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August 29, 2012 Welcome! In order to get to know you, please give me the answers to the following: 1.What is your full name? What do you prefer to be called?

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Presentation on theme: "August 29, 2012 Welcome! In order to get to know you, please give me the answers to the following: 1.What is your full name? What do you prefer to be called?"— Presentation transcript:

1 August 29, 2012 Welcome! In order to get to know you, please give me the answers to the following: 1.What is your full name? What do you prefer to be called? 2.How would you describe yourself in 20 words or less? 3.Who do you live with and how many siblings do you have? 4.How would you describe your school experience in 20 words or less? 5.What are you interested in or even passionate about? (You might choose books based on this…) 6.How have your language arts or English classes/reading been in the past?

2 August 30, th Grade CP English/Ms. Knudsen Unit One: The American Dream Essential Questions 1.What was the original American Dream? How has it changed over time? 2.How do YOU define the American Dream? Does everyone have personal (individual) access to the “dream”? Explain.

3 September 5, 2012 Learning Target: I can prepare for a personal narrative by brainstorming details about my personal and family history. Entry Task: Please get yourself a SpringBoard reader from the boxes over on the counter. When you return to your seat, please get out the timed write you did at the end of class yesterday.

4 September 6, 2012 Learning Target: I can distinguish between the denotation and connotation of a word in a written text. Task: Use the graphic organizer on pg. 11 in your reader. Homework: Make a chart comparing/contrasting things that differ from your generation and your grandparents’ generation.

5 September 7, st Learning Target: I can identify and describe points of comparison and contrast between my generation and older ones. Entry Task: Please get out a piece of paper. You will be creating a chart/graphic organizer comparing/contrasting your generation and your parents or grandparents generation.

6 September 7, th Learning Target: I can begin to prepare and plan for a personal, reflective narrative on a significant moment in my life and how it has influenced my American Dream. Entry Task: Please get out your compare/contrast graphic organizers on your generation and your parents or grandparents generation.

7 September 10, 2012 Remind about notebooks Learning Target: I can recognize and identify the elements of a reflective personal narrative by marking where I see them in a sample text. I can plan, draft, and type a personal narrative on a significant moment in my life and how it has influenced my American Dream. Entry Task: Please get out any and all materials you have associated with brainstorming for your American Dream narrative.

8 September 11, 2012 Learning Target: I can take my pre-writing and brainstorming and use it to make a draft of a personal narrative. Entry Task: In your notebook or on a regular piece of paper, please write the date and respond to the following prompt: Describe how the attacks on affected the American Dream.

9 September 12, 2012 Learning Targets: I can choose a novel for independent reading. I can set up and maintain a read and response journal for my independent reading. Entry Task: Quietly discuss BOOKS with your neighbor (things you’ve read, things they’ve read, what you’d be interested to read, etc. We will be leaving shortly. For the remainder of class, you may choose between the following two options: Organizing ideas and/or drafting your personal narrative Reading in your independent novel, and completing a read and response journal entry

10 September 13, 2012 Learning Target: I can write a reflective essay that: Describes a significant incident and my response to it. Reflects on the significance of the incident. Use the Personal Narrative Writing Workshop handout. Entry Task:

11 September 14, 2012 Learning Target: I can write a reflective essay that: Describes a significant incident and my response to it. Reflects on the significance of the incident. Use the Personal Narrative Writing Workshop handout. Entry Task: Please get out your Personal Narrative materials. You will have the class period to organize your ideas and begin or continue to draft your essay.

12 September 17, 2012 Learning Target: I can write a reflective essay that: Describes a significant incident and my response to it. Reflects on the significance of the incident. Entry Task: Please get out all your materials for your personal narrative essay. You will have all period to work on this. The official due date is this Wednesday, 9/19.

13 September 18, 2012 Learning Target: I can write a reflective essay that: Describes a significant incident and my response to it. Reflects on the significance of the incident. Entry Task: Please get out all your materials for your personal narrative essay. You will have all period to work on this. The official due date is this Wednesday, 9/19.

14 September 19, 2012 Learning Target: I can identify and evaluate the philosophical, religious, ethical, and social influences that shaped the literature of a period. Entry Task: Consider the word “influential” (look it up if you need). What does this have to do with what makes us unique as a society in America? In other words, what are the things and ideas that drive us?

15 Puritans Q: What is their view of God? A: Theists; God is omnipotent and wrathful Q: What are their values? A: Morality, religion, Bible, God Q. How do they define truth? A: Faith, religion, God. Q: Do they have an optimistic or pessimistic view of life? A: They were pessimists— “the glass is half empty.” Q: What is their view of work and worldly success? A: Staying industrious and working hard were considered pathways to God’s grace.

16 Q: What is their view of society? A: Emphasis on the success of society as a whole. Q: What is their view of authority? A: Emphasis on authority; authority is based in religion and God’s word; authority was respected above anything else. Q: What is their view of education? A: Education is religious and faith- and Bible-based. Q: Do they view man as inherently good, evil, or somewhere in between? A: Man is basically evil and has to strive daily with temptations of all kinds.

17 September 20, 2012 Learning Target: I can identify and evaluate the philosophical, religious, ethical, and social influences that shaped the cultural norms and literature of a period. Historical Group: Revolutionaries Entry Task: In the journal section of your notebook, respond to the following: Consider the words “revolution” or “revolutionary.” What does it make you think of? Be prepared to take notes on the Revolutionaries on the same questions we used yesterday for Puritans.

18 Revolutionaries Q: What is their view of God? A: Deists. God is benevolent; judges but doesn’t control. Q: What are their values? A: Usefulness; success; reason. Q: How do they define truth? A: Science and reason. Q: Do they have an optimistic or pessimistic view of life? A: Optimistic view of life. Q: What are their views of work and worldly success? A: All men can achieve success through work.

19 Q: What is their view of society? A: Emphasis is on the individual within society. Q: Who is their authority? A: Authority was not as important as liberty. Q: What is their view of education? A: Practical and vocational. Q: Do they view man as inherently good, evil, or somewhere in between? A: Man is perfectible and basically good.

20 September 21, 2012 Learning Target: I can identify and evaluate the philosophical, religious, ethical, and social influences that shaped the cultural norms and literature of a period. Historical Group: Transcendentalists Entry Task: In the journal section of your notebook, respond to the following: Consider (look up….) the word “transcend.” What does it make you think of?

21 Transcendentalists Q: What is their view of God? A: Pantheists. God is omnipresent and omniscient. Q: What are their values? A: Nature, intuition. Q: How do they define truth? A: Intuition and instinct. Q: Do they have an optimistic or pessimistic view of life? A: Idealistic view. Q: What are their views of work and worldly success? A: Success is measured by man’s correct relationship to his work.

22 Q: What is their view of society? A: Emphasis is on the individual as superior to society. Q: Who is their authority? A: Importance of self-knowledge. Q: What is their view of education? A: Education is liberal; the aim is self-knowledge. Q: Do they view man as inherently good, evil, or somewhere in between? A: Man is divine and shares this divinity with all life.

23 September 24, 2012 Learning Target: I can read my AR book and write a double- entry journal about what I am reading. Entry Task: Please take out your AR book and read quietly for the duration of the class period.

24 September 25, 2012 Learning Target: I can use my own notes to align beliefs and philosophies with one of three influential, historical, American groups. Entry Task: (In journal section of your notebook) After taking notes and learning a little about the beliefs and philosophies of the Puritans, Revolutionaries, and Transcendentalists, which of the three groups do you feel you can identify with the most? Explain.

25 September 26, 2012 Learning Target: I can create a thematic statement based on key words found in primary sources representative of a historical group. Entry Task: Please get out your Reader and mark the following pages for primary sources: Puritans p Revolutionaries p Transcendentalists p

26 Instructions: Read through the texts and look for key words and phrases, especially as they would match up with what you already understand about each historical group. (Use your notes!!!) Mark your text. Be sure and write a few of your thoughts (comments, questions, etc.) connected with your markings. When I check Readers, this will be something you get participation credit for. Be prepared to share what you found in your reading so far in the last 10 minutes of class. When you are ready to write your thematic statements, think of a 1 or 2 sentence summary of what each group stood for, believed in, and lived by. Imagine that an actual representative from each group were here in our classroom telling us what they were about. We will share/discuss at the end of class.

27 September 27, 2012 Learning Target: I can create a thematic statement based on key words found in primary sources representative of a historical group. Entry Task: Please get out your Readers and open to the text pieces for the three historical groups.

28 September 28, 2012 Learning Target: I can create a thematic statement based on key words found in primary sources representative of a historical group. Entry Task: In the journal section of your notebook, please do a FREE WRITE journal entry. You will be getting in your groups from Tuesday to create the thematic statements for the Puritans, Revolutionaries and Transcendentalists.

29 October 1, 2012 Learning Targets: I can define the word tone in the vocab section of my notebook. I can read in an independent novel and identify how tone words affect the story in my Read and Response journal. Entry Task: Please get out your notebooks and open to the vocab section. Record the following: Tone: a writer’s or speaker’s attitude toward the subject. It is conveyed through the writer’s choice of words (diction) and detail (imagery).

30 October 1, 2012 Silent Reading Monday/Read and Response Learning Target: I can read in an independent novel and identify how tone words affect the story in my Read and Response journal. Tone: a writer’s or speaker’s attitude toward the subject. It is conveyed through the writer’s choice of words (diction) and detail (imagery). Instructions: As you read during silent reading time today, for your read and response entry, please focus on at least one TONE word. Please be sure to describe clearly the connection of the word to something that is happening in the story in your response section. *Don’t forget to include the date!!

31 October 2, 2012 Learning Targets: I can identify how diction and tone affect the overall theme of a text. Entry Task: In the journal section of your notebook or in the My Notes margin on p. 31, respond to the following: What words and phrases do you associate with American society? Diction: word choice intended to convey a certain affect (tone) in a text.

32 October 3, 2012 Learning Target: Entry Task:

33 October 4, 2012 Learning Targets: I can compare poetic texts for tone. I can write a reflection on how the tone of poetry connects to a theme (American Dream). Entry Task: Please get out your TP-CASTT papers for America the Beautiful and open your Readers to p. 33. You will be using the TP-CASTT strategy for five (yes, 5!!!) more poems with a variety of attitudes toward different aspects of American culture. Please be ready to take notes in your Readers on exactly which pieces you will work with.

34 October 5, 2012 Learning Target: I can compare poetic texts for tone. I can write a reflection on how the tone of poetry connects to a theme (American Dream). Entry Task: Please get out your TP-CASTT papers and your readers.

35 October 8, 2012 Learning Target: I can identify and define tone in a poem/song. I can write an analysis/reflection on the tone of two poems in terms of how they relate to my attitude about America. Entry Task: Please get out your TP-CASTT assignments. #1 America by Claude McKay p.33 #2 Shine, Perishing Republic by Robinson Jeffers p.34 #3 I Hear America Singing by Walt Whitman p. 36 #4 I, Too, Sing America by Langston Hughes p. 37 #5 Indian Singing in Twentieth-Century America by Gail Tremblay p. 38

36 Tone Analysis in Poetry Writing Prompt Choose two of the five poems you were assigned to TP-CASTT that most closely resemble your attitude toward America and explain why. Use specific examples from the poems you choose. Describe how personal experiences and/or observations align you with this/these attitude(s) and why.

37 October 9, 2012 Learning Target: I can analyze a nonfiction text for syntax and general organization. Term to define: Syntax—the arrangement of words and the order of grammatical elements in a sentence. Entry Task: Please answer the following journal prompt in the Journal section of your notebook: What are the biggest obstacles to people achieving their goals? What are the main things that help people achieve their goals. Explain.

38 October 10, 2012 Learning Target: Entry Task:

39 Thematic Content: Lifelong Dreamer—Vietnam Boat Person By Mary-Beth McLaughlin Focus: Obstacles and Supports in Reaching “The Dream” Assignment—As you read the above text piece (p. 46), mark the text where: Nancy Pham states her dream The dream is threatened The dream came into existence ______________________________________________________________________________ Sentence Analysis Follow-Up (from yesterday): On the same paper as your graphic organizer, respond— In 2-4 sentences, state what general observations you can make about the patterns you notice in Dan Rather’s writing. Examples would be several sentences with more than 15 words, vivid descriptions, etc.

40 October 11, 2012 Thematic Content: Lifelong Dreamer—Vietnam Boat Person By Mary-Beth McLaughlin Focus: Obstacles and Supports in Reaching “The Dream” Learning Target: I can analyze a text and annotate it for specific elements. Assignment—As you read the above text piece (p. 46), mark the text anywhere you see the following: Nancy Pham states her dream The dream is threatened The dream comes into existence DON’T just mark your text without adding your thoughts—true annotation has thinking attached to the markings. Use your My Notes margin in the Reader. If you are looking for something else to do, READ!! You can get a pass to go to the library ONLY for checkout or AR quizzes, etc.

41 Assignment List for the week of 10/8/12 (last week)11 CP English/Knudsen TP-CASTT (Title, Paraphrase, Connotation, Attitude (TONE), Shift, Theme, Title (again). Use this strategy for the poems assigned in your Reader, beginning on p. 33 with America by Claude McKay and ending on p. 38 with Indian Singing in Twentieth-Century America by Gail Tremblay. Follow-up Prompt: Choose two of the five poems you were assigned to TP-CASTT that most closely resemble your attitude toward America and explain why. Use specific examples from the poems you choose. Describe how personal experiences and/or observations align you with this/these attitude(s) and why. Sentence Analysis Graphic Organizer using Dan Rather’s They Live the Dream—choose 10 sentences from anywhere in the piece, number them in your Reader, and make sure they correspond with the numbers you put on the graphic organizer. Follow-up Prompt: In 2-4 sentences, state what general observations you can make about the patterns you notice in Dan Rather’s writing. Examples would be several sentences with more than 15 words, vivid descriptions, etc. Text-Marking using Lifelong Dreamer—Vietnam Boat Person by Mary-Beth McLaughlin—read the text and mark anywhere you see 1) Where Nancy Pham states her dream; 2) Where the dream is threatened; 3) Where the dream comes into existence. Reminder: DON’T just mark the text; true annotation has thoughts attached to some of the markings in the text.

42 October 12, 2012 Learning Target: Entry Task:

43 October 15, 2012 Learning Target: I can examine a single topic (money) from multiple points of view. Key Term: Personification (p. 53 in your Reader)—a figure of speech that describes an object as having human qualities. Entry Task: Please record the definition of personification in the Vocab/Grammar section of your notebook. On a separate sheet of paper, please do a Quickwrite on the topic of money—any aspect of it you’d like. For example, you could write a few thoughts on what money means to you, why you work, what you need/want to spend your money on, etc.

44 October 16, 2012 Learning Targets: I can examine a single topic (money) from multiple points of view I can use language to reflect a particular tone and point of view Entry Task: Please get out your Monologues (#2 from p. 53 yesterday), and your Readers and open them to p. 53. Be prepared to: Share what you had money “say” (discuss what attitudes are reflected toward money) Take brief notes in your Reader on the excerpt from A Raisin in the Sun

45 Please record the following on p.54 in the My Notes margin: Characters—Walter; Mama (Walter’s); Ruth (Walter’s wife); Beneatha (Walter’s sister—mentioned in the excerpt but has no speaking lines.) A Raisin in the Sun is a play African American family who has just received a large sum of money after the father’s death Walter, the son, wants to invest in a liquor store His mother objects; refuses to give him the money What are the conflicting attitudes? Questions for discussion: What is the role of money in the family? What lines show characters’ opinions? What is the significance of money to Walter? To Mama? Are your views on money more like Walter’s or Mama’s? In one paragraph, elaborate on your answer to the last discussion question. Be sure to explain in detail your reasons for your attitude toward money. What have your influences and experiences been that have contributed to this attitude? Turn in to the tray with yesterday’s work also by the end of the period.

46 October 17, 2012 PSAT Testing

47 October 18, 2012 (1 st period) Learning Target: I can use a strategy (SIFT) to determine tone and theme of a text. Entry Task: Please get out your Readers and be prepared to finish the story, marking the text and completing graphic organizer (SIFT).

48 Follow-up Assignment for Money Quotes, the poem Money, the excerpt from A Raisin in the Sun, and the short story Mammon and the Archer Choose ONE of the following options: Draft a letter in the voice of either Mama in A Raisin in the Sun as she would write to old Anthony in Mammon and the Archer to give advice about money, or Aunt Ellen as she would write to Walter in Raisin. Your letter should make specific reference to details included in both stories. Express a personal attitude toward money (perhaps agreeing or disagreeing with one of the Money Quotes on p.52), incorporating direct support of your idea(s) from at least three of the four texts in this activity. Draft a review that analyzes and compares stylistic techniques used by the authors of the three texts in this unit to convey their perceptions of money and the American Dream. Please turn in your choice of the above three on or with the same paper you did your SIFT on. If you did the SIFT in your Reader, please make a note of that on your paper.

49 October 19, 2012 *READ Mammon and the Archer to the class… Learning Target: Entry Task:

50 October 22, 2012 Learning Target: I can read independently in a novel of my choice. I can create a Read and Response journal entry based on what I read. Silent reading/Read and Response: Please create a Read and Response entry with today’s date in the Read and Response section of your notebook. Reader Check: Please have your Reader ready for me to check. I will be looking at text pieces you may have marked/annotated, and any other work you have done.

51 October 23, 2012 Learning Target: I can analyze the purpose and context of two texts by the same author. I can compare speakers and their attitudes toward work. I can use textual evidence to make thematic generalizations. Entry Task: Please get out your Readers and open to p. 62, and get out a piece of paper for a graphic organizer.

52 October 24, 2012 Learning Target: I can compare speakers and their attitudes toward work. I can use textual evidence to make thematic generalizations. Entry Task: Please get your Readers and open to p. 69, Roberto Acuna Talks About Farm Workers. Set up the graphic organizer for SOAPSTone and be ready to fill it in as we read. Quickwrite: What connections about work and attitudes toward work can you make among Harlan Man, The Mountain by Steve Earle, Who Burns for the Perfection of Paper by Martin Espada, and Roberto Acuna Talks About Farm Workers by Studs Terkel?

53 October 25, 2012 Learning Target: I can compare speakers and their attitudes toward work. I can use textual evidence to make thematic generalizations. Entry Task: Please get your Readers and open to p. 73, Nickel and Dimed: On (Not) Getting By in America. Set up the graphic organizer for SOAPSTone and be ready to fill it in as we read. Quickwrite: Choose five quotes from the text that you find interesting or emotionally charged and identify what the effect is on the audience.

54 October 26, 2012 Learning Target: I can identify the different elements of argumentation, including hook, claim, support, concessions/refutations, and call to action. Entry Task: Please get out your reader and turn to page 77. Quick write: Compose a letter to the maid service company or the farm owners and state the problems that the workers face. Provide suggestions for what the company can do to improve conditions. Try to include at least a couple of the different elements of argumentation.

55 October 29, 2012 Learning Target: I can analyze types of arguments used by a speaker. Entry Task: Please get out your notebooks and open to the Journal section. Create an entry with today’s date and respond: What is the “bad” that can come out of success, or what is the “good” that can come from failure? Instructions: Read the excerpt from Barack Obama’s Keynote speech at the 2004 Democratic Convention on p. 84 (long before he was up for candidacy). Focus on and respond to the following on a separate sheet of paper: Obama is promoting the candidacy of John Kerry, but the “main character” of his speech is America. How is America characterized in the speech? How has America provided Obama access to the American Dream? What aspects of the American Dream does Obama celebrate? Turn this in today, or finish as homework and turn in tomorrow.

56 October 30, 2012 Learning Targets: I can analyze types of arguments used by a speaker. (Obama speech) I can read independently in a novel of my choice. Today is your last full class period to silently read for your AR goal. (We may have a minute reading time on one of the days between now and Monday.) You may also work on other homework for this class or others. For yesterday’s assignment, the text piece is on p. 84. If you need more information, please let me know and I will help/explain.

57 October 31, 2012 Learning Target: Entry Task:

58 November 2, 2012 Learning Target: Entry Task:

59 November 5, 2012 Learning Target: I can read independently and analyze what i Entry Task:

60 November 6, 2012 Learning Target: I can plan, draft, and edit an essay on the American Dream Entry Task:

61 November 7, 2012 Learning Target: I can plan, draft, and edit a/an persuasive/expository essay on the American Dream. Entry Task: Please get out your essay materials from yesterday and use the class period to work on your essay. These essays are due this Friday 11/9. When you turn in your essay, you will need to make sure and turn in the following: Evidence of the pre-writing or planning step. This could be your planning sheet I gave you yesterday, or a rough (handwritten and revised) rough draft, or both. Your final draft, typed in proper MLA format (I will review this tomorrow).

62 November 8, 2012 Learning Target: I can plan, draft, and edit a/an persuasive/expository essay on the American Dream. Entry Task: Please get out your essay materials from yesterday and use the class period to work on your essay. These essays are due this Friday 11/9. When you turn in your essay, you will need to make sure and turn in the following: Evidence of the pre-writing or planning step. This could be your planning sheet I gave you yesterday, or a rough (handwritten and revised) rough draft, or both. Your final draft, typed in proper MLA format (I will review this today).

63 November 9, 2012 Learning Target: I can finish a final draft of a/an persuasive/expository essay on the American Dream. Entry Task: Please get a computer and continue working on your essay. These essays are due today. If you need to continue work over the three-day weekend, you may do so, but please get your essay to me as soon as possible on Tuesday,

64 November 13, 2012 Learning Targets: I can read an independent novel and work toward an individual reading goal. I can finish a final draft of a/an persuasive/expository essay on the American Dream. Entry Task: Please either get out your independent AR novel to read silently; or, get a laptop and continue/finish your American Dream essay. The due date for this essay is today. You may still turn them in tomorrow, however, we will not be spending any more class time on these first essays. The next class time spent on essays will be to “switch” and write whichever essay is the opposite of the one you wrote this time.

65 November 14, 2012 Learning Target: I can identify and reflect on media habits and my feelings about the news. I can summarize and critique media forms I encounter in everyday life. Entry Task: Please get out a separate sheet of paper and respond to the following quick write prompt: Do you feel that it is important to be knowledgeable about the news (“in the know” so to speak)? In a paragraph, answer this question and explain. When you are finished please get out your Readers and open to p. 103, and be ready to preview/record some questions to go with the reading. You may use the same paper you used for your entry task/quick write.

66 November 15, 2012 Learning Targets: I can summarize and critique media channels I encounter in everyday life. I can examine how media channels target specific audiences. Entry Task: Please make sure you finished the questions on the Wagstaff article (p. 103) from yesterday. Get out your Readers and open to p For the informational text piece, please do the following for each media source: Identify the strengths and weaknesses; Decide and record your personal opinion about whether you agree with the research findings. The different media channels included are: online, blogs, cable news, network news, newspapers, local TV, radio, etc.

67 November 16, 2012 Learning Target: I can begin brainstorming possible topics on which to do my Culminating Project. Please use today to get caught up on work from this week, including your expository or persuasive American Dream essay. In the last 10 minutes of class, please do the EXIT below↓↓↓ Exit Task: Please get a half sheet of paper and list some ideas of interests, hobbies, things you have natural talent or interest in, etc…. Be thinking of things you aren’t likely to get tired of. Turn in your half sheet before you leave. (1 st period, you may turn yours in by the end of ROW.)

68 November 19, 2012 (1 st ) Learning Targets: I can begin brainstorming and narrowing possible topics on which to do my Culminating Project. I can create a draft of the Proposal Letter for my Culminating Project.

69 November 19, 2012 Learning Target: I can take an online assessment for SpringBoard. Entry Task: Please get a laptop, log on, and open the internet browser. Follow the instructions below: Type into the address field.www.springboard.collegeboard.org On the login screen that comes up, enter your ID# for username, spokane for password, and for school code. On the next screen that comes up, on the right, there will be the assessment assigned to you “ELA Assessment Level 6” highlighted in blue— this is a link. Click on it! The screen that comes up will have a button at the bottom that says, “Take Assessment Now.” Click on it! Begin the assessment. When you are finished, click submit. The screen with all your answers will come up again. Scroll to the bottom, and click “View Class Page.” This will take you to the screen where you can click “Log Out” in the upper right hand corner.

70 November 20, 2012 Learning Target: I can take an online assessment for SpringBoard. Entry Task: Please get a laptop, log on, and open the internet browser. Follow the instructions below: Type into the address field.www.springboard.collegeboard.org On the login screen that comes up, enter your ID# for username, spokane for password, and for school code. On the next screen that comes up, on the right, there will be the assessment assigned to you “ELA Assessment Level 6” highlighted in blue—this is a link. Click on it! The screen that comes up will have a button at the bottom that says, “Take Assessment Now.” Click on it! Begin the assessment. When you are finished, click submit. The screen with all your answers will come up again. Scroll to the bottom, and click “View Class Page.” This will take you to the screen where you can click “Log Out” in the upper right hand corner.

71 November 21, 2012 Learning Target: I can begin brainstorming and narrowing possible topics on which to do my Culminating Project. I can create a draft of the Proposal Letter for my Culminating Project. Entry Task: Please get a laptop and continue working on your Proposal Letter for your Culminating Project. If you need to talk to me about your ideas, please let me know! We will be looking more in-depth at the Culminating Project after Thanksgiving break.

72 November 26, 2012 Learning Targets: I can compare two viewpoints on the same topic. I can identify an author’s use of support (reasoning and evidence). Entry Task: Please get out your Readers and open to p On a separate sheet of paper, do a quick write in response to the following: What does the word “democracy” mean to you? What do you think could be threatening to democracy? Instructions for assignment: Do quick write (entry task) Create a T-chart on which you compare Sunstein’s and Potter’s reasoning (arguing) and evidence (facts, examples, details). After you complete the T-chart, please answer the following: Explain how Sunstein’s and Potter’s reasoning and evidence convincingly explain both sides of this debate. Use specific examples from both texts. Then, identify which side you find more valid and explain why.

73 Once both articles have been read, please make a T-chart on the back of the same paper you did the

74 November 27, 2012 Learning Target: I can identify different forms of bias. Key Terms: Objectivity—judgment with no emotion,personal feelings or prejudice Subjectivity—judgment with emotion, personal feelings or prejudice Bias—PREJUDICE Propaganda—the spreading of ideas or information to further or damage a cause (often slanted or flat-out untrue) Opinion—a personal view, attitude or appraisal Perspective—the state of one’s ideas, the facts known to one; a mental view or prospect Prejudice—an unfavorable opinion or feeling formed beforehand without thought, knowledge or reason Point of view—the perspective from which one looks at information, based on experiences, influences and surroundings Slant—to have or be influenced by a subjective POV, bias, personal feeling or inclination Spin—twisting a story around to fit a particular bias

75 November 28, 2012 Catch-up: Proposal letter Assignment from 11/27 on paraphrasing/condensing definitions for 6 different types of bias AR reading/quizzing, etc.

76 November 29, 2012 Learning Target: I can identify different types of bias in an editorial text. Entry Task: Please get out your Readers and open to p Your task is to read through the editorial silently, marking the text and annotating where you see examples of bias.

77 November 30, 2012 Learning Target: I can identify different types of bias in an editorial text. Entry Task: Get out your Readers and turn to p Direct Quotes Vs. Indirect Quotes Direct Quote: “I want another cookie,” said Maya. (word-for-word or verbatim) Indirect Quote: She said she wanted another cookie. (paraphrase) **Assignment: Please identify 5 of each type of quote in the Gore film article by Robert McClure and Lisa Stiffler, and respond to the following: Look at the direct and indirect quotes you identified. What do you see that could be a reflection of the bias of the authors? Explain.**

78 December 3, 2012 Learning Target: I can discuss forms of bias that I identified in an editorial text. I can analyze how language can be used to manipulate readers. Entry Task: Get out your Readers with your examples of direct and indirect quotes. Please respond to the following: Look at the direct and indirect quotes that you identified. What do you see that could be a reflection of the bias of the authors? Explain.

79 December 4, 2012 Learning Target: I can identify and demonstrate how diction (word choice) manipulates the message of a text or how the audience perceives the message. Entry Task: Answer the following: How do you use specific words or phrases, depending on your audience (parents, teachers, etc. vs. peers), to downplay or emphasize certain points in what you are saying to them? Use at least one specific example.

80 S ender-Receiver Relationship To whom is the writer explicitly addressing his argument? How does he seem to feel about that target audience? What values does the sender assume the reader shares or argue that they should share? M essage What is a literal summary of the content? What is the article’s ultimate thesis regarding the subject? E motional Strategies What emotional appeals does the writer include? What seems to be their desired effect? L ogical Strategies What logical arguments/appeals does the writer include? What is their effect? L anguage What specific language/slanters are used in the article to support the message or characterize the opposition?

81 Exit Task: Respond to the following: How does a writer use tone to advance an opinion? Please provide at least two specific examples.” Please turn in your entry task, SMELL graphic organizer and this exit task to the inbox by the end of the class period. If necessary, you may take it home as homework and turn it in tomorrow. Tone: A writer’s or speaker’s attitude toward the subject. It is conveyed through the writer’s choice of words (diction) and detail (imagery).

82 December 5, 2012 Learning Target: I can use a reading strategy to actively read an editorial text. Entry Task: Please get out your Readers and open up to p. 140, How to Read an Editorial, and also get out a new sheet of paper. Write the Learning Target for today on the paper. We will be going through the guide, then reading the article. Assignment: Use the guide to answer/respond to prompts 1-8 on p Record your answers on the same paper you wrote the Learning Target. We will discuss briefly before class is over. Turn in today or tomorrow when you come in.

83 December 6, 2012 Learning Target: I can show progress on my AR reading goal by reading a novel of my choice. Please be either silent reading or working on other quiet work. A couple of things…. If you choose not to work on AR reading, you still will have the same quarterly requirement to show that you are participating (it is ALWAYS part of your grade). We will continue our work on Culminating Project next week, with a goal of ALL 11 th grade students completing the proposal letter by 12/18, the last day of school before Winter Break….so be thinking about your topic!

84 December 7, 2012 Learning Target: I can draft and write an editorial on an issue of my choosing that is important to me. Entry Task: On a (new) separate sheet of paper, please answer the following: What are some issues you find bothersome? What is something that makes you angry? Brainstorm a few ideas. Also….Please get out your Readers and open to p. 144 How to Write an Editorial.

85 December 10, 2012 Learning Target: I can analyze a visual text (editorial cartoon) for its tone and message. Entry Task: Please get out your Readers and open to p You will also need a sheet of paper. Talk to a neighbor, and list a few things you know about editorial cartoons.

86 1.Since there is so little space for an editorial cartoonist to make his or her point, the cartoonist often uses symbols and allusions as shorthand for the meaning of the cartoon. Examine each of the cartoons your teacher supplies and identify the symbols and allusions. Why might the cartoonist have chosen these symbols or allusions? 2.Most editorial cartoons present a specific political perspective. Do the cartoons you are examining have a specific point of view? How does the cartoonist demonstrate these perspectives? 3.Editorial cartoons are designed to evoke emotion: humor, anger, or outrage, for example. What are the feelings created and how do the cartoonists do this? 4.Based on the questions above, what does the message of the cartoon seem to be, and what can you infer about its intended purpose?

87 December 11, 2012 Learning Target: Entry Task:

88 December 12, 2012 Learning Target: I can understand and recognize elements of satire in writing. Entry Task: Please open to the vocab section and write the word satire. Look it up either on your phone or in a dictionary, and write the definition.

89 December 13, 2012 Learning Target: Entry Task:

90 December 14, 2012 Learning Target: Entry Task:

91 December 17, 2012 Learning Target: I can identify elements of humor in a satirical piece of writing. Entry Task: Please get out your Readers and open to p Instructions: Read through the common elements of satire (p.174). Read both the satire pieces, How to Poison the Earth (p. 178), and Gambling in Schools (p. 180). Identify at least two of the elements of satire from p. 174 in each text (four total).

92 December 18, 2012 Learning Target: Entry Task:

93 January 2, 2013 Welcome back!!! Learning Targets: I can analyze an author’s use of irony. I can analyze how an author uses humor to comment on a serious social issue. Entry Task: Please get out your Readers and open to p Look over the bulleted statistics, and respond to the Quickwrite #2. You can write in the space provided on the page.

94 January 3, 2013 Learning Target: I can understand how Entry Task:

95 January 4, 2013 Learning Target: Entry Task:

96 January 7, 2013 Learning Target: I can read independently in a novel of my choice, in order to make progress toward my AR goal for Quarter 2. Entry Task: Please get out your novels and read silently. If you have other AR business (quizzes, turn in/check out new books, etc.), you may get a pass and go to the library. Remember: You only have 14 school days left to reach your goal for Quarter 2.

97 January 8, 2013 Learning Target: I can plan and prepare to write/create a satirical piece of my own. Entry Task: Please get out your Readers and open to p. 203, the satire Girl Moved to Tears by Of Mice and Men Cliffs Notes. Read through the article as one more example of satirical writing, noting specific lines that are examples of ridicule. Assignment: Turn to p. 206 and read the “Assignment” prompt. Read carefully and focus only on steps 1-4 under “Planning,” and follow the instructions. You will show (but don’t turn in) your brainstorming/planning to the sub before the end of class, and get checked off for having it done.

98 January 9, 2013 Learning Target: Entry Task:

99 January 10, 2013 Learning Target: Entry Task:

100 January 11, 2013 Learning Target: Entry Task:

101 January 14, 2013 Learning Targets: I can read independently in a novel of my choice in order to make progress toward my AR goal. I can write a satire on a topic of my choice, and have a draft ready for word processing. Entry Task: Please get out either your AR novel, or your materials for your satire and quietly read or work. NO talking. Reminders:  There are 8 days left in quarter 2/semester 1.  Those not within range of your AR goal can supplement the score in the gradebook by completing Read and Response journals on texts read. Talk to me if you need to do this.  We will have 2 COWs in here Thursday and Friday, so be prepared to word process your satires.  Proposal letters are also a priority for word processing for those who haven’t completed that step.

102 January 15, 2013 Learning Targets: I can understand and identify the three rhetorical appeals. I can identify words in a text that are examples of rhetoric. Entry Task: Please get out your Readers and open to p Read the first paragraph beginning with “Rhetoric.”

103 January 16, 2013 Learning Target: I can apply my knowledge of rhetorical devices and appeals to analyze a persuasive text. Entry Task: Please get out your Readers and a blank sheet of paper for a graphic organizer.

104 January 17, 2013 Learning Target: Entry Task:

105 January 18, 2013 Learning Target: Entry Task:

106 January 22, 2013 Learning Target: Entry Task:

107 January 23, 2013 Learning Target: I can identify words and language in historical texts that connect to a belief in witchcraft. Entry Task: Please get your Readers and open to p We will be discussing some of the key ideas in the passage. Assignment: Read and respond to this prompt—How might the words and language in both the excerpts from Sinners in the Hands of an Angry God and The Lessons of Salem help explain how something that resulted in the hangings of 19 people could get so out of hand? Mark both texts where you see anything that could connect to explaining the question in the prompt, keeping in mind: Religious beliefs Boredom Lack of medical and scientific knowledge Weaknesses already in the community TURN IN RESPONSE TO QUICKWRITE ON SEPARATE PAPER!!!!!!

108 January 24, 2013 Learning Target: I can participate in an online assessment for SpringBoard Unit 2. Entry Task: Please get a computer and log on. Follow these steps: Open the Internet Explorer browser and go to Your username is your ID#; password is spokane; and the school code is Look for the blue link on the right of the screen that says Unit Assessment: ELA, Level 6, Unit 2

109 January 25, 2013 Learning Target: I can participate in an online assessment for SpringBoard Unit 2. Entry Task: Please get a computer and log on. Follow these steps: Open the Internet Explorer browser and go to Your username is your ID#; password is spokane; and the school code is Look for the blue link on the right of the screen that says Unit Assessment: ELA, Level 6, Unit 2

110 January 29, 2013 Learning Targets: I can read independently in a novel of my choice to make progress toward my Quarter 3 AR Goal. I can complete a Read and Response journal by the end of this week (Fri., Feb. 1) to show interaction with my text. Entry Task: Please get out your AR books and read silently. *Please note that as we start a new quarter and start over again with AR goals, I am beginning 3 rd Quarter with one Read and Response journal assignment. I (or Jerika) will be checking these on Friday!!*

111 January 30, 2013 Learning Target: I can take notes on the characters in The Crucible. Entry Task: Get out a piece of paper and something to write with. Characters (In order of appearance): Reverend Samuel Parris—Reverend of Salem; uncle of Abigail Williams. Betty Parris—daughter of Rev. Parris; one of the first girls to show symptoms of being “witched.” Tituba—slave from Barbados; has knowledge of the “black arts”; not an evil person, just a product of her culture and religion.

112 Abigail Williams—a very troubled girl, adopted by her uncle after the murder of her parents; ringleader of the witch accusations. John Proctor—a man of strong convictions who has had weak moments of giving in to human urges; had an affair with Abigail; husband of Elizabeth Proctor. Elizabeth Proctor—plain, honest, good-hearted. Susanna Walcott—one of the girls in the woods at the witch ceremony. Mrs. Ann Putnam—wife of Thomas Putnam; mother of one of the “witched”; has buried 10 out of 11 babies; conspires to accuse innocent people by encouraging her daughter to point the finger at neighbors. Thomas Putnam—land-hungry; angry that Parris got the Reverend spot over his brother; accuses other community members of witchcraft.

113 Mercy Lewis—another girl involved in the ceremony in the woods. Mary Warren—another” “ “; current servant girl employed by the Proctors. Rebecca Nurse—the town “grandmother”; a very pious, saintly lady; one of the accused. Giles Corey—friend of John Proctor; is pressed to death for refusing to give a name to authorities. Reverend John Hale—a “witch expert” who is called in from a neighboring village to investigate the trouble in Salem. Francis Nurse—husband of Rebecca Nurse; a very respected man in the community. Ezekiel Cheever—law enforcement Marshal Herrick– “ “ Judge Hathorne—judge presiding over the witch trials.

114 Martha Corey—wife of Giles Corey; also accused. Deputy Governor Danforth—another law enforcement member. Sarah Good—town beggar; accused of witchcraft. “Goody” is like Mrs. to the Puritans (Goody Proctor, Goody Nurse); short for “goodwife.”

115 January 31, 2013 Learning Target: I can make connections between characters’ motivations and plot conflicts in a text. Entry Task: Please get out your Crucible character lists from yesterday. You will receive a handout on which to take notes as we are viewing the film version of The Crucible. You are responsible for doing this, and will need the information for analysis/discussion/writing on the text later. Soooooo….. DO yourself a favor and: Stay focused and on-task during the film Take good notes both during the film and class discussions Keep track of your materials—use your file in the bins on the counter if you need to!

116 February 1, 2013 Learning Target: Entry Task: Crucible film and notes

117 February 4, 2013 Learning Target: Entry Task: Crucible film and notes

118 February 5, 2013 Learning Target: Entry Task:

119 February 6, 2013 Learning Target: Entry Task:

120 February 7, 2013 Learning Target: I can understand the purpose of a text, from the author’s point of view. Entry Task: Please open your Readers to p Why I Wrote The Crucible: An Artist’s Answer to Politics. Respond in the margin on p. 266: How might the examples of abuse/misuse of power, and personal agendas we saw in the film of The Crucible relate to more modern politics? Think of examples. Exit Task: Read through the next several paragraphs of the text, beginning with “McCarthy’s power to stir fears…” and mark anywhere you see a connection to: Author’s purpose Parallels to The Crucible, and to the prompt above.

121 February 8, 2013 Learning Target: I can understand the purpose of a text, from the author’s point of view. I can analyze character choices for motive and how they drives the plot and conflict. Entry Task: Please get out your Readers and open to p How might the examples of abuse/misuse of power, and personal agendas we saw in the film of The Crucible relate to more modern politics? Think of examples.

122 February 11, 2013 Learning Target: I can analyze character lines/choices for motive and how they drive the plot and conflict in The Crucible. Entry Task: Please get out your note taking charts with the character lines on the first two pages and be prepared to go to the bookroom to get copies of The Crucible. If you have your student ID, you can go to the front of the line. When we get back, we will be going through some of the character lines together for more specific motives.

123 February 12, 2013 Learning Targets: I can analyze character lines/choices for motive and how they drive the plot and conflict in The Crucible. I can take notes on psychological/behavioral concepts. Entry Task: Please get out your notebooks, or other note paper, as well as your note taking charts with the character lines on the first two pages. Mob psychology (or mob mentality as it is informally known): the idea that we act differently in a crowd because we lose our sense of individual identities and we desire harmony and/or acceptance. Mass hysteria: the effects of mob psychology on human behavior in which large groups of people participate in the same often illogical behaviors. Examples: crowds at concerts or riots.

124 February 13, 2013 Learning Target: I can define words from a text. Entry Task: Please use the character note-taking chart on the back, or other paper and copy the following Crucible vocabulary words: enraptureperjury lecheryconjure infernoblanch snivelcalumny dwindlesarcasm beguilehypocrisy stenchapparition grapple Assignment: Please define all of the words to the left, and choose 5 of them to use in COMPLETE sentences that show you understand the meaning of the word in context. DUE: tomorrow, Thursday, Feb. 14. These will be checked in class tomorrow for a grade in the gradebook.

125 February 14, 2013 Learning Target: I can read an independent novel and create a Read and Response journal entry. Entry Task: Please get out your character notetaking charts and the vocab from yesterday so I can check them. You are now officially assigned a 2 nd Read and Response Entry for Quarter 3. These are due tomorrow--Jerika and/or I will check them. Today, you may either work on the vocab assignment or AR work— reading, Read and Response, library for books/quizzes. I will come around and check these two things as you are quietly working or reading.

126 February 15, 2013 Learning Target: Entry Task:

127 Crucible and McCarthyism Writing Prompts Please respond on your own paper in 1-2 paragraphs for each prompt. 1. Choose a character from the following list: John ProctorTituba Elizabeth ProctorReverend Parris Abigail Williams Mary Warren Reverend HaleGiles Corey Using your chosen character, explain how one significant choice he or she made in The Crucible drives the plot/conflict and what affect that choice had on at least one other person in the story (i.e.: how it helped or hurt someone else’s cause). Be sure to include examples from the play/film. 2. The Crucible was first produced in 1953 when Senator McCarthy instigated a series of investigations to “root out” suspected Communists nationwide everywhere from the State Department to Hollywood to the U.S. Army. In his attempts to bring down these so-called Communists, his accusations were often based on flimsy evidence and hearsay. Using examples from the play/film, how is The Crucible a criticism of McCarthy’s tactics? Please respond thoroughly to all parts of each prompt. DUE Friday, 2/22/13

128 February 19, 2013 Learning Target: Entry Task:

129 February 20, 2013 Learning Target: I can respond to writing prompts based on a piece of literature. Entry Task: Please get your materials out and be prepared to go through some examples of what GOOD, thorough answers will include.

130 February 21, 2013 Learning Target: Entry Task:

131 February 22, 2013 Learning Target: I can share/discuss, in a small group, character decisions in a text in terms of how they affect other characters and drive plot. Entry Task: Please get out your drafts of your responses to the Crucible prompts, and your books. Be prepared to share your ideas with a small group. Please get into groups of your choice (preferably in 2s and 3s, no 4s), and share what ideas you generated as we watched the film yesterday. Each group member needs to write down at least two ideas he/she got from another group member. As you continue viewing the film, continue jotting down ideas, focusing on: character choices, flimsy evidence, injustice, and the parallels between McCarthyism and 1692 Salem. We will be doing Monday what I had intended to do today, so please be prepared with your drafts/materials for the Crucible prompts ready. Monday is the final, unchanging due date for this assignment.

132 February 25, 2013 Learning Target: I can create a Read and Response journal entry (#3 for this quarter) based on an independent (AR) novel of my choice. Please create Read and Response entry #3 (in 3 rd quarter). Due by this Wednesday, February 27. *Remember: In order to get full credit, you must have ½ page of response writing (YOUR thoughts, questions, opinions, advice to characters, etc., etc….), no matter which way you format your journal.

133 February 26, 2013 Learning Target: I can brainstorm a list of controversial topics. I can begin planning a persuasive piece on a controversial topic of my choice. Entry Task: Please get out your Readers and open to p We will be reviewing rhetoric and rhetorical appeals.

134 February 27, 2013 Learning Target: I can understand the structure of an argument (specifically concessions and refutations). I can begin (continue) planning a persuasive piece on a controversial topic of my choice. Entry Task: Please get out your Readers and open to p. 77. Also, get out any and all papers/materials you have so far on this persuasive writing assessment. Be prepared to share your topic ideas.

135 February 28, 2013 Learning Target: I can understand the structure of an argument (specifically concessions and refutations). I can begin (continue) planning a persuasive piece on a controversial topic of my choice. Entry Task: Please get out your Readers and open to p. 77(  USE THIS). Also, get out any and all papers/materials you have so far on this persuasive writing assessment. Be prepared to share your topic ideas.

136 March 1, 2013 Learning Target: I can begin (continue) planning a persuasive piece on a controversial topic of my choice. Entry Task: Please get out your Readers for access to p. 77 and p. 224(  USE THESE) Also, get out any and all papers/materials you have so far on this persuasive writing assessment. You will have today to work on drafting your essay. On Monday, you will need to have a draft, outline or planning sheet. Tuesday we will have COWs. The absolute latest due date for these will be next Friday, but don’t be surprised if I make it earlier :-D……

137 March 4, 2013 Learning Target: I can begin (continue) planning and/or drafting a persuasive piece on a controversial topic of my choice. I can read independently in a novel of my choice. Entry Task: Please get out your materials for your persuasive essays and/or your AR novels. In the last minutes of class, I would like to check your pre-writing. This could be an outline, graphic organizer, bulleted list of points that will be in each paragraph…. BUT, you can’t skip this step.

138 March 5, 2013 Learning Target: I can continue planning and drafting a persuasive writing piece on a topic of my choice. I can properly word process and format my essay according to MLA formatting guidelines. Entry Task: Please get a laptop and follow these instructions: Go to “computer” or “my computer” and open the “K” drive Find the folder labeled “Knudsen11th” and open it There is one link in the folder—double click on it, and the site for the survey should open Please take the survey seriously and answer honestly

139 March 6, 2013 Learning Target: I can finish drafting a persuasive writing piece. I can properly word process and format my essay according to MLA formatting guidelines. Entry Task: Please help yourself to a laptop, and continue working on your persuasive essay. I will make sure we have computers (or access to computers) at least one more day this week…. Reminders: Helpful pages in your Reader  P. 77—The Structure of an Argument  P. 224—Rhetoric (argumentative strategies) and definitions of ethos, pathos, logos DUE: Friday, March 8

140 March 7, 2013 Learning Targets: I can identify and infer biographical knowledge about an author. I can recognize how an author’s personal experiences inform writing. Entry Task: Respond to the following quote: “Hurston became an orphan at nine, a runaway at fourteen, maid and manicurist before she was twenty, and with one dress and a dream, managed to become Zora Neale Hurston, author and anthropologist.” –Alice Walker Based on this statement, what can you infer about Zora Neale Hurston’s character? Please open your Readers to p. 289

141 March 8, 2013 Learning Target: I can word process a final draft of a persuasive writing piece on a controversial topic of my choice. I can create a Read and Response Journal entry based on a novel of my choice (AR). Entry Task: Please get a laptop and continue working on your essays. You are now officially assigned Read and Response Journal #4 in 3 rd Quarter. This will be due next Wednesday, March 13.

142 March 11, 2013 Learning Target: I can identify and infer biographical knowledge about an author. I can recognize how an author’s personal experiences inform writing. Entry Task: Open your Readers to p. 291/2. We will pick up where we left off with Hurston’s memoir. You will need a piece of paper for an assignment when you finish reading. Your assignment is: Finish reading the Hurston piece, marking the text wherever you see: information the author is revealing about herself information related to how she sees herself Information related to how she got to where she is (at the time this was written) Brainstorm words that describe you that could fill in the blank, “How it feels to be________me.” Choose one word and write 1-2 paragraphs explaining what has made you this “you.”

143 March 12, 2013 Learning Targets: I can analyze an author’s diction I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story Assignment: Read Zora Neale Hurston’s short story Sweat, on p. 298 and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story. We will be discussing/reviewing this together as a class tomorrow. If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.*** ***If you need a printed copy of this to write on for whatever reason, let me know.

144 March 13, 2013 Learning Targets: I can analyze an author’s diction I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story Assignment: Read Zora Neale Hurston’s short story Sweat, on p. 298 and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story. We will be discussing/reviewing this together as a class tomorrow. If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.*** ***If you need a printed copy of this to write on for whatever reason, let me know.

145 March 14, 2013 Learning Targets: I can analyze an author’s diction I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story Assignment: Read Zora Neale Hurston’s short story Sweat, on p. 298 and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story. We will be discussing/reviewing this together as a class today. If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.*** ***If you need a printed copy of this to write on for whatever reason, let me know.

146 Characterization is shown by: Characters’ speech Characters’ actions Description by speaker (physical or personality) What other characters say about the character How other characters interact with the character

147 March 15, 2013 Learning Target: I can analyze an author’s diction I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story Entry Task: Please get out a sheet of paper for a SIFT graphic organizer. Also, be prepared to discuss some of the guiding instructions in the text.

148 March 18, 2013 Learning Targets: I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story. I can read independently in a novel of my choice (AR). Entry Task: Please get out either your Reader and your SIFT on the story Sweat on p. 298, or your AR novel. The SIFT is due today if you have not already finished it. We are rapidly approaching the end of the quarter, so today would be a good day to take care of AR business (book checkout/renewal, quizzing, etc.) Also, Spring Break would be a great opportunity to catch up on READING.

149 March 19, 2013 Learning Target: Entry Task: Harlem Renaissance notes and quick write

150 March 20, 2013 Learning Target: Entry Task:

151 March 21, 2013

152 Day 10 Learning Targets: – I can analyze an author’s characterization. – I can analyze audience. Entry Task: – Get out your work from yesterday. Answer the following questions about what you read yesterday/last night. What do the porch sitters and Phoeby want to know? What does Janie want to tell them about? Who is Janie’s direct audience? Who is her indirect audience?

153 March 21, 2013  Learning Targets:  I can analyze an author’s characterization.  I can analyze audience.  Entry Task:  Get out your work from yesterday. Answer the following questions about what you read yesterday/last night. What do the porch sitters and Phoeby want to know? What does Janie want to tell them about? Who is Janie’s direct audience? Who is her indirect audience?

154 Frame Stories  What is the purpose of using a frame story?  Gives depth to the plot  Sums up some aspect of the framed story  What are some examples of frame stories?  Ex: Forrest Gump  In Their Eyes Were Watching God, the first and last chapters form a frame for the story that Janie tells her friend Pheoby.  Who are the narrators in Their Eyes Were Watching God?

155 March 25, 2013 Learning Target: I can examine figurative language and motifs. Entry Task: Please get out your Their Eyes Were Watching God books and paper. Your Read and Response journal may be turned in tomorrow…I am well aware the message may or may not have gotten across from the sub on Friday. :-P

156 Motif  A motif is a recurrent theme, subject, character type, or image that becomes a unifying element in a text.

157 Their Eyes Were Watching God Chapter 2  Read Chapter 2 silently.  While reading, create a double-entry journal about figurative language.  Don’t forget to mark themes that you think may be motifs for this novel.  Answer/Do the following:  Consider the following sentences from Chapter 2: “Janie saw her life like a great tree in leaf with things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.” Why do you think Hurston chose to juxtapose opposing images as she presents the central simile?  Within the first two chapters of Hurston’s novel, what images do you see repeated? What might these motifs represent?  Sketch Janie’s family tree.

158 March 26, 2013 Learning Target: I can read and interpret literary devices ( imagery, motif) in a text. Entry Task: Please get out your Their Eyes books, paper, and something to write with.

159 March 27, 2013  Learning Targets:  I can analyze characters, plot and irony.  I can identify the effect of diction on tone.  I can differentiate between different points of view.  I can recognize motifs and their purposes.  Entry Task:  “There are years that ask questions and years that answer.” Write a speculative response on what the upcoming year will hold for Janie. Will this year be the year that asks questions or one that answers them? Will this be the year that does both?

160 Chapter 3 and 4 Group Discussion Questions  As Janie evaluates her marriage to Logan Killicks, Hurston presents the recurring image of the horizon (page 25): “The familiar people and things had failed her so she hung over the gate and looked up the road towards way off. She knew now that marriage did not make love. Janie’s first dream was dead, so she became a woman.” Discuss how Janie’s frustration helps her growing self-awareness.  Nanny desires that Janie would have a life far different from her own and Leafy’s. Discuss what Nanny desires for Janie and what actions Nanny takes to realize this desire. Read the text closely to identify examples of irony in Nanny’s actions and the result of them.

161 Chapter 3 and 4 Group Discussion Questions (cont.)  What symbolic act does Janie perform when she leaves Logan? Examine the paragraph that begins, “The morning road air….” How does Hurston’s word choice reveal her tone toward this development of the plot?  Reread the paragraph that begins, “Joe Starks was the name….” Who is the narrator? Why do you think Hurston choose to present Joe’s introduction in this way? What is the impact of the shift in point of view from omniscient to Joe Starks’s character?  Chapter 4 ends with Janie’s leaving for Green Cove Springs with Joe Starks. Predict how Janie and Joe’s relationship will develop after she runs out on Logan. Will her dream become truth? How do the motifs of the horizon and of the pear tree and bees factor into Janie’s leaving?

162 March 28, 2013  Entry Task: Please get out your Their Eyes books, your papers with yesterday’s entry task and the first two discussion questions for Ch. 3 and 4.  Get into groups of NO MORE THAN 3. If your group has 4, split into 2 groups of 2.  As you discuss each question, please record your thinking and responses on your own paper—everyone will need to turn in individual papers.  Be prepared to have at least one person from your group share your group’s ideas with the rest of the class.  I will add more study questions for these chapters after you have had a chance to work with and discuss the first two.

163 Discussion Groups  Today, you will have the chance to choose your discussion groups.  If off-topic talking becomes a problem, we’ll stop the discussion groups and have a writing prompt instead.  Take notes on what is said in your discussion group.  You will be using these notes with your homework.

164

165 March 29, 2013 Learning Target: Entry Task:

166 April 9, 2013  Learning Targets:  I can create questions of literal, interpretive, and universal context.  I can identify elements of humor.  I can trace how motif evolve and develop significance.  I can analyze the effects of setting on characters.  Entry Task:  Get out a separate piece of paper and be ready to take notes on questions for each of the three levels of questions.

167 Levels of Questions  Level One: Literal (what the text is saying)  Ex: What does Joe Starks say when the audience requests that Janie speak?  Level Two: Interpretive (what the text means)  Based on Joe Starks’ statement about women, what can the reader infer?  Level Three: Universal (why it matters)  How does society define male and female roles?

168 Assignment Based on Chapter 5 in Their Eyes Were Watching God, please create the following questions based on the three different levels as follows:  Three Level One Questions  Two Level Two Questions  One (REALLY GOOD) Level Three Question DUE by the beginning of class tomorrow—be ready to share! (  this will probably be your entry task. )

169 April 10, 2013  Learning Targets:  I can create questions of literal, interpretive, and universal context.  I can identify elements of humor.  I can trace how motif evolve and develop significance.  I can analyze the effects of setting on characters.  Entry Task:  Get out a separate piece of paper and be ready to answer a partner’s three levels of questions.

170 Assignment Based on Chapter 6 in Their Eyes Were Watching God, please create the following questions based on the three different levels as follows:  Three Level One Questions  Two Level Two Questions  One (REALLY GOOD) Level Three Question DUE by the beginning of class tomorrow—be ready to share! (  this will probably be your entry task. )

171 April 11, 2013  Learning Targets:  I can create questions of literal, interpretive, and universal context.  I can answer and discuss questions created by my classmates.  Entry Task:  Please get out your books, and read silently for 10 minutes from wherever you left off. You should be in chapter 6, or very close.  Also, get out your questions over chapters 5 and 6 (if you got that far). We will use your questions to discuss the text after the silent reading time.

172 Example from Chapter 6Effect Tall Tales/Hyper bole Parody Riddles

173 Assignment  Identify one question for each level that could best describe the central issues of chapters 5 and 6. (So that will be SIX questions total).  Complete your graphic organizer on Elements of Humor (Tall Tales/Hyperbole, Parody, and Riddles) with examples and the effects of each from chapter 6.  On the same paper as your graphic organizer, answer the questions on the next slide and be ready to discuss.

174 Class Discussion  Why does Joe pamper the mule he bought from Matt Bonner? What effect does his special treatment have on the mule? Do you see any parallels in his treatment of Janie?  Hurston often used Eatonville, her real-life childhood home, as a setting in her work. Describe Eatonville as it is presented in Their Eyes Were Watching God. What effect is the young town having on Joe, Janie, and their marriage.  “She had an inside and an outside now and suddenly she knew how not to mix them.” When have you seen evidence of the two sides of Janie in Chapters 5 and 6? What is the reason for this disparity?

175 April 12, 2013  Learning Targets:  I can identify elements of humor.  I can trace how motif evolve and develop significance.  I can analyze the effects of setting on characters.  Entry Task:  Please get out your books, and your questions over chapters 5 and 6. You will also need a new piece of paper for a graphic organizer, and a few more study questions.

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