2023-2024 Historical Fiction - Plans
*** Dates in the past are what we did those days. Dates in the future are what we have planned, and the plans may change. ***
FIRST SEMESTER
August 23 (half day)
pre-test
August 24
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
August 25 (the internet was down, so we were limited in what we could do)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
August 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
August 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
August 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
August 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
September 01
no school
September 04
no school
FIRST SEMESTER
August 23 (half day)
pre-test
- This is due by Friday.
- starting with All Quiet on the Western Front
- There is a movie of All Quiet. (It's an excellent movie, and we'll most likely watch it in here).
- Here is the schedule for when you should be done with each section of the book.
- Sign up for Remind 101 (rmd.at/74e487)
- Sign up for Google Classroom (jrmtfyl)
- Also, have parents either sign the letter or (better yet) email me saying they saw the letter sent home about classroom policies.
August 24
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Some were quick, but on others we talked about what was going on (e.g. how young/old the soldiers look, the need for gas masks for horses and dogs, why the injured men look happy, the gas attacks that blinded victims, and why there was so much mud, i.e. no grass)
- The rhyme scheme and the metrical pattern (iambic trimeter), so there are exactly 6 syllables per line.
- Meaning:
- People who weren't there ask him what he did in the war.
- But he doesn't know how to answer them because the speaker separates himself from his actions in war.
- It was someone else who (using his head and his hands) killed men overseas.
- I wonder if he can't fully come back home because he can't go back to his old life, which is a theme in the book we'll start soon.
- He bears the blame (will always carry the guilt) for what this other "person" did.
- The poem's tone: regret and guilt ("the blame"), despair, etc., possibly even confused about his identity
- resolution writing assignment (due by midnight Monday, August 28)
- student example #2 (notice how this one was only three goals, but there were more then five components -- plus it was more specific/measurable)
- student example #1 (notice the highlighted parts aren't specific or measurable)
August 25 (the internet was down, so we were limited in what we could do)
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.
- introduction using the first of these slides
- started reading chapter 01 (got to p.013)
August 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- We also discussed the following:
- where the Balkans are
- This map helps reinforce how people from these different regions thought of themselves as different people, not united, despite being part of the Austro-Hungarian Empire.
- how Bosnia & Herzegovenia (the region) and Sarajevo (the city) are closer ethnically and geographically to Serbia than to Austria-Hungary
- where the term Kaiser comes from, and who Kaiser Wilhelm was
- where the Balkans are
August 29
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.
- discussed chapter using these slides
- "Archduke Franz Ferdinand assassinated" (p.1 here)
- relevant links:
- the Archduke
- the assassin
- not a good idea to drive around in a hostile city in a car like this...
- The assassination led to an escalation of threats due to alliances between nations.
August 30
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.
- The rhyme scheme and the metrical pattern (iambic tetrameter), so there are exactly 8 syllables per line (with one exception -- line 8).
- The boy (notice his implied age, too) was happy before going to war.
- positive words in the first stanza:
- simple, grinned, joy, slept soundly (implies no nightmares), and whistled, and even "lark," which is a type of songbird
- positive words in the first stanza:
- The middle stanza is quite the opposite due to the trenches (meaning being at war):
- negative words: winter, cowed and glum, crumps (loud explosions) and lice, and no rum to cheer up
- So the boy shot himself.
- negative words: winter, cowed and glum, crumps (loud explosions) and lice, and no rum to cheer up
- Line 8 is the only line with 7 syllables, and the form of the poem fits the meaning of the poem:
- There's something missing -- the boy who committed suicide.
- The last stanza is directed at the audience (he says "you"), those who never went to war yet, with their "smug" faces, cheer the soldiers in parades.
- They should "sneak home" (cowards sneak) and pray that they don't ever have to experience war, because it is a "hell where youth and laughter go," exemplified by the happy start but then the depression and suicide of this simple soldier boy.
- a video of this poem
- Note the sarcasm:
- "No doubt they’ll soon get well."
- The author doesn't mean that. His point is that they'll never get well.
- more sarcasm:
- "of course"
- "they'll soon forget"
- try finding more sarcasm later in the poem
- "No doubt they’ll soon get well."
- Some words indicate the speaker seems to think it'll be easy for these men to recover:
- "no doubt," "soon get well," "of course," "soon forget"
- Note the use of the words that denote age (boys, old, men, children, etc.)
- It seems like the speaker is unsure what to call them.
- They are young, but they look old.
- "These boys with old, scared faces" are "learning to walk" most likely because they have been wounded by the war, so they are re-learning how to walk as amputees.
- It seems like the speaker is unsure what to call them.
- The survivors have trouble talking, walking, and sleeping (due to nightmares).
- They also feel shame (opposite of pride)
- And while they started out glad, they ended up broken and mad.
- of note
- conditions in the trenches (cramped, muddy)
- the look on soldiers' faces
- rats (will be in the book)
August 31
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.
- quiz over ch. 01-03
- discussed chapter 03 using these slides
- Of particular interest is the amount of antiwar sentiment (which is why Nazis wanted to ban the book when they came into power).
- Woodrow Wilson was president.
- Most Americans wanted to stay out of the war in Europe.
- There were multiple warnings from Germany about the blockade and the dangers to shipping.
- We found a picture of the advertisement for the Lusitania's voyage next to the warning from the German embassy.
- The Lusitania, it turns out, was carrying war supplies to Britain.
- When American troops entered the war, they were well-equipped compared to the other armies.
- America's entrance in the war was the turning point that led to Germany's defeat.
- Also, notice that Americans fought on the Western Front.
- If time, we also checked out pictures of Woodrow Wilson and the Lusitania.
September 01
no school
September 04
no school
September 05
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.
Discuss All Quiet on the Western Front p.051-074 (chapter 04): slides
- the feelings of chaos and loss of control in warfare (p.55)
- soldiers more like animals than humans (instinct, survival mode)
- soldiers reverting to childhood (which was a time of helplessness), calling for "Mommy"
- the strategy of a bombardment on the enemy lines prior to an assault
- and then doing that over and over, which made it predictable (i.e. defensible)
- various gas attacks (we did an image search for "WWI gas attack face" to see the types of damage different gases could do
- the dilemma of killing a fellow soldier to put him out of his misery, whereas helping him might just prolong his suffering
September 06
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.
- the gas attack
- the horses
- bombardments followed by assaults
- the soldier who poops himself
- soldiers acting like little kids, e.g. cuddling up to an adult
poetry: "The One-Legged Man" by Siegfried Sassoon:
- Notice how plain the first stanza makes that farm/orchard sound.
- normal, average farm
- So far, we don't even know for sure that the man standing there is the man of the title.
- He could be propped on a walking stick.
- But for this man, the farm is wonderful because he's there to see it.
- because he survived the war and is back, even though he lost his foot or leg
- He's able to do all the things so many soldiers couldn't during the war (eat, sleep) and after (choose a wife).
- Again, these are normal, average things.
- interesting wording:
- "a citizen of life" (instead of his country)
- more interesting word combinations: "safe / wound," "hobbled blithely," and "Thank God / amputate."
- These terms are essentially opposites under normal conditions.
- But really, they go quite well together considering how his wound is what brought him back home to safety:
- "Thank God they had to amputate!" would sound quite strange in a context other than the war.
September 07
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.
- discuss p.075-097 (chapter 05) using these slides
- We discussed the following:
- "Chivalry"; and why this thing doesn't happen today with our current enemies.
- For one thing, we don't have a common, Christian background, as the Germans and British did in WWI.
- saying Merry Christmas in the enemies' language
- a sign of good faith, truce
- Exchanging presents with the enemy.
- Even playing soccer with them.
- This humanizes the enemy, and the narrator will talk about this concept later in the book.
- Why commanding officers were opposed to this and then prevented it from happening again.
- What would happen if soldiers didn't see the enemies as enemies any more...?
- Here is some more information on Wikipedia, and we looked up pictures of the event.
- We also found a recent movie called The Christmas Truce, but it's not about the same thing.
- This movie is about a love story during World War II.
- Here's what we care about: Joyeux Noël (and a trailer, which we watched in class if we had time)
- We also found a recent movie called The Christmas Truce, but it's not about the same thing.
- "Chivalry"; and why this thing doesn't happen today with our current enemies.
- Don't forget that we have a quiz tomorrow over p.051-118.
September 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- QUIZ: ch. 04, 05, & 06 pt. 1 (p.051-118).
- After that, we discussed the questions and answers for the quiz in order to take notes for the test.
- We looked at pictures by searching for "wwi zeppelin bombings"
- There's also some interesting information here, as well as some good pictures.
- What that would look like, having those giant zeppelins looming overhead and dropping bombs
- Why zeppelins didn't really catch on...
- We talked about the nature of fighting in WWI and why there were so many casualties.
- The generals (and their staff, which is mentioned in the poem) didn't have to fight personally
- So they thought little of sending wave after wave of men to get ripped up.
- This war was more destructive than any war they had trained to fight.
- The generals and other commanding officers were trained using previous weapons and technology
- single-action rifles, slow-to-load cannons, etc.
- but the men were fighting with emerging technology:
- machine guns, tanks, airplanes, weapons of mass destruction (e.g. poison gas), etc.
- The break in the text of the poem (before the last line) seems to indicate one week has passed (line 2).
- the battle of Arras
- Note the high numbers of casualties in this battle...
- Also, this poem is mentioned on the Wikipedia entry for the battle.
- Have a good weekend.
September 11
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.
In class, we read p.118-136 (chapter 06 pt. 2/2), and we used the slides and the following links as needed to discuss topics such as the following:
- how Paul is daydreaming early on in this chapter
- church graveyard
- trees near a stream
- He just wants some peace and (especially) quiet, since the war is constantly so loud...
- But he'll feel like an outsider or (his word) a traveler if he were to return to these scenes from his childhood.
- He won't fit in anymore :(
- trying to find wounded men
- risking their lives to find copper driving bands
- good for selling as scrap metal?
- and risking their lives to retrieve silk from flare parachutes
- Some send the silk back home thinking their wives/girlfriends could make a blouse out of 3-4 parachutes.
- the importance of knowing the differences between what the enemy is launching at them
- grenades (different length of fuses between ours and theirs)
- "daisy cutters"
- as opposed to mortar shells, which will leave craters behind
- the horrors the soldiers witness:
- men so blown up that they would have to be scooped up into a box to be buried
- men running on stumps after their feet were blown off
- a man holding an artery in his arm with his teeth to prevent bleeding to death
- If time, we watched a short clip about how grenades work.
- We will have time in class tomorrow to read All Quiet on the Western Front p.137-162 (chapter 07 pt. 1/2)
September 12
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.
- briefly review p.118-136 (chapter 06 pt. 2/2) using the slides.
- We will discuss those pages tomorrow using a 5-things assignment.
September 13
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.
- discuss p.137-162 (chapter 07 pt. 1/2): 5-things assignment, which led to a discussion about
- "nipped off his turd"
- a joking way to say someone died
- Probably this is used as a joke to talk about something serious and sad.
- Without joking, they would be incredibly depressed...
- the French words in the text
- why French women would... "hoo hoo"... with these German soldiers if they're enemies
- other details about the situation
- humor: nearly drowning trying to indicate sausage...
- are these women prostitutes?
- they don't even know their names
- does Paul even enjoy this at all?
- etc.
- other details about the situation
- the contrast between the girl on the poster and the soldiers
- the practice of soldiers going "on leave"
- Paul's mother dying from cancer
- Why doesn't Paul talk with his family about his experiences?
- Is Paul suffering from PTSD already?
- Some of these are explained further in the slides for this section of the book.
- Why Germany would make the offer:
- to put the US on the defensive rather than only on the offensive from a safe distance -- which is what ended up happening.
- Why Mexico would be interested.
- Here's an interesting cartoon.
- And here's another one of the telegram "blowing up in Germany's face."
- why Germany wouldn't deny it:
- If they denied it, then Mexico wouldn't accept the offer.
- If they admitted it, then there was a chance Mexico would still accept the offer.
- If time, we talked about modern equivalents to code breaking and publishing the secret telegram: leaking, hacking, etc.
- More information about the telegram is available here.
- reminder: quiz tomorrow over p.118-185
September 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- QUIZ: ch. 06 pt. 2 through ch. 07 pt.2 (p.118-185).
- After that, we discussed the questions and answers for the quiz in order to take notes for the test.
September 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text.
- discuss p.187-207
- We had a 5-things discussion about this part of the book, talking about how the characters think about their enemies, why they are fighting, and war in general:
- how Paul reacts to the Russian POWs
- how they would be friends if the war were over right now,
- but they'd go back to killing each other if the Russians got away from the prison
- teachers (at least their teachers, e.g. Kantorek) are more their enemies than these Russian soldiers
- the Kaiser's inspection, and how it was all a show
- how many people does it take to start a war?
- and who decides such things, really?
- what motivates rulers to go to war?
- We will use this section of the slides next week to review on a Monday.
September 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text.
- the hardships faced by common soldiers during the war
- anti-war sentiment after killing an enemy soldier up close
- time to read p.207-229 (chapter 09 pt. 2/2)
September 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text.
- discussed p.199-229 (chapter 09 pts. 1 and 2) using these slides.
- the Kaiser's inspection, and how it was all a show
- How many people does it take to start a war?
- and who decides such things, really?
- What motivates rulers to go to war, anyways?
- the hardships faced by common soldiers during the war
- anti-war sentiment after killing an enemy soldier up close
- the extreme guilt and disorientation in this part of the book
- War (like football...) is a game of inches.
- We will have our next quiz on Friday (up to p.269).
September 20
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.
- discuss p.231-250
- We had a 5-things discussion about this part of the book, which included the following:
- The humor in this section:
- It reminds me of C3PO and R2D2 crossing the hallway in the midst of a firefight at the beginning of Star Wars: A New Hope but not getting hit.
- food they ate leading to frequent bathroom breaks...
- carrying pancakes through a warzone, trying not to drop any...
- faking an illness
- Paul assumes the French soldiers won't attack when French civilians are nearby.
- This often brings up a discussion about the concept of "Rules of War" (and "Rules of Engagement")
- How rules of war are pretty common in places that are historically Christian.
- The Nazis were obviously an exception, as Germany had (still has) a Christian tradition and culture.
- Examples of non-Christian traditions that handle things differently:
- Japanese during World War II
- Vietnam
- Islamic extremists
- How rules of war are pretty common in places that are historically Christian.
- This often brings up a discussion about the concept of "Rules of War" (and "Rules of Engagement")
- the nature of prosthetics then compared to now
- Notice that at least one of the patients interviewed in this article/video was borderline suicidal, like Kropp.
- why Paul lies to Kropp about the extent (and location) of his injury
- If time, we often look up injuries from gas attacks and surgeons' (plastic surgeons) and sculptors' attempts to help the patients.
- The humor in this section:
After that, students had the remainder of the class period to read.
- reminder: next quiz on Friday (up to p.269).
September 21 (Mr. Bulgrien had a sub since he was on a college visit with the juniors.)
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 the entire class period to read.
- reminder: the reading schedule
September 22
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.
- QUIZ: up to p. 269
- discuss the quiz
- Then we read as far as we could in ch. 11 out loud and got to p.284.
- We'll pick it up there on Monday.
- Along the way, we discussed the following:
- Thank God we don't have to be concerned with the same things they were.
- e.g. whether or not it's wise to eat when you know we're about to be attacked
- Bushmen compared to modern soldiers
- primitive by nature
- vs.
- primitive temporarily in order to survive
- primitive by nature
- Detering's homesickness
- passing the boots along to the next person
- A-1, C3, etc.
- flamethrower in WWI
- looks fun to use, but wouldn't want it aimed at me...
- Thank God we don't have to be concerned with the same things they were.
September 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.
- We finished ch. 11 and also read ch. 12 (end of the book) in class today, discussing it as we went.
- We talked about
- p.285: the effect of repeating "Summer of 1918"
- no change...
- all of the negative terms on that page
- even just the repetition of "never"
- Kat's injury and death :(
- the irony at the end
- how it was "all quiet" on the day Paul died
- why there's a large gap in the text -- "someone else" added these comments to the book after Paul died
- whether or not we think Paul was happy (and/or relieved) when he finally died
- how Paul witnessed the deaths of six of his closest friends
- We tried to put ourselves in his shoes to imagine what that would feel like.
- p.285: the effect of repeating "Summer of 1918"
- The title dehumanizes the person shot, perhaps in an attempt to justify it by not considering it as murder but as target shooting.
- Still, the poem itself gets right to the point and doesn't treat the target as an inanimate object: "I shot him"
- The speaker wonders if it would be better if he were dead -- then, nothing worse could happen to him, and his mother would stop having to worry about his safety.
- He's dwelling on the death of the person he shot, and he worries if he was an only son (meaning the last of a family name).
- The speaker laments how God is still and silent, even though the speaker could use some guidance. We need guidance when we are lost or when we need to know how to react to something that's happened, but God remains silent on these subjects, as far as the speaker is concerned.
- He admits that the person he shot was a boy, and this is probably not an exaggeration, based on what we know about WWI.
- He says that if he dies, the first thing he'll do is find the boy he shot and ask for his forgiveness.
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.
Then we read a couple articles about the movie, the book, and the history; then we talked about each article based on what stood out to us as interesting or important:
- New York Times article (printer-friendly version)
- dog tags (in this case, similar to Kemmerich's boots in the book?)
- connections to current war in Ukraine
- 40,000 dead every two weeks!
- animal instinct (book talked about this often)
- WWI leading to WWII
- Time Magazine article (printer-friendly version)
- "If we threw away these rifles and this uniform, you could be my brother."
- again, WWI leading to WWII
- how peace could be worse than war for Germany
- terms of the Treaty of Versailles
- multiple assassinations
- Germany's peace negotiator (Erzberger)
- Austrian Chancellor Dolfuss (who seemed to be sympathetic toward the Nazis?)
- the sister of the author of All Quiet, since they couldn't kill him
- the possible political bias of the author with regard to current events:
- Italy, Hungary, France/Poland and the EU, Brazil, Russia/Ukraine, and USA (January 6)
September 27
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.
- We spent time discussing the essay question on the test (which is tomorrow):
- It involves why the book was banned by the Nazis for being "anti-German, antiwar or anti-military."
- example topics:
- soldiers’ conditions
- rats, trenches, hospitals, food, lice
- (Be able to discuss specific details about the rats, about the hospitals, etc.)
- long-term effects
- PTSD, not fitting in back home, injuries
- the brutality of war
- bayonets with saw blades, blown up, holding artery for hours
- not hating the enemy
- Russian POWs, French soldier Paul stabbed
- soldiers’ conditions
- example topics:
- It involves why the book was banned by the Nazis for being "anti-German, antiwar or anti-military."
- from the perspective of a dead soldier, buried in a soldiers' cemetery (like this one in Flanders)
- This is far more effective than a living man's perspective in this case.
- The speaker (again, a dead soldier) tells the audience to "Take up our quarrel with the foe."
- He even invokes the common idea of "passing the torch" to the next person, who should hold it high.
- If we don't do that ("If ye break faith with us who die")
- then these dead soldiers will not rest in peace (R.I.P.) ("We shall not sleep")
- He wants to make sure all these men did not die in vain.
- The inspiration for and the translation of the title.
- We examined all of the negative terms in the first stanza
- including but not limited to old, beggars, under, coughing hags, cursed, sludge, haunting, trudge, lost, limped, blood-shod, lame, blind, drunk, fatigue, deaf)
- the gas attack described in vivid detail
- And it still (as of the writing) haunts the speaker in his sleep.
- dreams? more like nightmares
- We examined the If / Then nature of the last part.
- If you could see what we saw (this man's dead face)
- And if you could hear what we heard (blood gargling in the man's lungs whenever the wagon hits a bump)
- Then you'd stop lying to children about how great it is to die for one's country.
- We talked about what makes this such a famous anti-war poem.
- More info. about this poem is available here.
September 28
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
September 29 (many absent and shortened class due to Homecoming)
So we tried out some of the Board Game Club's games.
October 02
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.
- We got to about 00:39:00 today.
- assignment: While watching, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
October 03
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.
- Kantorek and his "Iron Youth" comment
- good job making boys seem eager for war, thinking they'll be heroes
- then immediately showing what war was actually like
- Kemmirich?
- We think the "Kemmerich character" was the guy with the glasses.
- His leg was blown off when Paul came upon his body, and those made him easily recognizable for the audience.
- We think the "Kemmerich character" was the guy with the glasses.
- got to 01:17:00 today
- assignment: While watching, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie
October 04
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.
- how parts of book are "out of order" in the movie
- some parts missing entirely
- POW camp
- time on leaave
- got to 01:57:30 today
- assignment: While watching, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
October 05
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.
- Kat "didn't have to" die that way (or at all).
- alluded to time with the French girls when a friend left with them
- overwhelming feeling of pointlessness of war
- especially when fighting in last 15 minutes before armistice takes effect
- book
- Paul dies 1 month prior to end of war
- movie
- Paul dies minutes (probably only seconds, really) before the end :(
- assignment: While watching, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
October 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- This is something of a dying wish, a last request.
- He's trying to comfort a loved one or his family.
- He talks about his dead body as if it is earth, playing on the notion that we are made of earth and shall return to earth
- cf. Genesis 3:19 and Ecclesiastes 12:7
- He tries to comfort the audience (whomever he's writing to) by claiming that, although he is buried in a foreign land, that foreign land will have a piece of England (his body) there, and so it will be a better place.
- He mentions all the nice things about England that will be transferred buy his body to the place where he is buried.
- good things: (happy) dreams, laughter, friends, gentleness, hearts at peace, an English heaven
- Is this a sad poem or a happy poem?
- Can it be both?
- # of casualties (dead and injured)
- The war ended at the 11th hour of 11th day of 11th month (in 1918)
- Entangling alliances and the ultimatum AH gave to Serbia to let them look through their secret documents to see if the government was connected to the assassins -- Serbia's refusal (obviously -- we wouldn't want Russia looking at our secrets), and then the war.
- Domino effect. One month ultimatum, then rapid escalation of war, one day to the next.
- The Schlieffen Plan -- what it was and why the Germans invaded a neutral country (Belgium) in order to get to France.
- The Communist Revolution -- specifically, we talked about how Germany sent Lenin back into Russia to destabilize their enemy from within.
- "The Great War" and "the war to end all wars"; how it became a world war when Turkey got involved. Called WWI after WWII because the two were so clearly connected.
- Compared # of deaths and casualties from the two world wars. Here's another comparison.
- Whether or not we're in "World War III" right now.
- That may not be the right term for it, since it's not nearly as closely related to the other two as they are to each other.
- After that, we started taking notes on our next author and the next book:
- We checked out the basics of Harper Lee's life as well as this book.
- We also discussed how this is a controversial book:
- At the same time, it is widely regarded as a book everyone should read.
- We discussed both perspectives in order to be fair to both views.
- Same for things like the Civil War and whether it's appropriate to have statues or flags that honor the South.
- It can be quite complicated.
- Most of the soldiers in the Confederate army didn't own slaves.
- They believed they were defending their (new) country from "northern aggression," which is what some people started calling the Civil War later.
- Although our northern perspective may be different, they thought of themselves as defending against an invading army.
- The Confederate soldiers may not have owned slaves, but the southern economy relied heavily on slavery.
- So, what were they defending: their land or their economic system?
- It's hard to say, and it boils down to their perspectives.
- Same for things like the Civil War and whether it's appropriate to have statues or flags that honor the South.
October 09
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.
- Trevor Bauer (LA Dodgers)
- Mel Tucker (MSU football coach)
- Duke Lacrosse team
- Brett Kavanaugh (US Supreme Court)
- But the accusation comes from a white woman against a black man.
- And this story takes places in the 1930s in the Jim Crow south.
- We read ch. 01 together.
- If we didn't quite finish it, please finish this chapter before next class.
- map of Maycomb
October 10
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.
- The 7th greatest, to be exact.
- Just below that, we saw that Atticus Finch was voted in 2003 as the greatest hero in all American movies (up to that point, at least).
- Actually, it was in the Wharton Center at MSU last week. We just missed it!
- It'll be in Detroit this coming March...
- Richard Thomas plays Atticus Finch, and the play is different from the book in a number of ways.
- most importantly with Atticus as the main character instead of Scout
- We read ch. 02 and started ch. 03 together.
- If we didn't quite finish it, please finish chapter 03 before next class.
- Along the way, we discussed some things, such as the following:
- p.020: "Miss Caroline, he's a Cunningham."
- Are there families in our experience, in our school, that we could say that about?
- They're all similar and have a family reputation?
- Harper Lee is writing about her experiences in a small town, but she's really writing about all of our experiences.
- Are there families in our experience, in our school, that we could say that about?
- p.024: Walter Cunningham can't pass the first grade, but he's not stupid.
- p.026-027: the Ewell family
- p.031: The Ewell family are allowed to hunt outside of the hunting season because the kids would starve if they didn't allow that.
- common beliefs about Boo Radley:
- looks in people's windows, poisons pecans in the schoolyard, etc.
- p.020: "Miss Caroline, he's a Cunningham."
October 11
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.
- We spent a little bit of time talking about a very important concept for this book:
- Atticus's advice about seeing things from another person's perspective:
- "You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it."
- We'll talk about this more in the future as well.
- We read ch. 04 and started ch. 05 together.
- Along the way, we discussed some things, such as the following:
- p.034: What's the big deal about Indian-head pennies?
- Some are worth quite a lot to collectors.
- Look at the 1877 one...
- p.035: Mrs. Dubose is the meanest lady in the world.
- (We'll get a chance to see things from her perspective later in the book.)
- p.036: The Rover Boys?
- See here, and especially this paragraph.
- p.038 and following: How would you feel if kids pretended to be your family because they thought you were weird?
- p.042: Scuppernongs?
- p.044 and following: The Radleys apparently are very strict religiously.
- They're called "foot-washing Baptists" in the book.
- They seem to be quite strict compared to other denominations of Christians.
- e.g. no musical instruments in church,
- For what it's worth, there are so! many! different! denominations!
- p.034: What's the big deal about Indian-head pennies?
- Along the way, we discussed some things, such as the following:
- We stopped at the top of page 45 and will pick it up there tomorrow.
- Most likely we'll have a quiz on Friday.
October 12
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.
- We talked a bit about yesterday's reading as well as any questions/comments students had.
- Then we read through ch. 06
- Along the way, we discussed some things, such as the following:
- p.045-046: acting one way in public and another way in private/at home
- strict religious beliefs (e.g. no playing cards whatsoever, p.055)
- rumors about the Radley family (e.g. eating cats)
- Along the way, we discussed some things, such as the following:
- quiz tomorrow over ch. 01-06
October 13
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.
- QUIZ: ch. 01-06
- After that, we talked a bit about the quiz.
- Then we read ch. 07 together.
October 16 (no school)
October 17
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.
- read ch. 08 while preparing for a 5-things discussion
- After that, we talked about what we noticed, which included the following:
- Mrs. Radley died
- They've never seen snow!
- Which explains how a fire can happen that night:
- They aren't used to taking necessary precautions with a fire in the fireplace.
- Which explains how a fire can happen that night:
- Atticus invites Calpurnia to spend the night with them.
- house fire :(
- The people in town help each other.
- Also looking out for themselves (don't want fire to spread to their houses), but it's not only that.
- Boo Radley looking out for the kids (blanket, but also earlier examples: pants, stuff in tree, etc.)
- After that, we started reading ch. 09 and got to the part where Cecil Jacobs says Tom Robinson should "hang from a water tank."
- He's referring to lynching.
- We will pick it up there (top of p.077) tomorrow.
October 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.
- We talked a bit about where we left off yesterday, including some pictures of lynchings in America :(
- caution: These are not pleasant, although there are some more graphic images out there
- They are a gruesome part of our history, and not that long ago, really.
- I also pointed out how "mob justice" is going to be more mob than it is justice.
- We also noticed how some of the pictures have crowds of people that seem to be celebrating the murder.
- We talked about how 1-2 people simply cannot fight against a large mob.
- Then we read ch. 09 together.
- p.083 and following: Even Atticus's family (his sister Alexandra and her grandson Francis) disapprove of how Atticus is defending Tom Robinson.
- p.090: Where the book gets its title:
- It's wrong to kill something that does no harm, such as a mockingbird.
- We'll see later if this concept applies to Boo Radley and/or Tom Robinson...
- After that, we started chapter 10 together (and got to p.092).
- Students are to finish ch. 10 prior to class tomorrow.
- Our next quiz will be Friday, covering ch. 07-11 (end of part one).
October 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.
- Students had time to read ch. 11 (p.099-112), and then we talked about it using a 5-things assignment.
- Our discussion included the following:
- Mrs. Dubose's rude insults
- If time, we compared Atticus's attitude towards her as well as to what she says to Jesus.
- For example, she says he loves black people (in much ruder terms, obviously).
- She means that as an insult, but Atticus doesn't take it that way.
- He says that he does love them, even though his society looks down on them.
- Compare that to Jesus, who showed love for many marginalized groups.
- For example, she says he loves black people (in much ruder terms, obviously).
- If time, we compared Atticus's attitude towards her as well as to what she says to Jesus.
- Jem losing his temper
- e.g. also breaking the baton he just bought for Scout
- the book Jem reads to Mrs. Dubose
- Ivanhoe, by Sir Walter Scott
- with the joke the Jem thought it was Sir Walter Scout
- Ivanhoe, by Sir Walter Scott
- Should Atticus have told Jem why he was really reading to Mrs. Dubose?
- to help her kick her opium addiction
- not just as punishment for cutting all her flowers
- By the way, this book was written in the 1960s, but it touches on what today we would call the "opioid epidemic."
- whether or not we feel sorry for Mrs. Dubose
- She was in great pain and trying to kick a drug addiction.
- Still, she said some very mean things to the kids, about them (ugly girl) and especially about their father (n-- lover).
- Alabama football and their long history of greatness
- expectations for Scout to be more girly
- not wear overalls, etc.
- We'll see more of this later in the book, especially when Aunt Alexandra comes to stay with them...
- Mrs. Dubose's rude insults
October 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text.
- QUIZ: ch. 07-11
- After that, we briefly talked about the quiz and possible answers.
- Then we started reading ch.12:
- p.120: in case you want to see the painting on the wall in Cal's church...
- It's interesting how similar Calpurnia's church is the the one the Finches normally attend.
- The narrator mentions this frequently (p.121 bottom, p.122 top a couple times).
- The treatment of the children at this church is interesting as well.
- Lula (p.119)
- vs.
- Pastor Sykes (p.123 top half) and most of the others (p.118 bottom)
- Lula (p.119)
- p.122: It's uncomfortable thinking what it would have felt like to have the pastor demanding more money from the congregation.
- But it makes a difference for most of us that all of the money (today and for the next three Sundays) will be going to Tom Robinson's family.
- p.123: Scout has fallen into the trap of assuming someone is guilty because he has been arrested/charged with a crime.
- Cal seems to avoid the trap ("because of what folks say Tom's done").
- p.125: Scout asks Cal about why she talks differently around them compared to how she spoke at church.
- This clip from a documentary called Talking Black in America is interesting, if we have time for it.
- Calpurnia explains why she shifts her speech on p.126.
October 23
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text.
- Students had time to read ch. 13 (p.127-134).
- After that, we talked about it, primarily about Aunt Alexandra:
- What motivates her to be here?
- What does she care about the most?
- What else does she seem to care about?
- How does she feel about other families in town?
- Merriweathers & Penfields (p.129)
- the Ewells (p.130)
- How do other people (like Aunt Alexandra, apparently) feel about certain families in Maycomb?
- Crawfords, Merriweathers, Delafields, Bufords, etc. (p.131)
- We're dealing with stereotypes (family versions) and town gossip.
- What if there is something negative about her own family (e.g. "incestuous streak")?
- How does she treat Jem and Scout?
- especially Scout
- How does she treat Atticus?
- How does she relate to Calpurnia?
- Again, what motivates her to be like she is?
- After that, we talked about it, primarily about Aunt Alexandra:
October 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text.
- We read ch. 14 and ch. 15 together.
- If we didn't quite finish ch. 15, please finish it on your own prior to next class.
- Along the way, we talked about it:
- Aunt Alexandra's wanting to get rid of Calpurnia
- Dill's reason(s) for running away
- Atticus standing up to a lynch mob
- This is extremely important.
- And Scout doesn't understand the situation or the danger Atticus is in, or that she is in when she runs over to him.
- Notice that this is before the trial even started.
- at night
- without law enforcement
- large number of people
- This is extremely important.
October 25
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.
- Read ch. 16 independently. When done, we discussed the following:
- how a mob is made up of people
- but that it acts differently
- more about this later
- What might have happened last night (in ch. 15) if the kids hadn't shown up?
- We don't know, but they speculate the men may have hurt or even killed Atticus to get to Tom Robinson (p.157).
- Dolphus Raymond
- What do they say about him?
- white, black wife, mixed children
- It's sad what they say about mixed children not being accepted by either group.
- Today, this may not be true, or at least as true.
- Consider some famous people who are mixed race:
- Barack Obama, Nicki Minaj, Meghan Markle, Keanu Reeves, Dwayne Johnson, and Tiger Woods.
- Here's a link with a few more.
- Consider some famous people who are mixed race:
- seems to drink whiskey from a Coke bottle hidden in a paper bag
- more about this later as well...
- white, black wife, mixed children
- What do they say about him?
- Reverend Sykes invites the kids to sit with him in the balcony.
- pastor at Calpurnia's (and Tom Robinson's) church
- What would happen if the tables were turned and the kids invited him to sit with them on the ground floor?
- how a mob is made up of people
- After that, we looked up recent news stories about mobs, herd mentality, etc.
- We found examples of looting, rioting, protesting, striking, etc.
- We also joked about how MSU is famous for this.
- There's even a Wikipedia page about some of the latest incidents...
- Then we read over an article about herd mentality.
- assignment: Write a reaction at least 4-5 sentences long to something related to this issue.
- It can be connected to the book, to a news story, or something from your own memory or experience.
- But the goal is to show your thoughts on the matter, that you are thinking about the topic.
- assignment: Write a reaction at least 4-5 sentences long to something related to this issue.
October 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- Read ch. 17 together (teacher read) and start ch. 18 to as far as we can get today (very top of p.184).
- court room/legal matters
- district attorney/prosecuting attorney
- objection
- cross examination
- novel
- Mayella's injuries on the right side of her face?
- Bob Ewell left handed?
- daily life as a Ewell
- poverty, sad, dirty, etc.
- court room/legal matters
October 27 (half day)
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.
- Read ch. 18 and into 19 together (teacher read)
- started at very top of p.184 and got to the middle of p.193, right when Tom Robinson says that Mayella Ewell made sure the children (any possible witnesses) weren't around...
October 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.
- Read the rest of ch. 19 together (starting in the middle of p.193).
- seeing things from another person's perspective:
- Mayella Ewell:
- seems clear she has been abused by her father (p.194 middle)
- Mayella Ewell:
- p.195: Mr. Deas's outburst in court
- inadmissible in court, but it's in the book to give us more context
- p.197: "You felt sorry for her?"
- The lawyer wants the jury to be offended by this, that a black man felt sorry for a white woman.
- He wants them to think Tom Robinson must think he's better than she is if he felt sorry for her.
- The lawyer wants the jury to be offended by this, that a black man felt sorry for a white woman.
- boy as a racial slur
- seeing things from another person's perspective:
- Then students read ch. 20 on their own, and we talked about it today.
- Dolphus Raymond
- Coke? It seems not.
- People need a reason?
- "If it's not the whiskey, then he chooses to live like that?"
- He'd rather not put up with people's questions or having a problem with his lifestyle, so he seems like a drunk in order to get around that.
- appearance vs. reality
- How can children understand when adults can't?
- I think he means the kids haven't been corrupted by their society yet.
- your reaction?
- "Atticus says cheatin' a colored man is ten times worse than cheatin' a white man."
- We compared this to the concept of "taking candy from a baby":
- easy to do (i.e. cheating a black person back then may have been easier to get away with legally due to prejudice of a jury)
- also immoral (they cannot really defend themselves), so it is taking advantage of the weaker party.
- Dolphus Raymond
October 31
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.
- Read ch. 21 together in class.
- why Jem thought Atticus won the case
- why Atticus didn't think so
- how Atticus is respected by the black members of the audience for trying
- Read ch. 22 together in class.
- p.213: how there will be an appeal
- which is why Atticus wasn't very worried about losing the case
- p.213: more evidence of how well respected Atticus is among the black members of the community
- and why he doesn't want them to pay him with food (or with anything, for that matter)
- p.215: the concept that some people are there to do our dirty work for us
- cf. this statement sometimes attributed to George Orwell:
- "People sleep peacefully in their beds at night only because rough men stand ready to do violence on their behalf."
- also, how Judge Taylor gave the case to Atticus
- It's not just Atticus on Tom Robinson's side...
- cf. this statement sometimes attributed to George Orwell:
- p.216: how it was a good sign that the jury spent so long deliberating
- p.217: Bob Ewell's threat
- cf. the very first sentence of the book...
- p.213: how there will be an appeal
November 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.
- Read ch. 23 individually in class and prepare for a 5-things discussion:
- p.218: Atticus as a hero
- "taking one for the team" by allowing Bob Ewell to spit in his face if it'll save Mayella Ewell or one of the other kids some abuse.
- p.219: Tom will "go to the chair."
- merits of the death penalty for rape
- circumstantial evidence in a capital offense?
- cf. DNA evidence these days (only since 1986)
- p.220: herd mentality
- Atticus: Cheating a black man makes a white man trash.
- p.221: adding up, going to pay the price for it
- The author may be predicting race riots.
- Remember she published this book in 1960.
- The author may be predicting race riots.
- p.222: jury taking hours instead of minutes
- Perhaps it's "a beginning" to change.
- One of the Cunninghams who was in the lynch mob was the one on the jury who held out for so long!
- p.224: Aunt Alexandra's prejudice extends to some white families as well (e.g. Cunninghams)
- p.225: He--is--trash.
- seems quite harsh
- prejudice (pre-judging based on someone else)
- p.226: a pecking order/caste system/dominance hierarchy
- In some ways, these systems are natural (e.g. animal breeding in the wild).
- p.227: Scout's view:
- There's just one kind of folks. We're all the same.
- Also, mention of Boo Radley reminds the reader about him, and he'll come back into the story here near the end...
- p.218: Atticus as a hero
November 02
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Read ch. 24 as a class:
- adults making fun of a kid (Scout as a lawyer)
- Miss Maudie stands up for Scout as much as she can without making a scene...
- p.228, 230-231: the Mrunas and J. Grimes Everett
- The author uses made-up names for a fictional African tribe (Mrunas) and a Christian missionary (Everett) to make a point:
- The women in this social group say they want to help others, even people from Africa.
- But they openly discriminate against black people here at home.
- even talking about their help (household employees) as if they're second-class citizens at best
- saying Helen Robinson should just "get over" Tom's conviction.
- The author uses made-up names for a fictional African tribe (Mrunas) and a Christian missionary (Everett) to make a point:
- Scout is being introduced to the world of adult women.
- This is confusing for her to understand.
- It's difficult for many adult men to understand!
- But when we talk about it in class, we all realize that men and women handle things like conflict differently:
- Bob Ewell spat in Atticus's face.
- These women talk behind people's backs.
- This is confusing for her to understand.
- p.233: Miss Maudie standing up for Atticus now
- "His [Atticus's] food doesn't stick going down, does it?"
- Because you're talking trash about him in his house while eating food he bought that was prepared by his cook.
- p.234: In case we haven't figured it out yet, they women's conversation supplies an explanation:
- Scout prefers the world of men because the women are...
- hypocrites
- Now, they happen to be talking about people from up north (like here, in the northern USA).
- But the word interrupts Scout's thoughts to explain what these women are.
- good writing :)
- Scout prefers the world of men because the women are...
- p.235: Tom's dead :(
- 17 bullets. Is this overkill? Atticus seems to think it is.
- It's a tough call. They did fire warning shots, and he kept going.
- As far as the guards know, Tom is a felon in prison. They probably don't know the details of his trial or his innocence.
- From what I can tell, most police officers/prison guards are trained so that, if they determine they need to shoot, they are supposed to shoot until the person stops moving (isn't a threat anymore).
- If there are multiple guards shooting at the same time, there could easily be 17 shots fired in a couple seconds.
- It's a tough call. They did fire warning shots, and he kept going.
- why Atticus wants Calpurnia to go with him when he informs Helen Robinson
- woman (unlike him)
- black (unlike the other women in his house right now)
- 17 bullets. Is this overkill? Atticus seems to think it is.
- p.236: mixed reactions to everything going on
- Miss Maudie has Atticus's side
- Aunt Alexandra is close to Atticus's side, but she's more in the middle, pulled toward popular opinion in this town
- the rest of the women in town
- And the narrator talks about this, how right now there's only a handful of people in this town on Atticus's side:
- everyone (all races) deserves fairness, especially a fair trial
- God's grace/will is the only thing that made me white and others not
- i.e. we're all the same in the ways that matter / the Golden Rule / etc.
- And the narrator talks about this, how right now there's only a handful of people in this town on Atticus's side:
- p.237: I find it interesting how Aunt Alexandra and Miss Maudie don't want to show that they have been crying when the go back in with the other ladies.
- literally mentions holding her head up high
- adults making fun of a kid (Scout as a lawyer)
November 03
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Read ch. 25-26 individually and discuss using a 5-things assignment:
- p.238: the roly poly
- p.240: Jem compared stepping on an ant (basically same as a roly poly) to how Helen Robinson collapsed when told about Tom's death.
- p.241: compared to songbirds (don't hurt anyone so don't hurt them)
- p.239: Jem and Dill saw Atticus and Calpurnia on their way to the Robinsons'.
- Scout saw them leave the house (ch. 24).
- We're seeing this entire event since between all three kids, they saw it all.
- Scout saw them leave the house (ch. 24).
- p.240: Helen Robinson's reaction is not surprising, but it's still extremely sad.
- Many of us have seen We Were Soldiers, and this is very familiar to the scenes where the wives deliver the bad news to others.
- And then the Ewells hollered at Atticus and Calpurnia when they drove by...
- p.241: "the secret courts of men's hearts"
- People can (often do?) make up their minds without evidence, i.e. outside a trial, even before a trial (such as when the lynch mob was there to kill Tom prior to his trial).
- If time, we compared this to accusations of sexual assault that resulted in consequences for people who were determined to be "not guilty" (which is not exactly the same as "innocent").
- Trevor Bauer (LA Dodgers)
- Mel Tucker (MSU football coach)
- Duke Lacrosse team
- Brett Kavanaugh (US Supreme Court)
- p. 243: Atticus knows more than the kids realize (e.g. Jem's pants getting caught on the Radleys' fence)
- People don't like what Atticus did in court, yet they reelect him to be their representative.
- hypocrisy? to some degree, at least
- People don't like what Atticus did in court, yet they reelect him to be their representative.
- p.244: Hitler's persecution of the Jews
- p.245: comparing Hitler's dictatorship to our country
- But it's not accurate to say we live in a democracy.
- We have democratic ideals, but we actually live in a constitutional federal republic.
- Our Founders rejected the concept of a true democracy.
- hypocrisy
- "We don't believe in persecuting anybody" when talking about Hitler/Jews in Europe.
- But don't the people in their town persecute others?
- p.246: tough question:
- Is it OK to hate people like Hitler? Atticus says it isn't. Your thoughts?
- p.247: Scout's teacher's hypocrisy.
- And Jem's reaction to Scout's mentioning Tom Robinson's trial again.
- I believe Jem has been traumatized by the injustice.
- And Jem's reaction to Scout's mentioning Tom Robinson's trial again.
- p.238: the roly poly
- (if time) We talked about how, within the last month, there was an attack in Israel.
- As a result, there seems to be a sudden increase of antisemitism, even in our country.
- What's not as clear is how sudden this is, as some people say they've been aware of it for quite some time.
- e.g. this article, which claims an all-time high was in 2021.
- What's not as clear is how sudden this is, as some people say they've been aware of it for quite some time.
- As a result, there seems to be a sudden increase of antisemitism, even in our country.
November 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Read ch. 27 individually and discuss using a 5-things assignment:
- p.248-249:
- three things that happened
- 1.) Bob Ewell got and then immediately lost a job.
- You might think he would appreciate having a job since this was during the Great Depression.
- But this is Bob Ewell we're talking about...
- 2.) Judge Taylor's house was vandalized.
- Lucky for him, he was home reading a book by Bob Taylor (this person, I believe).
- The book doesn't say for sure, but it's most likely Bob Ewell who tried to break in.
- 3.) Helen Robinson was harrassed.
- again, by Bob Ewell
- 1.) Bob Ewell got and then immediately lost a job.
- These things keep Bob Ewell on our mind, and they let us know that he is a.) holding onto his grudge and b.) willing to act on it (i.e. not just talk big).
- three things that happened
- p.249: We really like how Link Deas once again stands up for the Robinson family when no one else will.
- p.251-252: the prank of hiding the ladies' furniture
- could be commenting on racist stereotypes or scapegoating
- saying the thieves were dark and spoke with accents when that's clearly not what happened
- could be commenting on racist stereotypes or scapegoating
- p.252: the Halloween pageant
- Most of us have experience seeing or even being in Christmas pageants.
- but some important things about this:
- The adults (Atticus, Aunt Alexandra) are not going.
- Scout can't get in/out of her costume without help.
- If something were to happen, we are limited by what Scout can see, since she is the one telling the story as a first-person, limited narrator.
- p.248-249:
- We will read ch. 28 in class as a class tomorrow.
November 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Read ch. 28 with the class, and also read ch. 29 if there's time (as there was this year).
- multiple elements contributing to this event happening
- some from last class (adults not going to pageant, Scout's costume, etc.)
- dark night + forgot flashlight
- Cecil Jacobs jumping out to scare them
- Scout embarrassed at the pageant, so waiting until others leave to avoid further comments/jokes
- clues the attacker was Bob Ewell
- shuffling feet, whiskey smell
- Bob Ewell's death
- how it seems to have happened
- e.g. whose knife is it?
- ch. 29: damage to Scout's costume?
- how it seems to have happened
- p.270: Boo Radley!
- dilemma:
- filling out the police report...
- multiple elements contributing to this event happening
- tomorrow: time to finish the book
- test on Friday
November 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Read ch. 30 & 31 individually and discuss them using a 5-things assignment:
- p.271: how/why the doctor recognizes Arthur "Boo" Radley
- The kids have never seen him, but at least some of the adults in town have, and at least a few times.
- remember: Scout is something of an unreliable narrator because of how old she was when this all took place.
- The kids have never seen him, but at least some of the adults in town have, and at least a few times.
- p.272: Atticus thinks Jem killed Bob Ewell!
- He won't lie about it or try to cover it up.
- honesty, no hypocrisy
- He won't lie about it or try to cover it up.
- p.273: The Sheriff insists that Bob Ewell fell on his own knife.
- p.274: and claims he can prove it
- p.275: a switchblade?
- Bob Ewell's?
- The sheriff did say he got it off a drunk man...
- So where did the kitchen knife come from...?
- p.276: referring to Tom Robison
- Let the dead bury the dead.
- In this context, it seems to mean "Let this be the end of it."
- the long paragraph about Boo Radley:
- "That's a sin," referring to the book's title
- Scout gets it, too :)
- They don't want Boo Radley to be the hero here because Boo Radley doesn't want to be the hero.
- Let the dead bury the dead.
- p.277: escorting Boo Radley home: respect
- p.278: and never saw him again!
- bottom of page
- seeing everything (many earlier events in the book) from Boo Radley's perspective
- bottom of page
- p.279: worth reading out loud to see it all from Boo Radley's perspective
- Also, is there nothing else for these kids to learn?
- We talked about a bunch of things they learned in this book:
- racism in our town/country
- sexism
- hypocrisy
- unfair trials
- social order (e.g. Finches / Cunninghams / Ewells / black families)
- seeing things from other perspectives (Atticus)
- standing up for what you believe in and helping people (Atticus, Boo Radley)
- What else do they need to know?
- maybe some things about love (e.g. "engaged" to Dill) :)
- But we can compare this to the notion that All I Really Need to Know I Learned in Kindergarten.
- We talked about a bunch of things they learned in this book:
- Also, is there nothing else for these kids to learn?
- p.281: Most people are nice when you finally see them (i.e. get to know them).
- Do you agree?
- p.271: how/why the doctor recognizes Arthur "Boo" Radley
- If time, we also discussed the other book by Harper Lee: Go Set a Watchman.
- including the controversies about the book
- its publication
- portrayal of Atticus
- including the controversies about the book
November 09 (shortened class periods due to Comet Connections)
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- We discussed the four possible essay questions for the test (which is tomorrow):
- 1.) From the beginning of the book, we see Jem growing up.
- Describe at least two minor instances in which we see Jem acting more like an adult.
- What major event changes the way Jem sees the world?
- Explain how.
- 2.) Bob Ewell is a coward.
- What does he say and do to Atticus after the trial?
- Why does Atticus say Bob did this?
- Describe three things Bob Ewell does a few days after the trial that demonstrate his cowardice.
- How do these show he is a coward?
- What does he say and do to Atticus after the trial?
- 3.) Miss Maudie and Atticus both say it’s a sin to kill a mockingbird.
- Explain their reason.
- Name two characters who fit this description of “mockingbird” the best.
- Explain how these characters’ situations are/would be like killing a mockingbird.
- 4.) Near the end of the book, Scout says, “I thought Jem and I would [eventually grow up] but there wasn’t much else for us to learn.”
- What have they learned about people in the course of the book?
- Discuss at least Atticus Finch, Boo Radley, Mrs. Merriweather, Dolphus Raymond, and the jury.
- What have they learned about people in the course of the book?
- 1.) From the beginning of the book, we see Jem growing up.
November 10
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.
November 13
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.
- Before starting it, we talked about
- its rating to this day as one of the best movies of all time
- how some consider Atticus to be the best movie hero of the 1900s
- how Walt Disney felt about it
- glanced at all the awards it was nominated for and those it won
- assignment: While watching, jot down your reactions/reflections, which will be due after we finish watching the movie.
- should have ten total when done (avg. of 3 per day you're here)
November 14
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.
- Enemy at the Gates (2001) - trailer
- World War II, Russians vs. Germans in the Battle of Stalingrad
- the story focuses on snipers, especially a duel between enemy snipers
- based on history but fictionalized
- World War II, Russians vs. Germans in the Battle of Stalingrad
- Free State of Jones (2016) - trailer
- American Civil War, in the state of Mississippi
- the story focuses on former Confederate soldiers who leave the army in order to fight against the Confederate States and set up their own free state where slavery is not allowed
- similarly, based on history but fictionalized
- American Civil War, in the state of Mississippi
- We got to about 01:09:00 today.
- assignment: While watching, jot down your reactions/reflections (avg. 3 per day you're here).
November 15
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.
- Before we started, and since it was right there where we left off, we talked about the director's skill at keeping Tom Robinson's arm out of view of the camera.
- behind a man standing up when the trial is just getting started
- under the table when he's sitting by Atticus
- behind part of his body when seen from behind
- We got to about 01:51:00 today.
- assignment: While watching, jot down your reactions/reflections (avg. 3 per day you're here).
November 16
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.
- if time and interest, also watch parts or all of the documentary on the DVD about the making of the movie
November 17 (had a sub)
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: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
November 20 (had a sub)
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: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
November 21 (had a sub)
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: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
November 22-24
no school
November 27 (tw0-hour delay schedule due to weather and had a sub due to basketball game in Detroit)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Here is our reading schedule for this book.
November 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- This book is very similar to To Kill a Mockingbird in some significant ways:
- narrator is a child
- has to deal with the adult world that doesn't always make sense
- witnesses racism and other problems
- introduction to Huck Finn using these slides
- get through some of the intro slides (01-05)
- some background on the previous book, Tom Sawyer:
- especially how Tom and Huck found a treasure worth $12,000 and split it evenly at the end of the book
- They each have $6,000 (in today's terms, about $212,000) invested at the beginning of this book, so from the interest they collect a dollar a day (roughly $35 per day in today's money).
- That'd be over $1,000 per month today.
- not bad for a 12-year-old kid...
- That'd be over $1,000 per month today.
- Huck's dad (called Pap) is an alcoholic, deadbeat child abuser.
- When he hears about all the money Huck has, he comes back to town to get it for himself.
November 29 (2-hour-delay due to Comet Connections)
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 the option
- to take the class period to read to try to catch up or stay caught up to the reading schedule
- or
- to spend the hour discussing the book so far, which is what they chose.
- The author, Mark Twain, was an abolitionist, and he was also skeptical of some religious teachers.
- If he were around today, he probably would have been suspicious of how some pastors have amassed incredible wealth, for example.
- What we've seen of civilization in the book early on:
- allows child abuse
- Huck prefers life with Pap (except for the beatings)
- so many rules and expectations in "civilization" (table manners, having to go to school, can't smoke, etc.) that are a drag for Huck
- allows child abuse
- Pap's problems:
- alcoholic, child abuse, child abandonment, illiterate, ignorant, racist, greedy, unemployed, etc.
- role-reversal:
- Huck may be more of a father (raising himself), and Pap may be more of a son (childish, selfish_
- Huck's fake death:
- A fake death is fairly common in literature.
- Plus, we should consider this "faked death" a symbolic death.
- The "old Huck Finn" is dead, and a "New Huck" was born here, one that is going to be in charge of his own destiny.
November 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- Students had the option to read to try to catch up or stay caught up to the reading schedule, and that's what we decided to do.
- We determined our first quiz will be on Tuesday or Wednesday next week.
- Keep in mind that it still will include content from this week.
- For example, it may cover chapters 01-18.
December 01
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.
- reminder about Huck's faked death as a symbolic death
- starting over with a clean slate?
- comparing Huck's situation to Jim's
- Is it right for Huck to run away from his abusive father?
- Is it right for Jim to run away from slavery?
- For both of these, notice how whether it's right isn't the same question as whether it's legal.
- If time, we usually discuss personal morality (e.g. conscience) in relation to social morality (e.g. law)
- Some places where these may diverge are interesting and very controversial:
- abortion
- legalizing drugs
- COVID lockdowns, mask mandates, vaccine mandates, etc.
- gender/sex (e.g. trans, etc.)
- Slavery used to be one such issue.
- It's complicated.
- Can we each determine what is right or wrong for ourselves?
- Can a person break a society's laws if he/she disagrees with them?
- Some places where these may diverge are interesting and very controversial:
- comparing how Pap treats Huck to how Jim treats Huck
- Who's a better father (figure) to Huck?
- the house that floats by the island
- comparing Jackson's Island to the Garden of Eden?
- Try to catch up at least some if you're behind on the reading schedule.
December 04
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.
- Students had the first part of the hour to read.
- Try to catch up at least some if you're behind on the reading schedule.
- We don't have wiggle room when it comes to the test (December 19) due to exams.
- Then we discussed the book so far using a 5-things assignment and these slides.
- Jim's value
- Human life/freedom is priceless.
- But when it had a price on it, it was usually very expensive/valuable.
- If Jim is worth $800, that's about $24,000 in today's money.
- Human life/freedom is priceless.
- Jim said bees don't sting idiots.
- Why doesn't Huck believe that?
- some of the humor in this book...
- Why doesn't Huck believe that?
- Pap seems to have actually tried to kill Huck in the past...
- Huck's playing a prank on Jim (separated in fog)
- How would your parents feel about you if you were separated like that?
- same as Jim felt?
- p.065: Notice that Huck apologizes to Jim.
- It did take him 15 minutes to convince himself to apologize to a slave.
- Still, he did it, and we see Huck's natural conscience is winning against his society's morality.
- It did take him 15 minutes to convince himself to apologize to a slave.
- How would your parents feel about you if you were separated like that?
- how Huck scams the slave hunters
- instead of acting defensive/evasive
- "No, don't check my raft!"
- acts like has nothing to hide
- "I wish you would check my raft because my dad's been sick for a while now, and we need help."
- A few things are interesting here:
- how people treat others
- These slave hunters make money catching runaway slaves.
- p.068-069: Yet they offer some help to this boy when they believe his dad is sick.
- Two of them give him $20 each, for a total of $40.
- In today's terms, that's more than $1,400!
- But why do they give him that money?
- Is it to help? Or is it to keep him away from them?
- By the way, it makes sense why they were so terrified of smallpox.
- Also consider how the man who went to help the group that was stranded on the wrecked steamboat was convinced to go.
- p.056: He thought (thanks to Huck) that he'd be doing a favor for some rich dude.
- Prior to that, he wasn't willing to go just to help some people out.
- p.056: He thought (thanks to Huck) that he'd be doing a favor for some rich dude.
- how people treat others
- instead of acting defensive/evasive
- Jim's value
December 05
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.
- We talked for a few minutes about anything left out of our discussion yesterday as well as a few things recent and/or coming up for most students, depending where they are in the book currently:
- Huck and Jim arguing about King Solomon's wisdom
- Huck as a parent compared to Pap as a parent
- Pap's child abuse
- for no reason / feels no guilt
- Jim's discipline of his daughter
- thought she was disobeying him, but he found out she was deaf, so she never heard his instructions / feels guilt even much later
- Pap's child abuse
- Grangerfords and Shepherdsons compared to the Hatfields and the McCoys (and also Romeo & Juliet)
- especially this comment about how this part of the book is similar the historical feud
- We agreed to have a quiz over ch. 01-18 next class.
December 06
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.
- quiz (ch. 01-18)
- Besides that, we talked about any questions students had and then had time to read Huck Finn.
December 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.
- Since most students are this far close enough, we spoke for a few minutes about the characters of the King and the Duke.
- If time (either today or next class), we talked about some famous con artists.
- The point here is to show that yes, people will fall for tricks like these in the book.
- e.g. Ponzi (Ponzi scheme)
- Abignale (the movie Catch Me If You Can)
- and Madoff (largest Ponzi scheme ever)
- The point here is to show that yes, people will fall for tricks like these in the book.
December 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- 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).
- After answering any questions, students had time to read the book.
- We used a 5-Things assignment to discuss any further questions or analysis for the last 10 or so minutes of class.
December 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- We talked for a few minutes about any questions that popped up, such as the following:
- the situation between Boggs and Colonel Sherburn
- the author's point with the circus in town, the King and the Duke's performance (The Royal Nonesuch, aka. the King's Cameleopard)
- the dangerous scam of pretending to be the Wilks brothers
- Duke: take the money and run
- King: sell house, slaves and land as well first for way more money
December 12
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.
- next quiz: Friday, December 15, through ch. 38
- After we discussed any questions, students had time to read/listen.
- They were also reminded that they have access to the slides we use in class to help make more sense of the book.
December 13
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.
- next quiz: Friday, December 15, through ch. 38
- First, we discussed some things in the book currently or coming up soon, depending on exactly where people are in the book:
- the King and the Duke scamming the Wilkes family
- the King selling Jim for a reward
- Huck tracking down Jim
- false recognition
- Huck shows up on the Phelps farm.
- They are expecting someone's arrival: "It's you, at last."
- Huck: "Yes'm."
- So, who do they think he is...? And what problems could come from that...?
- After that, students had time to read/listen.
- They were also reminded that they have access to the slides we use in class to help make more sense of the book.
December 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- After answering any questions, students had the vast majority of the hour to read Huck Finn.
- due today: 5-things from recent parts of the book.
- next quiz: Friday, December 15, through ch. 38
December 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- quiz: Huck Finn up to ch. 38
- discuss the essay question(s) for the test (December 18)
- discuss 5-things responses from yesterday
- discuss any remaining questions
December 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- If needed, we finished talking about the essay question(s) on the test.
- This book is often (always?) included in discussions of the "Great American Novel."
- We also discussed the political and moral views of the author:
- civil rights
- religion (interesting since the book seems to make fun of religious people and practices often)
- If there is interest, we may discuss the controversy about offensive wording in the book.
- Encourage students to use the rest if they want a study guide.
- reminders:
- reminders:
- author's real name
- author's political views
- very much against slavery and then segregation
- characters
- good idea to read over character descriptions - good preparation for the test essay
- themes
- slavery
- growing up
- We talked about the term bildungsroman.
- That means "a coming-of-age story," or a story "that focuses on the psychological and moral growth of the protagonist from youth to adulthood, in which character change is important."
- notable examples:
- The Outsiders, Harry Potter, The Giver, To Kill a Mockingbird
- And my favorite book: The Name of the Wind
- notable examples:
- That means "a coming-of-age story," or a story "that focuses on the psychological and moral growth of the protagonist from youth to adulthood, in which character change is important."
- We talked about the term bildungsroman.
- symbols
- Mississippi River
- raft
- good comments about these
- remember how so much of the book happens on or near the river
- when on raft/river, things are great
- when on shore, things are dangerous, cruel, etc.
December 19
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.
December 20-22
EXAMS