2023-2024 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
The focus for the first three days is to find a book for independent reading, which will start on Monday.
August 23 (half day)
pre-tests (ch. 15, 18, 19, 26, 27)
- No rush: Students have time to complete these over the next few days.
- But I think the basics are quite simple.
- As an example, we talked about these sentences:
- Me and my friends rode to school in a limo.
- My friends and I rode to school in a limo.
- and these sentences:
- Give the extra food to Clarence and I.
- Give the extra food to Clarence and me.
- It's quite simple to figure our which is correct in each set.
- No one would say, "Me rode to school in a limo."
- And no one would say, "Give the extra food to I."
- As an example, we talked about these sentences:
- Rule of thumb:
- If it's I by itself, it's and I.
- If it's me by itself, it's and me.
Assignments:
- Have parents either sign the letter or (better yet) email me saying they saw the letter sent home about classroom policies.
- Join Google Classroom using the following code: j3hg6sr
- Also recommended: Sign up for Remind (text @g7a673ch2 to the number 81010)
August 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.
- We take a look at sample questions, such as these.
- It's important to note what these are measuring:
- #1-6: your vocabulary
- So choose to read books that are somewhat challenging for you to help your grow your effective vocabulary.
- #7-12: reading comprehension and analyzing sentences in context
- same
- #13-15: comparing information on charts to written explanations
- #18-31: language (commas and other punctuation, pronoun usage, introductions, etc.)
- This is the largest chunk.
- We'll be preparing for this by doing daily sentences as well as some sections in the language material.
- #32-33: summarizing relevant information
- #1-6: your vocabulary
- It's important to note what these are measuring:
- That includes books that I own in my room and those I check out through Jackson District Library.
- Malcolm Gladwell's books (psychology, sociology, etc.)
- Blink: The Power of Thinking without Thinking
- I played a 4-minute clip about how complete strangers who spend 20 minutes or so in a volunteer's dorm room looking around and evaluating what kind of person lives there are more accurate than the person's own friends.
- Outliers: The Story of Success
- Some people look like their success comes easy to them (pro athletes, the Beatles, Bill Gates, etc.)
- The book explains how much work behind the scenes went into their success.
- Blink: The Power of Thinking without Thinking
- The Da Vinci Code (one of the bestselling books of all time)
- These works of art that (at least in the book) contain hidden messages about a secret society and something they claim about Jesus having children!
- also related and interesting:
- Golden Ratio
- easier to see it:
- Fibonacci sequence
- easier to see it:
- Golden Ratio
- Vince Flynn
- If this movie made about his book American Assassin looks interesting, you'd probably love Flynn's books.
August 25
Learning Target: L.6.2a
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
The first time we do Daily Sentences, it takes a while to explain everything involved here:
- what students are to do, when it is graded, how it is graded, how students will be expected to do them on the board once in a while, etc.
- need for precision
- capital letters vs. lowercase letters: Bottom line, it needs to be clear to anyone who reads it.
- punctuation in the right places, always including end marks, etc.
- 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
- Tuesdays with Morrie
- So good that it could change your life.
- The Last Lecture
- similar to Tuesdays with Morrie
- The Millionaire Next Door
- an interesting look at research about millionaires vs. average people and the habits that make them what they are
- growth mindset:
- I believe it's more natural for us to have a growth mindset about sports, athletics, and other physical things.
- e.g. I'm on a team, so I go to practice every day after school.
- It seems less natural for us to have a growth mindset about at least some academic areas.
- e.g. I often hear some students say things like, "I'm just not good at math."
- It's important to realize that the same principles apply to all areas of our lives, and growth in all areas is possible.
- It takes practice, asking for help, sticking with it, etc.
- I believe it's more natural for us to have a growth mindset about sports, athletics, and other physical things.
- "Mr. Bulgrien, I don't read."
- What are you planning on doing after high school?
- Many students want to have college as an option.
- If that's you, consider how much (and what kinds of things) you'll need to read then.
- You can and should prepare yourself for that now.
- And be honest: Do you think reading is bad for you?
- Most people can admit it's good for them.
- If it'd be an improvement for you, a good goal would be to try to read at least one book this semester.
- What are you planning on doing after high school?
- "Mr. Bulgrien, I can't read a 300+ page book."
- No one is asking you to read something like that in a week.
- Actually, there are no real deadlines for independent reading (reminder: there's no AR requirement for this class).
- We're going to be reading for ten minutes per day, so a better way to think about this would be whether you can read 5-10 pages per day.
- If you can, then you can chip away at such a book much like watching an episode a day on a multi-season TV show.
The focus for these four days is to get a good start reading a book for independent reading and to get used to participating in class (e.g. daily sentences on the board).
August 28
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
- 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
August 29
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.
- taking PSAT digitally ($18 but get to try new format)
- early college
- 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
- 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
- no regrets:
- Otto von Bismarck: "Only a fool learns from his own mistakes. The wise man learns from the mistakes of others."
- On my bulletin board, look at the pages of "Biggest Regrets" from previous graduating seniors.
- Notice how many of the regret not joining a sports team or participating in grade-level activities (e.g. float building).
- Also notice how the most common response is regretting not trying harder in classes earlier.
- Learn from their regrets and try those things sooner. :)
- On my bulletin board, look at the pages of "Biggest Regrets" from previous graduating seniors.
- Otto von Bismarck: "Only a fool learns from his own mistakes. The wise man learns from the mistakes of others."
- Maus (the first and only graphic novel to win the Pulitzer Prize)
- This is a graphic novel depicting a conversation between the author and his father, a Jew in Poland during the Holocaust.
- Most of the book is spent in the flashback of the father's story, so it's historical fiction.
- The Road
- If there was a cataclysm that destroyed all plant life (e.g. nuclear war, biological weapon, etc.), what would people eat?
- A man is trying to teach his son how to survive in this situation without resorting to becoming evil.
August 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.
- Important: Take the test during class after you receive your previous test data and set a goal for this test. (Instructions will be on the board.)
- We used the scores from the last three Star tests to determine the average grade-level score.
- examples:
- A score of 8.9 means 8th grade, 9th month (so the end of 8th grade).
- A score of >12.9 means is above the end of 12th grade, so a college-level reading level.
- examples:
- After that,
- click on the link here
- use your hhs100 number as your username
- if you forgot your password, please ask
- click the blue button that says "Star Reading"
- and do your best.
- If time, we discussed some of the most common errors in English.
August 31
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
- a. were trying to guess the answer’s to them riddles
- b. there to hard to figure out
- years from now:
- What you do here certainly can impact what you do later.
- I've been called, emailed, and even asked in person about former students when they have applied for jobs, even 6+ years after graduating from high school.
- It's nice when I can say things like the following:
- I'd hire that person for sure.
- He may not have had the best grades, but he always put in decent effort and was quite responsible.
- But I won't lie.
- I've said some of these things before, too:
- There's no way I'd hire someone like that to work for me.
- That guy was a total ________ to everyone, all the time.
- She had an excuse for everything, never took responsibility for anything.
- And I'm just one teacher. Other teachers have had similar calls, and the principals get more of them than teachers do.
- I heard about a guy who was interviewing for a job, and the first question he was asked was about being suspended in high school.
- His reaction was to say, "That was 30 years ago! Why would that matter now?"
- The interviewer explained that they have a lot of people applying for the job, so they wanted to know what they were dealing with before they hired just anybody.
- It' worth considering.
And then I spoke a tiny bit about some more books I think many people would like:
- Ready Player One
- Memorial Day
- As well as an example of books some might like that I wouldn't necessarily read (e.g. The Sisterhood of the Traveling Pants).
September 01
no school
September 04
no school
September 05
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.
Daily Sentences 09
- 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
- 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
- Take notes on the Anglo-Saxons and Beowulf with these slides (got through slide 18).
September 06
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Daily Sentences 11
- 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
- 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
- Finish notes on oral culture, epics, Beowulf and the Anglo-Saxons with these slides (got to the end).
- also talked about how popular things that were inspired by Beowulf, using these examples:
- how much money the movies based on The Hobbit and The Lord of the Rings have made
- the most expensive TV show ever made (The Rings of Power on Prime Video)
September 07 (had a fire drill first hour)
Learning Target: L.3.3a
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Daily Sentences 13
- 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
- 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
- Read and take notes on p.18
- We did a 5-things assignment to talk about it, and these are the kinds of things we often talk about:
- There are lots of details we don't know about the epic poem Beowulf:
- who composed it
- when
- who wrote it down
- when
- It's an Anglo-Saxon story, but it's about people from different Germanic tribes.
- Danes and Geats from Scandinavia
- The poem is 43 cantos long, but what's a canto?
- Beowulf was a Geat, but who were the Geats?
- Where is Mercia?
- And where is Northumbria?
- There are lots of details we don't know about the epic poem Beowulf:
- We did a 5-things assignment to talk about it, and these are the kinds of things we often talk about:
September 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 or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Beowulf:
- We spent a few minutes talking about anything from the 5-things discussion that didn't get mentioned in class, such as the following from previous years:
- Old English
- What does Old English look like?
- Could we read it?
- What does Old English sound like?
- Could we understand it if we heard it?
- Parts of the first minute of this video are worth hearing.
- It's interesting how similar the numbers are, especially five through ten (about 00:45 in that video).
- Where is the Beowulf manuscript now?
- Who is this Burton Raffel guy who translated this?
- Why is Beowulf considered a "masterpiece"?
- This is an adventure story that has entertained audiences (listeners and readers) for well over 1,000 years.
- Additionally, we can learn a great deal about the ancient Anglo-Saxon culture by studying it.
- Compare that to looking at pictures of your own ancestors.
- You might look at your great-great grandparent and see similar traits in your family members alive today.
- That's what we're doing here, only on a cultural level.
- We're looking at our cultural ancestors to see how closely we resemble them, and it will tell us a great deal about ourselves as well.
- Why is Beowulf considered a hero?
- To simplify it for now, most stories with heroes in them can be reduced to a story of Good vs. Evil.
- Weregild (also spelled wergild, but the "were" is interesting, like werewolf...)
- important term: wer-gild ("man payment") and how that worked for them (and works for us?)
- Compare it to suing someone for medical malpractice instead of trying to kill a doctor's family to get revenge.
- finish talking about kennings using this handout:
- Look over and take notes on p.19:
- Notice that Shild, a legendary king of the Danes (Denmark), is Hrothgar's great-grandfather.
- Shild had a relative named Beo (or Beowulf).
- This is not the same person as the hero in our story.
- The Beowulf we care about is a Geat from Sweden (in the second genealogy on this page).
- We read p.21-23.
- We examined word choice and story elements, such as the following:
- p.23:
- Christian religious beliefs here in the beginning
- This sounds like God creating Earth and the Garden of Eden (lines 039-046).
- Cain is Grendel's ancestor.
- Why does the storyteller mention that?
- And why not go all the way back to Adam and Eve instead of stopping with Cain? (lines 054-056)
- Christian religious beliefs here in the beginning
- p.23:
- We examined word choice and story elements, such as the following:
September 11
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).
Daily Sentences 17
- 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
- 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
- p.24:
- alliteration (e.g. W and D sounds at the beginning of words on page 24, lines 063-065)
- how (and why) we know quite little about Grendel, although we are told of his ferocity and his strength (lines 070-071)
- why the monster attacks at night (lines 073, 082-083, etc.)
- sneaky, better for hiding
- warriors sleeping, less likely to put up a fight
- and also scary: We have a natural fear of the dark, and the scop is connecting this danger to that.
- Consider how most (all?) scary movies occur at night...
- "lust for evil" (lines 085-086)
- an intense sexual desire for evil?
- "twelve winters," as opposed to just saying "twelve years" or "twelve summers" (line 095)
- New (School) Year's Resolution writing assignment
- just talking about it today
- We'll start writing it this week after going over a couple student examples.
September 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 or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
I did a sample Reading Minute to illustrate this opportunity to get a little bit of extra credit.
Beowulf:
- The book leaves out some good stuff, so we'll also use this handout:
- p.1 of the handout
- It seems the Danes were expecting some kind of weregild -- either from Grendel or to Grendel -- to stop the killing (lines 007-010)
- "mankind's enemy," a kenning for Grendel, but why use it in that line?
- alliteration with words like continued, crimes, killing, could, coming (line 016)
- more about the contrasting religious views:
- We will see elements of Christianity as well as comments about pagan beliefs throughout the story.
- Hrothgar's throne is protected by God (line 021).
- But the Danes were praying to "old stone gods" and looking for "the Devil's guidance" (lines 027-029)
- omens (line 055)
- It's interesting that there are 14 Geats traveling to Denmark.
- Compare this to how there were 14 in Thorin's company in The Hobbit.
- p.1 of the handout
- back to the book, p.25, for canto 6:
- p.25
- How Beowulf and the Geats (from Sweden) aren't exactly trusted by the Hrothgar and the Danes (in Denmark) (lines 104-110)
- So we talked about why Beowulf would want to help the Danes if they aren't really allies and don't really trust each other.
- the many reasons Beowulf comes to help:
- Good vs. Evil
- get a reward
- the gods wanted him to (the omens were good)
- wants a challenge
- fame (as a way to beat death)
- the many reasons Beowulf comes to help:
- But something else is interesting:
- Beowulf seems to think he has a "duty" to help, but notice he doesn't explain why that is (line 125).
- So we talked about why Beowulf would want to help the Danes if they aren't really allies and don't really trust each other.
- How Beowulf and the Geats (from Sweden) aren't exactly trusted by the Hrothgar and the Danes (in Denmark) (lines 104-110)
- p.26:
- And his request sure is strange -- like nothing we would ask for (lines 140-141).
- But it'd be a good way to become famous.
- And remember why Beowulf wants fame so much...
- But it'd be a good way to become famous.
- And then he takes it a step further... (lines 142-149)
- Again, I can't think of a better way to get fame.
- God deciding who would win (lines 149-150)
- Or is it up to fate? (looking ahead to p.27, line 175, for example)
- And his request sure is strange -- like nothing we would ask for (lines 140-141).
- p.25
September 13
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: Finished cantos 7-10, which are not in our books, by using this handout, p. 2-3.
- While not super important, we kept our eyes out for examples of kennings and alliteration.
- The best example of a kenning is line 115, "God's bright beacon," which also is an example of alliteration.
- We talked about the contrasting religious views:
- God's intervention (handout p.2, line 024), or is it up to Fate? (same page, line 101)
- Last week, Beowulf hinted at having a "duty" to help the Danes (see Sept. 10 above, p.25)
- Hrothgar tells the truth about why Beowulf is here (handout p.2, lines 001-019):
- he bailed out Beowulf's dad (you should know the details of this)
- wer-gild
- Hrothgar tells the truth about why Beowulf is here (handout p.2, lines 001-019):
- Unferth challenges Beowulf's greatness (handout p.2, lines 045-074)
- jealousy
- This is a reaction we would find normal today.
- Beowulf tells the truth about his swimming match with Brecca (handout p.2-3, lines 076-127)
- By the way, who doesn't swim
- in freezing waters
- for a week at a time
- carrying a sword to fight whales or needle fish
- while wearing chain mail...?
- By the way, who doesn't swim
- Beowulf then tells us more about Unferth (handout p.3, lines 133-134)
- We talked about why what he did is so bad.
- This is probably the worst crime in their society.
- Beowulf and his focus on fame (handout p.3, lines 177-183).
- He's willing "to get famous or die tryin'," to paraphrase America's greatest philosopher...
- Hrothgar as a "ring-giver" to Beowulf, even though he's a Geat (handout p.3, lines 203-204).
- Beowulf is here to help for many reasons, one of which is to get paid.
September 14
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.
Beowulf: read and take notes on p.27-30:
- canto 11:
- foreshadowing (lines 159-161)
- the fight with Grendel:
- How could the Geats be sleeping through all that noise? (lines 162-166)
- 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: (lines 157, 191, 226) // alliteration (lines 151-155, 156, etc.) // references to religious beliefs (lines 153, 175, 226)
- canto 12:
- Grendel has at least some magic.
- "stone skin" (lines 241-245).
- Does he have other magic that makes the other Geats sleep?
- We don't know, but it's possible.
- Some movie versions have Grendel cast a sleeping spell to explain why he's so dangerous.
- The spell just doesn't' work on Beowulf, for some reason. He's too strong, has too much will power, etc.
- 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) (lines 256-264)
- Boasting is acceptable, as long as you can do what you say (lines 269-270).
- what Beowulf does with Grendel's arm and why (lines 274-277)
- Compare that to hanging antlers or a stuffed head/animal as a trophy (or any other award or trophy we put on display).
- Grendel has at least some magic.
- canto 13:
- Grendel's immense powers (evident upon his death, as the swamp churns due to his blood/magic)
- We also see some of Christianity's influence on the story with comments about hell and Grendel being punished in hell.
- Beowulf is already famous (they're already telling his story, and we're still telling it well over 1,000 years later)
- due by midnight the night of Monday, September 18
- I also gave some tips or suggestions:
- reading (consider your Star reading test results, plans for after high school, etc.)
- screen time
- speaking up/class participation
- health/mental health
September 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).
- Read and take notes on p.30-32:
- canto 14-18 (summarized in our books):
- Beowulf and his countrymen rewarded
- interesting question: Do the 12 other surviving Geats deserve a reward?
- (They risked their lives as well, didn't they?)
- interesting question: Do the 12 other surviving Geats deserve a reward?
- Beowulf and his countrymen rewarded
- canto 19:
- Grendel's mother
- Cain mentioned a few times, more Christian influence on the story, along with God and Lord a few times.
- interesting question: Do you feel any sympathy for Grendel's mother, with a "mother's sad heart" at the loss of her son?
- summary:
- It's interesting that Grendel's mother takes the arm ("Not gonna make a trophy outta my son!"), and she also kills one of Hrothgar's men.
- I think she acts more like we do than Grendel does.
- She even seems to play by their rules with regard to wergild (at least what we've seen of her in what we have of the story).
- cantos 20-21:
- It's interesting that Grendel lives with his mother, but we know nothing about his father.
- This was important to the Anglo-Saxons, who lived in a male-dominated society.
- Notice how Beowulf, Hrothgar, Unferth and others have mentioned who their fathers are, but women characters barely get a mention at all.
- Even the exception to this, Welthow (Hrothgar's wife), is hardly mentioned and does nothing significant.
- The Anglo-Saxons are our cultural ancestors, so consider how our culture is somewhat similar:
- There are exceptions to these, but for the most part...
- When men and women get married, the wife typically takes the husband's last name.
- Even if parents aren't married, children typically take their father's last name.
- There are exceptions to these, but for the most part...
- 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 to try to survive.
- And then Hrothgar promises even more treasure as a reward if Beowulf helps the Danes again.
- It's interesting that Grendel lives with his mother, but we know nothing about his father.
- canto 14-18 (summarized in our books):
- 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
- 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
- independent reading
- work on writing assignment about goals (due Monday)
September 18
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.
- reading minute, if we have a volunteer
- tip: One of the essay questions in the test is about Beowulf's fight with Grendel's mother.
- Read and take notes on p.33-36, looking for figurative language and other important details:
- canto 22 (including the summary just above it):
- naming a sword?
- Compare that with non-living things we might name today (e.g. car).
- Why would we do that? Are they the same reasons?
- spend a lot of time with it, so much of life depends on it, actual life may depend on it, etc.
- swimming for hours? (line 367)
- "Mr. B., that's impossible!"
- We don't have a problem with our super heroes flying or using spider powers.
- The Anglo-Saxon scops were trying to entertain the audience the same way our movie directors do today.
- "Mr. B., that's impossible!"
- metaphors
- welcoming Beowulf as a guest = irony, a joke about their battle (line 373)
- sword "singing" Beowulf's strength (lines 393-394)
- How could there be dried blood on her dagger if they're under water? (line 418)
- naming a sword?
- canto 23:
- It takes a giant-made, magic sword to kill Grendel's mother (lines 430-431).
- the bright light that shines when she is killed (line 442-444)
- what that symbolizes (good triumphing over evil, and God's approval)
- (this one is part of an essay question on the test)
- also chopping off Grendel's head, even though he's already dead (lines 456-461)
- and then a discussion of what happens next:
- Grendel's blood eats away the blade of this giant, magic sword
- Why didn't that happen when he chopped off the mom's head?
- Beowulf brings Grendel's head (not the arm again) back as a trophy to replace Grendel's arm.
- cantos 24-30 summarized:
- That giant sword hilt must have been huge to include an entire story on it.
- But would the giants have been able to write (or read) letters that would have been so small compared to them...?
- Beowulf went back home well rewarded.
- That giant sword hilt must have been huge to include an entire story on it.
- canto 31
- He eventually became king of the Geats.
- Why might he have refused the kingship earlier (line 469)?
- He was king for how long? (lines 471-472)
- So how old is he now?
- And we also notice similarities between the dragon right here and Smaug in J.R.R. Tolkien's book The Hobbit.
- He eventually became king of the Geats.
- canto 22 (including the summary just above it):
September 19
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 p.37-43:
- cantos 32-34 (summarized)
- Why do you think Beowulf would bring these companions with him if he was planning all along to fight the dragon alone?
- back-up, just in case? witnesses?
- Why do you think Beowulf would bring these companions with him if he was planning all along to fight the dragon alone?
- canto 35
- Beowulf decides to "go it alone" (line 502) all the time, even putting his life on the line when he's king, because he's fame hungry.
- as a result, perhaps his men don't know how to do things for themselves...
- Why would he yell that battle cry (lines 524-527) to let the dragon know he's coming?
- Why not sneak attack?
- We get a sense of the size of the dragon in line 532.
- Beowulf was able to wound the dragon (lines 550-553).
- Anglo-Saxon religious beliefs are evident in lines 560-564, and it doesn't sound very nice.
- It makes sense that he'd care about beating death by gaining fame rather than looking forward to an afterlife like that.
- Beowulf decides to "go it alone" (line 502) all the time, even putting his life on the line when he's king, because he's fame hungry.
- canto 36
- Only Wiglaf stays to help when all the other men run away, scared (line 575)
- Why does he stay?
- Loyalty: He owes Beowulf for all the land, equipment, and wealth given to him and his family.
- Why did everyone else leave?
- Perhaps they don't know how to do anything challenging for themselves because Beowulf always did things (by himself) for them.
- Beowulf's need for fame makes him a great warrior, but perhaps he was not such a great king, despite what the text says (back in line 516).
- Why does he stay?
- Wiglaf's speech to the men who run away (p. 4 of this handout):
- This is probably intended more for the audience (people listening to the scop tell this story) than it is for the guys running away.
- It's a speech about how they should think when they're afraid.
- The scop is passing on their cultural values so the audience will be inspired to be brave and loyal when they're afraid.
- Compare this with the concept of "breaking the fourth wall."
- Because as far as the "story" goes, he should have run in to help Beowulf immediately and yelled at the cowards later.
- This is probably intended more for the audience (people listening to the scop tell this story) than it is for the guys running away.
- The text mentions fame quite a few times here, reinforcing how important it was for Beowulf to get famous in order to beat death (e.g. lines 560, 588, 590).
- The dragon bites Beowulf on the neck.
- That's not good, so close to the head and the heart.
- Especially since dragon fangs are (obviously?) poisonous (lines 614-616).
- Only Wiglaf stays to help when all the other men run away, scared (line 575)
- cantos 37-38 and 43:
- Beowulf has no son, no direct heir.
- How would having a son affect his status as a hero?
- Consider whether most of our heroes (at least super heroes) have families.
- Why is that?
- How would having a son affect his status as a hero?
- Beowulf wants the Geats to take all of the dragon's treasure for the benefit of the tribe (around line 690).
- 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
- Perhaps they feel guilty 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.
- To be fair, he says the Geats were not attacked by other tribes during his 50 years as king.
- On the other hand, 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 reading this story?
- We have much less evidence, but it sure doesn't seem so.
- Beowulf has no son, no direct heir.
- cantos 32-34 (summarized)
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.
- preparing for essay part of test on Friday
- 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
- 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
- The essay is worth 25% of the total grade for the test.
- 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 21
Juniors went on a field trip to visit Jackson College and Spring Arbor University.
September 22
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.
September 25
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- assignment: 10 reactions to/reflections on the movie by the end of it
- examples:
- "It's similar to the book when..."
- "A difference I noticed is how..."
- examples:
- talked about fertility goddesses at that point since the characters found one at the house they examined
- If time, we also talk a bit about the book that inspired this movie (and how the book is a retelling of Beowulf).
- It's also interesting how this movie did so poorly in ticket sales.
- Personally, I like it for all of the overlaps with Beowulf. As a movie by itself, it's just OK.
- Students can redo the multiple-choice part, the essay part, or both.
September 26
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- assignment: 10 reactions to/reflections on the movie (see Sept. 25 for details)
September 27
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- talked about how Beowulf is on his death bed but still concerned with his story being remembered, even written down
- assignment: 10 reactions to/reflections on the movie (see Sept. 25 for details)
- Students have two weeks (until Oct. 06) to redo parts or all of the test for partial credit.
September 28 (lock-down drill 2nd hour)
Learning Target: L.6.2a.
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Daily Sentences 23
- 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
- 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 watched a short movie trailer for the movie Tenet, which is my favorite movie, at least right now.
- Here's the trailer.
- Without revealing names, students were shown their score on the pre-test for ch. 15.
- Then we took a look at this post-test and at least tried the front after I explained how direct objects work in a sentence (if there are any).
September 29 (many absent and shortened class due to Homecoming)
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.
Daily Sentences 25
- 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
- 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
- It is, however, worth it to memorize the most important linking verbs:
- am, is, are, was were
- It also wouldn't hurt to know these: be, being been
- Keep in mind that the last verb in a verb phrase is always the main verb.
- If it's an action, then the verb phrase is an action verb phrase:
- Some people are reading some great books in here.
- It may have "are" in it, but "reading" makes the verb phrase an action verb.
- Some people could have been late.
- linking verb
- Some people are reading some great books in here.
- If it's an action, then the verb phrase is an action verb phrase:
- It's important to know how they work:
- They link a word to the subject without indicating any action.
- She seems nice.
- Notice she's not doing anything. We're just using "seems" to describe the subject.
- They link a word to the subject without indicating any action.
- Some words can be action or linking, depending on how they're being used.
- It's easy to spot the difference by substituting in one of the words that's always a linking verb to see if it still makes sense.
- We tasted their soups. (We were their soups? Not linking, must be action.)
- The soups tasted great. (The soups were great? Yes, linking.)
- Jeff looked tired. (Jeff was tired? Yes, linking.)
- Jeff looked at the team's schedule. (Jeff was at the team's schedule? Not linking, must be action.)
- It's easy to spot the difference by substituting in one of the words that's always a linking verb to see if it still makes sense.
October 02
Learning Target: L.3.3a
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Daily Sentences 27
- 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
- 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
- The pre-test average on this next section is usually around 15-20%.
- The post-test average is more like 75%.
- So you may not know this stuff yet, but it'll make a lot more sense soon if you give yourself a chance.
- slides and notes:
- We got through p.1-2 on the notes as a review for what we're starting this week.
- sentence fragments, subjects, verbs, verb phrases, how verbs can shar a subject, how subjects can share a verb, etc.
- We got through p.1-2 on the notes as a review for what we're starting this week.
October 03
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.
Daily Sentences 29
- 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.
- 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
- First, we reviewed how prepositions and prepositional phrases work using this handout.
- Then we moved on in the slides to talk about direct objects.
- If you were absent, here's a video talking through direct objects.
- In class, start WS 70 (1st course)
- In most classes, we just got through the top.
- We will finish the rest of this tomorrow.
- Here is a video going through the answers for this page.
- In most classes, we just got through the top.
October 04
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.
Daily Sentences 31
- 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
- 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
- Slides and notes: notes about indirect objects
- Here's a video talking through indirect objects.
October 05
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.
Daily Sentences 33
- 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
- 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
- We took questions on yesterday's handout.
- about independent reading (not Beowulf)
- emphasis is on explaining in depth and with specific examples
- write on the back of the page
- should be one full page (to the bottom hole punch)
- due by Tuesday, Oct. 10
October 06
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.
Daily Sentences 35
- 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
- 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.
- slides and notes: notes about objective complements
- Practice objective complements using WS 41
- If you were absent, here is a video that talks you through the first part of WS 41.
- After you finish the rest of WS 41, here are the answers for the rest of the page.
October 09
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.
Daily Sentences 37
- 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
- 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
- Review direct objects and indirect objects using WS 72-73 (1st course).
- Here are the answers for WS 72-73.
October 10
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Daily Sentences 39
- 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 40a. 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
- slides and notes (predicate nominatives)
- Here's a video talking about those.
- Here's the answer key for p.75.
October 11
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Daily Sentences 41
- a. Having read them carefully these poems make sense to me now.
- b. Shakespeare could of writen about anything but he often writes about love.
- a. byron uses Anapestic Rhythm in his poem the destruction of sennacherib
- b. the pilgrim of the long poem “Childe Harold’s Pilgrimage,” became the prototype of the byronic hero
- First, we went over any questions from p.75 from earlier.
- Then we covered the last part of this chapter using these slides and notes (predicate adjectives)
- in-class practice: WS 76 (1st course)
- Here are the answer keys for when you're done: p.76
October 12
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Daily Sentences 43
- 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
- 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
- We spent another day practicing predicate nominatives and predicate adjectives with p. 77-78 (first course).
- Here are the answer keys for p.77-78 for when you're done.
October 13
Learning Target: CCSS.ELA-LITERACY.L.11-12.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- This is a practice test one week before the actual test.
- When done, we will analyze the results and go over any questions.
October 16 (no school)
October 17
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.
Language: Ch. 15: The Parts of a Sentence:
- review using WS 41/44 (6th course)
- Here are the answer keys for p.41/44 for when you're done.
October 18 (in Baum's room due to PSAT testing; students weren't supposed to go to their lockers, so did not have independent reading)
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.
- We took our time going over WS 79 (1st course) and WS 80 (1st course), treating it like a practice test.
- Please be ready for the test, which is this Friday.
October 19
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.
- Then we went on to WS 45/48 (6th and 4th courses).
- This is ideal for use as a practice quiz to make sure you're getting it prior to the real test.
- When done, you can check your answers here: WS 45/48 answers
- optional: more review using WS 81/55
- Here are the answers for WS 81/55.
- more optional practice: WS 47-48 (6th course)
- When done, you can check the answers here: WS 47-48 answers
October 20
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 23 (start of second quarter)
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.
Daily Sentences 45
- 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
- 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
- *note: We're trying to finish Macbeth earlier than most years due to Mr. Bulgrien's planned absence.
- We'll need to take the test on Nov. 16.
- teacher note: For planning purposes, use previous years for scheduling each day.
- 5-Things assignment using half of three pages in the textbook
- p.253 (right side)
- p.254 (right side)
- p.255 (right side)
- Students had time to read and prepare for a 5-Things discussion, and we talked about it for the last ten minutes of class using Wheel Decide to call on students, making sure we talked about the following:
- how long drama has been used by different cultures (basically forever)
- why there's comedy in tragedy
- comic relief to take the edge off (cf. funny parts of Stranger Things)
- tragedy
- e.g. why they (used to) have to involve important people (e.g. king)
- If a man's mistakes only affect his family, that's not that big of a deal.
- If a man's mistakes affect the entire kingdom, that's a tragedy.
- e.g. why they (used to) have to involve important people (e.g. king)
- irony
- situational irony? (e.g. the fire station burning to the ground...)
- verbal irony? (e.g. sarcasm: saying something but not meaning that)
- Does the protagonist have to be the good guy?
- Not necessarily. This play, for example.
- Others: Joker, Cruella.
- motif
- example of an aural motif, even: the music playing when Jaws is about to attack someone.
- And if we have time for something quick, some students ask about Marlowe and his famous play Dr. Faustus.
- Some people think Christopher Marlowe was the real writer for Shakespeare's plays.
- It's possible, but I believe a different conspiracy :)
- The Faust legend is extremely popular with many variants, all involving some kind of "deal with the devil."
- Some notable examples include the following:
- song: "The Devil Went Down to Georgia"
- fairy tale/movie: The Little Mermaid
- movie: Tenacious D and the Pick of Destiny
- Some notable examples include the following:
- Some people think Christopher Marlowe was the real writer for Shakespeare's plays.
October 24
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).
- 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
- 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”
Discuss the 5-Things assignment from yesterday.
- See October 24 for details.
- Don't read the synopsis yet -- spoilers.
- check out
- "Key Themes"
- "For Better or for Verse" (There are quiz questions about blank verse.)
- "What's in a Soliloquy?"
- Don't read the plot summary yet if you don't want spoilers.
- Check out "Characters" (not too closely -- spoilers) as well as "Themes" and "Symbols."
- Most hours got to the big ideas and themes (slide 20 or so).
- This is a modern-day translation of the play.
- My advice is to
- pay attention in class
- watch the movie in class (starting tomorrow)
- and read the modern-English translation to study for the quizzes.
October 25
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.
- not enough time due to trying to make sure we finish Macbeth in time to have the test before Mr. Bulgrien is in Florida for the band trip
- a couple responses to student questions:
- Why is Macbeth one of the most popular of Shakespeare's plays?
- At least part of the answer is that it has to do with a dictator, which is part of many people's lived experience for the last 100 years or so (e.g. Hitler, Stalin, Castro, etc.).
- So we're watching a modern version of the play?
- Yes, and I actually really like the practice of different versions.
- The one you're probably most familiar with is Romeo + Juliet (1996).
- It reinforces the idea that this is not a story that happened hundreds of years ago somewhere else.
- It's a story that could happen anywhere at any time.
- Similarly, one of the best rated versions of Macbeth to this day is a Japanese version called Throne of Blood (1957).
- Character names, locations and (minor) details are changed to fit medieval Japan (e.g. Macbeth is General Washizu, a samurai warrior).
- But the basics are all still there.
- I've watched it, and I have to say it really is very good.
- Another version that came out recently (2021) has Denzel Washington as Macbeth.
- This one is also very good, and it's available on Apple+.
- Yes, and I actually really like the practice of different versions.
- Why is Macbeth one of the most popular of Shakespeare's plays?
Watched Act 1, scenes 1-3 (stopped at 00:09:15)
- Macbeth a great warrior:
- defeated two traitors in the same day, won the war
- the witches' prophesies for Macbeth (past, present, future)
- Specifically, we discussed these, since they are on the first quiz as well as the test:
October 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 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 1, scenes 3-7 (stopped at about 00:27:00)
- 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)
- asides (Macbeth alone, about Malcolm becoming the Prince of Cumberland)
- cf. the Prince of Wales in England
- ambiguity (Banquo: "the harvest is your own")
- soliloquy (Lady Macbeth about her desire to commit acts of cruelty)
- appearance vs. reality (e.g. look like flower but be serpent)
- Macbeth's first soliloquy (reasons not to kill Duncan)
- 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.
- He weighs the reasons not to kill the king (4 of them) 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, macbeth quotes act 1, macbeth questions act 1, etc.)
- If you have time, you can also use "reviewing the text" questions from the handouts to review for the quiz next class.
- 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?
- 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?
- “Lesser than Macbeth, and greater.”
October 27 (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).
- 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 the rest of Act 1, scene 7 (end of Act I) (stopped at 00:34:30)
- Macbeth's first soliloquy (reasons not to kill Duncan)
- 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.
- He weighs the reasons not to kill the king (4 of them) vs. the one reason to kill him.
- He talks himself out of it.
- But his wife is able to change his mind...
- Our next quiz will be on the day after we finish Act 2.
October 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).
- We talked about positives and negatives of having the dagger in Macbeth's hallucination on stage/screen as opposed to having nothing there.
- *note: We're trying to finish Macbeth earlier than most years.
- See Oct. 23 for more information.
- Our next quiz will likely be on Wednesday over Act 2.
- We used Google Slides to preview each scene before watching it.
- watched Act 2, scenes 1-2 (stopped at about 00:48:15)
- scene 1
- Macbeth's second soliloquy (seeing a dagger)
- again, talking himself out of killing the king
- bell rings = no more thinking, go do it
- blood on their hands:
- scene 2
- Washing it off is easy? or impossible?
October 31
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.
- Our next will be tomorrow over Act 2.
- watched Act 2, scenes 3-4 (stopped at 01:00:00)
- the porter scene (comedy after a brutal murder)
- The rowdy night in nature reflects what happened between people.
- Macduff's entry and his great lines when he finds the body
- irony:
- They say Lady Macbeth shouldn't hear about the death because just the news of it would kill her.
- Really, she planned it all out and helped her husband do it.
- Macbeth changed the plan:
- killed the chamberlains
- looks suspicious...
- why Malcolm and Donalbain left Scotland
- Macduff's suspicions of Macbeth
- reminder: why Malcolm and Donalbain left 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).
- quiz tomorrow
November 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 day 08
Used Google Slides to preview each scene before watching it.
Watched Act 3, scenes 1-2 (stopped around 01:16:50)
- 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
November 02
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.)
Used Google Slides to preview each scene before watching it.
Watched Act 3, scenes 3-6 (stopped at 1:36:55).
- Banquo's death
- making sure Fleance can escape
- Banquo's ghost at the party
- 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)
- Hecate wants the witches to make Macbeth overconfident so he will let his guard down.
- Lennox and Ross are sarcastic about the evil of Macbeth's deeds.
- They know that Macbeth is really behind all of the evil.
November 03
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.
QUIZ: Macbeth Act 3
After discussing the quiz, I talked for a bit about how most people assume Shakespeare wrote all his plays and poems.
- But 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
- After discussing all this for a few minutes, we watched the trailer for a movie about this controversy:
- Anonymous (2011)
- a. some modern american poets have experimented with poetic form.
- b. richard wilburs poem the beautiful changes praise’s nature’s mystery
- a. dialects variations of a language is shaped by several facters
- b. their are regional, ethnic, class, gender, educational, and age group dialect’s
- 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
- 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
November 06
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 (overconfident).
used Google Slides to preview each scene before watching it
Watched Act 4, scenes 1-2 (stopped at about 1:51:45).
- 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 (different from the version we're watching in class) as well as what they say because it'll come into play later.
- the fourth vision
- Banquo's descendants as kings
- killing Lady Macduff and her kids
- not a threat to Macbeth in any way
November 07
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."
- used Google Slides to preview each scene before watching it
- Malcolm testing Macduff
- 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.
- Deciding which one is up to the director or the reader.
- We also talked about how Malcolm seems like he's going to be a better king than even Duncan was.
- He's a pure man, and he also doesn't trust people as easily as his father did.
- We also reviewed the three apparitions (what they look like in the original script and what they say) as well as the fourth vision that Macbeth sees when he visits the witches.
- quiz over Act 4 tomorrow
November 08
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.)
- QUIZ: Act 4
- 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
- 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
We'll start Act 5 soon.
- quiz over Act 5: Nov. 14
- test over entire play: Nov. 16
November 09 (shortened class periods due to Comet Connections)
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)
Used Google Slides to preview each scene before watching it.
Watched Act 5, scenes 1-2 (stopped at about 02:13:45)
- Lady Macbeth's sleepwalking, hand washing, etc. = guilty conscience
- comparing her lines now to those of hers and her husband from Act II
- Macbeth's former allies, now enemies, meeting near Birnam Wood...
November 10
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)
Used Google Slides to preview each scene before watching it.
Watched Act 5, scenes 3-6 (stopped at about 02:27:12)
- Macbeth's continued overconfidence based on the words from the apparitions
- how the third apparition's warning comes true
- Lady Macbeth's suicide (how some versions have her do it)
- how the warnings of the apparitions in Act 4 came true, in a way:
- Are the trees walking?
- No, but that's what it would look like from Macbeth's point of view.
- Are the trees walking?
November 13
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)
Used Google Slides to preview each scene before watching it.
Watched Act 5, scenes 7-8 (end of the play).
- Lady Macbeth's suicide (how some versions have her do it)
- how the warnings of the apparitions in Act 4 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.
- 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?
- Check out what this article about Fleance says:
- The test over all of Macbeth will be this Thursday, November 16.
November 14
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.
- preparing for essay part of test
QUIZ: Macbeth Act 5
- After that, we discussed the questions and answers as part of studying for the test on Thursday.
- These are good options for students who might like to watch a different version as part of preparing for the test.
- Macbeth (2015) - trailer
- the most like an action movie
- The Tragedy of Macbeth (2021) - trailer
- the most recent and perhaps the best acting (Denzel Washington was nominated for an Oscar for portraying Macbeth)
- Macbeth (2013) - trailer
- probably the most accurate to the original script, and this feels the most like a stage production 'cause it is
- Robert Frost
- Willian Faulkner
- JRR Tolkien
- Ray Bradbury
After that, students had at least 10-15 minutes to read and/or study.
November 15
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.
- preparing for essay part of test
- question:
- Explain the similarities and differences 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 the similarities and differences between asides and soliloquies.
- possible answer (should include at least ten significant details, such as those counted after each detail below):
- Asides are when
- two or more characters are on stage (1)
- one or more character(s) step(s) "aside" (2)
- and the other character(s) on stage cannot hear what is said (3)
- Soliloquies are when
- there is only one character on stage (4)
- These tend to be much longer than asides (5)
- and they represent the character's thoughts in an "inner monologue." (6)
- audience:
- Soliloquies provide the audience with a chance to listen in on the character's inner thoughts. (7)
- Asides can also let the audience hear those inner thoughts if it's just one person who steps aside.
- If more than one step aside, the audience gets to listen in on their private conversation. (8)
- examples of things we see in soliloquies and/or asides (just need two):
- (details #9-10)
- that Macbeth is considering killing the king
- that he decides not to kill the king
- that Lady Macbeth wants to talk her husband into killing Duncan
- that Malcolm and Donalbain will flee for their lives
- that Banquo suspects Macbeth is a murderer
- that Macbeth thinks life is short, fragile and pointless
- Asides are when
Then students had the vast majority of the hour to study for the test.
- good options:
- read over the slides we used in class
- read a modern-English version of it
- watch a movie of it
- search for macbeth test, macbeth questions, macbeth quiz, macbeth study, macbeth guide, etc.
November 16
TEST: Macbeth
November 17 (had a sub)
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.
- about independent reading (not Macbeth)
- emphasis is on explaining in depth and with specific examples
- write on the back of the page
- should be one full page (to the bottom hole punch)
- due by Tuesday, Nov.21
November 20 (had a sub)
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.
after that, independent reading for the rest of the class period
November 21 (had a sub)
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.)
after that, independent reading for the rest of the class period
November 27 (tw0-hour delay schedule due to weather and had a sub 5th hour due to basketball game in Detroit)
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.
- If you were absent or if you had a sub, here's a video talking through the notes.
- practice on WS 135-136
- We only got through p.135 today.
- If you were absent, here's a video getting started with WS 135.
- Here are the answers for WS 135-136.
November 28
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.
Daily Sentences 55
- 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
- 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
- Since many students were absent yesterday and we only did p.135 yesterday, we spent another day on WS 135-136
- Here are the answers for WS 135-136.
November 29 (2-hour-delay due to Comet Connections)
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.
- notes using this handout and these slides (objective case)
- If you were absent or want it to help study, here's a short video talking through today's notes and starting the practice WS.
- practice on WS 137-138
- Here are the answers for WS 137-138.
November 30
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.
Daily Sentences 57
- 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
- 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
- We talked a bit about relative clauses.
- One needs to include a restrictive relative clause (needed in the sentences, so no commas).
- The other needs to include a non-restrictive relative clauses (not needed in the sentence, so commas around the interruption).
- Do not just copy your sentences.
- However, you may use sentences from this handout or other sources as models as long as you make changes to make them (more) original.
December 01
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.
Daily Sentences 59
- 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
- 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
- notes using this handout and these slides (possessive case, gerunds, present participles)
- If you were absent, here's a short video talking through today's notes.
- If you need it, here's a video getting started with the practice exercises.
- practice on WS 139-140
- We focused on p.140, especially the ones with "possible gerunds" in them (words ending in -ing).
- Here are the answers for WS 139-140.
December 04
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.
Daily Sentences 61
- 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
- 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
- notes using this handout and these slides (appositives)
- If you were absent, here's a short video talking through today's notes.
- practice on WS 143
- If you were absent, here's a video getting started with the practice exercises.
- Here are the answers for WS 143
December 05
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.
- This section of the language material usually takes longer, so we saved independent reading for the end of class if we had time.
- a. a oxymoron is, a figure of speech that combine’s contradictory idea’s
- b. the word bittersweet is a example of oxymoron
- 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
- notes using this handout and these slides (elliptical constructions)
- If you were absent, here's a short video talking through today's notes.
- practice on WS 144
- If you were absent, here's a video getting started with the practice exercises.
- Here are the answers for WS 144
December 06
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.
Daily Sentences 65
- 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
- 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
- notes using this handout and these slides (reflexive and intensive pronouns)
- If you were absent, here's a short video talking through today's notes.
- practice on WS 145
- If you were absent, here's a video getting started with the practice exercises.
- Here are the answers for WS 145
December 07
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.
Daily Sentences 67
- 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
- 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
- Last names are like other words.
- If they don't end in S (or an S sound), we make them plural by adding S -- not an apostrophe.
- Bulgrien = the Bulgriens
- Smith = the Smiths
- If they do end in S (or an S sound), we make them plural by adding ES -- not an apostrophe.
- compare this to the words glass, kiss, ax, fox, box, which become glasses, kisses, axes, foxes, boxes.
- Last names are the same.
- Jones = the Joneses
- If they don't end in S (or an S sound), we make them plural by adding S -- not an apostrophe.
- examples:
- on a Christmas card, I would write the following:
- to the Smiths (not Smith's or Smiths')
- from the Bulgriens (not Bulgrien's or Bulgriens')
- on a Christmas card, I would write the following:
- We also used last names of students in the room or in the grade that end with an S or an S sound (such as the last name Fox).
- You should understand all four forms of your own last name (as well as that of all other last names, really).
- singular, plural, singular possessive, plural possessive:
- Bulgrien, Bulgriens, Bulgrien's, Bulgriens'
- Jones, Joneses, Jones's, Joneses'
- singular, plural, singular possessive, plural possessive:
- You should understand all four forms of your own last name (as well as that of all other last names, really).
- notes using this handout and these slides (who & whom)
- If you were absent, here's a short video talking through today's notes.
- practice on WS 146
- If you were absent, here's a video getting started with the practice exercises.
- Here are the answers for WS 146
December 08
language ch. 19: Using Pronouns Correctly
- post-test
- This is a practice test to let you know how well prepared you are for the real test, which will be on Friday, December 15.
- the exemption policy
- advice about exemptions
- how the grade is calculated using this formula:
- 1st quarter = 40%
- 2nd quarter = 40%
- exam = 20%
- My advice is to use a semester grade calculator to figure out what you need to get on your exams for each of your classes in order to get your desired grades.
- If you can easily get that score on an exam, take that exam.
- If you would struggle to get that score, then that's a good exam to exempt (if possible).
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.
Daily Sentences 71-72
language ch. 19: Using Pronouns Correctly
- WS 148-149 Review A-B
- All classes were only able to get through p.148, so we'll do the other side later this week.
- Here are the answers to WS 148-149 Review A-B
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.
Daily Sentences 73-74
language ch. 19: Using Pronouns Correctly
- WS 150-151 Review C-D
- Treat the top of the front (p.150) as a practice quiz since it's basically the same format as the test (some correct, most have errors).
- Most hours only had time for the front today.
- Here are the answers to WS 150-151 Review C-D
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.
Daily Sentences 75-76
language: ch. 19: Using Pronouns Correctly
- We used p.148 (the back of this handout) to review the chapter prior to the practice test.
December 14
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.
Daily Sentences 77-78
language: ch. 19: Using Pronouns Correctly
December 15
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.
December 18
Students had time to review for the exam:
- My advice is as follows:
- Beowulf:
- If you have time, it's a good idea to reread Beowulf.
- See above in early September.
- If you don't have time, at least read over the slides.
- If you have time, it's a good idea to reread Beowulf.
- Macbeth:
- It's a good idea to read over the slides for Macbeth.
- It's probably not worth it to read over the entire play again.
- If anything read over the modern English version, but I probably wouldn't even do that unless you have nothing better to do.
- older language material (ch. 15):
- If you want more, see above in October.
- Some practice is available in class:
- newer language material (ch. 19):
- We just did it, so you should still have all of the materials to study from.
- Beowulf:
December 19
Students had time to review for the exam (see December 19 for more details).
- additional practice for ch. 15:
December 20-22
EXAM
SECOND SEMESTER
January 08
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.
- resolution writing assignment (due by Friday, January 12)
- notes: agreement of subject and verb
- intervening phrases don't change things / gerunds & infinitives are singular
- examples of gerund/infinitive:
- Eating these pizzas IS my priority.
- It doesn’t matter that pizzas is plural. The subject is eating, which is singular (gerund).
- To make mistakes IS understandable.
- It doesn’t matter that mistakes is plural. The subject is to make, which is singular (infinitive).
- Eating these pizzas IS my priority.
- examples of gerund/infinitive:
- intervening phrases don't change things / gerunds & infinitives are singular
- started practice handout WS 106-107
- just did p.106 / actually, most hours this year only got through #1-2 / we'll pick it up there tomorrow
- When done, check your answers here.
January 09
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Daily Sentences 79
- 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
- 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
- review: finish yesterday's WS 106
- try p.107 on your own
- When done, we checked our answers (which can be found here).
January 10
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Daily Sentences 81
- 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
- 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
- notes: Agreement of subject and verb
- indefinite pronouns
- start practice: WS 108-109 (just did 108 today)
- When done, check your answers here.
January 11
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Daily Sentences 83
- 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
- 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
- review: finish yesterday's practice WS 108
- more practice: WS 108-109 (did 109 on our own and then went over any questions)
- When done, check your answers here.
January 12 (half day due to weather forecast)
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.
- notes using this handout and these slides (compound subjects)
- If you were absent, watch this short video talking through today's notes
- practice on WS 110-111
- Mr. B's joke: p.110 #3: I wonder if Han's sculpture looks something like this...
- If you were absent, watch this video getting started with the practice exercises.
- Here are the answers for WS 110-111
January 15 (no school: MLK, Jr. Day)
January 16 (no school: snow day)
January 17 (no school: snow day)
January 18
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Daily Sentences 85
- a. the term Oedipus complex, originated in the work’s of sigmund freud
- b. Of course Freud derrived his term, Oedipus complex from greek mythology
- a. diction is a writers choise of words
- b. poet, W. H. Auden, uses impersonnel bureaucratic language in The Unknown Citizen
- notes: agreement of subject and verb:
- contractions, collective nouns, "the number of" vs. "a number of"
- If time, we spent a minute or two looking at humorous names for groups of animals (collective nouns).
- start practice worksheet together (started on p.113 to focus on more challenging stuff)
- We will have time next class to finish both sides of this handout.
- When done, you can check your answers here.
January 19
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
- Due to short week (MLK day + two snow days) and the weekend coming up, we spent more time with the language material in order to keep it fresh.
- 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
- a. the writing of albert camus have been called epigrammatic
- b. that is Camus write’s brief statments packed with meaning
- time to finish previous handout and go over questions/answers
- notes: agreement of subject and verb - expressions of amount, nouns that are plural in form
- start practice handout together
- p.115 #20: What are the Aleutian Islands?
- When done, check your answers here.
January 22
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
SAT
- We spent some time talking about practicing for the SAT since it is now digital (as of this year).
- (See Aug. 24: SAT for some more details.)
- I put together a bunch of resources here for students to find practice materials.
- We will probably use at least some of these in class.
- There's a way to practice the online format using Bluebook.
- This requires your College Board login credentials.
- notes: agreement of subject and verb
- predicate nominative of a number different from the subject
- every and many a before subjects make them singular
- relative clauses
- If you want it or if you were absent, watch this short video talking through today's notes.
- start practice together: WS 116-117
- We'll finish WS 116-117 tomorrow, but you can check your answers here.
January 23 (no school)
January 24 (2-hour delay)
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.
- went over examples and answers to previous handout (p.116-117)
- notes using this handout and these slides (pronouns and antecedents, indefinite pronouns)
- If you were absent, watch this short video talking through today's notes.
- practice using WS 118-119
- If you want or need help getting started, watch this video getting started with the practice exercises.
- when done, check the answers for WS 118-119
January 25
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.
language: ch. 18 - agreement
- notes using this handout and these slides (antecedents joined by and, or, nor; collective nouns as antecedents)
- If you were absent, watch this short video talking through today's notes.
- practice using WS 120-121
- If you were absent, watch this video getting started with the practice exercises.
- Here are the answers for WS 120-121
- I read the first four paragraphs of this article with students, and then they had time to read the rest.
- (Here's the original source, if you want it.)
- After reading it, we discussed it as much as there was interest:
- personal reactions, other teachers or professors in our experience, etc.
- assignment: write a reflection to this article on the back (try to fill it up, or at least get close) that shows you thought about it yourself.
- agree with author?
- disagree with author?
- different reaction altogether?
- your own experiences?
- This is due by Tuesday, January 31.
January 26
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.
Daily Sentences 89
- a. Games at Twilight is set in the period soon after indias independence from Britian was acheived
- b. Anita desai’s imagery capture’s the essance of a summer afternoon
- a. sir francis bacon says that to much studying is lazyness but i disagree
- b. bacons comment is a example of a paradox a seeming contradiction
- if needed, a little time to finish and answer questions on the previous practice handout
- notes using this handout and these slides
- antecedents that are plural in form
- relative clauses
- (also did expressions of amount since it's quick and similar to subjects/verbs)
- If you were absent, watch this short video talking through today's notes.
- practice using WS 122-123
- If you were absent, you could watch this video getting started with the practice exercises.
- Here are the answers for WS 122-123
January 29
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
- If you'd like explanations for each part of the post-test (skip around to the parts you need), watch this video that discusses each sentence.
- The actual test is scheduled for Tuesday, February 6 (a little later than normal due to snow days).
Daily Sentences 01
- a. the shot heard round the world is a famous phrase from the poem Concord hymn
- b. the poem it’s about the Battle that marked the begining of the revolutionary war
- a. with the passage of the stamp act the British parliament levied many new taxes in the american Colonies
- b. after he had gave a speach against the stamp act patrick Henry became a figure in Virginia Politics
January 30
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Daily Sentences 03
- a. on march 23 1775 Patrick Henry delivered his speech to the Virginia House of Burgesses
- b. the house of Burgesses had met to deside how to respond to the british
- a. persuasion, a form of speaking or wrighting that aims to move an audience to action
- b. Patrick Henrys speach was a defense of his Proposal to take up arms against Britian
- review using WS 125-126 (work with a partner or two)
- Here are the answers to WS 125-126.
January 31
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
Daily Sentences 05
- a. thomas Paine one of are nations most persuasive writters lived in England for the first thirty seven years’ of his life
- b. in january of 1776 Paine published a pamphlet titled Common Sense
- a. Thomas Paines pamphlet Common Sense denounced King Geo. III
- b. he also wrote a series’ of 16 pamphlets during the revolutionary war in which he urged citizens to keep up the fight
- spent time finishing practice from yesterday since that's some of the best practice we have available
- then review using WS 127-128
- Here are the answers to WS 127-128.
February 01
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
review: ch. 18 - review
- 5 minutes to finish practice from last class (p.127-128), then we talked about any questions/answers
- practice with WS 124-125 (6th course)
- Some classes only got through the front side.
- Here are the answers to 124-125 (6th course).
February 02 (half day: Comet Connections and SnowFest assembly)
February 05
Learning Target: L.3.1f.
- Ensure subject-verb and pronoun-antecedent agreement.
language: ch. 18 - agreement
- took 5 minutes to finish previous practice
- then went over questions/answers
- new review using WS 126-127 (6th course)
- then went over questions/answers to WS 126-127 (6th course)
February 06
TEST: Language Ch. 18: Agreement
February 07
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.
- Important: Take the test during class after you receive your previous test data and set a goal for this test.
- Instructions will be on the board.
- We used the scores from the last Star test to determine each student's average grade-level score.
- examples:
- A score of 8.9 means 8th grade, 9th month (so the end of 8th grade).
- A score of >12.9 means is above the end of 12th grade, so a college-level reading level.
- examples:
- After that,
- click on the link in Google Classroom (only activated after you have reviewed your previous test results)
- use your hhs100 number as your username
- if you forgot your password, please ask
- click the blue button that says "Star Reading"
- and do your best.
February 08
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing ( ; ).
Daily Sentences 07
- a. Phillis Wheatley, published her 1st poem when she was bearly thirteen
- b. alot of people including George Washington praised Wheatleys work
- a. in philadelphia during the American revolution Congress choose Thomas Jefferson to help draft the Declaration of Independence
- b. Jefferson a brillaint man later became the 3rd person to serve as president of the United States
- semicolons
- Take notes on this handout using these slides (roughly slides 01-11).
- If you were absent, watch this short video talking through today's notes.
- practice on WS 300-301
- If you want help getting going, watch this video getting started with the practice exercises.
- Here are the answers for WS 300-301.
- Take notes on this handout using these slides (roughly slides 01-11).
February 09
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing ( : ).
language ch. 27: other marks of punctuation:
- review: spent a few minutes finishing/discussing questions & answers on WS 300-301
- colons
- Take notes on this handout using these slides (roughly slides 12-23)
- If you're absent, watch this short video talking through today's notes.
- practice on WS 303-304
- If you're absent or if you want some assistance, watch this video getting started with the practice exercises.
- Here are the answers for WS 303-304.
- Take notes on this handout using these slides (roughly slides 12-23)
February 12
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing ( ) – and [ ].
language ch. 27
- review:
- We spent a little time going over the handout from last class and looking at the answers.
- new:
- parentheses, dashes and brackets
- Take notes on this handout using these slides (roughly slides 24-36)
- If you were absent, watch this short video talking through today's notes.
- practice on WS 306-308
- We did 306 on the board in order to save paper.
- Then we did p.307, but we didn't finish that or even start p.308.
- If you're absent or you're reviewing and want some help, watch this video getting started with the practice exercises.
- Here are the answers for WS 306-308.
February 13
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (italics).
Daily Sentences 09
- a. did you no that 4 other writers worked with Jefferson on the Declaration of Independence asked Ms Harden
- b. in his autobiography Jefferson shows the deletions and insertions congress made to this famous Document she continued
- a. the advise in Jefferson’s letter to his daughter remind’s me of Benjamin Franklin’s self improvement program
- b. jefferson exhorts his daughter to develope the habit’s of industry and activity
- review:
- We spent a little time going over the handout from last class and looking at the answers.
- new:
- italics
- Take notes on this handout using these slides (roughly slides 37-42)
- If you were absent, watch this short video talking through today's notes.
- practice on WS 310-311.
- If you were absent or you're reviewing and want some help, watch this video getting started with the practice exercises.
- Here are the answers for WS 310-311.
- Take notes on this handout using these slides (roughly slides 37-42)
- italics
February 14
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
Daily Sentences 11
- a. if you would of looked in a referrence book then you would know that Herman Melville published the novel Moby-Dick in 1851.
- b. we dont read storys like that no more
- a. the workplace environment for many immigrants in New York city during the nineteenth century would of been grim
- b. do you concider yourself more of a practicle person then a dreamer Sharon asked
- notes on this handout using these slides (roughly slides 43-56)
- If you were absent, watch short video talking through today's notes.
- Practice on WS 313-314 (at least got started on p.313)
- Here are the answers for WS 313-314.
February 15
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (ellipsis points).
Daily Sentences 13
- a. one characteristic of the American Romantic heroe is a sense of honer based on some higher principal
- b. do you think Indiana Jones exploits are to unbeleivable
- a. some of washington Irvings storys were based on german folk lore
- b. i think that if all family member’s did there share of the household work there would be more domestic harmony
- Take notes on this handout using these slides (roughly slides 57-64)
- If you were absent. watch this short video talking through today's notes.
- Practice on WS 317-318.
- We did 318 together.
- We'll come back for p.317 when we have time.
- If you were absent, watch this video getting started with the practice exercises.
- We did 318 together.
- Here are the answers for WS 317-318.
- one-pager: If you could talk to a character... (due by Friday, Feb. 23)
February 16 - no school (Presidents' Day weekend)
February 19 - no school (Presidents' Day weekend)
February 20
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (apostrophes).
Daily Sentences 15
- a. was Rip Van Winkle lazy or was he just a good natured man who enjoyed not doing to much
- b. alot of people have saw the movie Back To The Future
- a. william Cullen Bryant was only sixteen-years-old when he wrote the poem thanatopsis
- b. I couldnt of wrote a poem like that when I was sixteen my dad said
- review:
- p.317 from last week (see Feb. 15)
- new: apostrophes
- Take notes on this handout using these slides (roughly slides 65-74)
- If you were absent, watch this short video talking through today's notes.
- Practice on WS 319-320 (just did p.319 t0day)
- If you were absent, watch this video getting started with the practice exercises.
- Here are the answers for WS 319-320.
- Take notes on this handout using these slides (roughly slides 65-74)
February 21
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (apostrophes).
Daily Sentences 17
- a. henry wadsworth longfellow, who was born in Portland Maine on the atlantic coast was a nineteenth century poet
- b. the poem the cross of snow is a petrarchan sonnet
- a. john greenleaf whittier composed a popular poem that was a idle a nostalgic description of a rural homey scene
- b. whittiers poem Snow-Bound has several illusions to architecture literature and history
- review:
- p.319-320 from yesterday
- new: apostrophes (continued)
- Take notes on this handout using these slides (roughly slides 75-79)
- If you were absent or if you need to see it again, watch this short video talking through today's notes.
- Practice on WS 321-322
- If you were absent or if you need to see it again, watch this video getting started with the practice exercises.
- When you're done trying it on your own, here are the answers for WS 321-322.
- Take notes on this handout using these slides (roughly slides 75-79)
February 22
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (apostrophes).
Daily Sentences 19
- a. in The Chambered Nautilus a poem by Oliver Wendell Holmes the seashell becomes an extended metaphor for the growth of the human soul
- b. holmes poem Old Ironsides was written about the american warship the USS constitution
- a. the fireside poets was poplar writer’s
- b. there poems reflects fertile imaginations
- review:
- finish p.321-322 from yesterday
February 23
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (apostrophes).
Daily Sentences 21
- a. in the 19th century intelectualls still debated whether the United States would ever produce grate writers
- b. some of the early masterpieces of american literature was written then
- a. among american writters of the nineteenth-century there was intellectual ferment
- b. the formation of various utopian groups were responces to this ferment
- apostrophes (contractions and plurals)
- Take notes on this handout using these slides (roughly slides 80-85)
- If you were absent or are reviewing, watch this short video talking through today's notes.
- Practice on WS 323-324.
- If you were absent or are reviewing, watch this video getting started with the practice exercises.
- When you're done trying it on your own, here are the answers for WS 323-324.
- Take notes on this handout using these slides (roughly slides 80-85)
February 26
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
Daily Sentences 23
- a. ralph waldo emersons utopian group was known as the transcendental club
- b. the word transcendental may be traced to the german philosopher Immanuel Kant
- a. the word transcendental refers to the idea that one must go beyond everyday experiance
- b. Transcendentalists were idealists they beleived in human perfectibility
- Take notes on this handout using these slides (roughly slides 86 through the end)
- If you were absent or are reviewing, watch this short video talking through today's notes.
- Practice on WS 327-328.
- If you were absent or are reviewing, watch this video getting started with the review exercises.
- When you're done trying it on your own, here are the answers for WS 327-328.
February 27
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (apostrophes).
Daily Sentences 25
- a. on a trip to europe Ralph Waldo Emerson met the english romantic poet’s William Wordsworth and Samuel Taylor Coleridge
- b. Emerson setled in Concord, and married Lydia Jackson
- a. emerson, begun to give public lecture’s to supplement his meager income
- b. he demanded that american scholars free theirselves from the past
- So we spent a few minutes talking about the English electives that I teach using these slides (starting around #67).
- test on Friday, March 8
- review
- We started some chapter review by completing practice on WS 302/305 (just p.302 today)
- Here are the answers for WS 302/305.
February 28
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing (apostrophes).
Daily Sentences 27
- a. in his book Nature Emerson uses imagery to show his readers seen’s of nature
- b. Emersons vivid imagry, occurs in many passages.
- a. imagine building a house for $28.12 exclaimed Mrs Hebert
- b. thats how much Thoreau spent; when he built his house at Walden Pond she explained
- finish p. 305 from yesterday
- more practice on WS 325-326
- If needed, watch this video getting started with the review exercises.
- Here are the answers for WS325-326.
February 29
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
Daily Sentences 29
- a. the movie Dead Poets Society includes quotations from Thoreaus book Walden
- b. Walden also inspired the musician Don Henley to found the Walden Woods Project to preserve the area in it’s natural state
- a. thoreaus essay Resistance to Civil Government has inspired many people to use civil disobedience as a means of political protest
- b. dr. martin luther king, jr.’s famous letter from Birmingham city jail explains his views on the diffrence between just and unjust laws
- finish p.326 from yesterday
- new practice on WS 330-331
- If you were absent or if you're reviewing this, watch this short video getting started with this practice exercise.
- Here are the answers for WS 330-331.
- The test on this chapter is Friday, March 08.
March 01
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
- practice test (you can get the practice test here)
- After that, we took time to analyze our results and go over any questions.
- Students had time for independent reading while waiting for others to finish.
March 04
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
Daily Sentences 31
- a. mark twains father Twains real name was Samuel Langhorne Clemens was an unpractical bisnussman
- b. look it up in the index an alphabetical listing of a books contents at the back of this volumne
- a. its ironick that some people think of Twain one of the countrys formost satirist only as a childrens authur
- b. some authers adopt pen names or pseudonyms to protect his privacy
- practice on WS 301/304 (6th course).
- Here are the answers for WS 301/304 (6th course).
- practice WS 314-315 (6th course)
- only got through 314 today, but you can check answers here
March 05
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
Daily Sentences 33
- a. their’s was a tough assinement our’s was more easy
- b. his brothers and mine inlisted in the Army last tuseday
- a. at about the age of 16 writer stephen Crane all ready had a job
- b. born after the civil war had ended Crane wrote The Red Badge Of Courage, a famous novel about a soldier in that war
- chapter review
- finish yesterday's practice WS 314-315 (6th course)
- practice WS 317/321 (6th course)
- you can check answers here
March 06
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
- moved to after individual students finish the practice test
- a. alright the captain growled who woke me up
- b. mom says its alright to stay out later on week-ends
- a. rosa wasn’t barely intrested in the civil war untill she seen the television series by Ken Burns
- b. gerald reveiwed the series for his schools newspaper along time ago
- review - practice test (apostrophes, hyphens, dashes, parentheses, brackets)
- Here is another practice test (4th course, p.079-080).
- Here are just the answers.
- It's a good idea to see which ones you got wrong and then try to figure out the mistake.
- Here are the answers along with explanations for everything that is incorrect.
- Here are just the answers.
- Here is another practice test (4th course, p.079-080).
March 07
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
Daily Sentences 37
- a. jacks granola and his friends sandwich was eaten by a bear while camping at Yellowstone national park
- b. the campers didnt listin careful enough to the many locale experts advise
- a. everywheres the man looked the lanscape was white, pure, white
- b. jack London was a proliffic writer of exiting, adventure storyes
- last review
- (optional) additional practice with semicolons and colons in this packet - use as little or as much as you need.
March 08
Learning Target: CCSS.ELA-LITERACY.L.11-12.2
- Demonstrate command of the conventions of standard English punctuation when writing.
March 11 (no school - teacher PD day)
March 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.
- We've been hitting commas with Daily Sentences, but this focused practice will help a great deal.
- teacher note: Usually, we do these concepts one per day, but because we had less time between the end of the 3rd quarter and spring break this year, we doubled things up and cut out independent reading as well as daily sentences.
- test on Wednesday, March 20
- Here are the slides for taking notes.
- Here is a handout for notes.
- If you were absent, watch this quick video about commas with items in a series and multiple adjectives modifying a noun.
- Here is the practice for today (WS 283-284).
- If you were absent, watch this quick video that starts the day's practice WS.
- When you're done with the whole thing, check the answers here.
- Here are the slides for taking notes.
- Here is the practice for today (WS 284-285).
- When you're done with the whole thing, check the answers here.
March 13
Learning Target: L.6.2a.
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
- Here are the slides for taking notes.
- Here is the practice for this concept (WS 285-286).
- If you were absent, watch this quick video about commas with nonessential clauses or phrases (interruptions) that also starts out the practice WS.
- When you're done with the whole thing, check the answers here.
- Here are the slides for taking notes.
- Here is the practice for this concept (WS 286-287).
- If you were absent, watch this quick video about commas with introductory elements.
- When you're done with the whole thing, check the answers here.
March 14
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.
- Here are the slides for taking notes.
- Here is the practice for today (WS 287-288).
- If you were absent, watch this quick video about commas with interrupters.
- When you're done with the whole thing, check the answers here.
- Here are the slides for taking notes.
- Here is the practice for today (WS 289-290).
- If you were absent, watch this quick video about commas in conventional situations.
- When you're done with the whole thing, check the answers here.
March 15 (2-hour delay due to Comet Connections)
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.
- When done, you can check your answers here.
March 18
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.
Daily Sentences 39
- a. whenever you backpack in the wildeness you should have taken a partener a long
- b. when is the last time salvador went to oakland CA
- a. naturalistic writers don’t try and prettyfy reality
- b. just between you and i, which selection do you like better of all
- Here is today's review (WS 270 & 273 ).
- When you're done with the whole thing, check the answers here.
March 19
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.
Daily Sentences 41
- a. in april of 1917 the united states enterred world war I, 1914–1918, and sent troups to europ
- b. the battle of Verdun (1916, accounted for more than five hundred thousand casualties on the feilds of northern france
- a. what affect did modernism have on american wrighters painters and musicans
- b. modernizm called upon artists to experiment and rejecting traditional forms
- Here is the review for today (WS 292-293).
- When you're done with the whole thing, check the answers here.
March 20
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.
March 21 (half day)
- Remember that all juniors are taking the SAT on Wednesday, April 10.
- Now, this year's SAT is different from all previous years.
- entirely on computer
- can use calculator for all math sections
- less time
- By far, the most common thing previous students have said after taking the SAT is that
- they wish they had reviewed math they took years earlier
- especially Algebra I and II, and geometry
- So set a timer for 15-20 minutes and try this sample from the old SAT math test - with or without a calculat0r.
- Khan Academy is a great way to review math and everything else on the test before taking the SAT.
spring break
April 01
Daily Sentences 43
a. the American dream is a optimist vision
b. dissillusion caracterised the change in peoples’ veiws during the years following world war I
Daily Sentences 44
a. the idea that the united states has nonlimited abundance felled away
b. another tenant of the American dream confidance in the individual remains an important literery theme
SAT Prep. Day 02
April 02
independent reading: 10 minutes
Daily Sentences 45
April 03
independent reading: 10 minutes
Daily Sentences 47
April 04
SAT feedback from last year
April 05
SAT Prep. Day 05:
April 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
April 09
Daily Sentences 51
April 10
SAT
April 11
ACT WorkKeys
April 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
April 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
April 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
assignment (turn in today or tomorrow):
April 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
1984: part 01, chapter 02 (p.020-029).
April 18 (hours 1-2 taking M-STEP)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
April 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
Other hours still had some time to catch up due to the M-STEP this week, so they discussed ch. 03-04 today.
April 22
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
April 23
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
April 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
April 25
April 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
upcoming:
reminder: reading schedule ('23-'24) and slides we use in class or for your own studying
April 01
Daily Sentences 43
a. the American dream is a optimist vision
b. dissillusion caracterised the change in peoples’ veiws during the years following world war I
Daily Sentences 44
a. the idea that the united states has nonlimited abundance felled away
b. another tenant of the American dream confidance in the individual remains an important literery theme
SAT Prep. Day 02
- After the daily sentences, we got out Chromebooks to familiarize ourselves with the format of the SAT.
- It's on computers for the first time this year.
- Go here to get instructions for this process.
- Students did at least the "pre-test" to try out the tools and the format of the test.
- After that, students had the option to try the full-length practice test (highly recommended) or else to read independently.
- teacher note:
- We needed to get user ID and registration numbers on tickets from the counselors.
April 02
independent reading: 10 minutes
Daily Sentences 45
- a. stream of consiousness a literary technic attempts at portraying the natural flow of a persons thoughts as they occur
- b. the work from Sigmund Freud a Viennese Psichiatrist has influinsed many novelists
- a. in our discussion of peoples positive qualitys richard thinks compasion is the most good
- b. the constitution was amended in 1920 to give women the rite to vote
- Essay
- You'll have 50 minutes to work on the essay.
- Think of that as an entire class period. It's a long time.
- tips:
- read the article at least twice
- write an outline first
- That should still leave you at least 25-30 minutes to write, and your essay will to be better planned and better supported that way.
- 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 if you're already happy with your score on that part.
- You'll have 50 minutes to work on the essay.
- Links:
- (teacher note: It's nice to have at least two days to cover all of this if we have a short week due to Good Friday.)
- (if time) SAT grammar rules & outline suggestions
- scoring rubric - It's important to know how your essay will be scored.
- sample article - "Don't throw bald eagles under the bus."
- For today, just read this and discuss what the author does to try to persuade the reader to agree with him.
- For example, we talk about why the author starts out talking about the bald eagle when that's not the only bird affected.
- (appealing to our patriotism)
- paragraph 4
- trying to connect to wider problems/concerns
- paragraph 5
- appealing to experts, using research
- paragraph 8
- "win-win approach" to show that we can work on more than one thing here
- paragraph 12
- making it seem like the group in charge isn't even trying (didn't even answer two simple questions)
- paragraph 13
- pointing to recent successes to show it can be done (has been done), so we can do it again
- also reminders about patriotism
- For example, we talk about why the author starts out talking about the bald eagle when that's not the only bird affected.
- For today, just read this and discuss what the author does to try to persuade the reader to agree with him.
April 03
independent reading: 10 minutes
Daily Sentences 47
- a. both of sallys’ parents work for circusses that are based at las vegas, Nev.
- b. didn’t you never have the urge to travel
- a. the poet edna St. Vincent millay became a national cellebrity because of her libberated bold way of living
- b. the 1920 constitutional amendment prohibiting of alchol remained in affect for 13 years
- ESSAY - part 1
- sample student responses (related to the sample article from yesterday)
- Try to grade these according to the rubric.
- If you see how they are scored, you will be able to write a better essay yourself.
- Pay attention to how organized the student responses are.
- Organization is a major part of the "writing" component of the score.
- Also, pay attention to whether they just summarize the article or if they go on to explain/analyze.
- That's 1/3 of the score!
- sample student responses (related to the sample article from yesterday)
April 04
SAT feedback from last year
- took a quick look at this to see what current seniors said about last year
- looked at first 3-4 and then any random ones students called out for up to 6-7 total
- key takeaway: good idea to review the math
- was first time ever did this, so wasn't sure how long it'd take
- ended up taking 20-25 minutes
- after that, students opted to spend some time in Bluebook to familiarize themselves with the program and to try practice questions
- option: read independently if you'd prefer
April 05
SAT Prep. Day 05:
- TIMING
- We used the first segment of reading and writing practice test #2 (p.2-14) to get a feel for the timing.
- Give yourself 39 minutes to finish all 33 questions.
- Just so you know, the digital version of the test is 32 minutes for 27 questions (same time per question).
- Judge your timing a few times throughout to see if you need to slow down or speed up.
- rough estimates:
- #05 by ~ 35 min. left
- #10 by ~ 30 min. left
- #17 by ~ 19:30 left (halfway)
- #25 by ~ 10 min. left
- #30 by ~ 3-4 min. left
- rough estimates:
- Most students find they can slow down, some quite a bit.
- Give yourself 39 minutes to finish all 33 questions.
- When done, it's useful to also check your answers:
- details here
April 08
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. altho a californian by birth poet Robert Frost moved to new england
- b. miranda and me researched the work of Robinson Jeffers a pessimistical poet
- a. between all the poets of the Harlem Rennassance Langston hughes is my favrite, Chad said
- b. you read them poems good, Willa said to he
- ESSAY - part 2
- remember, 50 minutes for this part of the test
- So students were asked to read this sample article twice.
- I actually had five volunteers who committed to reading it twice, even if they think they are slower readers (even better that way, actually).
- while reading, look for three things from the prompt:
- evidence, such as facts or examples (numbers, percentages, etc.)
- reasoning to develop ideas (logic, especially cause and effect)
- stylistic or persuasive elements, such as word choice or appeals to emotion
- average time to read twice:
- 12-13 minutes
- Next, we spent a few minutes making a basic outline:
- no sentences / abbreviate / include paragraph numbers / add note to include analysis
- intro.
- evidence:
- paragraph #5: emissions ↓ for plastic compared to paper
- paragraph #4: only 1.6% of waste in landfill from bags
- why: show how small problem is
- reasoning (cause and effect):
- #6: diseases ↑ when reusing cotton bags
- #7: more uses for plastic bags (pooper scoopers)
- why: show unintended consequences (even worse)
- style/persuasive:
- #9: ends with paper or plastic?
- #1: "nanny-state"
- why: we an all relate to it, humor, and hint at freedom (gov. treating us like children)
- concl.
- It took 6-7 minutes on average to make an outline like that.
- no sentences / abbreviate / include paragraph numbers / add note to include analysis
- 50 - (13+7) = 30 minutes remaining
- If you read the article twice and spent some time making the outline above,
- could you write a thorough and well-organized essay in 30 minutes?
- math, reading multiple choice, or essay
April 09
Daily Sentences 51
- a. lucinda allways complains about we kids, edward said angryly
- b. her’s is the borded up house
- a. modernists favered flawed heros who showed what writer Ernest Hemingway called “grace under pressure
- b. acording to Hemingway, the strong perservere irregardless of the odds against them
- Yesterday, students took a poll with three options for what to practice on our last day of this:
- reading/writing, math, essay
- The clear winner was math.
- MATH - timed
- You can use a calculator on all parts of the math test.
- It's OK to use your phone today, but it won't be on the actual test.
- On the digital test, you'll have roughly 90 seconds per question on the math test.
- We used p.30, 32-38 of this official practice test to try this out.
- We set a timer for 40 minutes (how much time it'd be for an official test at that speed),
- but we only tried it for 18 minutes to make a point:
- Most students can slow down quite a bit.
- examples:
- 6 minutes in, should have 4 done to be on pace
- 12 minutes in, 8 done
- 18 minutes in, 12 done
- but we only tried it for 18 minutes to make a point:
- We set a timer for 40 minutes (how much time it'd be for an official test at that speed),
- The most important part of this is the timing.
- Hopefully, it helps students feel less pressure/stress since they know they don't have to rush.
- Students interested could quickly check their answers here.
- Thorough explanations for answers can be found here.
- And after that, students had time to compare answers and methods for finding solutions with others, or just to relax for a few minutes.
- You can use a calculator on all parts of the math test.
April 10
SAT
April 11
ACT WorkKeys
- Students in 5th hour had time to chill.
April 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 or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- I use this every year to help prepare juniors for preparing for the test.
- See April 04 above ("feedback")
- assignment: Take notes whenever we're discussing the book.
- These will be collected 4x:
- after the intro./background material (these next couple days)
- and after finishing each part of the book
- These will be collected 4x:
- If you were absent today, watch this video that introduces the book 1984, including how it is relevant today.
- Many people argue about who was more accurate, George Orwell or Aldous Huxley.
- Brave New World (Aldous Huxley, 1932)
- government controls using pleasure:
- conditioning (so brainwashing isn’t necessary)
- genetic engineering
- widespread & casual sex
- legalized drugs
- government controls using pleasure:
- 1984 (George Orwell, 1949)
- government controls using force:
- surveillance
- Thought Police & spies
- hatred & fear
- violence & war
- government controls using force:
- both thought news/media would be controlled/censored
- Brave New World (Aldous Huxley, 1932)
- the big ideas in 1984:
- Would you act differently if you were on video cameras all the time?
- Think about our buses and cameras in the halls.
- Can we change the past?
- If you can’t prove something, did it happen?
- controlling language for politics
- e.g. Abortion (Pro-Life / Pro-Choice)
- e.g. immigration (illegal aliens / undocumented workers)
- e.g. "Patriot Act" and "Affordable Care Act"
- e.g. capitalism vs. free market
- Thought Police:
- So thoughts are crimes?
- You can get arrested for your thoughts?
- "Cancel Culture"
- Would you act differently if you were on video cameras all the time?
April 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).
- If you were absent, watch this video that helps explain things in chapter 01.
- As needed, we used these slides to help visualize things.
- “doublethink”
- holding two opinions/beliefs that cannot coexist
- Would this be doublethink?
- Capitalism never benefited anyone, but I’ll be happy when my new iPhone I ordered from Amazon arrives from FedEx.
- Would this be doublethink?
- holding two opinions/beliefs that cannot coexist
- loaded language:
- "Victory Mansions," Victory etc.
- "Big Brother" (as if he's a family member, lookin' out for you because he cares),
- Hate Week (that sounds like quite a celebration...)
- "Big Brother is watching you"
- a menacing reminder under these huge posters
- Telescreen = TV but also camera
- compare to Google Duo, FaceTime, Skype, etc.
- Newspeak: a new language designed to control thought/communication by eliminating precise terms
- if needed: the map of the world of 1984
- the four ministries (that are concerned with creating their opposites): Truth, Peace, Love, and Plenty
- the speakwrite
- a dictation device; a perfect tool for spying on people...
- violence at the movies
- desensitizing people to the violence
- how the Two-Minutes Hate works, and why:
- It keeps people angry at something besides B.B, and even angry with everyone else.
- the Jr. Anti-Sex League
- What's the problem with sex?
- The Party doesn't want love or trust between any people.
- This is the reading schedule (including a link for the free online book).
April 16
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).
- teacher note: It works out better and is more interesting if we do a 5-Things discussion every day we talk about the book.
- Here are the slides we use to discuss the book.
- just how little evidence Winston has for believing he can trust O'Brien
- the breakdown of society in Oceania:
- the Inner Party (less than 5%)
- the Party (10% or so)
- the Proles (the remaining 85% or so)
- compare this breakdown with the concept of the 1% vs. the 99%
- Which group would you be in if we lived in Oceania right now?
- questions:
- How many Kardashians can you name?
- Every hour named four or more.
- How many US Senators from Michigan can you name? (hint: There are two of them.)
- As in previous years, once again, not one student knew even one of our US senators.
- How many Kardashians can you name?
- questions:
- Emmanuel Goldstein
- the #1 enemy; the population rallies around hating him
- Who would this be for us today?
- Putin?
assignment (turn in today or tomorrow):
- notes for book's introduction
- 2x 5-things (yesterday and today) for a total of 10 things
April 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).
1984: part 01, chapter 02 (p.020-029).
- If you were absent, watch this video about the chapter.
- Here are the slides we use to discuss the book.
- the Parsons children
- how they behave, why they are that way, who wants it that way
- public executions
- Why don't we do this as a society?
- Why have we moved away from firing squads and hangings to lethal injections?
- cf. cultures that have public executions now
- the Spies
- What details do we get about this kids' organization from this chapter?
- some more examples of particular wording used to influence opinions:
- When it came to January 6 and George Floyd/BLM, were they
- protests / vandalism / looting / riots / insurrections
- Wording matters since there are criminal penalties based on the specific crime.
- e.g. "insurrection" is a rebellion, and the punishment could be death
- When it comes to Edward Snowden and Julian Assange, are they
- whistleblowers / leakers
- Do a search for Assange in "news" to see how his story is playing out right now.
- When it came to January 6 and George Floyd/BLM, were they
- The pneumatic tubes in Winston's cubicle at work would be like the drive through at the bank or like this.
- Winston gets his instructions this way.
- Notice they never admit they made mistakes.
- They rewrite articles so they were right about what would happen (what is happening now).
- p.038: You can see the first one explained at the bottom of the page. Here's another one:
- times 14.2.84 miniplenty malquoted chocolate rectify
- means
- In the newspaper Times, on Feb. 14 of 1984, the ministry of plenty was misquoted about chocolate - fix that error
- times 14.2.84 miniplenty malquoted chocolate rectify
April 18 (hours 1-2 taking M-STEP)
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.
- students had rest of class period to read, study,
April 19
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 were absent, watch this video about the chapter.
Other hours still had some time to catch up due to the M-STEP this week, so they discussed ch. 03-04 today.
- We typically discuss things on the slides as well as some of these things:
- memory holes
- This is one example of the many terms from this book that have made it into the mainstream of our culture.
- Check out how many news articles use this term.
- some of others include the following:
- Big Brother
- 2+2=5
- doublethink
- thought crime
- thought police
- doublethink example:
- The chocolate ration was reduced from 30mg to 20 mg.
- But they write about it claiming that the chocolate ration was increased from 20mg to 25mg
- a.) Big Brother was right about what would happen.
- b.) Big Brother is generous. We're getting more now!
- changing the past (even pictures) in history
- Ogilvy
- a made-up person that as real as anyone else we read about in history books...
- Would/Could changing the past happen in America today?
- What about the records about COVID policy?
- people who advocated for lockdowns, firing or even prison for anyone not getting vaccines, etc.
- perhaps the same with the lab-leak theory and changing what was said later
- What about the records about COVID policy?
April 22
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.
- If you were absent, watch this video that helps explain things in chapter 05.
- If we haven't already talked about it, talking about "vaporizing" people last time brings this to mind:
- the Lidice massacre (World War II)
- Syme
- friend? just comrade?
- too smart for his own good?
- cruel (likes to see people suffering)
- Newspeak
- How hard is it to communicate clearly if words are getting eliminated?
- long-term plan
- working on the 11th edition of the dictionary already
- no one speaking Oldspeak by 2050, still over 60 years in the future when this book takes place
- "duckspeak"
- the Proles
- "voluntary" subscriptions
- the dark-haired girl following Winston!
- Parsons' daughter spying on a stranger and turning him in
April 23
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.
- We spent time discussing the following topics using either the slides or else a "5-things" assignment.
- We talked quite a bit about how and why the Party wants to control sexuality and love.
- love and energy for the Party only
- fling with a Prole > relationship with a Party member
- the Junior Anti-Sex League
- artsem
- orphanages only, no families
- What effect would this have on society?
- Winston's wife, Katharine
- "Our duty to the Party" or just "making a baby"
- Where's the love?
- Winston's memory of visiting a prostitute
- We talked quite a bit about how and why the Party wants to control sexuality and love.
April 24
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.
- We spent time discussing the following topics using either the slides or else a "5-things" assignment.
- Why don't the 85% of the population take back control from the 15%?
- Indeed, why don't we do that today if so many of us think the government is corrupt...?
- the Prole women do riot...
- but not about anything important, it seems.
- rewritten history:
- example: jus primae noctis
- which may not be historically accurate anyways (see 2nd paragraph here)
- But the point is the Party has changed history, from "royalty" as oppressors to "capitalists."
- example: jus primae noctis
- They've also changed art:
- This poem (written at least 100 years before 1984) has apparently been changed by the Party to the poem/song in this chapter:
- Under the spreading chestnut tree
I sold you and you sold me:
There lie they, and here lie we
Under the spreading chestnut tree.
- Under the spreading chestnut tree
- This poem (written at least 100 years before 1984) has apparently been changed by the Party to the poem/song in this chapter:
- the photograph of the three men who were original members of the Party
- proof that the Party changed history and lied about it!
- For comparison, most of us seem to think most politicians are corrupt (see link above).
- But when we get proof, we typically act upon it.
- That's what Winston is hoping he could do with proof:
- Get people to do something about it.
- their names: Jones, Aaronson and Rutherford
- why they would have been "traitors" and what happened to them
- What's this about not being a good cartoonist after being arrested?
- 2+2=5
- How could the Party try to get people to believe things that are so obviously false?
- This concept really boils down to whether we should "believe our own eyes" or else just believe what they tell us to believe.
- (if time) Tiananmen Square Massacre (famous photograph)
- Wikipedia
- What happens to people who stand up to the government?
- But was it a hoax?
- Be aware that the above link is for a non-mainstream news source (in this case, a newspaper with a socialist slant).
- Does that make it more or less reliable...?
- We could probably do some digging to get to the truth.
- But what if, like Winston, we only had one version of the story -- and it's the fake one?
- Why don't the 85% of the population take back control from the 15%?
April 25
- Sometimes we go down the rabbit hole of "conspiracy theories" with varying degrees of evidence to support them.
- I stress that in the later examples, I don't believe these theories, but it's important to understand what these theories would mean -- and that quite a few people believe them.
- It says a something when there are popular or even fringe opinions about a government hiding things, lying, manipulating, and even attacking its own people in "false flag" operations.
- One example of other nations doing this is Operation Himmler and the Gleiwitz Incident, used to justify invading Poland, starting off World War II.
- It says a something when there are popular or even fringe opinions about a government hiding things, lying, manipulating, and even attacking its own people in "false flag" operations.
- USS Maine (1889)
- may have been an excuse to justify the Spanish-American War
- Gulf of Tonkin Incident (1964)
- may have been an excuse to justify going to war with Vietnam
- location on a map
- Why were American ships practicing amphibious operations so close to N. Vietnam...?
- Pearl Harbor (1941)
- some allege our government knew it would happen and allowed it
- And some believe 9/11 was either allowed or even carried out by our own government.
- I don't believe that, but I can imagine how it would change everything if there were ever proof or even substantial evidence.
- The pie chart is a world-wide poll, but below that, there's a section about American respondents, in particular, New Yorkers.
- I stress that in the later examples, I don't believe these theories, but it's important to understand what these theories would mean -- and that quite a few people believe them.
- If there's time/interest:
- Operation Northwoods (1962)
- apparently was a plan presented to JFK, who shut it down, that would have the CIA attack Americans and make it look like Cuba did it
- Operation Mockingbird (1960s)
- Note that it is alleged, so not proven, but the accusation is that our CIA manipulated our news and media organizations.
- There are accusations that the CIA was involved with the assassination of JFK.
- JFK's nephew (RFK, Jr., who is currently running for president) believes those theories.
- Operation Northwoods (1962)
April 26
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.
- We had a class discussion about this part of the book using a five-things assignment and/or the slides.
- We talked more about the Proles.
- more specifically about the guy at the antique shop:
- named Mr. Charrington, apparently
- This Prole seems different from the others.
- He's intelligent enough, remembers the past enough...
- Winston should talk to him about life before the Party!
- an apartment above his shop where he used to live
- no telescreen
- more specifically about the guy at the antique shop:
- the coral paperweight that Winston buys (remember this thing later)
- "Oranges and Lemons" = a nursery rhyme that's easy to remember
- yet people are forgetting it (forgetting history)
- an article about history in nursery rhymes
- the dark-haired girl!
- She must be following him! There's no other explanation.
- why the Thought Police don't just kill people
- maximize fear (of torture, for instance)
- may use previous criminals to find more (interrogation, surveillance, etc.)
- We talked more about the Proles.
- reminder:
- This is the reading schedule (including a link for the free online book).
upcoming:
reminder: reading schedule ('23-'24) and slides we use in class or for your own studying