for the math sections of the test.
- Check on your calculators here.
April 09
SAT
April 10
Work Keys
April 11
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SAT feedback survey
- I spoke to students about how this is designed to help us help future students better prepare for when they take the SAT, but students who just took the SAT should also benefit from this feedback.
- They can take the SAT again, and they should be better prepared for it the second time.
- There are upcoming administrations in Jackson and in Jonesville.
- Handout: SIP 4 Explanation Outline and Example Essays
- Handout: SIP 4 Grading Analysis Sheet
- I spoke about how this is designed to help them with senior trans. next year, and seniors who have finished senior trans. backed me up on this.
- The better your SIP #4 essays are this year, the more time and effort you'll save next year.
April 12
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- due by midnight on Thursday, April 18
April 15
Time on chrome books to familiarize students with the tools and sample questions for Wednesday's M-STEP testing.
April 16
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- We will work on revising SIP #4 during class on Thursday.
- due by midnight on Thursday, April 18
April 17
M-STEP testing in the morning.
Hours unaffected by testing will have time to work on Chromebooks.
April 18
Learning Target: CCSS.ELA-LITERACY.W.11-12.5
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)
- 3: use "ctrl + f" to search your essay for the word "you."
- other options: students, people, employees, anyone, someone, etc.
- (I, me, my, and mine are OK for this assignment since it is a reflection essay.)
- R2 & R3 & N2S
- edit for clarity and to avoid repetition (the most effective way is to read your writing out loud in order to find where it doesn't make sense or to hear repetitions)
- I & I2: include commas for introductions and interruptions
- R & J: avoid run-on sentences
- options for fixing them include commas with FANBOYS, semi-colons, periods, etc.
- Additionally, you may need to include appropriate transitions (scroll down to chart for examples)
April 19 (no school -- Good Friday)
April 22
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- Today, I provided scaffolding designed to help the students understand the structure and the artistry of Shakespeare's Macbeth (iambic pentameter vs. trochaic tetrameter and the major themes using the handouts and slides below).
If we haven't seen it already, we watched a trailer for the most recent Macbeth movie.
- It looks swate!
- But this isn't the version we'll be watching in class, for a couple reasons (most importantly, it doesn't follow the script as well).
- Students are more than welcome to watch this version (or any other, for that matter) for entertainment or for study.
- Check out "Characters" (not too closely -- spoilers) as well as "Themes" and "Symbols."
- Check out "Key Themes," "For Better or for Verse" (there are quiz questions about blank verse), and "What's in a Soliloquy?"
Used Google Slides for introductory material on Macbeth.
- Most hours got to the big ideas and themes (slide 10 or so).
April 23
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- We looked at multiple examples of paradoxical and ambiguous language (witches, Macbeth himself).
Used Google Slides to finish introductory material on Macbeth and to preview what's coming up in each scene before watching it.
Watched Act I, scenes 1-3 (stopped at 00:15:20):
- Paradoxical language
- Macbeth a great warrior -- defeated two traitors in the same day, won the war.
- The witches' prophesies for Macbeth (past, present, future)
- Banquo asks for his own predictions (and the witches' paradoxical responses)
- Multiple asides (Macbeth alone, Macbeth and Banquo)
April 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- We also talked about how the witches planted the seed (temptation to become king) in Macbeth's mind, but they never said anything about killing or violence. We talked about the evidence of the Macbeth's free will vs. his fate.
Used Google Slides to preview each scene before watching it.
Watched Act I, scene 7 (end of Act I) (stopped at 00:34:30)
- Macbeth's first soliloquy
- If this can be over when I do it, I should do it right now.
- I'd be willing to go to hell to be king.
- We weighs the reasons not to kill king vs. the one reason to kill him.
- He talks himself out of it.
- But his wife is able to change his mind...
- You can also do a search for practice quizzes (e.g. search using the following terms: quiz macbeth act 1)
- If you have time, you can also use "reviewing the text" questions from the handouts to review for the quiz next class.
- 1.) What are your impressions of Lady Macbeth at the end of Act I? What is her relationship with Macbeth (beyond being his wife)? What details in this act support your impressions?
- 4.) Explain the paradox, or the apparently contradictory nature, of the witches’ greeting to Banquo in Scene 3: “Lesser than Macbeth, and greater.” How is this paradox true?
April 25
Morning disrupted by breakout sessions about drugs, anxiety, distracted driving, etc.
- Hours that did meet had time to study for the quiz (e.g. by reading Act I of No Fear Macbeth)
April 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- We talked about positives and negatives of having the dagger in Macbeth's hallucination on stage/screen as opposed to having nothing there.
QUIZ: Macbeth Act 1
Used Google Slides to preview each scene before watching it.
Watched Act II, scenes 1-2 (stopped at 00:48:10)
- Macbeth's second soliloquy (seeing a dagger)
- Blood on their hands -- washing it off is easy? or impossible?
April 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Used Google Slides to preview each scene before watching it.
Watched Act II, scenes 3-4 (stopped at 01:00:00)
- The porter (comedy after a brutal murder)
- Rowdy night in nature reflects what happened
- Macduff's entry and his great lines when he finds the body
- irony: Lady Macbeth shouldn't hear about the death because just the news of it would kill her (when she planned it all out and even helped)
- Macbeth changed the plan: killed the chamberlains
- Macduff's suspicions of Macbeth
- why Malcolm and Donalbain leave Scotland
- We also talked about how this movie version does a good job of showing Macbeth's kingship to be like a modern dictator's rule (e.g. soldiers marching in the streets).
April 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
QUIZ: Macbeth Act II
Used Google Slides to preview each scene before watching it.
Watched Act III, scenes 1-2 (stopped around 01:14:00)
- Why Banquo is hopeful even when he suspects that Macbeth is a murderer.
- His descendants could still be kings.
- Macbeth's third soliloquy: To be secure as king is better than just being king (and having to watch my back all the time).
- A "fruitless crown" explained.
- "O, full of scorpions is my mind, dear wife!" What a great image.
May 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Macbeth: Used Google Slides to preview each scene before watching it.
Watched Act III, scenes 3-4 (stopped at 1:35:18).
- Banquo's ghost -- an actor on stage vs. having nothing there.
- Appearance vs. reality -- Macbeth talking like he likes Banquo
- Macbeth's decision to keep on killing -- it'll get easier with practice...
- And no more second thoughts to talk himself out of things.
- He'll go to see the witches again (beginning of Act IV)
May 02
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Exactly what the three apparitions say to Macbeth -- and why such things make him feel like he can't be stopped.
Macbeth: Used Google Slides to preview each scene before watching it.
Watched Act IV, scenes 1-2 (stopped at about 1:51:30).
- Macbeth's second visit with the witches -- a famous scene ("Double, double, toil and trouble").
- The three apparitions and their advice.
- It's very important to remember what these three things look like in the original script as well as what they say because it'll come into play later.
May 03
Quiz: Macbeth Act III
Time in class for a reading minute.
In library for AR tests and to find your next AR book. (Last AR deadline: May 29.)
- When you find your book, or if you already have it, you can use the rest of the hour to read.
May 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- We analyzed the three possible interpretations of Macduff's line "He has no children."
Watched the end of Act IV, scene 3 (end of Act IV) (stopped at about 02:06:00)
- Malcolm's test of Macduff
- Why he does it:
- His father was betrayed by at least two people he really trusted.
- How he does it:
- He says he'd be worse than Macbeth when he becomes king
- And Macduff would rather leave without him
- i.e. Malcolm knows that Macduff hasn't been sent to bring Malcolm back, perhaps for an ambush or abduction, no matter what.
- Why he does it:
- Ross breaking the bad news to Macduff -- how do you gently tell someone that his wife and kids have been brutally murdered?
- Macduff's line "He has no children" and how it could mean three different people.
- We also talked about how Malcolm seems like he's going to be a better king than even Duncan was.
- He's not only a pure man, he doesn't trust people as easily as his father did.
- 1.) What effect did the brutal murders of Lady Macduff and her son have on you? Have your feelings for Macbeth changed from the opening of the play until now? How do you account for your reactions?
- 7.) In Scene 3, Malcolm deliberately lies to Macduff. What does this behavior, and the reason for it, reveal about Malcolm?
- Quiz over Act 4 tomorrow.
May 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Macbeth's and Lady Macbeth's consciences; Macbeth's overconfidence (and his bold behavior and actions that result)
Macbeth: Used Google Slides to preview each scene before watching it.
Watched Act V, scenes 1-3 (stopped at about 02:19:20)
- Lady Macbeth's sleepwalking, hand washing, etc. = guilty conscience
- Compare her lines now to those of hers and her husband from Act II.
- Macbeth's enemies meeting near Birnam Wood...
- Macbeth's continued overconfidence based on the words from the apparitions.
May 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Ambiguity (the apparitions' warnings come true, in a way...), the effects of guilt on Lady Macbeth (suicide) and Macbeth (unfeeling)
Watched Act V, scenes 4-8 (end of movie).
- Lady Macbeth's suicide (how some versions have her do it).
- How the warnings of the apparitions in Act IV came true, in a way.
- Are the trees walking?
- No, but that's what it would look like from Macbeth's point of view.
- Does being born by Caesarean section qualify as being "of woman born"?
- Well, it's not exactly the same thing as going through the birth canal.
- Are the trees walking?
- An honorable death vs. the death of a coward (young Siward)
- Why cut off Macbeth's head?
- The punishment for treason is execution, and it was common to cut up the bodies of traitors to put them on display as a warning to others.
- How modernized versions of the story can handle the sword fighting (guns, knives)
- The last person to speak in a Shakespeare tragedy is the one who restores order after the chaos.
- 2.) One of the themes of Macbeth centers on evil, which Shakespeare saw as a force beyond human understanding. Do you think Shakespeare also saw evil as stronger than the forces of good? Support your answer with events from the play.
- 6.) Internal conflicts rage within Macbeth, as well as external conflicts with other characters. Explain some of the play’s main conflicts (at least one internal and one external), and trace their resolutions.
The test over all of Macbeth will be Friday.
May 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Major themes that are represented in the essay questions: theater elements (asides & soliloquies), appearance vs. reality, ambiguity.
Discuss essay questions: Your class will have one of these questions (determined randomly) on the test tomorrow:
- Explain the difference between Asides and Soliloquies. What do they provide for the audience? Provide two separate examples of things soliloquies and/or asides show in Macbeth.
- Explain (don’t just mention) the three defects Malcolm claims he has when he tests Macduff’s loyalty in Act 4. Why does he feel the need to test Macduff in this way? How does he know where Macduff’s loyalty lies?
- Explain why Macbeth’s interpretations of the all three prophecies from the apparitions in Act 4 make him feel overconfident. (Don’t forget to discuss all three.)
- Explain how all three prophecies from the apparitions in Act 4 came true. (Don’t forget to discuss all three.)
- Shortly after Duncan’s death in Act 2, Lady Macbeth says, “A little water clears us of this deed.” What did Macbeth say about water just before that?
Lady Macbeth says something similar about perfume in Act 5 – what is that?
Discuss (don’t just mention) at least three different things besides sleepwalking that she does in Act 5 that show Lady Macbeth was wrong about how easy it is to commit murder and feel innocent.
- The version of the story that we watched in here has something interesting added onto the end, namely the scene with Macbeth and his wife (after they're dead) riding in an elevator. On their way to Hell?
- Fleance. Is his absence in the second half of the play an oversight?
- One version of the story has Fleance come back at the end...
- Donalbain. Is his absence in the second half of the play an oversight?
- A different version has Donalbain come back at the end...
- It's quite obvious that Malcolm's kingship will be better than Macbeth's, but how do you think it will compare with that of Duncan?
- Do we have any indications that Malcolm will be wiser than his father?
- More about the mirror at the end of Macbeth's vision of eight kings in Act IV.
- Check out what this article about Fleance says: He was the ancestor of the House of Stuart, and King James of England was the eighth king of Scotland from the Stuart family. Pretty interesting, no?
May 10
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
May 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- Students demonstrate they understand Shakespeare's words by translating a section or two into modern translations.
Translating Macbeth
- don't perform: max score = 75%
- do perform: max score = 100%
May 14
Learning Target: CCSS.ELA-LITERACY.SL.11-12.6
- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)
- Perform their translations for the class.
May 15
The counselor, Mrs. Davis-Green, came in to talk to the class about their SAT scores, college applications, job opportunities, and other related topics.
- This left 10-15 minutes at the end of class, which we used for performances of Macbeth translations.
May 16
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- This is due by Friday, May 24.
May 17
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- This is due by Friday, May 24.
May 20
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- everything is double spaced
- title isn't bold, italics, in quotes, or different size
- indentations = Tab (not using the space bar)
- notice there aren't extra spaces between paragraphs (doing that makes it look elementary)
- the header only includes your last name, a space, and the page number
- I showed how to do this using Google Docs
- the other information items at the top (your full name, your instructor's name, the class, the date) only appear on the first page, so they are not in the header
- Citations:
- only the first word from the Works Cited page shows up in the parentheses
- quotation marks (if you're citing a direct quote) should be before the parentheses
- check the very bottom of pg. 2 on the model where it says (Danhof 5) for an example
- period after the parentheses
- page number if known
- if using a source from the Internet, there are no pages
- Works Cited page (pg. 10-11 of the model)
- a separate page (click on "insert," then "break," then "page break" to start a new page)
- notice it's all in ABC order according to the first word in each entry
- it's also double spaced, and there are not extra spaces between entries
- hanging indent (and how to do that)
May 21
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- Today was the last day we could work on this during class.
- This is due by Friday, May 24.
May 22
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Literature: Worlds of Wisdom
- p.336-337 Introduction to The King James Bible
- p.336 - find 5 things worth talking about concerning the KJB (turn these in after we talk about them)
- p.337 - skim over it as a class and notice the poetic forms in Psalm 91 (repetition, parallelism, antithesis, metaphors/similes -- God as a protective bird; God as a doctor; God as a soldier defending us)
- p.338 Make the Connection, Literary Focus, Background (King David played the harp while singing, and Nubuchadnezzar -- story of Shadrach, Meshach and Abednego)
- p.339 Intro. material, then a reading of Psalm 23 line by line with commentary about the two on-going metaphors:
- God as a shepherd, people as His sheep
- God as a host, people as his guests
- Here is more information about Psalm 23 if you want it.
May 23
Learning Target: CCSS.ELA-LITERACY.RL.11-12.6
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- Allegory (reading on a literal as well as a symbolic level)
a. v. s. naipaul wrote the dialogue in the short story B. Wordsworth in the vernacular or everyday speech of people who live in Trinidad
b. naipaul born in 1932 on the Caribbean Island of Trinidad
Daily Sentences 80
a. margaret atwood one of Canadas foremost authors was born in Ottawa
b. her poem Mushrooms an extended metaphor and it contains images that appeals to the senses of sight, hearring, smell, touch, and taste.
Literature: Worlds of Wisdom
- What would your parents do if you ran away? (Celebrate? Worry? Wish you were back?)
- What would they do if you came back 6 mo. to a year later? ("I told you so!" Or would it be "Thank God you're OK!"?)
- This parable is Jesus' way of explaining how God loves us.
- p.342-343 -- parable; allegory (examples: Aslan in The Chronicles of Narnia, Pilgrim in Pilgrim's Progress); reaction to the painting.
- Someone asked Jesus what God's love for people is like.
- That's a tough thing to answer.
- Think about how we answer the question "How much do you love me?" ("I love you thiiiiiiiis much!")
- It's much more effective to answer using a story, and so that's why Jesus answers using a parable.
- Other great teachers have done the same, notably Buddha, Confucius, and others.
- Check out this artwork inspired by the Parable of the Prodigal Son.
- Assignment: p.345 -- #6, 7 with a small group
May 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Samaritans were looked down upon, yet one of them helps the injured man in this story.
Literature: Worlds of Wisdom
- First we talked about any accidents we've been involved in, seen, or heard about where a "Good Samaritan" helped out.
- I shared one about my brother literally giving a stranger with a head injury the shirt off his back to use as a bandage to stop the bleeding.
- We talked about what Samaritans were (and how they were looked down upon), as well as who the Levites were.
- "The Parable of the Good Samaritan" (an explanation on Wikipedia)
- We learned more about Good Samaritan Laws
- And we looked at artwork inspired by this parable, both sculptures and paintings.
- And I pointed out how many others have been inspired to act the same as the Samaritan.
- In class, we talked about questions 1-5.
May 27 (Memorial Day)
May 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- If you're not prepared for it right now, you may take AR Test #6 later (prior to the end of the school year) for partial credit .
May 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
- Many of these parables and proverbs contain wonderful metaphors and situations that make us think about the big questions in life: true happiness, morality, etc.
a. the vacant house in James Joyces short story Araby is a symbol
b. in other word’s the house in addition to being a house stands for something beyond itself
Daily Sentences 82
a. realism, a literary movement that developed in the latter part of the nineteenth-century
b. the realists thought they could portray life as it is not as people mite wish it to be
Literature: Worlds of Wisdom
- (if time) p.346-348: Connecting to World Literature (in small groups, find 5 things worth knowing about these other religions and their roots/legacies -- note the similarities to Jesus and Christianity, especially the similarities to "the golden rule.")
- We noticed how similar these notions are to some teachings of Christianity
- real wealth is not material possessions
- the importance of self-control
- and the dangers of anger.
- True knowledge (compare to a statement attributed to Socrates about true wisdom).
- You can learn something from anybody.
- "The Golden Rule"
- However, this version is different than the way we may have heard it before: "Do unto others as you would have them do unto you."
- That version is positively stated (do something) as opposed to the negative of this Confucian version (don't do something).
May 30 (underclassmen awards disrupted first hour)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
- Many of these proverbs contain wonderful metaphors and situations that make us think about the big questions in life: true happiness, morality, etc.
a. Isak dinesen wrote story’s about her life on a Coffee Plantation in Kenya
b. her short story The Ring appeared in a collection of storys titled Anecdotes of Destiny
Daily Sentences 84
a. dramatic irony, when the reader knows more then a character does
b. An example of Dramatic Irony occurs in Frank O’Connors short story My Oedipus Complex
p.357: Taoist Anecdotes
- Gold, Gold -- "tunnel vision"
- A Clever Judge -- similar to King Solomon's wisdom (acting like he was going to cut a baby in half), which revealed the guilty person not by getting him/her to feel guilty and admit guilt but by realizing that people will act according to guilt/innocence
- Many of these are similar to things we've heard before or even say ourselves
- Simple, down to earth, no pride, etc. = the supreme good, real happiness
- Information and Knowledge -- what good is knowledge if you don't use it?
- The Elephant Keeper -- we talked about people's baggage, or a friend's other friends, etc.
May 31
I gave my advice to seniors.
- While I'll have many juniors again next year, quite a few will be in my class for the last time next week.
- Ch. 18: WS 130/132 (3rd course, "ch. 16")
- Ch. 27: WS 282/286 (4th course, "ch. 23")
- Earlier this week, I also made available review packets (including the answers) for both chapters in the grammar book.
- teacher note:
- ch. 18: p. 3-24, 29-38 (4th course, "ch 16")
- ch. 27: "ch. 23" p.8-10, 18-20; "ch. 25" p.10-12, 19-20 (3rd course)
- teacher note:
- Time to read in class. I started it with students if the class wanted me to.
- There are questions about this story on the exam, but we probably won't discuss it much as a class -- unless students ask questions about it.
- Short story: "How Much Land Does a Man Need?" (just above this)
- Poems:
- The King James Bible
- The parables of Jesus (The Prodigal Son and The Good Samaritan)
- The versions linked to here are from the King James Bible.
- Feel free to read a different translation of the Bible, which you can select from the pull-down menu.
- Psalm 23
- Some more details about parables and the Psalms that are on the exam.
- The versions linked to here are from the King James Bible.
- The parables of Jesus (The Prodigal Son and The Good Samaritan)
- Read over study materials for Macbeth or Lord of the Flies, such as the slideshows linked here.
June 03
Learning Target: CCSS.ELA-LITERACY.RL.11-12.6
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- The speaker of Sonnet 130 is satirizing conventional love poetry.
a. Tom and me have read Samuel Beckett’s play Waiting for Godot
b. we was waiting for Mr. Brown but he didn’t never show up
Daily Sentences 88
a. the writing of albert camus have been called epigrammatic
b. that is Camus write’s brief statments packed with meaning
Literature:
p.275: Mysteries about the sonnets -- Who is the speaker? Whom are they addressed to?
- I'm not the only one who thinks Edward de Vere, Earl of Oxford, was the "real Shakespeare."
- There's even a society dedicated to promoting the proposition.
- Here's the book about this that convinced me: Shakespeare by Another Name
- There were some free audio files called "Shakespeare upon iPod" (10-20 min. each) that got me interested in the above book, but they've been moved, and I can't locate them on-line at the moment. I'll keep looking...
- And here's another book, this one about the sonnets specifically: Shakespeare's Son and His Sonnets
- We discussed the "rules" of writing a sonnet and how it takes great care and artistic ability to do so.
- We noticed the differences between a Petrarchan sonnet and a Shakespearean sonnet.
- First, we talked about modern examples of pick-up lines.
- If time, we also looked up some more modern (and admittedly lame) pick-up lines.
- We discussed how the speaker is making fun of exaggerated comparisons between a woman's beauty and things in nature (the sun, roses, snow) or things man made (perfume, music) by saying she's nowhere nearly as beautiful as these things.
- I talked about using mathematical symbols (specifically "greater than," "less than," and "equals") to measure what he seems to be saying about her attributes.
- her eyes < the Sun
- her cheeks < roses
- etc.
- He even says she's no goddess because she walks, whereas a goddess would fly using angel's wings.
- It sounds like he's really putting her down, until we get to the final couplet (the turn, the "volta"), where he says his love for her is more rare than any she has ever faked (either for her or from her).
- He seems to be saying,
- I'm not going to flatter you. I'm not going to lie to you about your beauty.
- And so you can trust me when I say that my love for you is true, and it's more genuine than any other love you've ever had.
- If time, we discussed questions 1-4 and the writing suggestion -- writing a response from the woman to the speaker.
June 04
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- We talked about how hard it is to describe love itself or how much one loves another.
- Perhaps it's best to use metaphors and other comparisons, as this poet does.
- We started out by reading a little about the author's background
- involved in anti-slavery, anti-forced child labor, etc.
- And her father forbade all of his children from getting married.
- She still did, and this love poem to her husband is one of the most famous love poems in English.
- We also reviewed the rules of the sonnet form ("square shape," number of lines, rhyme scheme, iambic pentameter [so exactly ten syllables per line], etc.) and the kind of skill it must take to write a good one.
- Next, we discussed what it means to love someone.
- We tried to define love by asking what are the most important emotional components of love, as the book asks on p.714.
- This was difficult.
- Typical responses: trust, enjoying being around the person, compassion/caring for the person, etc.
- We tried to define love by asking what are the most important emotional components of love, as the book asks on p.714.
- Then we tried to come up with ways to explain to someone else how much you love him or her.
- This also was tough.
- For example, all one class came up with was holding out arms as if to say "This much!"
- Activity: Students mapped the rhyme scheme of the sonnet.
- Many struggled with this due to the imperfect rhymes (ways & Grace / faith & breath), but my intention was for students to see the structure behind the sonnet form in order to impress upon them the skill it takes to write a sonnet.
- We also briefly examined the iambic pentameter by counting the number of syllables in random lines and finding 10.
- This, on top of the rhyme scheme, takes great skill.
- The poem:
- depth, breadth, height
- all dimensions, every direction that her soul can reach.
- not just her body or her mind; this is a spiritual connection
- They are soul mates.
- So she loves him in the grandest spiritual ways.
- all dimensions, every direction that her soul can reach.
- every day's most quiet need?
- food, sleep, air? Possibly breathing, which is all the time, even when sleeping.
- So she loves him in the smallest physical things, and both day and night (by sun and candlelight).
- freely, as men strive for Right
- as men would work for what's right, like justice or freedom (freely, as she says )
- purely, as men turn from praise
- with humility, not trying to prove her love for him so others will notice (compared this to an honors assembly, how many students are often shy when being recognized publicly)
- with my childhood's faith
- as devotedly as we believe things when we're kids (e.g. belief in Santa Claus, an unshaking belief).
- but then she loves him with a (new) love she seemed to lose along with losing her "lost saints" (her childhood faith)
- compare that to still loving Christmas in a deeper and more mature way, even after you don't believe in Santa any more.
- with the breath (constant need), smiles, tears (good times and bad times)
- if God choose, I shall but love thee better after death
- in heaven, which seems to be the only way her love could be any more pure and perfect than it is right now
- depth, breadth, height
- We discussed the questions in the book afterward, especially #1, 2, 5.
June 05-07
EXAMS